Scopus
🔓 Açık Erişim YÖKSİS DOI Eşleşti
SJR Q3
Cultural religion pedagogy
Cumhuriyet Ilahiyat Dergisi · Ocak 2019
YÖKSİS Kayıtları
YÖKSİS Kayıtları — ISSN Eşleşmesi
Kur’an’da Yer Alan ‘Şeytan’ın Adımlarını İzlemeyin’ İfadesinin Anlam ve Yorumu Üzerine
2017 ISSN: 2528-9861 ESCI
Prof. Dr. MUHAMMED ERSÖZ →
Sahâbî Urve b. Mes‘ûd es-Sekafî’nin Hayatı
2020 ISSN: 2528-9861 Art Index (Art Research Database, EBSCO)
Prof. Dr. MİTHAT ESER →
Muğâmeratu Rivâye Tahavvele fîhâ en-Na'lü ile'l-Bağl fî Siyâkı't-Tahlîk ve Nakdi'l-Metn
2021 ISSN: 2528-9861 Emerging Sources Citation Index (ESCI)
Prof. Dr. YUSUF ACAR →
Tefsirlerde Müşriklerin İnkâr Sebebi Olarak Şirki Allah'ın Meşietine Bağlama Sorunsalı
2021 ISSN: 2528-9861 ESCI
Prof. Dr. MUHAMMED ERSÖZ →
İbn Sînâ’nın eş-Şifâ Metafizik 1/8’de Sofistlerle Tartışma ve Dış Karşısında Zihnin Araçsallaşması
2022 ISSN: 2528-9861 ESCI
Prof. Dr. ÖMER ALİ YILDIRIM →
A Decoration Technique Featured in 18th Century Turkish Bindings: Yekşah
2022 ISSN: 2528-9861 Emerging Sources Citation Index (ESCI)
Doç. Dr. FATMA ŞEYMA BOYDAK →
Tefsirlerde Amellerin Karşılığının On Kat Verilmesi: Tematik ve Problematik Bir İnceleme
2022 ISSN: 2528-9861 ESCI
Prof. Dr. MUHAMMED ERSÖZ →
Mevlânâ’nın Dîvân-ı Kebîr’inde İktibas ve Telmih Yoluyla Yer Alan Rivayetler
2022 ISSN: 2528-9861 ESCI
Dr. Öğr. Üyesi MUSTAFA YÜCEER →
İslam Hukuku ve Antik İbrani Hukukunda Yargıçlık
2022 ISSN: 2528-9861 ESCI
Doç. Dr. MELİKŞAH AYDIN →
Tümevarım Metodu Açısından en-Nahvu’l-Vâdıh ve el-Kavâ'idu’l-Arabiyyetu’l-Muyessere Adlı Arapça Dilbilgisi Kitaplarının İncelenmesi: Nitel Bir Araştırma
2022 ISSN: 2528-9861 Scopus, ESCI
Doç. Dr. MESUT KÖKSOY →
İslami İlimler Fakültesi Öğrencilerinin Akademik Motivasyonları ve Algıladıkları Okul İklimi İlişkisi (Selçuk Üniversitesi İslami İlimler Fakültesi Örneği)
2022 ISSN: 2528-9861 ESCI
Prof. Dr. SÜMEYRA BİLECİK KARACAN →
Kur'an'daki 'İn küntüm' İfadesinin Gramatik ve Problematik Yorumları Üzerine Bir İnceleme
2023 ISSN: 2528-9861 ESCI
Doç. Dr. SÜLEYMAN NAROL →
V-r-d Fiilinin Semantik Analizi Bağlamında “Sizden Herkes Cehenneme Uğrayacaktır” Ayetinin Değerlendirilmesi
2023 ISSN: 2528-9861 ESCI
Prof. Dr. MUHAMMED ERSÖZ →
“Dünya Müminin Zindanı, Kâfirin Cennetidir” Rivayetinin Analizi ve Metaforik Bir Yorum Denemesi
2024 ISSN: 2528-9861 Emerging Sources Citation Index (ESCI)
Dr. Öğr. Üyesi FURKAN ÇAKIR →
Fıkhî Açıdan Altın ve Gümüş Dışındaki Madenlerin ve Kıymetli Taşların Ziynet Amaçlı Kullanımı
2025 ISSN: 2528-9861 ESCI
Dr. Öğr. Üyesi SÜLEYMAN ŞAHİN →
Makale Bilgileri
ISSN25289861
Yayın TarihiOcak 2019
Cilt / Sayfa23 · 1279-1292
Scopus ID2-s2.0-85078768429
Erişim🔓 Açık Erişim
Özet
Many factors like the structure of the society, political conditions, and social struc-ture of a country are useful in determining pedagogical approaches. One of them is culture, which is influential on the way of life of the individual, as well as thinking and learning styles. This requires the examination of the relationship between culture and pedagogy. It is possible to discuss cultural, multicultural, and intercultural pedagogical approaches regarding the re-lationship between pedagogy and culture. The socio-political agenda of a country is the thing that defines the pedagogy-culture association and acts as a mediator for this association and its reflections on the applied educational systems. In this regard, the interpretation of the cul-tural-pedagogical concerning the educational philosophies of countries becomes more neces-sary. Since culture affects general pedagogy, naturally, it also affects religious pedagogy. Be-sides, the importance of the phenomenon of cultural-religious pedagogy becomes visible when considering the inseparable integrity of culture and religion. This study aims to make a start to develop a more effective religious pedagogy by interpreting the association between culture and religious pedagogy in Turkey. For this purpose, it introduces the cultural peda-gogy and cultural-religious pedagogy concepts, and then, addresses the main issues in devel-oping cultural-religious pedagogy in Turkey. Summary: Currently, it is seen that many societies are changing and becoming open societies. Education in free societies is not an indoctrination activity. This situation requires that ap-propriate pedagogies are developed in education by considering all ideas, beliefs, and cul-tures related. When the fact that the multicultural structure is seen in many societies with the effect of globalization is found, the reflections of ethnic, religious, and cultural diversity on education have been considered, which have given birth to the need for cultural pedagogy. When the integrity of religion and culture is considered, it is possible to argue that the effect of culture should be regarded as in religious pedagogy. However, when a cultural-religious pedagogy is a matter, there are questions awaiting answers as follows: (a) whether the reli-gion that exists in the definition of religious pedagogy is to be considered as a phenomenon or any religion is mentioned, which issues are to be considered in studies followed after one of these is preferred, (b) if a pedagogy is to be developed based on the interaction of religion with culture, and (c) whether it is to be dealt with in the context of one single religion with culture or with an intercultural approach. This current study aims to introduce the concept of cultural-religious pedagogy by explaining the effect of the questions mentioned above on cultural-religious pedagogy studies and to determine the issues that must be considered in cultural-religious pedagogy studies. This study, which was conducted