رسالة د. كهلان الخروصي
الجزء ١ · صفحة ٢٦(1) Thus being in Basra has influenced early Ib~‡‚ authorities through the prevalence of the use of the Iraqi methodology of analogical deduction (qiy~s) and individual judgment (ra|y)، yet has not prevented them from making full use of the ™ij~z‚ mechanism of transmitting traditions and focusing on mostly practical، or rarely theoretical، issues.(2) The Ib~‡‚ school uses both ways of handling material(3) but in a logical natural mechanism rather than in an adopted technical methodology، for we are talking about the beginnings of the second/eighth century where division between ahl al-ra|y and ahl al-ˆad‚th has not yet flourished.
(1) This differentiation between Iraqi and Hijazi schools is apparent in many early works of different schools of Islamic law، for instance: al-™ujja `al~ ahl al-mad‚na of Muˆammad b. al-™asan al-Shayb~n‚، Ta|w‚l mukhtalif al-ˆad‚th of Ibn Qutayba who was straightforward against ahl al-ra|y، as he names them. And when refutes their opinions he explicitly calls them ahl al-`Ir~q and states، in his examples، with disapproval of opinions ascribed to Abƒ ™an‚fa. Other relevant sources are the two books of al-Dihlaw‚، Sh~h W. All~h، al-™ujjat al-b~ligha and al-In‰~f f‚ bay~n asb~b al-ikhtil~f، ed. Abƒ Ghudda، Beirut، 1993،passion.
(2) Ibn Qutayba، Ta|w‚l mukhtalif al-ˆad‚th، ed. Abd al-Q~dir A. `A\~، Cairo، 1982. pp.70-4 and note that Ibn al-Qayyim also classifies scholars and their methodologies accordingly A`l~m al-muwaqqi`‚n، 1:1-50.
(3) Within Ib~‡‚ school the term `Ir~q‚s meaning ™anaf‚s has been used as early as Ibn Baraka in his J~mi`، 1:392.