Publication: Niyet kavramının din eğitimi açısından incelenmesi (Gazzâlî örneği)
Abstract
Niyet, eylemin değerini doğrudan tayin ettiğinden İslâm düşünce geleneğindefarklı anlamlarıyla ele alınmıştır. Ancak modern dönemlerde bu anlamların daralıpniyetin bazı disiplinlere münhasır kaldığı görülmektedir. Bunun sonucunda niyetkavramının bugüne kadar Din Eğitimi alanında hak ettiği ilgiyi görmediğinidüşünmekteyiz. Bu çalışma, İslâm düşüncesinin önemli şahsiyetlerinden biri olanGazzâlî’nin görüşleri esas alınarak niyetin anlamlarını Din Eğitimi açısından yenidengündeme getirmeyi amaçlamaktadır. Gazzâlî, niyetin eylemleri birbirinden ayırmaanlamında temyiz, eylemin niçin yapıldığı manasında gaye ve bilinçli olarak eylemeyönelerek onun sorumluluğunu üstlenme kavrayışlarını harmanlayarak kendine özgü birniyet anlayışı geliştirmiştir. Bu niyet anlayışında, Din Eğitimi açısından, bilinçlilik,amaç, yönelim ve sorumluk anlamları ön plana çıkmaktadır. Ona göre kişi bilinçliolarak bir gaye ile yöneldiği eylemlerin sorumluluğunu üstlenmektedir ve niyet busüreci bütünüyle kapsamaktadır. Gazzâlî, kişinin yaratılış gayesi olan ma’rifetullahadair bilinçli olmasının gerekliliğini, bunu gaye edinmesini ve buna ulaştıracak eylemlereyönelmesinin zorunluluğunu vurgulamaktadır. Bunun için öncelikle kişinin niyetinineğitilmesi gerektiğini söylemektedir. Ona göre niyet eğitimi: insanı tanıma, kalp eğitimive niyetin ihlâsa dönüştürülmesi aşamalarından oluşmaktadır. İhlasın, sadece Allahrızası gayesi ile eylemi gerçekleştirmenin yanı sıra doğru eylemin tercih edilmesianlamına geldiğini ifade etmektedir. Böylece Gazzâlî’nin düşüncesinde niyet eğitimi,eylemin gayesine dair bilincin yanında hangi eylemin tercih edilmesi gerektiğini dekapsamaktadır. Elinizdeki metin, Gazzâlî’nin niyet anlayışının özellikle niyetineğitilebilirliği bağlamında Din Eğitimi’ne yeni bir perspektif sunduğunu savunmaktadır.
Since intention (niyyah) directly supplies the value of action, it is taken to havedifferent meanings and accordingly approached in different ways in the tradition ofIslamic thought. However, in the modern era it seems the amount of different meaningsattached to intention has narrowed and the concept has become exclusive to certaindisciplines only. As a result, we think that the concept of intention has not received theattention it deserves in the field of Religious Education. This study aims to discuss andraise the subject of the meanings of intention from the point of view of ReligiousEducation based on the views of al-Ghazzâlî one of the most important figures ofIslamic thought. al-Ghazzâlî developed an understanding of intent by distinguishingvarious acts of intention from each other, blending purpose (ghaye) as the intention ofwhy the action is done with responsibility as the intention of consciously undertaking anaction, and thereby developed an original body of thought on the issue. In this body ofthought, consciousness, aim, direction and responsibility come to prominence from theview of Religious Education. According to him, the person consciously assumes theresponsibility for the actions he/ she is undertakes alongside an aim, and the concept ofintention encompasses this process completely. The Ghazzâlî emphasizes the need ofbeing conscious of the ma'rifat Allah (knowledge of God) behind the individual’screation and the necessity to make this a goal by undertaking those actions needed toachieve it. First of all the person should be trained to make valid intentions.Accordingly, the training of one’s intention is made up of the following stages:understanding the human being, training of the heart and changing ones intention with vsincerity (ikhlas). Ikhlas denotes the realization of an action with the purpose of seekingGods pleasure as well as the moral validity of the action. Thus, for Gazzali, intenteducation includes not only consciousness of action but also which action should bepreferred. This study argues that al-Ghazzâlî’s vision of intention offers a newperspective to Religious Education, especially in terms of the conditions to properlychoose ones intention.
Since intention (niyyah) directly supplies the value of action, it is taken to havedifferent meanings and accordingly approached in different ways in the tradition ofIslamic thought. However, in the modern era it seems the amount of different meaningsattached to intention has narrowed and the concept has become exclusive to certaindisciplines only. As a result, we think that the concept of intention has not received theattention it deserves in the field of Religious Education. This study aims to discuss andraise the subject of the meanings of intention from the point of view of ReligiousEducation based on the views of al-Ghazzâlî one of the most important figures ofIslamic thought. al-Ghazzâlî developed an understanding of intent by distinguishingvarious acts of intention from each other, blending purpose (ghaye) as the intention ofwhy the action is done with responsibility as the intention of consciously undertaking anaction, and thereby developed an original body of thought on the issue. In this body ofthought, consciousness, aim, direction and responsibility come to prominence from theview of Religious Education. According to him, the person consciously assumes theresponsibility for the actions he/ she is undertakes alongside an aim, and the concept ofintention encompasses this process completely. The Ghazzâlî emphasizes the need ofbeing conscious of the ma'rifat Allah (knowledge of God) behind the individual’screation and the necessity to make this a goal by undertaking those actions needed toachieve it. First of all the person should be trained to make valid intentions.Accordingly, the training of one’s intention is made up of the following stages:understanding the human being, training of the heart and changing ones intention with vsincerity (ikhlas). Ikhlas denotes the realization of an action with the purpose of seekingGods pleasure as well as the moral validity of the action. Thus, for Gazzali, intenteducation includes not only consciousness of action but also which action should bepreferred. This study argues that al-Ghazzâlî’s vision of intention offers a newperspective to Religious Education, especially in terms of the conditions to properlychoose ones intention.