Religious Education Textbooks Published After 1982 In Terms of Understanding of Religion (An Example of the 5th Grade Faith Learning Domain)

Ahmet Düzenli

Makale detayları

Religious Education Textbooks Published After 1982 In Terms of Understanding of Religion (An Example of the 5th Grade Faith Learning Domain)

Yazarlar:

Ahmet Düzenli

Yayıncı:

Cukurova University

Ana Başlıklar:

Din Eğitimi

Dergi:

Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.24 Issue 2, pp.1-17

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337943

pISSN:

2564-6427

Anahtar kelimeler:

Özet:

 When we look at the prominent subjects of the history of education that started with the history of humanity, we should consider religious education in the first place. However, it is obvious that the transformation and development processes that the history of education has undergone in the scientific sense have not been at the same speed in the field of religious education. The main reason for this can be expressed as the fact that religious education is primarily and directly affected by the historical, cultural, political and economic development processes of the country in which it is located. It is also possible to see this situation clearly when viewed from a broad framework within the general history. As a matter of fact, the question of whether the Religious Culture and Moral Knowledge courses, which started to be taught compulsorily in primary and secondary education in Turkey after 1982, are affected by the political and cultural atmosphere of the period in which they take place, and if so, at what level in terms of religious understandings. Therefore, in order to reveal this effect clearly and comprehensibly, it is important to identify and interpret the understanding of religion in the textbooks to which the students are directly addressed. In our study, in this context, a sample of the 5th grade level textbooks published from 1982 to the present day has been formed and it is aimed to reveal the periodical transformation through the understanding of religion in these books. In the study, firstly, classifications related to religious understandings were put forward, then a classification suitable for the purpose of the study was determined and 5th grade textbooks were analysed in terms of religious understanding. As a result of our study in the context of religious understandings and the periodical distinctions made according to the determined criteria, it was determined that some religious understandings were prioritised more in certain periods compared to other periods, and it was concluded that the political, cultural and scientific infrastructure of the period directly or indirectly shaped the textbooks.

 When we look at the prominent subjects of the history of education that started with the history of humanity, we should consider religious education in the first place. However, it is obvious that the transformation and development processes that the history of education has undergone in the scientific sense have not been at the same speed in the field of religious education. The main reason for this can be expressed as the fact that religious education is primarily and directly affected by the historical, cultural, political and economic development processes of the country in which it is located. It is also possible to see this situation clearly when viewed from a broad framework within the general history. As a matter of fact, the question of whether the Religious Culture and Moral Knowledge courses, which started to be taught compulsorily in primary and secondary education in Turkey after 1982, are affected by the political and cultural atmosphere of the period in which they take place, and if so, at what level in terms of religious understandings. Therefore, in order to reveal this effect clearly and comprehensibly, it is important to identify and interpret the understanding of religion in the textbooks to which the students are directly addressed. In our study, in this context, a sample of the 5th grade level textbooks published from 1982 to the present day has been formed and it is aimed to reveal the periodical transformation through the understanding of religion in these books. In the study, firstly, classifications related to religious understandings were put forward, then a classification suitable for the purpose of the study was determined and 5th grade textbooks were analysed in terms of religious understanding. As a result of our study in the context of religious understandings and the periodical distinctions made according to the determined criteria, it was determined that some religious understandings were prioritised more in certain periods compared to other periods, and it was concluded that the political, cultural and scientific infrastructure of the period directly or indirectly shaped the textbooks.

 When we look at the prominent subjects of the history of education that started with the history of humanity, we should consider religious education in the first place. However, it is obvious that the transformation and development processes that the history of education has undergone in the scientific sense have not been at the same speed in the field of religious education. The main reason for this can be expressed as the fact that religious education is primarily and directly affected by the historical, cultural, political and economic development processes of the country in which it is located. It is also possible to see this situation clearly when viewed from a broad framework within the general history. As a matter of fact, the question of whether the Religious Culture and Moral Knowledge courses, which started to be taught compulsorily in primary and secondary education in Turkey after 1982, are affected by the political and cultural atmosphere of the period in which they take place, and if so, at what level in terms of religious understandings. Therefore, in order to reveal this effect clearly and comprehensibly, it is important to identify and interpret the understanding of religion in the textbooks to which the students are directly addressed. In our study, in this context, a sample of the 5th grade level textbooks published from 1982 to the present day has been formed and it is aimed to reveal the periodical transformation through the understanding of religion in these books. In the study, firstly, classifications related to religious understandings were put forward, then a classification suitable for the purpose of the study was determined and 5th grade textbooks were analysed in terms of religious understanding. As a result of our study in the context of religious understandings and the periodical distinctions made according to the determined criteria, it was determined that some religious understandings were prioritised more in certain periods compared to other periods, and it was concluded that the political, cultural and scientific infrastructure of the period directly or indirectly shaped the textbooks.

