Analyzing the Methods of Education in the Context of ‘Abd al-Karīm al-Qushayrī’s Tartīb al-Sulūk Treatise

Edibe Taş

Makale detayları

Analyzing the Methods of Education in the Context of ‘Abd al-Karīm al-Qushayrī’s Tartīb al-Sulūk Treatise

Yazarlar:

Edibe Taş

Yayıncı:

Gaziantep University

Ana Başlıklar:

Tasavvuf

Dergi:

İlahiyat Akademi Issue 19, pp.181-200

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321892

pISSN:

2149-3979

Anahtar kelimeler:

Özet:

 Ṣūfīsm thought offers a systematic methodology for understanding and guiding the spiritual journey of individuals. The treatise Tartīb al-Sulūk by Abd al-Karīm al-Qushayrī is a significant source in this context. While Sufi education focuses on spiritual and moral development of human, Qushayrīs work serves as a valuable guide for understanding and implementing this developmental process. This study examines the common values and goals underlying Ṣūfī education methods and modern pedagogical approaches through the Tartīb al-sulūk treatise and presents a comparative analysis of the practices in both fields. In this context, when the treatise is analysed, it is seen that methods such as religious conversation, gradual progression tedrīc, dhikr, and experiential learning are used on the path of sulūk. The methods used in ṣūfī education process show significant parallels with modern education techniques within the scope of their traditional meaning and practices. Narrative or taqrīr, which is based on explaining a situation to the relevant people in a clear and understandable way, is considered by educators to be one of the most preferred traditional methods. The conversational method, which is equivalent to the narrativetaqrīr method in Ṣūfī education, involves gathering around a murshid and following their thoughts and practices, representing a learning process based on the disciple-guide murid-murshid relationship. The gradual method, which is equivalent to programmed learning in Ṣūfī education, involves establishing the learning process of each disciple, progressing step by step under guidance, and internalizing knowledge through various dhikr assignments. Dhikr, similar to homework in the modern education system, supports the learning process of disciple and is used within the gradual method in Ṣūfī education. Dhikr, as a practice of remembrance and reminding, facilitates the permanent acquisition of knowledge and learning through internal experience. Experiential learning in Ṣūfī education appears as a parallel method to active learning in modern education; individuals take responsibility for their learning processes and construct knowledge through experiences. A comparative analysis of the methods used in Ṣūfī and modern education reveals that these methods are similar in terms of ensuring the holistic development of human beings in cognitive, moral, affective, psychomotor, etc. areas. However, while the aim of Ṣūfī education is to achieve the qualities of human perfection al-Insān al-Kāmil, the aim of modern education is to meet the human need for self-realization. Ṣūfī methods focus on the inner world of the student and provide an awareness and understanding beyond knowledge. In modern education, the reinterpretation of these methods has made learning processes more interactive and individual-centred. The methods employed in the path of sulūk are mutually supportive and complementary. The murshid guides the disciple in all methods, with the influence of the murshid being more prominent in the conversation method. However, in the methods of gradual progression, dhikr and learning by living, it is observed that the disciple is responsible for most of the work. In all methods, it can be said that the disciple engages in a serious struggle. With the correct guidance of the murshid and making the right choices, success is eventually achieved. The results of the research show that the educational methods used in Sufi practices in the context of the treatise Tartīb al-sulūk, one of the first known written texts describing the spiritual journey of an individual under the supervision of a sheikh, show an important parallelism with modern educational techniques. In this context, the deep and strong connections between Sufi and modern educational practices can contribute to the development of an interdisciplinary understanding in education.

