In this paper, we propose some transfor mations based on the centroid points between single valued neutrosophic numbers. We introduce these trans formations according to truth, indeterminacy and falsity value of single valued neutrosophic numbers. We propose a new similarity measure based on falsity value between single valued neutrosophic sets. Then we prove some properties on new similarity measure based on falsity value between falsity value between single valued neutrosophic sets. Furthermore, we propose similarity measure based on falsity value between (...) single valued neutrosophic sets based on the centroid points of transformed single valued neutrosophic numbers. We also apply the proposed similarity measure between single valued neutrosophic sets to deal with pattern recognition problems. (shrink)

Pythagoras and Pythagoreanism have a different position in the ancient philosophy tradition. The reason for this is the eclectical structure of Pythagoreanism which has syncretized from Orphism, Indian and Egyptian religions with philosophy. Orphism of these religions is especially important for affecting Pythagoreanism the most and giving to the ancient Greek religion a mystical content. Orphism which is a mystery cult is based on Orpheus, the poet, who sometimes is identified with Pythagoras in philosophy and the history of religions. Orpheus, (...) was attributed divine character by virtue of his beautiful voice and hymns in the ancient history, has brought many religious and philosophic elements such as reincarnation and unity with God to the Greek religion. The way of life and creeds of Orphism based on asceticism and wisdom, first affected Italian philosophy starting from Pythagoras and, later influenced both philosophy and the other religions such as Judaism and Christianity through Plato. The reason for this was the Orphism’s stronger theological structure than the Greek religion had. Thus, philosophy, the Miletus philosophers tried to purify from the Homeric religion, has regained some spirituality through Orphism and Pythagoras. Pythagoras, a philosopher and a religious leader, accepted students to his philosophy school by initiation in Crotone. In this way, Pythagoreanism gained the quality of both a school of philosophy and a community of mystery. In this school, Pythagoras constituted a strong natural philosophy based on the idea of arkhe consisting of numbers, and the system of mathematics and music. At the same time, for he was a religious leader, Pythagoras used his school both to teach philosophy and to celebrate the teletaic mystery rituals of Orphism. According to the Pythagoreans, as a master, Pythagoras has united with the spirit of Dionysos and has privileged to rise to the World-Soul of God. Due to this union, it has been believed that Pythagoras received revelations from Dionysos and knew the secrets of God’s spirit. Similarly, Pythagoras’ students of philosophy also joined these rituals. They, on the one hand, witnessed to the divine union of Pythagoras, on the other hand, experienced the communication with the subordinate gods, called daemons, allied to Dionysos. Through these mystical rituals in Pythagorean school, it was believed that the philosophical knowledge was not only a reasoning, but also a divine wisdom obtained from the divine word. Therefore, Pythagoreanism accepted that philosophy is from God and it is a way of life which rises the human to the divine level. According to Pythagoras philosophy, thinking about God is equal to dealing with natural philosophy. Because Pythagoreanism, that has a pantheistic belief in God, has acknowledged God and nature as the same. Additionally, the natural philosophy of the school was established on the Monad idea which has been accepted as the World-Soul. For Pythagoreanism, Monad is not a number, but it is the ONE as the source of all numbers and a theological principle. The ONE, which symbolizes God and the cosmic unity, brings into existence the life by limiting the chaos caused by the TWO. Similarly, the TWO, not a number but a principle, has been used in a positive sense in Anaximander and was called apeiron, meant “infiniteness”. But, for Pythagoras, infiniteness was a negative circumstance. For this reason, the TWO/Apeiron has been accepted as a female being which corresponds to limitless absence and evil. By Monad’s confinement the Apeiron had been passed into the cosmos, the cosmic harmony had been balanced and a spheric being had emerged. This is “unity” which corresponds with both the World Soul Monad and the nature in the Pythagorean philosophy. This study will discuss the notion of Monad which is known as the World-Soul and God in Pythagorean philosophy, from a perspective of the history of religions. In this context, the sources and knowledge of history of philosophy will be used by methods of the history of religions. Starting from Orphism, Monad will be discussed within similar mythical elements. Thus, the origin of the Pythagorean philosophy in ancient religions will be determined and the theological infrastructure will be shown. (shrink)

The aim of this study is to analyze the information in the social media which is being produced and included into the stream by mass media in the context of digital ethics and cyber security. The principles of digital ethics includes norms that takes individual’s privacy of life into consideration. In addition to being a concept related to cyberspace, computer, and computer networks, it also includes the whole human-made activities, for this reason manipulation techniques in cyberspace appear as an important (...) cyber threat to users. As it comes to the purpose of coping with cyber threats the development of digital etic rules is essential. As a result of the violation of digital etic rules, wrong and false information is formed and individuals are misinformed. In the study, social media, which aims to bring individuals together on the basis of "being the same", has been evaluated within the scope of the culture industry concept of Adorno and Horkheimer. In this direction, content with a manipulative nature has been analyzed in the context of digital ethical principles. Then, social media threats encountered in cyberspace in general and information manipulation, in particular, are compared in the context of cybersecurity strategies implemented by states. As a result, it has been observed that the manipulative nature of information increases as it moves away from the principles of digital ethics. For this reason, it has been determined that all actors of cyberspace must be effective in order to develop and apply cyber ethics rules. (shrink)

