Theological Assessment of Teachers’ Perceptions of Destiny

Mehmet Kenan Şahin; Samet Karahüseyin

Makale detayları

Theological Assessment of Teachers’ Perceptions of Destiny

Yazarlar:

Mehmet Kenan Şahin | Samet Karahüseyin

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Kelam

Dergi:

Van İlahiyat Dergisi Vol.11 Issue 19, pp.103-120

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305139

pISSN:

2667-615X

Anahtar kelimeler:

Özet:

 It is known that issues related to destiny are among the most vivid questions and problems of religious thought and life. As far as the history of Islamic thought is concerned, it is seen that some differences of approach regarding destiny have been discussed on political and theological grounds. Because of this debate, deep divisions have emerged among Muslims rather than mutual exchange of ideas and understanding. Muslims still engage in problematic practices and thoughts caused by some wrong perceptions of destiny. It is necessary to scrutinize the problematic areas in terms of the transmission of this situation from generation to generation. In this context, considering that individuals acquire their beliefs and perceptions of destiny by being influenced by environments such as family and school, it is thought that the approaches and attitudes of teachers who provide religious education in formal educational institutions towards the belief in destiny are decisive and effective on students. The subject and purpose of our study is to examine the results of teachers perceptions of destiny, how they are shaped and what kind of readiness they are in regarding the issue. In this study, which was conducted with a sample group consisting of teachers working at the Ministry of National Education, the perceptions of destiny of Imam Hatip High School Vocational Lessons and RCMK teachers were tested through various socio-demographic variables and questions prepared by the researcher. Imam Hatip High School Vocational Lessons and RCMK teachers perceptions of destiny were measured with a survey method consisting of questions that are different from each other and in which the correlation between them is tried to be kept strong and meaningful. According to the findings, it is observed that there are some problematic areas in the sample group considering the intensity of the answers given to questions such as sectarian affiliation, religious knowledge, being able to correctly interpret the basic reference sources of religion, knowing the basic concepts and approaches related to destiny and being able to use them correctly. In addition, a significant difference was found in the sample groups approaches to some sectarian issues depending on the age variable. This shows that as a result of this and similar studies, the principles of Islamic belief should be examined in accordance with their authentic structure and the natural difference between religion and religious interpretation should be preserved. With this study, the importance of some methodological sensitivities, such as how religion and sectarian should be understood, seems to have increased further.

 It is known that issues related to destiny are among the most vivid questions and problems of religious thought and life. As far as the history of Islamic thought is concerned, it is seen that some differences of approach regarding destiny have been discussed on political and theological grounds. Because of this debate, deep divisions have emerged among Muslims rather than mutual exchange of ideas and understanding. Muslims still engage in problematic practices and thoughts caused by some wrong perceptions of destiny. It is necessary to scrutinize the problematic areas in terms of the transmission of this situation from generation to generation. In this context, considering that individuals acquire their beliefs and perceptions of destiny by being influenced by environments such as family and school, it is thought that the approaches and attitudes of teachers who provide religious education in formal educational institutions towards the belief in destiny are decisive and effective on students. The subject and purpose of our study is to examine the results of teachers perceptions of destiny, how they are shaped and what kind of readiness they are in regarding the issue. In this study, which was conducted with a sample group consisting of teachers working at the Ministry of National Education, the perceptions of destiny of Imam Hatip High School Vocational Lessons and RCMK teachers were tested through various socio-demographic variables and questions prepared by the researcher. Imam Hatip High School Vocational Lessons and RCMK teachers perceptions of destiny were measured with a survey method consisting of questions that are different from each other and in which the correlation between them is tried to be kept strong and meaningful. According to the findings, it is observed that there are some problematic areas in the sample group considering the intensity of the answers given to questions such as sectarian affiliation, religious knowledge, being able to correctly interpret the basic reference sources of religion, knowing the basic concepts and approaches related to destiny and being able to use them correctly. In addition, a significant difference was found in the sample groups approaches to some sectarian issues depending on the age variable. This shows that as a result of this and similar studies, the principles of Islamic belief should be examined in accordance with their authentic structure and the natural difference between religion and religious interpretation should be preserved. With this study, the importance of some methodological sensitivities, such as how religion and sectarian should be understood, seems to have increased further.

