Journal of Imam Al-Kadhum College

The research demonstrates that the Qur'an was indeed compiled during the Prophet Muhammad’s lifetime, including its preservation, ordering, and recording. Subsequent efforts under Abu Bakr and Uthman were documentation processes rather than acts of initial compilation. The study also dissects reports suggesting otherwise, critically addresses Orientalist claims, and reinterprets the role of Imam ‘Ali’s codex as an exegetical and chronological document rather than an alternative text.

Abstract: This research investigates the ethical values embedded in the story of Prophet Moses and the family of Shu‘ayb (peace be upon them), as narrated in Surah Al-Qasas. The study provides an in-depth analytical examination of the Qur’anic text with the aim of uncovering the moral and pedagogical dimensions inherent in the narrative. Qur’anic stories are not merely historical accounts or literary expressions; rather, they serve as profound educational tools that reflect divine wisdom in guiding human behavior and nurturing ethical conduct.
The study highlights a number of prominent values illustrated through the events and characters of the story—such as courage in the face of adversity, modesty as a noble feminine virtue, generosity and kindness toward strangers, and trustworthiness and honesty as foundational traits in interpersonal relations. These values are extracted from the Qur’anic context and are then analyzed for their relevance and applicability in contemporary educational and social settings.
The research adopts two core methodologies: the analytical method, which focuses on examining the Qur’anic verses in depth to elucidate their ethical significance, and the inferential method, which aims to derive practical educational applications from the extracted values. The study ultimately seeks to emphasize the role of prophets and righteous individuals as exemplary moral figures and to demonstrate how Qur’anic ethical principles can contribute to the development of a morally grounded and spiritually balanced human character in today’s world.

After the Holy Qur’an, it is a major source of guidance and purification, and it has formed a spiritual and scientific source that contributed to building Islamic civilization. Educational and pedagogical meanings branched out from its verses and are still strongly present in contemporary Islamic thought.
The noble prophetic traditions and narrations from the Ahl al-Bayt (peace be upon them) urged believers to recite the Qur’an, ponder its meanings, and reflect on its purposes. This call formed an important interpretive background that helped interpreters delve into the educational and social dimensions of the verses and chapters, taking into account the objectives of revelation according to the stages of revelation and the different nature of the Meccan and Medinan chapters.
In light of this prophetic and Ahlulbayt guidance, serious attempts emerged to define the objectives of the surahs and distinguish their characteristics according to the contexts of their revelation. Advanced exegetical studies have demonstrated that the idea of distinguishing between Meccan and Medinan surahs was not foreign to the scholarly atmosphere of early Islam; rather, the Prophet (peace be upon him) and the Imams of his household (peace be upon them) adopted it in explaining the purposes of Islamic law and the methods of calling to Islam. Thus, semantic divisions emerged, aiming to highlight the specific character of each group of surahs and define their message within the overall Quranic framework.
The study adopted an inductive library approach based on reliable interpretive sources and available digital records, while following a descriptive analytical approach aimed at exploring the educational structure in the chapters of the Holy Qur’an through a selected interpretive record represented by the interpretations of Majma’ al-Bayan by Allamah al-Tabarsi and Al-Mizan fi Tafsir al-Qur’an by Allamah al-Tabataba’i, because they are among the most prominent interpretations that combined transmission and reason, and the apparent and the hidden in a comprehensive systematic way.

Abstract: The Iraqi army has gone through a number of phases, reflecting the successive historical cycles of the army's rise and fall. During its rise, the relationship between the military and society, and its heightened symbolism, were the same factors that weakened it and prompted the search for an ideological army as an alternative to defend power. The stages that accompanied the Iraqi army since its founding are represented by the "barracks" phase, its isolation from society, characterized by its unique values and customs, allowing it to be an independent institution with the necessary capabilities. However, the rise of the military's symbolism and the accompanying political circumstances pushed the army to leave the barracks. This departure was motivated by expanding its role to include political and developmental issues. There were two paths to working outside the barracks: one expanded into society without departing from the context of the political system's institutions, influencing society and enabling interaction to strengthen its presence within the sphere of control of state institutions. The second is its entry into the phase of parallel armies with society, which was evidence of the political regime's recognition of the weakness of the official army, or lack of trust in it. This resulted in the rise of a parallel army based on a doctrinal ideology that emerged from society. Here, state institutions were unable to control or curb the expansion and power of these parallel armies or regulate their behavior towards the regime or society. This is the most dangerous phase in the army's expansion towards society .

Abstract: The nature of political stability depends directly on how ruling elites interact with the leadership. Ideologically closed elites, despite their integration, create a superficial and fragile stability that lacks flexibility. In contrast, pluralistic elites whose rivalries are managed within institutional frameworks are more resilient and able to absorb shocks. Elites use their primary resources ,position, influence, wealth, expertise, and organization to transform their power into real authority that shapes leaders and determines state policy. This influence can lead either to individual rule that weakens institutions or to robust institutional stability. The latter stability is achieved when legitimacy, accountability, clarity of purpose, discipline, and trust are present. To transform the elite\'s role into an effective and coordinated force, It is imperative to establish laws to address conflicts of interest, replace quotas with clear coalition agreements, support decisions with objective assessments, and strengthen partnerships with civil society. The goal is to achieve positive, flexible stability capable of development.

Abstract: "Bad Words" is a collection of poetry by the Iraqi poet Maitham Radhi. The book was published in three editions, in 72 medium-sized pages, as part of the "Innocence" series published by Mediterranean Publications in Italy. Iraqi poet Maitham Radhi opens his collection "Bad Words" with the poem "Stuttering," as if it were an apology, a preliminary justification, like someone embarking on a dangerous adventure and fearing failure. This is not because he doubts his talent, but because the subject he chose for all his poems—"war"—touches him personally. He lives it, clings to it, and feels it to the point that he becomes morally confused when his self approaches the subject, to the point of separating them.

Abstract: Through the examination of the extract of the play The Tempest in Iraqi Secondary schools, this paper explores the depictions of colonial and cultural identities within this work in the book entitled ' English for Iraq'. The paper challenges the domination of narratives and how they express the characterization and themes in the extract to form a colonial experience of Iraqi students' history and culture. This colonial ideology is hidden in Prospero's and Caliban's speeches. The aim of this paper explores a complex interface between the colonial strategy and Iraqi students' understandings, emphasizing the necessity of utilizing such a Decolonial vision that enables us to make scrutiny and evaluation of the colonial impacts on Iraqi students' identities and experiences. The paper applies Edward Said's contrapuntal mode of reading on the extract to gain this Decolonial vision. The mode has two stages of analysis. The examination and exposition of the extract are done in the first stage, and the discussions of juxtapositional analysis lie in the second stage. The contribution of this study revolves around the decolonization of literary texts on the academic level. Ultimately, the mode provides the vision that helps the progress of Iraqi students' critical thinking about social justice and Iraqi cultural identity in Iraqi secondary schools.