Taqwim Talim Hifz al-Quran al-Karim wa Talimihi fi Halaqat Jamiyyat Tahfiz al-Quran al-Karim
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- King Fahd Complex for the Printing of the Holy Quran in Madinah
Taqwim Ta‘lim Hifz al-Qur’an al-Karim wa-Ta‘limihi fi Halaqat Jam‘iyyat Tahfiz al-Qur’an al-Karim (Evaluation of the Learning and Teaching of Quran Memorization in the Study Circles of Quran Memorization Societies) is a pedagogical research paper by Ibrahim ibn Sulayman Al Huwaymil . It assesses instructional methods, common shortcomings, and optimal practices within Quranic memorization study circles (halaqat) in Saudi Arabia .
Context and Purpose
The treatise was prepared as a contribution to the seminar ‘Inayat al-Mamlakah al-‘Arabiyyah al-Su‘udiyyah bi-al-Qur’an al-Karim wa-‘Ulumihi (The Kingdom of Saudi Arabia's Care for the Holy Quran and Its Sciences), organized by the Ministry of Islamic Affairs, Endowments, Dawah, and Guidance and represented by the King Fahd Complex for the Printing of the Holy Quran in Medina . The author gathered insights from personal observation, participation, supervision, and field inquiries to evaluate the functioning and pedagogical practices of Quranic memorization circles overseen by charitable societies in Saudi Arabia .
Structure and Contents
The work is organized into an introduction, five thematic sections (mabahith), and a concluding set of recommendations :
- Section 1: The Virtue of Learning and Teaching the Holy Quran (Fadl Ta‘allum al-Qur’an al-Karim wa-Ta‘limihi): Details Quranic verses and prophetic hadiths emphasizing the status of memorizers and teachers of the Quran, drawing on historical examples such as Abu ‘Abd al-Rahman al-Sulami teaching in the mosque of Kufa for forty years, as well as statements by al-Shafi‘i and Ibn Hajar al-‘Asqalani .
- Section 2: Objectives of Quranic Study Circles (Ahdaf al-Halaqat al-Qur’aniyyah): Identifies core goals, including producing precise memorizers connected through an unbroken chain of transmission (isnad) reaching the Prophet ﷺ, instilling Quranic manners, providing sound moral upbringing (tarbiyah), and putting the Quran into practice .
- Section 3: Teaching Methods in Quranic Study Circles (Asalib al-Ta‘lim fi al-Halaqat al-Qur’aniyyah): Classifies prevalent instructional modes into recitation from memory (tasmi‘), recitation paired with regular review (tasmi‘ wa-muraja‘ah), dedicated instruction in tajwid, and pre-memorization guided reading (al-talqin qabl al-hifz) .
- Section 4: Pedagogical Errors in Quranic Study Circles (Akhta’ fi Asalib al-Ta‘lim fi al-Halaqat al-Qur’aniyyah): Diagnoses six principal defects hindering student progress: excessive student enrollment per circle, deficient administrative and parental follow-up, lack of time discipline, failure to account for individual differences among students of varying ages and abilities, high absenteeism and unpunctuality, and the recruitment of unspecialized or unqualified instructors .
- Section 5: The Optimal Method for Teaching the Quran in Study Circles (al-Uslub al-Amthal fi Ta‘lim al-Qur’an fi al-Halaqat al-Qur’aniyyah): Outlines the ideal educational environment, emphasizing proper mosque space, selection of qualified teachers characterized by fairness and moral competence, and a balanced instructional routine integrating supervised recitation (tilawah), memorization (hifz), daily and periodic review (muraja‘ah), brief lexical and thematic explanation (tafsir), motivational incentives (thawab), gentle discipline (‘iqab), and continuous evaluation .
Proposals and Recommendations
The book concludes with thirteen practical recommendations, including adhering to the early Companions' methodology of learning ten verses at a time with understanding and application, establishing model schools in major neighborhood mosques, providing pedagogical training for circle instructors, organizing regular meetings with parents, appointing accomplished memorizers as mosque imams, and utilizing modern educational technology such as audio laboratories and computerized tools .
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