THRESHOLD CONCEPTS THEORY IN ISLAMIC RELIGIOUS EDUCATION: A NEW APPROACH

Elif Çakır

Makale detayları

THRESHOLD CONCEPTS THEORY IN ISLAMIC RELIGIOUS EDUCATION: A NEW APPROACH

Yazarlar:

Elif Çakır

Yayıncı:

Motif Yayıncılık

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Dini Araştırmalar Issue 68, pp.329-377

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351809

pISSN:

1301-966X

Anahtar kelimeler:

Özet:

 The Threshold Concepts Theory, which remains relatively underexplored in the academic literature of Türkiye, emerges as a contemporary educational framework warranting comprehensive discussion, evaluation, and multidimensional analysis within the domain of Islamic Religious Education. Developed in 2003 by economists Erik Meyer and Ray Land, this theory is grounded in a social constructivist David Perkins concept of troublesome knowledge. Enhanced by contributions from scholars across diverse disciplines globally, the Threshold Concepts Theory is currently employed as an educational approach in various fields. At its essence, the theory examines the nature of concepts and the instructional processes related to them. It posits that certain complex concepts, inherently categorized as forms of troublesome knowledge, can pose significant challenges to learning. The theory aims to illuminate these conceptual difficulties and guide students in navigating such barriers throughout the educational process. In this framework, the teachers engagement with the theory and their capacity to structure instructional content accordingly are pivotal. Consequently, the theory offers a pedagogical perspective that transforms learning processes, fosters student-centered education, and enhances teacher training and expertise. This article introduces the Threshold Concepts Theory, delineates its conceptual foundations, and provides a general evaluation based on an extensive literature review predominantly sourced from English-language materials. Relevant studies were examined through content analysis methods, adopting a holistic, interdisciplinary perspective to address both the development of the theory and the critiques it has encountered. Designed as a qualitative theoretical study, this research aims to construct a foundational framework through literature analysis. Drawing from existing scholarship, this theoretical evaluation explores the potential of the Threshold Concepts Theory to provide a unique lens within the field of Islamic Religious Education. Rather than advocating for a fixed model, the study contextualizes the theorys possible applications within this specific domain. As a preliminary investigation, it underscores the pedagogical significance of the theory in Islamic religious instruction in Türkiye and serves as a theoretical basis for future empirical research. Within the scope of this article, concepts such as jihad, truth ḥaqq, caliph khalīfa, and trust amāna are examined concerning the characteristics of threshold concepts. These examples are presented in tabular form and briefly evaluated for their pedagogical potential. Their threshold nature is linked to the epistemological and ontological shifts they may incite within learners cognitive and emotional landscapes. Accordingly, the article not only elucidates the pedagogical contributions of the theory but also critically engages with its conceptual ambiguities, contextual limitations, and debates regarding its universal applicability. It emphasizes the necessity of applying the theory in Islamic religious education with a high degree of contextual sensitivity and a critical approach.

 The Threshold Concepts Theory, which remains relatively underexplored in the academic literature of Türkiye, emerges as a contemporary educational framework warranting comprehensive discussion, evaluation, and multidimensional analysis within the domain of Islamic Religious Education. Developed in 2003 by economists Erik Meyer and Ray Land, this theory is grounded in a social constructivist David Perkins concept of troublesome knowledge. Enhanced by contributions from scholars across diverse disciplines globally, the Threshold Concepts Theory is currently employed as an educational approach in various fields. At its essence, the theory examines the nature of concepts and the instructional processes related to them. It posits that certain complex concepts, inherently categorized as forms of troublesome knowledge, can pose significant challenges to learning. The theory aims to illuminate these conceptual difficulties and guide students in navigating such barriers throughout the educational process. In this framework, the teachers engagement with the theory and their capacity to structure instructional content accordingly are pivotal. Consequently, the theory offers a pedagogical perspective that transforms learning processes, fosters student-centered education, and enhances teacher training and expertise. This article introduces the Threshold Concepts Theory, delineates its conceptual foundations, and provides a general evaluation based on an extensive literature review predominantly sourced from English-language materials. Relevant studies were examined through content analysis methods, adopting a holistic, interdisciplinary perspective to address both the development of the theory and the critiques it has encountered. Designed as a qualitative theoretical study, this research aims to construct a foundational framework through literature analysis. Drawing from existing scholarship, this theoretical evaluation explores the potential of the Threshold Concepts Theory to provide a unique lens within the field of Islamic Religious Education. Rather than advocating for a fixed model, the study contextualizes the theorys possible applications within this specific domain. As a preliminary investigation, it underscores the pedagogical significance of the theory in Islamic religious instruction in Türkiye and serves as a theoretical basis for future empirical research. Within the scope of this article, concepts such as jihad, truth ḥaqq, caliph khalīfa, and trust amāna are examined concerning the characteristics of threshold concepts. These examples are presented in tabular form and briefly evaluated for their pedagogical potential. Their threshold nature is linked to the epistemological and ontological shifts they may incite within learners cognitive and emotional landscapes. Accordingly, the article not only elucidates the pedagogical contributions of the theory but also critically engages with its conceptual ambiguities, contextual limitations, and debates regarding its universal applicability. It emphasizes the necessity of applying the theory in Islamic religious education with a high degree of contextual sensitivity and a critical approach.

