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2. TOPLUMSAL KALKINMA AMAÇLI YÜKSEK DİN ÖĞRETİMİ: İSMAİL HAKKI BALTACIOĞLU'NUN YAZILARINDAN HAREKETLE TÜRK DÜŞÜNCESİ DERGİSİNDE TOPLUM, DİN VE DİL İ...
- Author
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FURAT, Ayşe Zişan
- Subjects
RELIGIOUS education ,COMMUNITY development ,UNIVERSITIES & colleges ,THEMATIC analysis ,HIGHER education - Abstract
Copyright of Dinbilimleri Journal is the property of Dinbilimleri Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
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3. İlahiyat Fakültesi Öğrencilerinin 21. Yüzyıl Becerileri Üzerine Bir İnceleme.
- Author
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İDER, Saadet and İPEK, Fatih
- Abstract
Copyright of Firat University Faculty of Theology / Fırat Üniversitesi İlahiyat Fakültesi Dergisi is the property of Firat University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
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4. TÜRKİYE'DE İLAHİYAT EĞİTİMİ: İSTİHDAM ALANI-PROGRAM İLİŞKİSİ ÜZERİNE BİR DEĞERLENDİRME.
- Author
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Turan, İbrahim
- Abstract
Organizational structure, operational mechanism, and employment conditions of Theology faculties have always been hotly debated topics in Turkish academic circles. Many employment-related issues, such as procedures for student acceptance, program outcomes, and broadening students' future job opportunities for graduates, are still significant today. These endless discussions have most negative effects on the motivation of every person in Theology faculties involved in the teaching and learning processes. Theology Faculties, which were established as the only higher religious education institutions in the Turkish Republic, have throughout their history been continually scrutinized by different views and ideologies exclusively for the purposes of their establishment. As a result of these considerations, the teaching content, and particularly the curriculum, has transformed and evolved concomitantly. Although Theology faculties, at the beginning of the Republican Era, were established with the specific aim of meeting the needs of the country for well-educated and equipped religious functionaries, they could survive only for nine years, between 1924 and 1933, and were closed without achieving this goal. Ideological debates on employment-related issues, such as for what purpose and in the frame of which responsibility would these university graduates to perform their future career duties, also played an important part in this turbulent process. Thus, it was not possible to actualize the first ascribed goal for their establishment. The second goal envisaged for the Theology faculties was to perform the activities related to religious education and other religious affairs based on an embracing and moderate religious discourse, with a certain reference to the Quran and Sunnah, to contribute to the unity and solidarity of the country. In this respect, one of the reasons why radical movements could not find any solid ground in Turkey and its surroundings, even during the times when religion-centred political and ideological developments intensified, is that Theology faculties introduced a reliable religious perception and adopted an embracing approach toward the different fragments of society. With their intense influence on society Theology faculties created a vacuum effect for the radicalized movements by preventing them from establishing permanent habitat in Turkish society. However, today it is clear that Theology faculties are far from attaining these goals. It is possible to claim that these faculties are much more inclined to concentrate on creating religious men rather than fulfilling their previously assigned responsibilities, training intellectuals professionalized in religious matters, which is articulated in the Unity of Education Law as "senior experts of religion". Examining the faculty curriculum over a certain period proves this alteration. Today, Theology faculties follow one single teaching program. In the academic year 1998-1999, the Department of Teacher Training for Primary Schools Religious Culture and Ethics Class, with the main purpose of graduating prospective school teachers, was established within Theology faculties' organizational structures. However, in the academic year 2014-2015 the programs ceased to accept students based on the decision of the Higher Council of Education, and in the academic year 2016-2017 it was de facto closed. Thus, the Theology program is the only program that accepts students at present. A faculty that runs one teaching program attracts an important question: how can Theology faculties train experts for the different fields required by the modern society and its changing perceptions on employment through one single program? This question constitutes the main research problem of this paper. Examining the curriculum of Theology faculties results in two main problem areas. First, there is the lack of a stable relationship between the purposes and the employment areas of the faculties. As the formal and non-formal religious institutions offer the main graduate job opportunities, the curriculum should be designed to include the courses that future employees would benefit from. However, the curriculum does not have a proportional distribution of classes in regards to their associated employment areas. The second problem is excessive numbers of classes. Although the numbers vary according to the faculty, the average number of classes is more than 70 during the four-year study period. It may be claimed that having a large number of classes is a parameter for the richness of the curriculum, yet, in practice this is under scrutiny. Benefiting from the curriculum at best cost is not possible without relating the teaching content to employment requirements and compartmentalization of the program if necessary. Also, compartmentalization will require readjustment of the curriculum for employment areas. Thus, in the process of reorganizing the teaching program and, correspondingly, its content, the most crucial matter that should be taken into consideration is to analyse the requests and expectations from the field. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
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5. İlahiyat Fakülteleri’nde Okul Terki: İlahiyat Fakültesinden Kayıt Sildirenler Üzerine Fenomenolojik Bir Araştırma* .