with the Literature Re-view Method was limited by examining the concept of cultural-religious pedagogy in terms of some paradigms; and excluded any suggestions in terms of developing cultural-religious ped-agogy in practice. It is considered that discussing the meaning of the concept for Turkey with its opportunities and limitations will augment this field to draw attention to the principles of developing cultural-religious pedagogy. Since pedagogy covers many subjects and phenomena in the scope of education, it is possible to argue that it constitutes a general and universal structure about the human existence and nature. Although the individual has common characteristics in terms of being human, s/he is a part of the culture to which they are attached in terms of the social aspect, and individuals that have different cultures-in other words, communities or congregations-differ from each other. These characteristics, which are called cultural differences, are essential in terms of education because they affect and individuate learning. Continuing the educational activities in a setting where different behavioral types that have specific features in a multicultural and open societal structure in a way that will protect this diversity, and the necessity to think about the pedagogical principles in facilitating the learning of the individual attaching to his/her cultural features constitute the fundamental goal of cultural pedagogy studies. In countries that have diversity in terms of ethnicity, structure, religion, and culture, although a pedagogical approach is seen, which provides the opportunity for the agreement that is based on cultural and religious partnerships with the intercultural pedagogical approach, dif-ferences are also considered over the explanations that are brought about by the members of the religion or culture at the points where culture and religion separate from each other. In Turkey, on the other hand, since a cultural pedagogy is also necessary together with the intercultural approach due to the social structure, the necessity of constructing the relation-ship between religious pedagogy and culture must be fictionalized different from the one that is adopted in the Western world. When considered from the perspective of Turkey, it is pos-sible to mention an Islamic religious pedagogy in which Islamic theology takes a central place. However, it must not be considered as an obligation. Recognizing religion as a phenomenon in the academic and literary field, or admitting it as the Islamic religion will vary according to the nature of the study in question. When the issue is considered for the Islamic religion in particular, although a pedagogy in which the primary sources of Islamic religion, the Qur'an and hadiths are the centers will be formed, the differences in the interpretation of the verses and hadiths and the cultural influ-ence in these interpretations cause that an Islamic cultural pedagogy is developed. As a par-ticular religious pedagogy field, it is possible to mention the Islamic religious pedagogy by considering the rituals that are formed with cultural influences like forms of covering the head, Mevlit (Islamic memorial ceremony), etc., which are considered to be religious by peo-ple. It is possible to argue that culture has a significant impact on the preferences of the Sects in terms of differences in the parts of religion that are open to interpretation. In this respect, it is also possible to argue that the Sects that have different methodologies and that make conclusions with varying ways of thinking will create different pedagogies. Accordingly, it is possible to say that the Islamic pedagogy may be formed in two ways without considering the Sect issue; firstly, with a general methodology, and secondly, with more specific methodolog-ical approaches in terms of sects. When the fact that sects have effects on the multicultural structure of Turkey, if the purpose is to form a multicultural religious pedagogy, it must be based on the differences of the Sects instead of religions as it is the case in Europe. However, when the fact that the discrepancies between the Sects are not an element of disintegration, but constitute a wealth of interpreta-tion is considered, it must not be regarded as incorrect to emphasize these differences. From this point of view, it is possible to mention a cultural Islamic religious pedagogy. When talking about grounding the cultural or intercultural religious pedagogy, explaining this issue only by grounding it on the Sects will limit the scope of it. Because it is possible to es-tablish pedagogy over each of the differences like geographical regions and traditional or modern approaches. Determining and working on each of these differences will contribute to a more effective religious education. Taken together, when considering the true nature of cul-tural diversity as well as the structure of the religions that exist in the society, there is a need to talk about a cultural-religious pedagogy in Turkey and to establish the relation between cultural pedagogy.
Yazarlar (2)
1
Muhiddin Okumuşlar
ORCID: 0000-0002-6902-8242
2
Sümeyra Bilecik
ORCID: 0000-0001-8351-6923
Anahtar Kelimeler
Cultural pedagogy
Cultural religion ped-agogy
Culture
Pedagogy
Religious education
Kurumlar
Necmettin Erbakan Üniversitesi
Meram Turkey
Selçuk Üniversitesi
Selçuklu Turkey
Scimago Dergi (ISSN Eşleşmesi)
Cumhuriyet Ilahiyat Dergisi
Q3
OA
SJR Skoru0,130
H-Index5
YayıncıCumhuriyet University
ÜlkeTurkey
Philosophy (Q3)
Religious Studies (Q3)
Social Sciences (miscellaneous) (Q4)
Metrikler
2
Atıf
2
Yazar
5
Anahtar Kelime