 The Threshold Concepts Theory, which remains relatively underexplored in the academic literature of Türkiye, emerges as a contemporary educational framework warranting comprehensive discussion, evaluation, and multidimensional analysis within the domain of Islamic Religious Education. Developed in 2003 by economists Erik Meyer and Ray Land, this theory is grounded in a social constructivist David Perkins concept of troublesome knowledge. Enhanced by contributions from scholars across diverse disciplines globally, the Threshold Concepts Theory is currently employed as an educational approach in various fields. At its essence, the theory examines the nature of concepts and the instructional processes related to them. It posits that certain complex concepts, inherently categorized as forms of troublesome knowledge, can pose significant challenges to learning. The theory aims to illuminate these conceptual difficulties and guide students in navigating such barriers throughout the educational process. In this framework, the teachers engagement with the theory and their capacity to structure instructional content accordingly are pivotal. Consequently, the theory offers a pedagogical perspective that transforms learning processes, fosters student-centered education, and enhances teacher training and expertise. This article introduces the Threshold Concepts Theory, delineates its conceptual foundations, and provides a general evaluation based on an extensive literature review predominantly sourced from English-language materials. Relevant studies were examined through content analysis methods, adopting a holistic, interdisciplinary perspective to address both the development of the theory and the critiques it has encountered. Designed as a qualitative theoretical study, this research aims to construct a foundational framework through literature analysis. Drawing from existing scholarship, this theoretical evaluation explores the potential of the Threshold Concepts Theory to provide a unique lens within the field of Islamic Religious Education. Rather than advocating for a fixed model, the study contextualizes the theorys possible applications within this specific domain. As a preliminary investigation, it underscores the pedagogical significance of the theory in Islamic religious instruction in Türkiye and serves as a theoretical basis for future empirical research. Within the scope of this article, concepts such as jihad, truth ḥaqq, caliph khalīfa, and trust amāna are examined concerning the characteristics of threshold concepts. These examples are presented in tabular form and briefly evaluated for their pedagogical potential. Their threshold nature is linked to the epistemological and ontological shifts they may incite within learners cognitive and emotional landscapes. Accordingly, the article not only elucidates the pedagogical contributions of the theory but also critically engages with its conceptual ambiguities, contextual limitations, and debates regarding its universal applicability. It emphasizes the necessity of applying the theory in Islamic religious education with a high degree of contextual sensitivity and a critical approach.

 Eşik Kavramlar Teorisi Threshold Concepts Theory, Türkiye akademik literatüründe henüz yeterince tanınmayan bir eğitim teorisi olarak, Din Eğitimi Bilimi içinde tartışılması, değerlendirilmesi ve çok yönlü olarak ele alınması gereken bir modern dönem eğitim teorisi olarak karşımıza çıkmaktadır. Bu teori, sosyal yapılandırmacı olan David Perkinsin sorunlu bilgi troublesome knowledge düşüncesinden yola çıkan ekonomistler Erik Meyer ve Ray Land tarafından 2003 yılında geliştirilmiştir. Dünya genelinde çeşitli disiplinlerden araştırmacıların katkılarıyla zenginleştirilen Eşik Kavramlar Teorisi, şu anda eğitimsel bir yaklaşım olarak farklı alanlarda uygulanmaktadır. Eşik Kavramlar Teorisi, en temelde kavramların niteliklerine ve öğretim süreçlerine odaklanmaktadır. Doğaları gereği sorunlu bilgi olarak kabul edilen zorlu kavramların öğretim esnasında bazı problemlere yol açtığını öngörmektedir. Teori, öncelikle bu kavramların zorluklarının farkında olmayı ve ardından öğrencinin öğrenme sürecinde bu engelleri aşmasına rehberlik etmeyi amaçlamaktadır. Bu noktada, öğretmenlerin teoriyle olan ilişkisi ve öğretim içeriğini buna uygun olarak yapılandırabilme becerisi belirleyici bir rol oynamaktadır. Bu nedenle teori, öğrenme süreçlerinin dönüşümü, öğrenci merkezli öğrenmenin derinleştirilmesi ve öğretmen eğitimi ve uzmanlıkları gibi konularda pedagojik bir perspektif sunmaktadır. Makalede, öncelikle Eşik Kavramlar Teorisinin tanıtımına, kavramsallaştırılması sürecine ve genel değerlendirilmesine yer verilmiştir. Bu çerçevede, büyük ölçüde İngilizce kaynaklardan oluşan kapsamlı bir literatür taraması gerçekleştirilmiş, ilgili çalışmalar içerik analizi yöntemiyle değerlendirilerek arşivlenmiştir. Teorinin ortaya çıkışından gelişimine kadar geçen süreçte yöneltilen eleştiriler de ele alınarak disiplinlerarası bir bakış açısıyla bütüncül bir değerlendirme sunulmuştur. Çalışma, nitel araştırma yöntemi temelinde yürütülmüş olup, literatür analizi yoluyla teorik bir çerçeve oluşturmak amaçlanmıştır. Literatürdeki çalışmalar temel alınarak yapılan bu teorik değerlendirmede, Eşik Kavramlar Teorisinin Din Eğitimi Bilimi alanında özgün bir perspektif olma potansiyeli ortaya konmaya çalışılmıştır. Araştırmanın temel amacı, Eşik Kavramlar Teorisini Türkiye Din Eğitimi Bilimine tanıtmak olduğundan, kesin sınırları belirlenmiş bir model sunmak yerine, teorinin bu bağlamdaki işlevselliğini tartışmaya açan bir çerçeve oluşturulmuştur. Ön çalışma niteliğindeki bu araştırma, Türkiyedeki İslam Din Öğretimi süreçlerinde Eşik Kavramlar Teorisinin pedagojik değerine dikkat çekmektedir. Gelecekte yapılacak ampirik çalışmalar için bir başlangıç noktası oluşturmakta olan bu çalışma nitel yöntemle oluşturulmuş kuramsal bir zemin olma potansiyeli taşımaktadır. Makale kapsamında cihad, hak, halife ve emanet gibi kavramlar eşik kavram özellikleri bakımından ele alınmış ve bu örnekler tablolar halinde sunularak her biri pedagojik potansiyelleri açıdan kısaca değerlendirilmiştir. Bu kavramların din öğretimi açısından eşik niteliği taşımaları bireyin düşünsel ve duygusal dünyasında epistemolojik ve ontolojik kırılmalar yaratma niteliklerinden kaynaklanmaktadır. Bu nedenle çalışmada, teorinin pedagojik katkılarının yanı sıra tanımsal belirsizlikleri, bağlamsal sınırlılıkları ve evrensel geçerliliğe dair tartışmaları da ayrıca ele alınmıştır. Böylelikle teorinin İslam din öğretimi içinde ancak bağlam duyarlılığı yüksek ve eleştirel bir tutum ile uygulanması gerektiği vurgulanmıştır.

Makale detayları

THRESHOLD CONCEPTS THEORY IN ISLAMIC RELIGIOUS EDUCATION: A NEW APPROACH

Yazarlar:

Elif Çakır

Yayıncı:

Motif Yayıncılık

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Dini Araştırmalar Issue 68, pp.329-377

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351809

pISSN:

1301-966X

Religious Education

Islamic Religious Instruction

Threshold Concepts Theory

Troublesome Knowledge

Transformative LearningDin Eğitimi

İslam Din Öğretimi

Eşik Kavramlar Teorisi

Zorlu Bilgi

Dönüşüm Odaklı Öğrenme

Sayı

Makale detayları

Yazarlar: Elif Çakır

Yayıncı: Motif Yayıncılık

Ana Başlıklar: Dini Araştırmalar (Diğer)

Dergi: Dini Araştırmalar Issue 68, pp.329-377

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001351809

pISSN: 1301-966X

Sayı

Yazarlar:

Elif Çakır

Yayıncı:

Motif Yayıncılık

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Dini Araştırmalar Issue 68, pp.329-377

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351809

pISSN:

1301-966X