- Author
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Ay, Mustafa Fatih
- Abstract
Copyright of Eskiyeni is the property of Anadolu Ilahiyat Akademisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
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6. Theological Education in Azerbaijan
- Author
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Hasanov, Behram
- Subjects
Azerbaycan ,İlahiyat Eğitimi ,Higher Religious Education ,Yüksek Din Eğitimi ,Azerbaijan ,Theological Education ,Azerbaycan İlahiyat Enstitüsü ,Sociology of Religion ,Azerbaijan Institute of Theology ,Religious Education ,Din Eğitimi ,Din Sosyolojisi - Abstract
Bu bildiri Azerbaycan’da ilahiyat eğitiminde modernleşme döneminden sonra, özellikle de 19. yüzyıldan günümüze değin gerçekleşen tarihsel değişimi incelemektedir. 19. yüzyılın ilk yarısında Rusya’nın bölgeyi işgal etmesiyle birlikte ilahiyat eğitiminde hangi yönde değişimler yaşandığı ve bu değişimde etkili olan faktörler ele alınmaktadır. Aynı zamanda çarlık Rusya’sı sonrasında ateist ideolojiyi benimseyen Sovyetler döneminde Azerbaycan’da ilahiyat eğitiminin durumu ve bunun sonuçları araştırılmaktadır. Son olarak bağımsızlık döneminde Azerbaycan’da İlahiyat eğitimi politikaları ve bu politikaları şekillendiren toplumsal, siyasi, kültürel ve ideolojik faktörler incelenmektedir. Bildiri Azerbaycan’da ilahiyat eğitimi konusunu tarihsel süreklilik içerisinde ele almakta, her bir tarihsel dönemin bir önceki dönemden bağımsız olmadığı varsayımına dayanmaktadır. Çar Rusya’sı bölgeyi işgal etmeden önce yüksek din eğitiminde İslam dünyasının çeşitli ilim merkezleri tartışılmaz bir otoriteye sahipken, işgalden sonra uygulanan politikalarla birlikte bu ilim merkezlerine yönelenlerin sayısı kademeli olarak azalmıştır. Sovyet döneminde Azerbaycan’ın İslam dünyasındaki yüksek din eğitimi merkezleri ile bağı tamamen kopmuş, sadece çok sınırlı sayıda kişi Sovyet sisteminin denetimindeki Taşkent İslam Enstitüsü’nde yüksek din eğitimi alabilmiştir. Bağımsızlık döneminin ilk yıllarından itibaren Azerbaycan, toplumda İslam’a ilginin giderek artmasına karşın, bu ilgiyi karşılayacak ilahiyatçılar yetiştirme mekanizmasından yoksun olmanın yol açtığı sorunlarla boğuşmuştur. Bağımsızlığın ilk yıllarında Kafkasya Müslümanları Ruhani İdaresi’ne bağlı olarak Bakü İslam Enstitüsü kurulsa da söz konusu Enstitü ihtiyaçları karşılayan eğitim-öğretim faaliyeti konusunda başarı sağlayamamıştır. Bağımsızlığın ilk yıllarında Türkiye Diyanet Vakfı’nın (TDV) desteyi ile Bakü Devlet Üniversitesi’ne bağlı olarak kurulan ilahiyat fakültesi de bazı nedenlerden dolayı toplumun çoğunluğu tarafından yüksek din eğitimi alanında otorite bir kurum olarak kabul görmemiştir. Bu dönemde yüksek din eğitimi için İslam dünyasındaki belli ilim merkezleri yoğun şekilde tercih edilir olmuştur. Fakat bu durum siyasi, ideolojik, kültürel vb. sorunları da beraberinde getirmiş, İslam dünyasının sorun ve çelişkileri oradan mezun olan ilahiyatçılar tarafından adeta Azerbaycan’a ithal edilmiştir. 