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Tripoli, west of Libya, embraced many imams of hadith, including Imam Ahmed bin Nasr Al-Daoudi. He was born in Algeria and then moved to Tripoli in the West, where he settled and spread knowledge, during the days of the state of the plight of Bani Ubaid in Almaghrib, it was the cause of the deterioration of political, social and scientific life. Where their history was famous for injustice, insulting the alsahabah and killing alaulamah, until innovations and abominations appeared in their state, and the people of corruption increased and the righteous among them were few among the alaulamah and aubbad, and the one who is interested in the science of hadith must know the efforts of Al-Daoudi hadith, because of his position and progress in this art, and he can only do that after, a lot of trouble. due to the loss of most of his precious books and classifications. The research aims to know Al-Daoudi’s efforts in judging the hadiths, and to clarify what is accepted from them and what is received. One of the results of the research is that Al-Daoudi is an imam in criticizing the narrators; He was not just a transmitter of the rulings of others, but he had a prominent effect in correcting hadiths, criticism, and clarification of the ills. So he used several words in jarh and ta’deel, and heopted some of the words that indicate acceptance, such as his saying: “proven” or “confirmed” and his saying: “It is not correct.” In its chain of narrators, there is an examination of the hadith in which there is a defect. And his saying: In the hadith is a maqal, for the chain of narrators that the alaulamah differed in documenting one of its men, al-Dawudi confined himself to the least that would achieve the purpose and does not go beyond that to what is above it.
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In-Text Citation: (Alfaadhli et al., 2021)
To Cite this Article: Alfaadhli, M. I., Abdelgelil, M. F. M., Ahmad Fauzi Hassan, R. O. H. S., & Idris, M. F. H. B. M. (2021). Sections of Hadith According to Imam Ahmad Al-Daoudi. International Journal of Academic Research in Progressive Education and Development, 10(3), 766–774.
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