İslâmiyet ile Mecusilikteki Din Adamları ve Mabetlerin Din Eğitimindeki Fonksiyonları Açısından Mukayesesi.

The main goal of civilizations established by qualified human resources is to progress by educating people within the framework of their own values. In this respect, the success of civilizations is closely associated with the quality of the people they educate. Likewise, it is clear that religion and the moral principles that arise from religion have a great role in shaping civilizations. At this stage, the vital role of teachers and educational institutions, which play an intermediary role in transferring knowledge to the next generations, emerges. Undoubtedly, Zoroastrianism is one of the religions that was born centuries before Islam and influenced today's Iranian geography and its surroundings. It is the Âvestâ, the holy book of Zoroastrianism, which emphasizes moral teachings. During the Sassanid period (224-651), Zoroastrianism, which gained the official religious identity of the state, existed in a wide geography. Likewise, with a population of around two billion, Islam is the second most common religion today. The religious education initiated by the Prophet in Al-Erkam gained momentum with the Masjid al-Nabawi and reached its peak with the teaching people in the provincial mosques during the Khulafa-yi Rashidin and Umayyad periods. In this respect, it can be said that the foundations of Islamic civilization were built on the education given in masjids. However, the fact that masjids also serve as educational institutions does not prejudice their identity as "places of worship". Because Islam considers the study of knowledge as worship itself. Adopting good thought (pendâr-ı nîk), good speech (goftâr-ı nîk) and good behavior (kerdâr-ı nîk) as basic principles, the clergy of the Majûsîs were called "mobedân" and their temples were called "âteşkede"; Muslim clerics were called "scholars/ulema" and their places of worship were called "masjids/mosques". The main purpose of this article is to make a comparison between the clergy (ulema-mobedân) and temples (masjid-âteşkede) in religious education in Islam and Zoroastrianism by revealing the functions of the two in religious education. The study prepared by document analysis method, which is one of the qualitative research methods; It has been prepared by making use of classical Islamic sources, Zoroastrianism sources and modern research. In the article, the social classes in ancient Iranian society and the concepts of "mogh", "mobed", "âtesh" and "âteskede" are introduced. However, since it has been the subject of many researches in Turkey, there is no need to explain the concepts of ulema and masjid/mosque. Considering the limitations of the research, religious education in Zoroastrianism with the Sassanid period; In Islam, on the other hand, the hijra is limited to the first century. Since the religious policy of states directly affects many political, religious, social and cultural developments, the subject has a direct relationship with Islamic History. Undoubtedly, there are obvious differences between Islam and Zoroastrianism on many points. However, masjid/mosques are the essence of Islam; On the other hand, the âteskedes came to the fore as important temples and religious education institutions of Zoroastrianism. While Muslims are building a great civilization on the basis of religious education on the basis of "sincerity" and "voluntariness"; The Sassanids, who made Zoroastrianism the official ideology of the state, strengthened the state through religious education. For this reason, it is recommended that the founding philosophy of the Nizâmiye Madrasahs, which were opened by the Great Seljuks to fight against Shiite factions, should be sought in the religious education of the Sassanid period. As a matter of fact, the fact that Nizâmülmük refers to the religious policy of the Sassanids in his works called Siyâsetnâme and Ghazzâlî refers to these policies in his Nasihatü'l-Mülûk proves us right. In this respect, it is deemed necessary to compare the temples and clergy of two different religions in terms of their place and function in the history of education. [ABSTRACT FROM AUTHOR]