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\u064a\u0633\u0647\u0645 \u0641\u064a \u0631\u0641\u0639 \u062c\u0648\u062f\u0629 \u0627\u0644\u0628\u062d\u062b\u060c \u0648\u064a\u062d\u0635\u0651\u0646 \u0627\u0644\u0628\u0627\u062d\u062b \u0645\u0646 \u0627\u0644\u0627\u0646\u062d\u0631\u0627\u0641\u0627\u062a \u0627\u0644\u0645\u0646\u0647\u062c\u064a\u0629 \u0648\u0627\u0644\u0623\u062e\u0644\u0627\u0642\u064a\u0629\u060c \u0648\u064a\u0639\u0632\u0651\u0632 \u0627\u0644\u0623\u062b\u0631 \u0627\u0644\u0639\u0644\u0645\u064a \u0648\u0627\u0644\u0645\u0639\u0631\u0641\u064a \u0644\u0644\u0625\u0646\u062a\u0627\u062c \u0627\u0644\u0628\u062d\u062b\u064a.\nDu\u02bf\u0101\u02be (supplication), in the Islamic worldview, is a devotional practice with profound faith-based and educational dimensions that shape an individual\u2019s conduct and orientations across various aspects of life, including the scientific and research domain. In this context, supplication emerges as an influential factor in guiding scientific research, as it helps refine the researcher\u2019s intention, organize efforts, and strengthen commitment to ethical and methodological standards throughout the different stages of research. However, the limited practical activation of the concept of du\u02bf\u0101\u02be within contemporary academic environments, together with the lack of Qur\u02be\u0101nic grounding in this regard, has contributed to the emergence of a number of methodological shortcomings and undisciplined research practices. Accordingly, this study seeks to clarify the concept of du\u02bf\u0101\u02be in the writing of scientific research, derive its practical etiquettes from Qur\u02be\u0101nic texts, and relate them to the contemporary academic context in a manner that enhances the quality and credibility of scientific research. The study adopts an inductive-analytical method to examine Qur\u02be\u0101nic texts related to supplication, alongside a deductive approach to extract applicable etiquettes suitable for implementation in the scientific field. The findings indicate that du\u02bf\u0101\u02be in the context of academic writing is grounded in the researcher\u2019s orientation toward All\u0101h through monotheism and humble supplication, seeking divine assistance in gathering scientific material, distinguishing truth from falsehood, mastering the methodological aspects of the research, and presenting the results accurately, in pursuit of All\u0101h\u2019s pleasure and the benefit of humanity. The study further identifies twenty etiquettes of supplication in scientific research, classified into four domains: psychological, methodological, ethical, and cognitive (epistemic). emphasizing that adherence to these etiquettes does not replace the scientific method; rather, it serves as a guiding and complementary element that enhances research quality, safeguards the researcher against methodological and ethical deviations, and strengthens the scientific and intellectual impact of scholarly output.<\/jats:p>","DOI":"10.33102\/uij.761","type":"journal-article","created":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T15:50:30Z","timestamp":1788450630000},"page":"131-146","source":"Crossref","is-referenced-by-count":0,"title":["\u0622\u062f\u0627\u0628 \u0627\u0644\u062f\u0651\u064f\u0639\u0627\u0621 \u0641\u064a \u0643\u062a\u0627\u0628\u0629 \u0627\u0644\u0628\u062d\u062b \u0627\u0644\u0639\u0644\u0645\u064a: \u062f\u0631\u0627\u0633\u0629 \u0642\u0631\u0622\u0646\u064a\u0629 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\u0641\u064a \u0630\u0644\u0643 \u0627\u0644\u0648\u0633\u0627\u0626\u0644 \u0627\u0644\u0627\u0633\u062a\u0642\u0631\u0627\u0626\u064a\u0629 \u0648\u0627\u0644\u0627\u0633\u062a\u0646\u0628\u0627\u0637\u064a\u0629 \u0648\u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0648\u0627\u0644\u062a\u062c\u0631\u064a\u0628\u064a\u0629\u060c \u0648\u0627\u0644\u062a\u0646\u0638\u064a\u0631\u064a\u0629 \u0648\u0627\u0644\u062a\u062d\u0644\u064a\u0644\u064a\u0629. \u0648\u0642\u062f \u062a\u0648\u0635\u0644 \u0627\u0644\u0628\u0627\u062d\u062b \u0625\u0644\u0649 \u0639\u062f\u062f \u0645\u0646 \u0627\u0644\u0646\u062a\u0627\u0626\u062c \u0648\u0627\u0644\u062a\u0648\u0635\u064a\u0627\u062a \u0627\u0644\u062a\u064a \u0636\u0645\u0646\u0647\u0627 \u0646\u0647\u0627\u064a\u0629 \u0647\u0630\u0627 \u0627\u0644\u0628\u062d\u062b.