Publication: Mali’de medreseler ve din eğitimi
Abstract
Batı Afrika’da İslam din eğitimi, köklü bir geçmişe sahip olup 7. yüzyılda hüküm süren Gana İmparatorluğu dönemine kadar uzanmaktadır. Ancak 19. yüzyılın sonlarında Batı Afrika, emperyalist devletlerin sömürgeci politikalarıyla karşı karşıya kalmış; bu süreçte laik eğitim kurumları inşa edilmiştir. Zamanla Djenne ve Timbuktu şehirlerde iki okulda Arapça dilini araç olarak kullanıp Fransız kültürünü yaymayı hedeflemiş, böylece dolaylı olarak günümüzde “medrese” olarak bilinen dinî eğitim kurumlarının ortaya çıkmasına zemin hazırlamıştır. Medreseler, 1983 yılına kadar tamamen özel çabalarla varlığını sürdürmüş, bu döneme kadar devlet desteğinden mahrum kalmıştır. Zamanla devletin bu kurumlara olan ilgisi artmış; programlara Fransızca ve fen bilimleri dersleri eklenmiş, medreselerin resmi eğitim sistemine entegrasyonu sağlanmıştır. Günümüzde Mali’de örgün İslamî eğitim veren kurumlar, “medreseler” ve “iki dilli okullar” olmak üzere iki ana kategoriye ayrılmaktadır. Bu araştırma Mali’de din eğitiminin genel yapısını ve din eğitimi veren bu iki eğitim kurumunu karşılaştırmalı olarak ele almayı amaçlamaktadır. Tez, giriş ve sonuç bölümleri dışında dört bölümden oluşmakta; ilk bölümde Mali’nin siyasi tarihi ve sosyal yapısına dair mde Mali eğitim sisteminin genel özellikleri, üçüncü bölümde Mali’de din eğitiminin genel özellikleri, örgün ve yaygın din eğitimi kurumları, dördüncü bölümde ise medreseler ve iki dilli okulların öğretim programları karşılaştırmalı biçimde incelenmektedir. Bu çalışma, Mali’deki din eğitimi uygulamalarının anlaşılmasına katkı sunmayı hedeflemektedir.
Religious education in West Africa has a deep-rooted history, dating back to the Ghana Empire in the 7th century. However, in the late 19th century, West Africa faced the colonial policies of imperialist states; secular educational institutions were established during this process. Some institutions used the Arabic language as a tool and aimed to spread French culture, thus indirectly paving the way for the emergence of religious educational institutions known today as “madrasas”. Madrasas continued their existence entirely through private efforts until 1983, and until this period they were deprived of state support. Over time, the state’s interest in these institutions increased; French and science courses were added to the programs, and the integration of madrasas into the official education system was ensured. Today, institutions providing formal Islamic education in Mali are divided into two main categories: “madrasas” and “bilingual schools”. This research aims to examine the general structure of religious education in Mali and these two educational institutions providing religious education comparatively. The thesis consists of four sections, excluding the introduction and conclusion sections; the first section provides general information on the political history and social structure of Mali, the second section provides general characteristics of the Malian education system, the third section provides general characteristics of religious education in Mali, formal and non-formal religious education institutions, and the fourth section provides a comparative examination of the curriculum of madrassas and bilingual schools. This study aims to contribute to the understanding of religious education practices in Mali.
Religious education in West Africa has a deep-rooted history, dating back to the Ghana Empire in the 7th century. However, in the late 19th century, West Africa faced the colonial policies of imperialist states; secular educational institutions were established during this process. Some institutions used the Arabic language as a tool and aimed to spread French culture, thus indirectly paving the way for the emergence of religious educational institutions known today as “madrasas”. Madrasas continued their existence entirely through private efforts until 1983, and until this period they were deprived of state support. Over time, the state’s interest in these institutions increased; French and science courses were added to the programs, and the integration of madrasas into the official education system was ensured. Today, institutions providing formal Islamic education in Mali are divided into two main categories: “madrasas” and “bilingual schools”. This research aims to examine the general structure of religious education in Mali and these two educational institutions providing religious education comparatively. The thesis consists of four sections, excluding the introduction and conclusion sections; the first section provides general information on the political history and social structure of Mali, the second section provides general characteristics of the Malian education system, the third section provides general characteristics of religious education in Mali, formal and non-formal religious education institutions, and the fourth section provides a comparative examination of the curriculum of madrassas and bilingual schools. This study aims to contribute to the understanding of religious education practices in Mali.