 Ṣūfīsm thought offers a systematic methodology for understanding and guiding the spiritual journey of individuals. The treatise Tartīb al-Sulūk by Abd al-Karīm al-Qushayrī is a significant source in this context. While Sufi education focuses on spiritual and moral development of human, Qushayrīs work serves as a valuable guide for understanding and implementing this developmental process. This study examines the common values and goals underlying Ṣūfī education methods and modern pedagogical approaches through the Tartīb al-sulūk treatise and presents a comparative analysis of the practices in both fields. In this context, when the treatise is analysed, it is seen that methods such as religious conversation, gradual progression tedrīc, dhikr, and experiential learning are used on the path of sulūk. The methods used in ṣūfī education process show significant parallels with modern education techniques within the scope of their traditional meaning and practices. Narrative or taqrīr, which is based on explaining a situation to the relevant people in a clear and understandable way, is considered by educators to be one of the most preferred traditional methods. The conversational method, which is equivalent to the narrativetaqrīr method in Ṣūfī education, involves gathering around a murshid and following their thoughts and practices, representing a learning process based on the disciple-guide murid-murshid relationship. The gradual method, which is equivalent to programmed learning in Ṣūfī education, involves establishing the learning process of each disciple, progressing step by step under guidance, and internalizing knowledge through various dhikr assignments. Dhikr, similar to homework in the modern education system, supports the learning process of disciple and is used within the gradual method in Ṣūfī education. Dhikr, as a practice of remembrance and reminding, facilitates the permanent acquisition of knowledge and learning through internal experience. Experiential learning in Ṣūfī education appears as a parallel method to active learning in modern education; individuals take responsibility for their learning processes and construct knowledge through experiences. A comparative analysis of the methods used in Ṣūfī and modern education reveals that these methods are similar in terms of ensuring the holistic development of human beings in cognitive, moral, affective, psychomotor, etc. areas. However, while the aim of Ṣūfī education is to achieve the qualities of human perfection al-Insān al-Kāmil, the aim of modern education is to meet the human need for self-realization. Ṣūfī methods focus on the inner world of the student and provide an awareness and understanding beyond knowledge. In modern education, the reinterpretation of these methods has made learning processes more interactive and individual-centred. The methods employed in the path of sulūk are mutually supportive and complementary. The murshid guides the disciple in all methods, with the influence of the murshid being more prominent in the conversation method. However, in the methods of gradual progression, dhikr and learning by living, it is observed that the disciple is responsible for most of the work. In all methods, it can be said that the disciple engages in a serious struggle. With the correct guidance of the murshid and making the right choices, success is eventually achieved. The results of the research show that the educational methods used in Sufi practices in the context of the treatise Tartīb al-sulūk, one of the first known written texts describing the spiritual journey of an individual under the supervision of a sheikh, show an important parallelism with modern educational techniques. In this context, the deep and strong connections between Sufi and modern educational practices can contribute to the development of an interdisciplinary understanding in education.