&#x0D;\n\u0627\u0644\u0643\u0644\u0645\u0627\u062a \u0627\u0644\u0645\u0641\u062a\u0627\u062d\u064a\u0629: \u0645\u0631\u0627\u062d\u0644 \u062a\u0637\u0648\u0631\u060c \u0627\u0644\u0628\u062d\u062b \u0627\u0644\u0639\u0644\u0645\u064a\u060c \u0627\u0644\u0641\u0643\u0631 \u0627\u0644\u0625\u0633\u0644\u0627\u0645\u064a\u060c \u062a\u0623\u0635\u064a\u0644\u060c \u0646\u0642\u062f.&#x0D;\nAbstract&#x0D;\nThis study aims at identifying the nature of the relationship between scientific researches and Islamic thought, and then to identify the stages of development of scientific research in Islamic thought which is divided into five stages: Prophecy, the Rightly Guided Caliphate, the Umayyad State, the Abbasid State, the Ottoman State, and the Modern Era. The researcher has studied these stages critically. To achieve this goal, the researcher used the descriptive and analytical method, in addition to the comparative historical method. The nature of scientific research is that every time a person solves a problem, or discovers a phenomenon, he thinks that by this he has satisfied his greed (desire). However, it becomes clear to him that another door has appeared in front of him, and he needs another effort to break into it in search of something new. This is true with what Allah (God) said: {And you are not given of knowledge, but a little} [Al-Isra: 85]. Islamic thought, in its relationship to scientific research, has laid down the parameters and rules of scientific curricula for various human sciences, both theoretical and applied. This happened among several additions, through which these scientific methods were refined, and Islamic thought alone has the right to adopt them. Therefore, these curricula become attributed to Islamic thought in origin, refinement, and application.\u00a0 It is wrong for Muslim researchers and thinkers to neglect scientific research methods as they are in Islamic thought, and neglect their applications in their individual and social intellectual lives following the man-made schools that deny revelation, messages, prophecies, and refuse to deal with the unseen and only believe in science. Islamic thought states that there is no valid means of scientific research and seeking knowledge except that the Muslim mind is charged with using it and benefiting from it in generating knowledge and the ability to perform. The moral, quantitative and qualitative means are equal in that, as are inductive, deductive, scientific, empirical, theoretical and analytical means. The researcher reached a number of results and recommendations, which are included at the end of this research.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0&#x0D;\nKeywords: Stages of development, Scientific research, Islamic thought, Originality, Criticism.<\/jats:p>","DOI":"10.56807\/buj.v4i2.297","type":"journal-article","created":{"date-parts":[[2022,11,6]],"date-time":"2022-11-06T21:34:47Z","timestamp":1667770487000},"source":"Crossref","is-referenced-by-count":0,"title":["\u0645\u0631\u0627\u062d\u0644 \u062a\u0637\u0648\u0631 \u0627\u0644\u0628\u062d\u062b \u0627\u0644\u0639\u0644\u0645\u064a \u0641\u064a \u0627\u0644\u0641\u0643\u0631 \u0627\u0644\u0625\u0633\u0644\u0627\u0645\u064a  (\u062f\u0631\u0627\u0633\u0629 \u062a\u0623\u0635\u064a\u0644\u064a\u0629 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