|
Week
|
Topics
|
Study Metarials
|
|
1
|
Education in the Ancient World
|
R1, p. 25-68.
|
|
2
|
Understanding of Islam and Education
|
R1, p. 69-85.
|
|
3
|
Education in the Time of the Prophet
|
R1, p. 86-102.
|
|
4
|
Educational Activities in the Period of Hulefa-i Raşidin and the Umayyads
|
R1, p. 103-128.
|
|
5
|
Encounters with other cultures, translation studies, Beytü`l-Hikme
|
R1, p. 129- 151.
|
|
6
|
Developments in Education and Science in the Islamic World
|
R1, p. 152- 180.
|
|
7
|
Centers of Science in the Islamic World: Inner Asia and the Middle East
|
R1, p. 181-202.
|
|
8
|
Centers of Science in the Islamic World: Egypt and Andalusia
|
R1, p. 203-225.
|
|
9
|
Islamic Educators and Educational Views
|
R1, p. 226- 240.
|
|
10
|
Women`s Education in Islam
|
R1, p. 241-262.
|
|
11
|
Science-religion-politics relations in the Islamic world.
|
R1, p. 263-289.
|
|
12
|
Non-Formal Education in the Islamic World
|
R1, p. 290- 315.
|
|
13
|
Comparison with Scientific Studies in the Western World
|
R1, p. 316- 330.
|
|
14
|
Transition to Formal Education and Establishment of Madrasahs.
|
R1, p. 331-350.
|
|
Prerequisites
|
-
|
|
Language of Instruction
|
Turkish
|
|
Responsible
|
Assistant Prof Zeynep Yüksel
|
|
Instructors
|
1-)Doçent Dr. Fatih Güzel
|
|
Assistants
|
Research Asst. Murat Kaya
|
|
Resources
|
R1: Nakosteen, M., (1964). Batı Eğitiminin İslami Kaynaklarının Tarihi, University of Colorado Press, Colorado.
|
|
Supplementary Book
|
SR1:Bedrüddin İbn Cemaa El-Kinani, (2012). İslami Gelenekte Eğitim Ahlakı, çev., M. Şevki Aydın, TDV Yay. Ankara.
SR2: Gözütok, Ş. (2014). Resulullah Döneminde Eğitim ve Öğretim, Nesil Yay., İstanbul 2014.
SR3: Kırpık, G. (2009). Nizamiye Medreseleri Ortaçağın Yükseköğretim Kurumu, Ankara.
|
|
Goals
|
The aim of the course is Islam`s view of education, the type and value of knowledge in Islamic terms, educational institutions and practices in the early years of Islam, suffa, küttab and masjid, XI. Scientific activities in the Islamic world until the 16th century, developments in religious, natural and social sciences, scientists, their works and studies, the comparison of scientific studies with the West and the dimensions of interaction, Islamic education principles, famous educators who grew up in the Islamic world and their thoughts on education, The aim of this course is to give information about the establishment and development of the first madrasahs, the reasons for the establishment of madrasas, their curricula, scientific and administrative structures, specialization in education and the established specialized madrasas.
|
|
Content
|
To gain a theoretical perspective on the question of why and what kind of religious education in the context of scientific data.
To have information about the conceptual framework on which the discussions in the field about the history of religious education are based and to contribute to the field.
|
|
Program Learning Outcomes |
Level of Contribution |
|
1
|
Recognize the basic concepts and problems related to Philosophy and Religious Studies and make comparative evaluations on them.
|
4
|
|
2
|
Have sufficient knowledge about the literature created in different sub-disciplines of Philosophy and Religious Sciences.
|
-
|
|
3
|
Gain the ability to write academic works in accordance with scientific research techniques and ethics on their own and as a team.
|
-
|
|
4
|
Understand and analyze classical and modern sources in the field of Philosophy and Religious Studies and use them in academic studies.
|
4
|
|
5
|
Reason analytically and categorically in the field of Philosophy and Religious Studies and produce new information from existing knowledge.
|
-
|
|
6
|
Gain the ability to conduct interdisciplinary research and evaluation.
|
-
|
|
7
|
Convey the researches in Philosophy and Religious Sciences in a systematic and coherent way, either orally or in writing.
|
-
|
|
8
|
Conduct research and offer suggestions that can produce solutions to social needs and problems related to Philosophy and Religious Sciences.
|
5
|
|
9
|
Determine the authenticity and resource value of the information in the field of Philosophy and Religious Sciences.
|
-
|
|
10
|
Understand the historical development and stages of Philosophy and Religious Sciences.
|
-
|
|
11
|
Gain the ability to acquire the knowledge of the field of Philosophy and Religious Sciences, to use the knowledge in place and to apply it to new formations.
|
-
|
|
12
|
Learn how to use the knowledge obtained in the field of Philosophy and Religious Sciences in order to raise the education, culture and art level of the society.
|
5
|
|
13
|
Support current developments and ongoing projects in the field of Philosophy and Religious Sciences with quantitative and qualitative data.
|
-
|
|
14
|
Gain the ability to pose, develop, defend and express philosophical problems both orally and in writing.
|
-
|
|
15
|
Gain the ability to relate philosophical problems and issues from historical and theoretical perspectives.
|
5
|