Bu makale erken İslam toplumunda hadisle meşgul olan âlimlerin halkalarını ve ilmî çevrelerini netleştirmeyi hedefleyen üç aşamalı bir metot önerisinde bulunmaktadır. Zaman olarak II. (VIII.) asrın ilk yarısıyla, coğrafi olarak da Basra şehriyle kayıtlanan makalede söz konusu metodun gerekçeleri, dayanakları ve işletilme tarzı etraflıca sunulmuş, ardından metodun sunduğu sonuçlar hadis tarihi bakımından değerlendirilmiştir. İlgili metot temelde birbirini tamamlayan ve yer yer revize eden üç aşamadan oluşmaktadır. İlk aşamada rivayet metinlerindeki hadislerin isnadları tarihî bir veri olarak kullanılıp ilk halka şemaları çıkartılmıştır. Bu şemaların çıkarılması için birtakım temel tabakat ve rical kaynakları taranarak bir üst râvi kümesi oluşturulmuş, belli işlemlerle râvi kümesi daraltılmış ve ulaşılan alt râvi kümesindeki her bir isim Ahmed b. Hanbel’in el-Müsned’i ve Abdürrezzâk b. Hemmâm ile İbn Ebû Şeybe’nin el-Musannef’lerinin sınırlı sayıda isnadında taranmış, rivayet alıp veren şahısların irtibatlarının azlık ve çokluğuna göre râviler arasında hocalık-talebelik ilişkileri vazedilerek ilk halka şemalarına ulaşılmıştır. İkinci aşamada alt râvi kümesindeki her bir râvinin biyografisi rical kaynaklarında incelenmiş ve ilk aşamada tespit edilen hoca-talebe irtibatlarının isabeti test edilmiştir. Bu aşamada metodun birinci aşamasına bazı ilavelerde bulunulmuştur. Üçüncü ve son aşamada ise özellikle hadis usulü kaynakları hadis tarihinin temel bazı konuları çerçevesinde taranmış ve herhangi konuda aynı görüşü beyan eden âlimlerin arasındaki hoca-talebe irtibatı halka tespiti bağlamında değerlendirilmiştir. Mezkûr üç aşamanın ardından bir “Basra Hadis Halkaları” şemasına ulaşılmış ve bu bulgu aracılığı ile hadis tarihi hakkında birtakım tahlil ve tekliflere yer verilmiştir.
This paper explores the regional and local differences among ahl al-ḥadīth and proposes a methodology to identify and detail ḥadīth circles in the early prominent cities (amṣār). By distinguishing varieties of ahl al-ḥadīth, scholars may produce more accurate narratives on the history of the ḥadīth. The paper focuses on Baṣra, one of the most important centers of learning during the 2nd/8th century, together with Medina and Kūfa. It examines in three stages the data in the ḥadīth collections, biographical dictionaries (rijāl books), and books of ḥadīth methodology.
Firstly, by examining the 1,500 narrators who lived in Baṣra during the 2nd/8th century, we determine a master set of narrators on which isnād data will be based. It primarily utilizes rijāl books that were arranged on the basis of geography. We examine in detail major rijāl books such as Ibn Saʿd’s al-Ṭabaqāt, Yaḥyā b. Maʿīn’s al-Tārīkh, Khalīfa b. Khayyāṭ’s al-Ṭabaqāt, Aḥmad b. Ḥanbal’s al-ʿIlal, and Abū Dāwūd’s Su’ālāt. Based on the data given in these sources, we have reached a master set of 900 narrators. By examining teacher-student relationships of all transmitters, we identify 23 narrators who were cited the most. In order to verify this, we anaylze al-Mizzī’s Tahdhīb al-Kamāl to identify the teacher-student relationships of 49 random narrators from the successor (tābiʿūn) generation downward, and then the 30 most frequently cited transmitters. Following this, we check the metadata of transmission in the sources that contain numerous narrations and reflect mostly transmission networks based in Iraq such as Aḥmad b. Ḥanbal’s al-Musnad, ‘Abd al-Razzāq b. Hammām, and Ibn Abī Shayba’s al-Muṣannaf. At the end, the number of narrators falls from 30 to 21, thereby identifying the narrators most active in ḥadīth circles.
Based on this narrow set of narrators, it seems that the tradition of ḥadīth in Basra was generally based on Medina and specifically on Abū Hurayra, contrary to the common assumption that it was based on the companions who came to Basra after its conquest. In other words, the foundational generation that played a role in the transmission of ḥadīth in Basra seems to have been the successors, but not the companions. Among them, the circles of al-Ḥasan al-Baṣrī, Muḥammad b. Sīrīn, Thābit al-Bunānī, and Yaḥyā b. Abī Kathīr stood out. According to this, Qatāda b. Di‘āma and Yūnus b. ‘Ubayd were the closest students of al-Ḥasan al-Baṣrī, whose scholarly origins is difficult to determine; after him, Qatāda led the circle. Muḥammad b. Sīrīn transmitted from his teacher Abū Hurayra most of his teachings and his closest students were Ayyūb al-Sakhtiyānī, ‘Abdullāh b. ‘Awn, and Hishām b. Ḥassān; then his circle was led by Ayyūb. Thābit’s closest teacher was Anas b. Mālik who transmitted ḥadīth semi-systematically and his closest student was Ḥammād b. Salama. Lastly, Yaḥyā’s closest teacher was Medinese Abū Salama b. ‘Abd al-Raḥmān and his closest students were Hishām al-Dastuwā’ī and Damascene al-Awzā‘ī. As seen here, the successor’s knowledge of ḥadīth depended on the Medinan network.
Primary Language | Turkish |
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Subjects | Religious Studies |
Journal Section | Makaleler |
Authors | |
Publication Date | January 29, 2021 |
Published in Issue | Year 2021 |