 Ṣūfīsm thought offers a systematic methodology for understanding and guiding the spiritual journey of individuals. The treatise Tartīb al-Sulūk by Abd al-Karīm al-Qushayrī is a significant source in this context. While Sufi education focuses on spiritual and moral development of human, Qushayrīs work serves as a valuable guide for understanding and implementing this developmental process. This study examines the common values and goals underlying Ṣūfī education methods and modern pedagogical approaches through the Tartīb al-sulūk treatise and presents a comparative analysis of the practices in both fields. In this context, when the treatise is analysed, it is seen that methods such as religious conversation, gradual progression tedrīc, dhikr, and experiential learning are used on the path of sulūk. The methods used in ṣūfī education process show significant parallels with modern education techniques within the scope of their traditional meaning and practices. Narrative or taqrīr, which is based on explaining a situation to the relevant people in a clear and understandable way, is considered by educators to be one of the most preferred traditional methods. The conversational method, which is equivalent to the narrativetaqrīr method in Ṣūfī education, involves gathering around a murshid and following their thoughts and practices, representing a learning process based on the disciple-guide murid-murshid relationship. The gradual method, which is equivalent to programmed learning in Ṣūfī education, involves establishing the learning process of each disciple, progressing step by step under guidance, and internalizing knowledge through various dhikr assignments. Dhikr, similar to homework in the modern education system, supports the learning process of disciple and is used within the gradual method in Ṣūfī education. Dhikr, as a practice of remembrance and reminding, facilitates the permanent acquisition of knowledge and learning through internal experience. Experiential learning in Ṣūfī education appears as a parallel method to active learning in modern education; individuals take responsibility for their learning processes and construct knowledge through experiences. A comparative analysis of the methods used in Ṣūfī and modern education reveals that these methods are similar in terms of ensuring the holistic development of human beings in cognitive, moral, affective, psychomotor, etc. areas. However, while the aim of Ṣūfī education is to achieve the qualities of human perfection al-Insān al-Kāmil, the aim of modern education is to meet the human need for self-realization. Ṣūfī methods focus on the inner world of the student and provide an awareness and understanding beyond knowledge. In modern education, the reinterpretation of these methods has made learning processes more interactive and individual-centred. The methods employed in the path of sulūk are mutually supportive and complementary. The murshid guides the disciple in all methods, with the influence of the murshid being more prominent in the conversation method. However, in the methods of gradual progression, dhikr and learning by living, it is observed that the disciple is responsible for most of the work. In all methods, it can be said that the disciple engages in a serious struggle. With the correct guidance of the murshid and making the right choices, success is eventually achieved. The results of the research show that the educational methods used in Sufi practices in the context of the treatise Tartīb al-sulūk, one of the first known written texts describing the spiritual journey of an individual under the supervision of a sheikh, show an important parallelism with modern educational techniques. In this context, the deep and strong connections between Sufi and modern educational practices can contribute to the development of an interdisciplinary understanding in education.

