همسنجی مؤلفه‌های بافت سازمتن از دیدگاه جرجانی و زبان‌شناسان قدیم عرب با نظرات برخی از زبان‌شناسان معاصر غربی

Context is often regarded as the most reliable and essential interpretive tool for analyzing both religious and non-religious texts. The diverse historical perspectives of Jahiz and Ibn Jani are recognized as foundational to Jurjani's theories, while the concepts of Madoon Jurjani serve as a precursor to the ideas of later Western scholars, such as "Ulman", "Jacobsen", "Firth" and "Chomsky". Jurjani perceives texture as a means of attaining meaning, and in this passage, his activities are presented in a coherent manner within the framework of modern applied semantics. This article aims to introduce and compare certain texture-forming components as understood by ancient Arab linguists and contemporary Western linguists, alongside the histological perspectives of Jurjani, an Iranian scholar. By examining these viewpoints, the article seeks to reflect the histological approaches of all three groups in relation to the text. The context of the situation, which Jurjani refers to as "the needs of the audience and the listener, of commonality among both Western and Muslim linguists. In the realm of intra-linguistic context, the discussion encompasses the relationships between words and their meanings, as well as the exploration of phonology in the theories of Ibn Jani, Al-Jahiz, and Farth. The communicative roles of words within the sentences of a text serve to strengthen its overall structure. According to Jacobsen and Jurjani, this is an instance where the commonality between the two can be identified in the analysis of the word's context. Of course, compositional rules should not be overlooked, as the context of speech is fundamentally shaped by the arrangement of words within that speech. According to Jurjani and Chomsky, syntactic combinations are referred to as textual components. The productive role of syntax, or generative grammar, has led to the creation and formation of textual structures in sentences and words, as understood by these two linguists. 
Introduction:
In the verses, the characters involved in the process of the story sometimes suffer from erosion caused by psychological pressures, and these stressful events provide them with an opportunity to resort to individual and social solutions in order to reduce Stressful effects arise in yourself or other characters. This mechanism is formed to control perceptual heterogeneity in individual and social situations in order to build trust in oneself and others. The confrontation that the fictional characters when facing stressful contextual situations, depending on whether it is successful or not, is crystallized in the form of expressing emotional and logical emotions. If we want to give examples, we can mention the false cries of the brothers in the face of psychological pressure, the annihilation of Yusuf, Yusuf's appeal to his father during the dream, and the encounter of the cave-dwelling young men with the cruel ruler in the story. What is important in the mentioned cases is the confrontational style of the characters in the story when facing the stressful situation. Therefore, we witness extensive efforts in the cognitive and behavioral field of the characters in the story, which is aimed at reducing the destructive effects of psychological pressure. The problem-oriented encounter of the cavemen, which is drawn in the framework of responsibility and in the cognitive field, was formed despite the lack of social support from the people, and it is an example of social education to deal with mental and emotional pressures.
However, the emotion-oriented confrontation that occurs in the behavioral realm encompasses both self-restraint—exemplified by the self-control of Prophet Jacob and Yusuf, or lack of self-restraint, as seen in Moses' involvement in the story of Abd Saleh's travels, the travels of the righteous servant, the self-reproach of the brothers, and their feigned sorrow before their father. It can be considered an example of confronting individual psychological pressure. The emphasis of Quranic education in addressing mental stress is evident in both individual and social support. In the story of Yusuf, Prophet Jacob plays a crucial role in this support, while in the narrative of Abd Saleh and Moses, Abd Saleh serves as Moses' teacher and guide. Additionally, the educational role in the story of the Companions of the Cave is fulfilled by young men who are regarded as religious reformers within the community. Consequently, it is essential to give special attention to the father, teacher, and reformers of society as they serve as educators for future generations.
Method:
The function of context is to convey meaning based on the existing relationships between the sender and the receiver. It is through this function of context that one can focus on the discovery of meaning, which serves as a prelude to understanding the various standards related to the fields of human education. These standards have been explored in texts on human development, such as the Qur'an. Among these educational areas are issues related to the human psyche, including the associated tensions and methods of mediation. These themes are reflected in the Quranic stories and the context of the verses. This essay employs a critical and analytical approach to explore the various types of psychological pressures depicted in the stories of the two surahs, Yusuf and Kahf. The aim is to demonstrate that addressing psychological pressures can be effectively achieved through thoughtful problem-solving and individual-social support. The amount of psychological pressure should be reduced. This important issue is addressed by fathers, teachers, and religious reformers in the verses discussed.
The exploration of psychological emotions in the Surah of Yusuf primarily focuses on the individual dimension, whereas the management of mental and psychological challenges in the Surah of Kahf, particularly in the narrative of the young men, emphasizes the regulation of social emotions.
Results and Discussion:
The characters in the Surah of Kahf and Yusuf are subjected to various mental and emotional tensions. What is most significant is their ability to manage these psychological and emotional challenges, which contribute to human excellence both in individual lives and within society. Quranic stories, whether presented in a partial form (Surah of Kahf) or in a general form (Surah of Yusuf), offer valuable insights into moral and educational principles for humanity. By paying attention to these principles, individuals today can be guided toward a path of excellence in their religious and ethical lives. Therefore, we will address some of the mental and psychological challenges faced by the fictional characters in both surahs, and we will analyze and critique the confrontational management of individuals within the context of the challenge presented in the text.
Conclusion:
In the course of this research, which led to a theoretical presentation of histology regarding the discussion of educational principles in the context of mental and psychological pressures as presented in the Surah of Kahf and Yusuf, we found that individual and social support are essential for coping with emotional and psychological stress. By fostering this support, we can effectively reduce the impact of psychological pressure. We observed instances of this support in the two surahs discussed. The significance of the verses is sometimes represented by the father of the main character, Jacob, who is caught in mental and emotional turmoil. At other times, this support is embodied by a teacher, Abd Saleh, who also experiences mental and emotional tension. Additionally, this support can manifest as confrontation in various situations. A prevailing belief within society emerges, as illustrated in the story of the religious reformers—the companions of the cave—and their interactions with the tyrannical ruler and the unfaithful members of society. According to the analysis, the management of psychological emotions in Surah Yusuf primarily focuses on the individual dimension. In contrast, the control and management of mental-psychological tensions in Surah Kahf, particularly in the story of the young men, align more closely with the social aspects of emotional management.