2018 yılında Cumhurbaşkanı kararnamesiyle yüksek din eğitim ve öğretimini gerçekleştirmek üzere, Azerbaycan toplumunun dini mezhepsel yapısını dikkate alan ve devlet politikalarıyla uyum içerisinde faaliyet göstermesi hedeflenen Azerbaycan İlahiyat Enstitüsü kurulmuştur. Aynı yıl Bakü İslam Üniversitesi’nin ve TDV’nin desteyi ile kurulan İlahiyat fakültesinin eğitim öğretim faaliyetine son verilmiştir. Azerbaycan İlahiyat Enstitüsü ülkede din görevlileri hazırlayan tek yüksek din eğitimi kurumu olarak faaliyetini sürdürmektedir. Sonuç olarak son iki yüzyılda Azerbaycan’da İlahiyat eğitiminde ciddi değişimler hatta kırılmalar yaşandığını ve bu sürecin ülkede gerçekleşen siyasi ve ideolojik süreçlerle yakından ilişkili olduğunu söyleyebiliriz., This paper examines the historical change in theology education in Azerbaijan after the modernization period, especially from the 19th century to the present. In the first half of the 19th century, with Russia's occupation of the region, the changes in theology education and the factors that were effective in this change are discussed. At the same time, the situation of theological education in Azerbaijan and its results are investigated during the Soviet period, which adopted atheist ideology after the tsarist Russia. Finally, the theological education policies in Azerbaijan during the independence period and the social, political, cultural, and ideological factors that shape these policies are examined. While the various scientific centers of the Islamic world had an indisputable authority in higher religious education before the Tsar's Russia invaded the region, the number of those who turned to these science centers gradually decreased with the policies implemented after the occupation. During the Soviet period, Azerbaijan's ties with the higher religious education centers in the Islamic world were completely severed, and only a very limited number of people were able to have higher religious education at the Tashkent Islamic Institute, which was under the control of the Soviet system. Since the first years of the independence period, Azerbaijan has struggled with the problems caused by the lack of a mechanism to train theologians to meet this interest, despite the increasing interest in Islam in the society. Although the Baku Islamic Institute was established under the Caucasus Muslims Spiritual Administration in the first years of independence, the Institute could not achieve success in educational activities that meet the needs. In the first years of independence, the theology faculty, which was established under the Baku State University with the support of the Turkiye Diyanet Foundation (TDF), was not accepted as an authoritative institution in the field of higher religious education by the majority of the society for some reasons. In this period, certain education centers in the Islamic world became intensely preferred for higher religious education. However, this situation brought along political, ideological, cultural, etc., problems, and the problems and contradictions of the Islamic world were imported to Azerbaijan by theologians who graduated from there. In 2018, by the Presidential decree, the Azerbaijan Theology Institute was established to realize higher religious education and training, taking into account the religious sectarian structure of the Azerbaijani society and aiming to operate in harmony with state policies. In the same year, the education and training activities of the Faculty of Theology which were established with the support of TRF and Baku Islamic University were terminated. Azerbaijan Institute of Theology continues its activities as the only higher religious education institution in the country that prepares religious officials. As a result, we can say that in the last two centuries, there have been serious changes and even breaks in theology education in Azerbaijan, and this process is closely related to the political and ideological processes taking place in the country.
- Published
- 2022
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