| dc.description.abstract | In this article, the meaning of concept of shari science gained in the conception of education, which was established in Islamic civilization, was studied. The main problem of the research is to evaluate the idea of education in Islamic Civilization, which is closely related to the concept of shari science, with a false perception that it consists entirely of religious education. The beginning of Islamic Civilization is traced back to descent of the Qur'an. The conception of education that started to emerge after this period is based on the understanding of the Qur'an and hadiths at first. In later times, a wide variety of fields, such as language, literature, logic, wisdom, riyazat, nature, and astronomy, have been included in the concept of education to encompass the whole existence of the entity. In the following centuries, these fields, which were included in the course curriculum of the madrasahs, were examined in de-tail in the works of classification of sciences. Therefore, the false perception needs to be re-considered. For this reason, the article focuses on how the concept of shari science is defined. Historical data analysis method was used to solve the problem. The claim of the article is that the concept of shar?i science has wide perspective to cover the world of meaning, mind and essence of man. As a result, this article, it was determined that the concept of shari science has a meaning to cover the majority of information fields that are subject to instruction in our educational conception. Summary: The formation of the conception of education in Islamic civilization has emerged in the long term through a scientific process. During this time, a rich curriculum on the concept of education was shaped. The sciences that form the curriculum have been diversified in later periods compared to the early periods of Islam. With the advent of the different sciences, which provided this diversification and which were not at first, all the existing sciences were classified according to different perspectives by the ulama (muslim scholars). In the classifi-cations, which have important contributions to the conception of education, the sciences were tried to be introduced and their position in the education life was tried to be explained. The sciences classified have not been dealt with against each other but rather to complement each other in different ways. The distinction of sciences in classification; different approaches such as linguistically, religious, secular, mental, transportation, philosophical and shari have been developed. The concept of shari science, which can be expressed as a general definition of the sciences, is given in almost all of the works related to the classification of sciences, even under the name or different titles. When we look at the classification, it is seen that shari sciences are handled in four different approaches. As the first approach, the shari sciences are among the main elements of main division in the classification. Here, the shari sciences, in general, with the linguistic sciences and mental sciences were included in the top title. In the second approach, there are works in their classification that do not include the shari sciences and the distinc-tion between it. In addition, these works collect the sciences within this scope under other scientific compositions or other names. In the third approach, among the works that give in-formation about the general of the sciences, there are those who mentioned all together with-out classifying these sciences and others. In the last approach, the shari sciences are seen as the upper description of the knowledge fields that are included in the teaching, which covers the majority of the other sciences except for the linguistic sciences. The approaches presented in the classification of sciences indicate the diversity of the issue. In order to have better understanding of the issue, it is useful to look closely at the meaning of the concept of shari sciences. At this point, three definitions of 2nd, 4th and 12th centuries are given respectively. Firstly, for Jabir b. Hayyan shari science is the most useful politics in terms of religion and the world, because it contains the benefits of the world's interests after death. Secondly, al-Ghazali (d. 505/1111) describes the shari science as the knowledge learned from Sari and prophets, but not by the experience and hearing. According to this, the shari science is defined as the knowledge of the sunnah that only gives information about revela-tion. The information fields outside this definition are also considered as the sciences, which are instrumental in reaching to shari science. The perspective of the third definition of shari science is given by Sacaklizade (d. 1145/1732). He lists the three definitions made before the time of his life from the specific (has) to the general (am). Sacaklizade gave the aforementioned definition of al-Ghazali in the first sense of the concept of shari science. He points out that the meaning given here is allo-cated. The second definition belongs to Molla Husraw (d. 885/1480). According to him, the shari science is the sciences that can be reached through the sciences of the Sari. In other words, it is the sciences that are not used except for obtaining the sciences obtained from Sari itself. This meaning is a bit more extensive since there are no records as described in al-Ghaz-ali. This definition is also included in the sciences benefited from it. Although it is not the first, there is usul-i fiqh (Islamic legal theory) within this meaning. In the third definition, shari science is the sciences that form the basis for things arising from Sari or originating from Sari. This definition belongs to Ibn Hajar el-Haytami. He did not con-sider the partial allocation of the second meaning as given above, and included all the instru-ment sciences in the definition of shari science. Based on the definitions he gave, three shari science approaches made before the time he lived were listed from specific to general. Thus, in a sense, he depicts the general shape of the shari science perspective. With the approach to generalization, we can say that a shari science perspective that encompasses the majority of the fields involved in education is developing. In the third meaning of shari science, it is seen that the majority of the fields of knowledge in education and training are gathered under one roof. The most important factor gathering the sciences together is the effort to understand the purpose of Sari, who owns the whole area of existence. The fields of knowledge and sciences needed to achieve this aim can be included in the definition of shari science. The effort to understand the purpose of Sari is also at the center of the idea of Islamic education. Since there are various dimensions of being, each step taken to understand and learn them is directed in a way to Sari itself. Whether it is language and literary sciences or other sciences, such as mathematics, physics and philosophies, the aim is to recognize and understand Sari for the collection of things that fall within the scope of all educational activities. With shari science approach, teaching the whole of the area of existence owned by Allah is possible within the concept of education. In the works written for the education curriculum, it is seen that the perspective covering the majority of the sciences in the definition of third shari science is preserved. First of all, the meaning integrity of the shari science concept has been determined. In the definitions of three different periods given here, it is seen that the approach to the sciences, which are the subject of instruction in education is not exclusive but inclusive. Especially because of the width in the third sense, the majority of the instrument sciences and mental science fields in the curriculum are included in the definition of shari science. © Cumhuriyet University. | en_US |
