Publication: Öğretmenleri̇n gözünden Kazaki̇stan’da okullarda di̇n dersleri̇ ve ders ki̇taplarina dai̇r bi̇r inceleme
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2023
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ÖzetKazakistan Cumhuriyeti halkı Müslüman olan bir devlettir. 1991’de Kazakistan bağımsızlığına kavuştuktan sonra ülkede ekonomik, politik, kültürel vb. durumlarla birlikte dini açıdan da birçok gelişme yaşanmıştır. Sovyet Sosyalist Cumhuriyet Birliği’nin izlediği politikadan dolayı 70 yıl dinden ayrı tutulan ülke halkının dine olan merakı bağımsızlığı elde ettikten sonra gün geçtikçe artmıştır. Kazakistan Cumhuriyeti 1991 yılında bağımsızlığına kavuşunca, 15 Ocak 1992’de “Din İnanç Özgürlüğü” yasası kabul edilmiştir. Bununla birlikte dinin, devlet tarafından kontrol edilmesine yönelik olarak 21 Mayıs 2011’de Kazakistan Cumhuriyeti’nde Din İşleri Komitesi kurulmuştur. Halkın ihtiyacını karşılamak amacıyla dinle ilgili kanunlar kabul edilmiş ve başka ülkelerden dini öğreten hocalar getirilmiştir. Ancak dini öğrenmek ve öğretmek çeşitli problemleri beraberinde getirmiştir. Örneğin Mısır’dan gelen eğitimcilerin Araplara özgü geleneklerle birlikte dini öğretmesi ve halkın Arapların geleneğini, kültürünü din olarak algılamaları suretiyle zaten kaybolma tehlikesi altında olan Kazak kültürüne, geleneklerine karşı çıkması, batıl inançları benimsemeleri büyük bir sorun oluşturmuştur. Başka ülkelerden gelen hocaların Kazak geleneğine ait olmayan görüşe sahip olması ve bazı batıl inançtaki yeni dini hareket misyonerlerinin ülkeye rahatça girmesi dini durumun karmaşık bir hale gelmesine yol açmıştır. Örneğin 2010’dan sonra birçok dindar Kazak, Suriye’ye “cihat” adı altında savaşmaya gidip birçoğu vefat etmiştir. Bu durum, gün geçtikçe yaygınlaşarak genç kitleyi kendi gruplarına davet etmiştir. 2003 yılında gençlerin dini soru(n)larına cevap bulabilmesi amacında öğrencilerde dini altyapı ve batıl inançlara karşı bilinç oluşturma doğrultusunda ortaokullarda din dersi müfredata alınmıştır. Günümüzde bu ders, zorunlu olarak ortaöğretim 9. sınıfta sürdürülmektedir. 2016’da eski ders kitabı güncellenmiş ve “Sekülerlik ve Din Bilgisinin Esasları” adıyla tekrar yayınlamıştır. Ancak bu ders kitabı hakkında çeşitli tartışmalar mevcuttur. Fakat bu tartışmaların nedenini inceleyen ve Kazakistan devlet okullarında okutulan din dersi ile ilgili problemleri dile getiren ve çözüm üreten araştırmalar yok denilebilecek kadar azdır. Bu araştırmamızda Kazakistan’da devlet okullarında din dersi ve din ders kitabına dair inceleme yapılmış, ders hocalarının görüşleri ortaya konulmuştur. Çalışma; giriş ve sonuç haricinde, üç bölümden oluşmaktadır. Çalışmanın ilk bölümünde, Kazakistan hakkında genel bilgilere (tarihi, ekonomik, kültürel, dini durum) yer verilmiştir. İkinci bölümde ise Kazakistan’da din eğitiminin tarihsel süreci gözden geçirilmiş, örgün ve yaygın din eğitimi kurumları hakkında bilgiler verilmiştir. Örgün din eğitiminde kullanılan ders kitabı hakkında tartışmalı konular ve eleştiriler incelenmiştir. Din ders kitabını incelerken konuların, öğrencilerin yaş seviyesine uygunluğuna, hedeflenen kazanımların kitapta nasıl yer verildiğine dikkat edilmiştir. Son bölümde ise devlet okullarındaki din dersi ve kitabı hakkında din dersi hocalarıyla mülakat yapılmıştır. Sonuç kısmında ise araştırma neticesinde elde edilen verilerden genel değerlendirme yapılmış ve Kazakistan’daki din derslerine dair ortaya çıkan sorunlar üzerine bazı çözüm önerileri sunulmuştur.