 It is known that issues related to destiny are among the most vivid questions and problems of religious thought and life. As far as the history of Islamic thought is concerned, it is seen that some differences of approach regarding destiny have been discussed on political and theological grounds. Because of this debate, deep divisions have emerged among Muslims rather than mutual exchange of ideas and understanding. Muslims still engage in problematic practices and thoughts caused by some wrong perceptions of destiny. It is necessary to scrutinize the problematic areas in terms of the transmission of this situation from generation to generation. In this context, considering that individuals acquire their beliefs and perceptions of destiny by being influenced by environments such as family and school, it is thought that the approaches and attitudes of teachers who provide religious education in formal educational institutions towards the belief in destiny are decisive and effective on students. The subject and purpose of our study is to examine the results of teachers perceptions of destiny, how they are shaped and what kind of readiness they are in regarding the issue. In this study, which was conducted with a sample group consisting of teachers working at the Ministry of National Education, the perceptions of destiny of Imam Hatip High School Vocational Lessons and RCMK teachers were tested through various socio-demographic variables and questions prepared by the researcher. Imam Hatip High School Vocational Lessons and RCMK teachers perceptions of destiny were measured with a survey method consisting of questions that are different from each other and in which the correlation between them is tried to be kept strong and meaningful. According to the findings, it is observed that there are some problematic areas in the sample group considering the intensity of the answers given to questions such as sectarian affiliation, religious knowledge, being able to correctly interpret the basic reference sources of religion, knowing the basic concepts and approaches related to destiny and being able to use them correctly. In addition, a significant difference was found in the sample groups approaches to some sectarian issues depending on the age variable. This shows that as a result of this and similar studies, the principles of Islamic belief should be examined in accordance with their authentic structure and the natural difference between religion and religious interpretation should be preserved. With this study, the importance of some methodological sensitivities, such as how religion and sectarian should be understood, seems to have increased further.

 Dinî düşünüş ve yaşayışın en canlı soruları ve sorunları arasında kader ile ilgili meselelerin yer aldığı bilinmektedir. İslâm düşünce tarihine bakıldığında kader ile ilgili bazı yaklaşım farklılıklarının siyasî ve itikâdî zemine çekilerek tartışma konusu edildiği görülmektedir. Bu tartışma ortamında da Müslümanlar arasında karşılıklı fikir alışverişi ve anlayıştan ziyade derin ayrılıklar vuku bulmuştur. Halen Müslümanlar birtakım yanlış kader algılarının sebep olduğu sorunlu uygulamalara ve düşüncelere yönelmektedir. Bu durumun kuşaktan kuşağa aktarılması noktasında sorunlu alanları mercek altına almak gerekmektedir. Bu kapsamda bireylerin kader inancını ve algılarını aile ve okul gibi ortamlardan etkilenerek aldığı düşünüldüğünde örgün eğitim kurumlarında din eğitimi veren öğretmenlerin kader inancına yönelik yaklaşım ve tutumlarının öğrenciler üzerinde belirleyici ve etkili olduğu düşünülmektedir. Öğretmenlerin kader algılarının ne gibi neticeler verdiği, nasıl şekillendiği ve meseleye dair ne tür bir hazır bulunuşluk içinde olduklarının incelenmesi, çalışmamızın konusunu ve amacını teşkil etmektedir. Milli Eğitim bakanlığında görev yapan öğretmenlerden oluşan bir örneklem grubuyla yapılan bu araştırmada İHL Meslek Dersleri ve DKAB öğretmenlerinin kader algıları, çeşitli sosyo-demografik değişkenler ve araştırmacı tarafından hazırlanan sorular aracılığıyla test edilmiştir. İHL Meslek Dersleri ve DKAB öğretmenlerinin kader algıları, birbirinden farklı, aralarındaki korelasyonun güçlü ve anlamlı tutulmaya çalışıldığı sorulardan oluşan anket yöntemiyle ölçülmüştür. Neticede elde edilen bulgulara göre örneklem grubu içerisinde mezhebî aidiyet, dinî bilgi, dinin temel referans kaynaklarını doğru yorumlayabilme, kader ile ilgili temel kavram ve yaklaşımları bilme ve bunları doğru kullanabilme gibi sorulara verilen cevapların yoğunluğu dikkate alındığında bazı problemli alanlar olduğu gözlenmektedir. Bununla birlikte örneklem grupta yaş değişkenine bağlı olarak bazı mezhebî konulara yaklaşımlarda anlamlı farklılaşma tespit edilmiştir. Bu durum göstermektedir ki bu ve benzeri çalışmalar neticesinde, İslâm inanç esasları otantik yapısına uygun bir şekilde ele alınmalı ve din ile dinî yorumun arasındaki doğal farklılık muhafaza edilmelidir. Bu çalışmayla birlikte din ile mezhebin nasıl anlaşılması gerektiği gibi bazı yöntemsel hassasiyetlerin önemi daha da artmış görünmektedir.

Makale detayları

Theological Assessment of Teachers’ Perceptions of Destiny

Yazarlar:

Mehmet Kenan Şahin | Samet Karahüseyin

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Kelam

Dergi:

Van İlahiyat Dergisi Vol.11 Issue 19, pp.103-120

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305139

pISSN:

2667-615X

Kalam

The Creeds

Fate

The Perception of Fate

The Teacher.Kelâm

Akîde

Kader

Kader Algıları

Öğretmen.

Sayı

Makale detayları

Yazarlar: Mehmet Kenan Şahin | Samet Karahüseyin

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Kelam

Dergi: Van İlahiyat Dergisi Vol.11 Issue 19, pp.103-120

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001305139

pISSN: 2667-615X

Sayı

Yazarlar:

Mehmet Kenan Şahin | Samet Karahüseyin

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Kelam

Dergi:

Van İlahiyat Dergisi Vol.11 Issue 19, pp.103-120

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305139

pISSN:

2667-615X