Analysis Of The Question Answer Technique In Hulasa-i Mekarim-i Ahlak Used In Moral Education
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Dinbilimleri Akad Arastirma Merkezi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Since the first half of the 19th century in the Ottoman Empire, morality has been an essential part of the curriculum in the form of a separate course in the newly opened schools. Due to its importance, many moral books have been copyrighted for lessons. The statesmen, who cared about moral education, encouraged teaching mekarim-i ahlak to contribute to students' development. Thereupon, Abdulkadir Bey created Mekarim-i Ahlak as a textbook based on theoretical ethics. Mekarim-i Ahlak can be described as the new version of the ancient mekarim-i ahlak literature. To increase its effect on moral education, this book has been summarized and arranged as question and answer and turned into course material. We can express the results from analyzing the question and answer technique used in this work, which we examined under the title Hulasa-i Mekarim-i Ahlak. It is typical for textbooks in different fields to be written by summarizing or using the question and answer technique in the period. While the textbooks are registered with the question and answer technique, the following principles have been adopted: To draw students' attention to the subject, to place topics in minds strongly, and to provide the lecturer with the opportunity to ask questions appropriate to the issues. It was seen that these principles were taken into consideration in the Hulasa-i Mekarim-i Ahlak that we examined. The method's main goal followed in the sequence of questions and answers in the work, which was created in eight sections, is to create a moral imagination in the interlocutors' minds (primarily students). To achieve this goal, in the chapters, especially in the first abstract, the concepts are laid on the path that leads to moral imagination by forming an intertwined mental network. Abdulkadir Bey, who preferred the inductive method in the sequence of questions, tried to engage in an intellectual construction activity by grounding morality in the minds of his interlocutors. In the approach adopted by Abdulkadir Bey, the idea of morality is embroidered in the students' minds, creating a vision. In creating the imagination, an effort was made to develop an attitude mentally and by appealing to the emotions. The question and answer technique was analyzed within the framework of the science of logic and teaching methods and techniques. In this context, What is it? is the most fundamental question asked about understanding existence. It has been determined that the question preposition is used. With the question preposition What is it?, knowledge is tried to be built in the students' minds. For example, to reach the definition of the concept of moral science, by asking what the nine concepts are, the students' minds are knitted with the concepts that form the basis of the concept to be reached. It has been found that logic is used in the question and answer technique and the science of eloquence. For the most part, the course aggravated by the definitions made in the book has been directed by answers given in different styles. Different style: In eloquence, an attempt was made to catch up with the form of expression conceptualized as uslub-i hakim in the form of responding with a response that the addressee did not expect. Thus, although students are not given a direct definition, they are asked to develop an attitude about comprehension by highlighting its value and importance in their eyes. It can be interpreted that this situation contributes to the students in several ways. Firstly, stylistic diversity is provided. Although the questions were asked in certain types, the answers were beyond the monotonous patterns. As a second contribution, thanks to the qualified use of language, the literary tastes of the students were addressed. The contribution of literature to moral education has been tried to be used in terms of developing a person with zevk-i selim. Another vital contribution of uslub-i hakim is that it touches the feelings of the interlocutors as well as the other answers that appeal to the minds. Connecting feelings is an undeniable fact in moral education. As a result of the analysis of the questions in the Hulasa in terms of teaching methods and techniques, it has been seen that convergent question types that require limited answers are predominantly used. Written in the genre of theoretical ethics, the book is knitted with a dense conceptual web. Concurrent types of questions addressing the knowledge and comprehension level have been preferred for introducing, and transferring concepts to students and moving them to their agenda. The issues learned at the knowledge and comprehension level should be considered a background for subsequent learning. Therefore, convergent question types are intended to be used as a stepping stone to consolidate the ground for the advanced level. Considering the principles adopted in this work, created using the question and answer technique, a practical course material can be prepared in today's moral education.
Açıklama
Anahtar Kelimeler
Kaynak
Dinbilimleri Akademik Arastirma Dergisi-Journal of Academic Research in Religious Sciences
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
23
Sayı
2