The Republic of Kazakhstan is a Muslim state that has been as such for centuries. After gaining its independence in 1991, several developments and changes were made in religious subjects along with the advancements in economical, cultural and political ones. Having been kept away from religion for 70 years by the policies of the Union of Soviet Socialist Republics, the people's interest in their religion increased each passing day with their independence. After the Republic of Kazakhstan became an independent state in 1991, \"Law of Religious Freedom\" came to pass in January 15th, 1992. Along with this development, in May 21st, 2011 the Ministry of Religious Affairs was established as a means of having the religious subjects be controlled by the state of the Republic of Kazakhstan. Several laws regarding religion came to pass and religion educators were brought in from different countries in order to meet the religious needs of the people. However, learning and teaching the religion brought several problems with it. For example, Arabian educators from Egypt teaching the religion in accordance with their own traditions and the people embracing superstitions and rejecting the already endangered Kazakh culture and traditions by perceiving these Arabic traditions and culture as the religion itself caused a great issue. Educators from other countries having views that don't belong in Kazakh traditions and the fact that missionaries from some of new superstitious religious movements being able to enter the country easily also complicated the religious situation in the country. For instance, many religious Kazakhs travelled to Syria in order to fight in the name of \"Jihad\" after 2010, and most of them passed away there. This complex religious situation of the state escalated each passing day, resulting in such religious groups spreading their influence and recruiting new youths as their members, culminating in some events at the scale of terrorism in the country. In the year of 2003, religion classes were added in the curriculum of middle schools in order to answer the religious questions youths have as a means to both establish a religious infrastructure and immunity to superstitions in youth. This class is still being taught as a mandatory in 9th grade of middle schools at the present. In 2016, the old textbook was updated and reinserted to the curriculum under the name of \"Secularism and the Basis of Religious Knowledge\". However, there are several discussions regarding this textbook. Research regarding the textbooks of religious classes in schools of the state are close to being non-existent. In this research, religious classes and textbooks in the state schools of Kazakhstan were examined and the views of the educators of this class were stated. This work consists of the introduction, three follow-up sections and conclusion. In the first section, general information regarding the state of Kazakhstan (historical, economical, cultural, religious) is given. In the second section, historical period of religious education in Kazakhstan is reviewed and information about formal and non-formal religious education institutions is given. Debated subjects and criticism about the textbook used in formal education is covered in this section. Special attention was given to the suitability of the topics to the age level of the students and how the targeted achievements were included in the book during the examination. In the last section, interviews with the religion teachers about the religion classes and their textbooks in the state schools. In the conclusion, a general evaluation was derived from the data obtained as a result of the research and some solution suggestions were presented on the problems arising in the religion classes in Kazakhstan.
The Republic of Kazakhstan is a Muslim state that has been as such for centuries. After gaining its independence in 1991, several developments and changes were made in religious subjects along with the advancements in economical, cultural and political ones. Having been kept away from religion for 70 years by the policies of the Union of Soviet Socialist Republics, the people's interest in their religion increased each passing day with their independence. After the Republic of Kazakhstan became an independent state in 1991, \"Law of Religious Freedom\" came to pass in January 15th, 1992. Along with this development, in May 21st, 2011 the Ministry of Religious Affairs was established as a means of having the religious subjects be controlled by the state of the Republic of Kazakhstan. Several laws regarding religion came to pass and religion educators were brought in from different countries in order to meet the religious needs of the people. However, learning and teaching the religion brought several problems with it. For example, Arabian educators from Egypt teaching the religion in accordance with their own traditions and the people embracing superstitions and rejecting the already endangered Kazakh culture and traditions by perceiving these Arabic traditions and culture as the religion itself caused a great issue. Educators from other countries having views that don't belong in Kazakh traditions and the fact that missionaries from some of new superstitious religious movements being able to enter the country easily also complicated the religious situation in the country. For instance, many religious Kazakhs travelled to Syria in order to fight in the name of \"Jihad\" after 2010, and most of them passed away there. This complex religious situation of the state escalated each passing day, resulting in such religious groups spreading their influence and recruiting new youths as their members, culminating in some events at the scale of terrorism in the country. In the year of 2003, religion classes were added in the curriculum of middle schools in order to answer the religious questions youths have as a means to both establish a religious infrastructure and immunity to superstitions in youth. This class is still being taught as a mandatory in 9th grade of middle schools at the present. In 2016, the old textbook was updated and reinserted to the curriculum under the name of \"Secularism and the Basis of Religious Knowledge\". However, there are several discussions regarding this textbook. Research regarding the textbooks of religious classes in schools of the state are close to being non-existent. In this research, religious classes and textbooks in the state schools of Kazakhstan were examined and the views of the educators of this class were stated. This work consists of the introduction, three follow-up sections and conclusion. In the first section, general information regarding the state of Kazakhstan (historical, economical, cultural, religious) is given. In the second section, historical period of religious education in Kazakhstan is reviewed and information about formal and non-formal religious education institutions is given. Debated subjects and criticism about the textbook used in formal education is covered in this section. Special attention was given to the suitability of the topics to the age level of the students and how the targeted achievements were included in the book during the examination. In the last section, interviews with the religion teachers about the religion classes and their textbooks in the state schools. In the conclusion, a general evaluation was derived from the data obtained as a result of the research and some solution suggestions were presented on the problems arising in the religion classes in Kazakhstan.
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Keywords
Kazakistan’da Din Eğitimi, Örgün Eğitimde Din Eğitimi, Kazakistan’da Din Dersi. Religious Education in Kazakhstan, Religious Education in Formal Education, Religious Lessons in Kazakhstan.