أثر مراعاة الجوانب السوسيولوجية في تكوين الملكة في الدرس الحديثي
Those who are familiar with the writings of the scholars of hadith in their various works realize that this enormous heritage includes many texts that indicate the historical precedence of our scholars in taking into account the sociological aspects of the learner, and in establishing many of the social conditions that they considered a cornerstone of the achievement of scientific competence and a condition for the validity of the teaching process, as they kept on emphasizing them in their writings and kept on stressing their importance for the success of the educational process. This does not exempt us from opening up to what is new in educational sociology, which provides us with investigations that have not been supervised by our scholars, all by recalling the principle of functionalism and the presentation of the characteristics of the subject. This paper aims to uncover the efforts of the scholars of education sociology, which provides us with investigations that have not been supervised by our scholars, all by invoking the principle of functionalism and the presentation of the characteristics of the subject. This paper aims to reveal the efforts of modern scholars in taking into account the sociological aspects of the learner. It also aims to show how our advanced scholars used this approach in teaching by adopting the descriptive method in collecting and documenting the material, and the analytical method in interpreting and deconstructing it. The research concluded that reforming the university hadith lesson requires, among other things, taking into account the sociological aspects of the student to make him a contributor to the attainment of knowledge, rather than a passive recipient. (Published abstract)