The legacy of Sufism in contemporary Arabic poetic
The first chapter in this study presents the poetic thinkers, poets and critics alike, in the traditional Arabic heritage until the fourteenth century by making a synthesis. The second chapter presents Sufism in outline and in what distinguishes it as an existential approach throughout the Islamic view. These same characteristics are reflected in the third chapter through the poetic production of three of its most famous representatives namely Rabia Al-Adawiyya (d. 725), Umar Ibn Al-Fâridh (d. 1235) and Mohyî Al -Dîn Ibn Arabi (d. 1240). The analysis shows that in their respective works, they also had three different approaches to poetic creation. Rabia with her quest for purification uses it as a catharsis, Ibn Al-Fâridh, with his quest to spread his Sufi faith through his Al-Tâiyya Kubrâ (The Great Tâiyya),tries to impregnate his own Sufi liver faith, and Ibn Arabi, with his plan to refute any writing stable and rigid trough his collection of poems Turjumân Al-Achwaq (the interpreter of desires), seeks to establish an ideal "Text ".Thus we can conclude that these Sufi poets had three different approaches to poetic creation. The analysis of their respective writings demonstrates that "issuer", "receiver" and "message" are the three core interests of these three Sufi poets. In the fourth chapter of this study, three poetic works of three contemporary poets are analyzed to detect the Sufi watermarks of these poems. It is Al-Tufan Al-Aswad (The Black Flood) of Muhammad Miftâh Al-Faytûrî (1936 - ...), Al-Kibrît wa Al-Asâbi (The Match and the Fingers) of Nizar Qabbâni (1923-1998), and Qasîdat Al-Takwîn The Poem of the Genesis of Adonis (1930 - ...). Their analysis proves the influence of Sufism in the practice of the creation of Arabic poetry. The fifth chapter demonstrates this Sufi legacy in poetic theories in contemporary Arab thought and its influence in the establishment of three different poetic approaches constituting the so-called " the Purifying School," " the Impregnator School" and "the Refutation School", these theories take no account of the literary corpus described in the first chapter. Besides the translation of Claudine Chonez of "Great Tâiyya," the poems are cited in Appendix at the end of the study with a personal translation, which, although it does not claim to reflect in any way the depth and beauty of Arabic poems, she does not despair for the many suggest.