Publication: Gençlere Allah inancı eğitiminde Esmâ-i Hüsnâ”
Abstract
GENÇLERE ALLAH İNANCI EĞİTİMİNDE “ESMÂ-İ HÜSN”Gençlere Allah inancı eğitiminde “Esmâ-i Hüsnâ”nın kullanılmasının araştırıldığı bu çalışmada öncelikle ergenlik döneminin genel gelişim özellikleri, inanç gelişimi ve dinî inanç ile ilgili yaşanan problemler ele alınmıştır. Çocukluktan itibaren oluşmaya başlayan Allah inancının sorgulandığı, neye inanılacağı hususunda en doğru kararın verilmeye çalışıldığı ergenlik döneminde oluşan Allah’ın varlığı ve mahiyeti hakkındaki inanç, gencin hayatına yön vermesine ve dünya görüşü oluşturmasına zemin hazırlamaktadır. Küreselleşme ile yaygınlaşan teizm, ateizm, deizm, panteizm, agnostisizm gibi felsefi inanç grupları karşısında doğru karar verebilmesinin yolu gençlerin zihninde en doğru Allah tasavvurunun oluşturulmasıdır. Doğru Allah tasavvuru oluşturabilmek ancak Allah’ı tanıma ve bilme ile mümkündür. Fakat Allah’ın zatını duyu, akıl ve sezgilerle kavramak mümkün değildir. Söz konusu arka plandan hareketle bu çalışmada Allah’ı bilme, tanıma ve O’na inanmanın en önemli yollarından biri olan Kur’an’da Allah’ın kendisini tanıttığı isim ve sıfatları yani Esmâ-i Hüsnâ ele alınmıştır. Çalışmada Allah’ın isimleri muhteva açısından gruplandırılmıştır. Her grup bir ismin etrafında çerçevelenerek eğitimciye ve öğrenciye kısa kavramsal açıklamalar ile teorik bilgi verilmiştir. Ortaöğretim DKAB, TDB, Kelam, Akaid derslerinin ve Kur’an Kursu İhtiyaç Odaklı Ders fredatları incelenerek isimlerin hangi konuda ve ünitelerde ne şekilde işlenebileceği tespit edilmiştir. Ergenlik dönemindeki bireyin gelişim seviyelerine uygun etkinlikler ve materyaller hazırlanarak eğitimcilerin kullanabileceği veriler hazırlanmıştır. Farklı yöntem ve teknikler kullanılarak birçok açıdan gençlerin ilgi alanlarına hitap edilebilmesi amaçlanmıştır. Bu çalışmada ergenlik dönemi genel olarak ele alınmakla birlikte özellikle “Dinî Şüphe ve Tereddütler Dönemi” olan 14-18 yaş incelenmiştir. Yaptığımız araştırmalarda Esmâ-i Hüsnâ’nın eğitim alanında kullanımının sınırlı sayıda olması, bu çalışmanın özgün bir yapıda olduğunun göstergesidir.
USING “AL ASMA AL HUSNA” IN THE EDUCATION OF FAITH IN GOD FOR ADOLESCENTSIn this study, the use of Esmâ-i Hüsnâ in the belief in God education for adolescents was investigated, primarily, the general developmental characteristics of the adolescence period, the development of belief and the problems related to religious belief were discussed. The belief about existence and and nature of God that is composed in the adolescence period which in belief in god taken from childhood is questioned and the best decision was tried to be made about what to believe, pave the way for directing the life of the youth and shaping a worldview. In the face of philosophical belief groups such as theism, atheism, deism, pantheism, panentheism, agnosticism etc. that has became widespread with globalization the way of making the true decision is forming the best imagination of God in the youths’ minds.To create the true imagination of Allah is only possible by recognizing and knowing the God. However, it is not possible to grasp the essence of God by sense, reason and intuition.Based on the aforementioned background, in this study, the names of Allah, namely Al-Esma Al-Husna, which Allah introduced oneself in the Quran which is one of the most important ways to believe and know the God were grouped in terms of content. In grouping the names, it was aimed to determine the contents according to the thoughts and problems that young people have about beliveing the God. Theoretical information was given to the educator and the student with short conceptual explanations, by framing each group around a name. By examining the content and curriculum of Secondary Education, religious culture, ethics and basic religious knowledge, Kalam and Akaid courses, it was determined the subjects and the units in which the names will be taught. The data that can be used by educators was prepared by preparing activities and materials suitable for the development levels of adolescents with appropriate methods and techniques.It was aimed to appeal to the interest of young people, by using different techniques and methods which are diversified. In this study, the adolescence period was analyzed in general, especially the age of 14-18, which is the Period of Religious Suspicion and Hesitation. Our research shows that the limited use of Esmâ-i Hüsnâ in the field of education proves that this study has a unique structure.
USING “AL ASMA AL HUSNA” IN THE EDUCATION OF FAITH IN GOD FOR ADOLESCENTSIn this study, the use of Esmâ-i Hüsnâ in the belief in God education for adolescents was investigated, primarily, the general developmental characteristics of the adolescence period, the development of belief and the problems related to religious belief were discussed. The belief about existence and and nature of God that is composed in the adolescence period which in belief in god taken from childhood is questioned and the best decision was tried to be made about what to believe, pave the way for directing the life of the youth and shaping a worldview. In the face of philosophical belief groups such as theism, atheism, deism, pantheism, panentheism, agnosticism etc. that has became widespread with globalization the way of making the true decision is forming the best imagination of God in the youths’ minds.To create the true imagination of Allah is only possible by recognizing and knowing the God. However, it is not possible to grasp the essence of God by sense, reason and intuition.Based on the aforementioned background, in this study, the names of Allah, namely Al-Esma Al-Husna, which Allah introduced oneself in the Quran which is one of the most important ways to believe and know the God were grouped in terms of content. In grouping the names, it was aimed to determine the contents according to the thoughts and problems that young people have about beliveing the God. Theoretical information was given to the educator and the student with short conceptual explanations, by framing each group around a name. By examining the content and curriculum of Secondary Education, religious culture, ethics and basic religious knowledge, Kalam and Akaid courses, it was determined the subjects and the units in which the names will be taught. The data that can be used by educators was prepared by preparing activities and materials suitable for the development levels of adolescents with appropriate methods and techniques.It was aimed to appeal to the interest of young people, by using different techniques and methods which are diversified. In this study, the adolescence period was analyzed in general, especially the age of 14-18, which is the Period of Religious Suspicion and Hesitation. Our research shows that the limited use of Esmâ-i Hüsnâ in the field of education proves that this study has a unique structure.