 Tasavvuf düşüncesi, insanın manevi yolculuğunu anlamak ve yönlendirmek adına sistematik bir yöntem sunar. Abdülkerim el-Kuşeyrînin Tertîbüs-sülûk adlı risâlesi bu yönde önemli bir kaynaktır. Tasavvuf eğitimi, insanın ruhsal ve manevi gelişimine odaklanırken, Kuşeyrînin eseri de bu gelişim sürecini anlamak ve pratiğe dökmek adına değerli bir rehberdir. Bu araştırmada, Tertîbüs-sülûk risalesi üzerinden tasavvufî ve modern eğitim yöntemlerinin temelinde yatan ortak değer ve hedefleri incelenmekte ve her iki alandaki uygulamaların karşılaştırmalı bir analizi sunulmaktadır. Bu bağlamda eser incelendiğinde sülûk sürecinde sohbet, tedrîc, zikir ve yaşayarak öğrenme gibi yöntemlerin kullanıldığı ortaya konulmuştur. Tasavvufî eğitim sürecinde kullanılan yöntemler, geleneksel anlam ve uygulamaları kapsamında modern eğitim teknikleri ile önemli paralellikler göstermektedir. Bir durumun ilgili kişilere açık ve anlaşılır bir şekilde anlatılmasına dayanan anlatım ya da takrir, eğiticiler tarafından en çok tercih edilen geleneksel yöntemlerden birisi olarak görülmektedir. Anlatımtakrir yönteminin tasavvufî eğitimdeki karşılığı olan sohbet, bir mürşidin etrafında toplanarak onun düşünce ve uygulamalarını takip etme pratiğidir ve mürîd-mürşid ilişkisine dayalı bir öğrenme sürecini ifade eder. Programlı öğretimin tasavvufî eğitimdeki karşılığı, tedrîc yöntemi olarak ifade edilebilir; her mürîdin öğrenme sürecinin oluşturulması, rehberlik altında adım adım ilerlemesi ve çeşitli zikir ödevleriyle bilgiyi içselleştirmesi ile öğretim gerçekleştirilir. Modern eğitim sistemindeki ödev ile benzerlik gösteren zikir, tasavvufî eğitimde öğrencinin öğrenme sürecini destekleyen ve tedrîc yöntemi içerisinde kullanılan bir uygulamadır. Zikir, anma ve hatırlama pratiği olarak bilginin kalıcı hale gelmesini ve içsel deneyim aracılığıyla öğrenmeyi sağlar. Tasavvufî eğitim sürecindeki yaşayarak öğrenme, modern eğitimdeki aktif öğrenmeye paralel bir yöntem olarak karşımıza çıkar; kişi kendi öğrenme süreçlerinin sorumluluğunu alır ve deneyimler aracılığıyla bilgiyi yapılandırır. Tasavvufî ve modern eğitimde kullanılan yöntemler karşılaştırmalı olarak incelendiğinde, bu yöntemlerin insanın bilişsel, ahlaki, duyuşsal, psikomotor vb. alanlarda bütünsel gelişimini sağlama açısından benzerlik gösterdiği görülmektedir. Bununla birlikte tasavvufî eğitimde insan-ı kâmil vasfına erişmek, modern eğitimde ise kendini gerçekleştirme ihtiyacını karşılamak nihai amaç olarak görülmektedir. Tasavvufî yöntemler öğrencinin iç dünyasına odaklanır ve bilginin ötesinde bir farkındalık ve anlayış sağlar. Modern eğitimde bu yöntemlerin yeniden yorumlanması öğrenme süreçlerini daha interaktif ve birey merkezli hale getirmiştir. Sülûk sürecinde kullanılan yöntemler birbirini destekleyici ve tamamlayıcı niteliktedir. Mürşid, yöntemlerin tamamında mürîde bir şekilde rehberlik eder; sohbet yönteminde mürşidin etkisi daha belirgindir. Ancak tedrîc, zikir ve yaşayarak öğrenme yöntemlerinde işin büyük kısmından mürîdin sorumlu olduğu görülmektedir. Tüm yöntemlerde mürîdin ciddi bir mücadele içine girdiği söylenebilir. Mürşidin yönlendirmesi ve doğru tercihlerin yapılması ile süreç sonunda başarıya ulaşılır. Araştırma sonucu göstermektedir ki şeyh gözetiminde bireyin manevi yolculuğunu anlatan bilinen ilk yazılı metinlerden biri olan Tertîbüs-sülûk risâlesi bağlamında sûfî pratiklerinde kullanılan eğitim yöntemleri modern eğitim teknikleriyle önemli bir paralellik göstermektedir. Bu bağlamda tasavvufî ve modern eğitim pratikleri arasındaki derin ve güçlü bağlantılar, eğitimde disiplinler arası bir anlayışın geliştirilmesine katkıda bulunabilir.

Makale detayları

Analyzing the Methods of Education in the Context of ‘Abd al-Karīm al-Qushayrī’s Tartīb al-Sulūk Treatise

Yazarlar:

Edibe Taş

Yayıncı:

Gaziantep University

Ana Başlıklar:

Tasavvuf

Dergi:

İlahiyat Akademi Issue 19, pp.181-200

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321892

pISSN:

2149-3979

Ṣūfīsm

Qushayrī

Tartīb al-sulūk

Religious Conversation

Gradual Progression

Dhikr

Experiential LearningTasavvuf

Kuşeyrî

Tertîbü’s-sülûk

Sohbet

Tedrîc

Zikir

Yaşayarak Öğrenme

Sayı

Makale detayları

Yazarlar: Edibe Taş

Yayıncı: Gaziantep University

Ana Başlıklar: Tasavvuf

Dergi: İlahiyat Akademi Issue 19, pp.181-200

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001321892

pISSN: 2149-3979

Sayı

Yazarlar:

Edibe Taş

Yayıncı:

Gaziantep University

Ana Başlıklar:

Tasavvuf

Dergi:

İlahiyat Akademi Issue 19, pp.181-200

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321892

pISSN:

2149-3979