Publication: HİNT ALTKITASI GELENEKSEL ÖĞRETİM KURUMLARINDA YÜRÜTÜLEN DİN EĞİTİMİNİN GELİŞİM SÜRECİNE TARİHSEL BİR YAKLAŞIM
Abstract
Müslümanlar İslâm dininin erken dönemlerinde Hint altkıtasına ulaşmışlardır. Bu yıllarda başlayan din eğitimi faaliyetleri önceleri cami merkezli yürütülmüştür. Zamanla medreseler kurulmuş ve bu medreselerde çeşitli programlar geliştirilmiştir. Bunlardan XVIII. yüzyılda hazırlanan Ders-i Nizâmî programı bazı değişikliklerle günümüz medreselerinde hâlen uygulanmaktadır. Bu araştırmada, Hint altkıtası medreselerinde yürütülen din eğitiminin gelişimi tarihsel açıdan incelenirken süreç içerisinde ortaya çıkan yenilikler esas alınarak çeşitli dönemler belirlenmiştir. Konu, bu bağlamda 'kurumsal altyapı oluşumu' , 'program gelişimi ve kurumsallaşma' , 'yeniden yapılanma ve ekolleşme' olarak isimlendirilen dönemler çerçevesinde ele alınmıştır.
Islam reached the Indian subcontinent in its early time. The religious educational activities beganin this early period and were carried out at mosques. In time, madrasas were established in which various educational programs were developed. Designed in 18th century, Ders-i Nizami is still implemented at today's madrasas with some modifications. In this paper, we studied the development of religious education at the Indian subcontinent's madrasas from a historical perspective. We have determined three periods on the basis of historical developments and renewals. They are: 'formation of the institutional infrastructure' (711-980), 'program development and institutionalization' (980-1857) and 'restructuring and the emergence of schools of thought' (1857-1947).
Islam reached the Indian subcontinent in its early time. The religious educational activities beganin this early period and were carried out at mosques. In time, madrasas were established in which various educational programs were developed. Designed in 18th century, Ders-i Nizami is still implemented at today's madrasas with some modifications. In this paper, we studied the development of religious education at the Indian subcontinent's madrasas from a historical perspective. We have determined three periods on the basis of historical developments and renewals. They are: 'formation of the institutional infrastructure' (711-980), 'program development and institutionalization' (980-1857) and 'restructuring and the emergence of schools of thought' (1857-1947).