Ahmed Mâhir, who was born in Kastamonu in 1860-70, is one of the last period Ottoman scholars and is known by the penname "Ballıkızâde". He lived in the 19th century, during the Constitutional Monarchy period when the West progressed in many directions and the Ottoman Empire began to lose land alongside its reforms. After taking lessons from the scholar Ahmed Hicâbî, he also gave lectures and educated many students, and taught tafsir and theology for thirteen years at Daru'l-Fünûn Faculty of (...) Theology and Medresetü'l-Vâizîn. In addition to this, the scholar, who has served as a member of the Supreme Court, a judge, and a deputy, also appears as a political personality. Mâhir, who has four published works, is one of the important personalities that Kastamonu raised in religious, political, and literary fields. In this study, the Constitutional Era and the position of the science of tafsir in this period are discussed. Secondly, after transferring information about Ahmed Mâhir's life, his exegesis method on the works of "Mu'cizât-ı Kur'âniyye" and "al-Fâtiha fî Tefsîri'l-Fâtiha" was examined. The qualitative research method and document analysis technique wasused for this study. In addition, the data were analyzed with the help of description, sampling and association techniques. The fact that Ahmed Mâhir has both a political and religious personality and that we have four works about him today makes it important to research him. In this context, the study aims to reveal Ahmed Mâhir's exegesis based on his works. A doctoral thesis on him, in which his mystical aspect was emphasized, and an article by the same person, again, two master's theses were made about the work he wrote in the field of Sufism. Some sources provide concise information about his life and works, and brief information given in some biographical or literature studies. But his works named "Mu'cizât-ı Kur'âniyye" and "al-Fâtiha fî Tefsîri'l-Fâtiha" have not been studied academically. This situation made this study important. In addition, the existence of various interpretations on whether the author's interpretation of Surah Fâtiha is original or not has caused us to consider this issue as a problem. As a result of our analysis, Ahmed Mâhir has conveyed the negative political or religious situations of his period, especially in his work "Mu'cizât-ı Kur'âniyye". Based on the idea that the Qur'an is perfect and contains everything, he used the verses to correct these situations. His work "el-Fâtiha fî Tefsîri'l-Fâtiha" shows us both the traces of the Ottoman tafsir accumulation of that period and that this scholar has a scientific tradition on tafsir, hadith, and literature. (shrink)

The relationship between reason and revelation has been on the agenda of Islamic scholars for a long time and it has been discussed as an essential argument with regard to developing the source of religious epistemology. The Salafist approach represents the most traditionalist fundamental religious idea of Islam, they subordinate the reason to the revelation and hence they consider the revelation and religious narrations as a pure and the only source. Ibn ʿAqīl was a member of the Salafi/Hanbali scholars and (...) he had some counter-view/discourses against intellectual tradition that he belonged to. He attached great importance to reason and this is the most notable discourse in his doctrine. Also, this is an indication of his traditionalist approach and meanwhile, he tends towards rationalism. The main argument of Ibn ʿAqīl regarding the relationship between reason and revelation is the compatibility of reason and revelation. Reason confirms revelation and revelation agrees with reason. So, there is no contradiction or conflict between reason and revelation. Thusly, a correct understanding of revelation is only possible by using the mind/by putting the mind into action correctly. (shrink)

The words in the Quran can have different meanings depending on the verse and its context. However, giving different meanings to any word of Quran in tafsirs and translation make it difficult to understand the verses and may cause confusion. One of the words that we think causes such a problem is fuâd. In this study, it is aimed to reach the meaning of the word by examining the usage of the word fuâd in the verses. For this purpose, the (...) lexical meaning of the word was researched and the relevant verses were examined in context. It was preferred descriptive method in the study in which dictionaries and classical tafsirs were used as sources. It is concluded that the word fûad, which means mostly heart, brain and mind in the sources, basically refers to a sense, ability or function. It is reasoned that this word contains meanings such as perception, comprehension, thinking, understanding, and intuition. However, in the verses, it is possible that the organ to which the aforementioned abilities belong is meant through metaphor. This is the reason for confusion that makes it difficult to understand. Because, although the functions such as perception, thinking, reasoning that we present as the meaning of fuâd are known as the task of the brain, the Quran has shown the heart as their place. (shrink)

This article aims to investigate and analyze Yusuf b. Muhammad Jān al-Karabāghī's (d. 1035/1626) treatise in which he discusses some issues related to existence (wujūd) and the Necessary Being (wājib al-wujūd). This study aims to bring this treatise of al-Karabāghī, which has not been studied yet, into the literature of the history of Islamic thought by investigating and analyzing its content. There is no information about Yusuf al-Karabāghī's birthplace and education in bio-bibliographical sources. It is known that he wrote works (...) in the fields of tafsīr and theology (kalām). Some of his works are Erbau' Ta'līkātin fi't-Tafsīr, Risāla fi'l-Mubāḥasa allatī waka'at fī surat al-Fath bayna al-ulamā, Hāshiya 'alā Sharhi'l-Aqā'id al-Adudiyya, