A Perspective Suggestion for Content Preparation Process in Religious Education:  The Subject of Shukr (Gratitude) as an Example

Remziye Ege; Suat Koca; Esra Gözeler

Makale detayları

A Perspective Suggestion for Content Preparation Process in Religious Education: The Subject of Shukr (Gratitude) as an Example

Yazarlar:

Remziye Ege | Suat Koca | Esra Gözeler

Yayıncı:

Motif Yayıncılık

Dergi:

Dini Araştırmalar Vol.26 Issue 64, pp.99-124

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291620

pISSN:

1301-966X

Anahtar kelimeler:

Özet:

 This article, in the example of the subject of shukr gratitude, proposes a perspective for the instructor who determines the processes of bringing a subject into the learning environment. This perspective is related to the encounter with the knowledge of the subject to be taught. It points to the approach of the instructor to the information heshe will refer to about the subject heshe will teach while preparing in the mental plan. The content of the subject, the objectives, the methods, techniques, and resources to be used to present the subject, and how the output will be measured and evaluated are largely determined by this perspective. In a way, the proposed perspective involves monitoring the change and transformation of life and the contextualization of religious knowledge by paying attention to the methodological functioning. Thus, the way the subject of gratitude presented in the Quran and hadith narrations aims to provide the teacher with a perspective on what kind of content to prepare. This is a suggestion for the instructor to reveal that while managing the process of religiously understandinginterpreting life as it flows by, the instructor should not ignore the ways in which knowledge appears in the Quran and hadith narrations. For example, the first meaning of the word shukr gratitude in the Quran is faith in Allah. However, traditionally, shukr gratitude is not taught within the subject area of faith. In this context, the article follows the suggestion that referring to the method and source of the knowledge to be taught can provide the instructor with a holistic and in-depth perspective.

 This article, in the example of the subject of shukr gratitude, proposes a perspective for the instructor who determines the processes of bringing a subject into the learning environment. This perspective is related to the encounter with the knowledge of the subject to be taught. It points to the approach of the instructor to the information heshe will refer to about the subject heshe will teach while preparing in the mental plan. The content of the subject, the objectives, the methods, techniques, and resources to be used to present the subject, and how the output will be measured and evaluated are largely determined by this perspective. In a way, the proposed perspective involves monitoring the change and transformation of life and the contextualization of religious knowledge by paying attention to the methodological functioning. Thus, the way the subject of gratitude presented in the Quran and hadith narrations aims to provide the teacher with a perspective on what kind of content to prepare. This is a suggestion for the instructor to reveal that while managing the process of religiously understandinginterpreting life as it flows by, the instructor should not ignore the ways in which knowledge appears in the Quran and hadith narrations. For example, the first meaning of the word shukr gratitude in the Quran is faith in Allah. However, traditionally, shukr gratitude is not taught within the subject area of faith. In this context, the article follows the suggestion that referring to the method and source of the knowledge to be taught can provide the instructor with a holistic and in-depth perspective.

 This article, in the example of the subject of shukr gratitude, proposes a perspective for the instructor who determines the processes of bringing a subject into the learning environment. This perspective is related to the encounter with the knowledge of the subject to be taught. It points to the approach of the instructor to the information heshe will refer to about the subject heshe will teach while preparing in the mental plan. The content of the subject, the objectives, the methods, techniques, and resources to be used to present the subject, and how the output will be measured and evaluated are largely determined by this perspective. In a way, the proposed perspective involves monitoring the change and transformation of life and the contextualization of religious knowledge by paying attention to the methodological functioning. Thus, the way the subject of gratitude presented in the Quran and hadith narrations aims to provide the teacher with a perspective on what kind of content to prepare. This is a suggestion for the instructor to reveal that while managing the process of religiously understandinginterpreting life as it flows by, the instructor should not ignore the ways in which knowledge appears in the Quran and hadith narrations. For example, the first meaning of the word shukr gratitude in the Quran is faith in Allah. However, traditionally, shukr gratitude is not taught within the subject area of faith. In this context, the article follows the suggestion that referring to the method and source of the knowledge to be taught can provide the instructor with a holistic and in-depth perspective.

 Bu makale, şükür konusu örnekliğinde, bir konuyu öğrenme ortamına taşıma süreçlerini belirleyen öğreticiye bir bakış açısı önerisi sunmaktadır. Bu bakış açısı temelde öğretilecek konunun bilgisiyle karşılaşmaya ilişkindir. Öğreticinin zihinsel planda hazırlanırken öğreteceği konu hakkında müracaat edeceği bilgiye yaklaşımını işaret etmektedir. Konunun hangi içerikle, hangi hedefle, hangi yöntem, teknik ve kaynaklarla sunulacağı ve çıktının nasıl ölçülüp değerlendirileceği, büyük ölçüde bu bakış açısıyla belirlenmektedir. Önerilen bakış açısı bir yönüyle hayatın değişim ve dönüşümü ile din bilgisinin bağlamsallığını, yöntemsel işleyişe dikkat ederek izlemeyi içerir. Şükür konusunun Kuranda ve hadis rivayetlerinde yer alma biçimi, öğreticiye, nasıl bir içerik hazırlaması gerektiği konusunda bir bakış açısı kazandırmayı hedefler. Bu, öğretici için bir yandan akıp giden hayatı dinî bakımdan anlamaanlamlandırma sürecini yönetirken diğer yandan bilginin Kuranda ve hadis rivayetlerinde yer alma biçimlerini göz ardı etmemesi gerektiğini açığa çıkarma önerisidir. Örnek olarak şükür kelimesinin Kurandaki ilk anlamı Allaha iman etmektir. Ancak geleneksel olarak şükrün iman konu alanı içerisinde öğretime konu olmadığı görülmektedir. Bu bağlamda makale, öğretilecek bilginin elde edilme yöntemine ve kaynağına müracaat etmenin, öğreticiye bütünsel ve derinlikli bir bakış açısı kazandırabileceği önerisini ortaya koymaktadır.

Makale detayları

A Perspective Suggestion for Content Preparation Process in Religious Education: The Subject of Shukr (Gratitude) as an Example

Yazarlar:

Remziye Ege | Suat Koca | Esra Gözeler

Yayıncı:

Motif Yayıncılık

Dergi:

Dini Araştırmalar Vol.26 Issue 64, pp.99-124

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291620

pISSN:

1301-966X

Religious Education

Tafsīr

Hadith

Shukr (Gratitude)

Model of Learning from the Religion

Conceptual Clarity

Text-Context Relationship.Din Eğitimi

Tefsir

Hadis

Şükür

Dinden Öğrenme Modeli

Kavramsal Netlik

Metin-Bağlam İlişkisi

Sayı

Makale detayları

Yazarlar: Remziye Ege | Suat Koca | Esra Gözeler

Yayıncı: Motif Yayıncılık

Dergi: Dini Araştırmalar Vol.26 Issue 64, pp.99-124

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001291620

pISSN: 1301-966X

Sayı

Yazarlar:

Remziye Ege | Suat Koca | Esra Gözeler

Yayıncı:

Motif Yayıncılık

Dergi:

Dini Araştırmalar Vol.26 Issue 64, pp.99-124

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291620

pISSN:

1301-966X