 İnsanlık tarihiyle başlayan eğitim tarihinin önde gelen konularına bakıldığında din eğitimini ilk sıralarda saymamız gerekir. Bununla beraber eğitim tarihinin bilimsel anlamda geçirdiği dönüşüm ve gelişim süreçlerinin din eğitimi alanında aynı hızda olmadığı aşikardır. Bunun temel sebebi, din eğitiminin içinde bulunduğu ülkenin tarihsel, kültürel, siyasal ve ekonomik gelişim süreçlerinden öncelikli ve doğrudan etkilenmesi olarak ifade edilebilir. Genel tarih içerisinde geniş bir çerçeveden bakıldığında da bu durumu açıkça görmek mümkündür. Nitekim Türkiyede 1982 yılından sonra zorunlu olarak ilk ve ortaöğretim düzeyinde okutulmaya başlayan Din Kültürü ve Ahlak Bilgisi derslerinin, içinde bulunduğu dönemin siyasal ve kültürel atmosferden etkilenip etkilenmediği, etkilendiyse din anlayışları açısından hangi düzeyde etkilendiği sorusu yanıt aramaktadır. Dolayısıyla bu etkinin açık ve anlaşılır şekilde ortaya konulabilmesi için, birebir öğrencinin de muhatap olduğu ders kitaplarındaki din anlayışlarının tespiti ve yorumlanması önem arz etmektedir. Çalışmamızda da bu bağlamda 1982den günümüze kadar yayımlanmış 5. sınıf düzeyinde okullarda okutulan DKAB ders kitaplarından bir örneklem oluşturulmuş, bu kitaplardaki din anlayışları üzerinden dönemsel dönüşümün ortaya konması hedeflenmiştir. Çalışmada ilk olarak din anlayışlarıyla ilgili tasnifler ortaya konulmuş, ardından çalışmanın amacına uygun bir tasnif belirlenerek 5. sınıf ders kitapları din anlayışı açısından incelenmiştir. Din anlayışları ve belirlenen kriterlere göre ortaya konulan dönemsel ayrımlar bağlamında yaptığımız çalışma neticesinde, belirli dönemlerde bazı din anlayışlarının diğer dönemlere nispeten daha ön planda tutulduğu tespit edilmiş, dönemin siyasal, kültürel ve bilimsel altyapısının ders kitaplarına doğrudan veya dolaylı olarak yön verdiği sonucuna ulaşılmıştır.

Makale detayları

Religious Education Textbooks Published After 1982 In Terms of Understanding of Religion (An Example of the 5th Grade Faith Learning Domain)

Yazarlar:

Ahmet Düzenli

Yayıncı:

Cukurova University

Ana Başlıklar:

Din Eğitimi

Dergi:

Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.24 Issue 2, pp.1-17

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337943

pISSN:

2564-6427

Religious Education

Religious Teaching

Religious Culture and Moral Knowledge

Understanding of Religion

Textbooks.Din Eğitimi

Din Öğretimi

Din Kültürü ve Ahlak Bilgisi

Din Anlayışı

Ders Kitapları.

Sayı

Makale detayları

Yazarlar: Ahmet Düzenli

Yayıncı: Cukurova University

Ana Başlıklar: Din Eğitimi

Dergi: Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.24 Issue 2, pp.1-17

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001337943

pISSN: 2564-6427

Sayı

Yazarlar:

Ahmet Düzenli

Yayıncı:

Cukurova University

Ana Başlıklar:

Din Eğitimi

Dergi:

Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.24 Issue 2, pp.1-17

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337943

pISSN:

2564-6427