Manevi Eğitim Açısından Hacı Bayrâm-ı Velî’nin Şiirlerinde Varoluşçu Temalar

İsa CEYLAN

Makale detayları

Manevi Eğitim Açısından Hacı Bayrâm-ı Velî’nin Şiirlerinde Varoluşçu Temalar

Yazarlar:

İsa CEYLAN

Yayıncı:

Anadolu İlahiyat Akademisi

Ana Başlıklar:

Din

Dergi:

Eskiyeni 2019 Issue 39, pp.391-418

Belge Tipi:

Makale

Yayın Tarihi:

9/2019

Belge Dili:

Türkçe

Document ID (Org No.):

2000418112

eISSN:

2636-8536

pISSN:

1306-6218

Özet:

 


Hacı Bayrâm-ı Velî, who attaches great importance to the moral upbringing
of human beings, is sensitive to the social problems of his time, highlighted
the purpose of existence and the search for meaning in the solution of the
problems in life and conveyed his thoughts through poems. In his poems, his
personality as a teacher and ṣūfī become prominent. He has dealt with the purpose of creation and
coming to the world, his spiritual responsibility, his search for meaning about
himself and the existence of the external world and his relationship with other
beings in a spiritual and ṣūfī context. As for the language and approach used in his poems, it can
be said that each individual is designed to enable him/her to experience
subjective experiences and meaning processes. Hacı Bayrâm-ı Velî gave
importance to spiritual education in his poems and applied to the spiritual
education (irshad) for the solution of individual and social problems.


In poems which can also be
expressed as verse, unlike prose, the mentioned context is hidden. In addition
to the mission of carrying social and individual messages, poems seem to
process concepts such as hope, love, and longing in the affective field, but
the functions of poems to educate the society are an undeniable reality. In
this study, it is aimed to examine the existential themes that come to the
forefront in spiritual education in the poems of Hacı Bayrâm-ı Velî. There are
four poems known to belong to Hacı Bayrâm-ı Velî: Ilāhī, Ilāhī Dhikr, Ilāhī Taḳsīm, Ilāhī Ṣawt. While
analysing these poems, the content analysis method was used.


Existential/spiritual
education aims to make each individual aware of the consistency of his/her
self. It seems difficult to make a structured or accepted general definition of
spiritual education. However, fundamentally, spiritual education has been addressed
in four dimensions: (1) education based on religious principles, (2) education
of personality, (3) education within spiritual activities and (4) education
within spiritual tendencies. This classification aims to discover and focus on
innate tendencies of the heart, soul and secrets in relation to the
“transpersonal” approach which includes values and transcendent dimension as
well as the existential approach and thus selects an authentic life based on
its unique development.


Existentialism discussed in
this study is a theistic existential approach. On the other hand, existential
themes are the forms of the relationship that human establishes with the
transpersonal dimension. This relationship manifests itself in a journey, and
various elements (themes) accompany this journey. The most fundamental focus of
existentialism is a journey to the discovering of the meaning that centralizes
the self. Spiritual education has a similar purpose. Any element that adds
meaning and value to an individual’s journey of existence and is associated
with this meaning can be called spirituality. 


Especially in people who are
worried about what the future will bring to the individual, some spiritual
needs will begin to emerge in order to manage the uncertainties. A human being
who understands how impotent and poor his “essence” is, who has difficulty in
meeting his needs and hard-pressed in managing his dealings, if acts
independently of the Creator, he will be left alone with boredom, alienation to
himself, struggling with the senselessness of life and confronting a sense of
nothingness. In other words, it is not possible for the people whose needs are
infinite to find the essence by trying to come into being and to have real
freedom. In this case, the essence will inevitably precede existence. The
person who manages and meet his/her essential spiritual needs, such as
inclusion, protection and habituation, with real love, will find the real existence
and get the real wealth. In other words, the person who escapes from the imprisonment
of self by connecting with the Creator with love and reducing his needs and
dependencies will find and reach the real existence. 


Hacı
Bayrâm-ı Velî, especially when life starts to be difficult, emphasized that the
need to focus on the real meaning of the events, to never lose the positive
point of view, to develop insight skills, and to try to cope with the events.
However, he stated that this would be possible only with the feeling of trust
and love nurtured by the One and only Creator. In addition, he also stated that
the strong adherence established with the Creator will nurture the spiritual
and psychological well-being of the person positively. He expressed these
convictions with expressions such as “to feast”. He has written in his poems
that the Creator creates a second self by blowing the soul out of Himself to
mediate recognition of Himself and that man can better know his Lord through
this self.


To see the whole world as
the blessing and trust of Allāh and to behave according to it requires to act
with the idea of unity and to harmonize with the Creator. The more a person
demonstrates his spiritual and inner qualities in his existence or life, the
more easily he knows the Creator. A person with a high level of existence, that
is, aware of his own self, willing to direct it, and in action, can harmonise
with his environment and the Creator. Because he can realise his inner world,
his self, his emotions and thoughts and he is willing to take responsibility
for his own behaviours. 


Although the words and works
of the thinkers of the last century seem to be the basis of Existentialism, the
themes of Hacı Bayrâm-ı Velî’s poems are similar to those of the existentialist
approach. Even if Hacı Bayrâm-ı Velî wrote his poems long before the existentialist
movements, it is seen that he frequently referred to themes such as “essence,
nothingness, change and habituation” that could be handled within the framework
of Existentialism. Through his poems, he presented the principles which could
be called the cores of existentialism about six centuries ago as a theistic
existentialist. In fact, it can be argued that his poems are completely
existential.

















As a result, based on the poems of Hacı Bayrâm-ı
Velî, it can be said that the main existential themes in terms of spiritual
education are the emergence of inner life, awareness of the purpose of
existence, spiritual needs, spiritual change and transformation, the idea of
unity and harmony with the Creator.

.

Makale detayları

Manevi Eğitim Açısından Hacı Bayrâm-ı Velî’nin Şiirlerinde Varoluşçu Temalar

Yazarlar: İsa CEYLAN

Yayıncı: Anadolu İlahiyat Akademisi

Ana Başlıklar: Din

Dergi: Eskiyeni 2019 Issue 39, pp.391-418

Belge Tipi: Makale

Yayın Tarihi: 9/2019

Belge Dili: Türkçe

Document ID (Org No.): 2000418112

eISSN: 2636-8536

pISSN: 1306-6218

Sayı

Yazarlar:

İsa CEYLAN

Yayıncı:

Anadolu İlahiyat Akademisi

Ana Başlıklar:

Din

Dergi:

Eskiyeni 2019 Issue 39, pp.391-418

Belge Tipi:

Makale

Yayın Tarihi:

9/2019

Belge Dili:

Türkçe

Document ID (Org No.):

2000418112

eISSN:

2636-8536

pISSN:

1306-6218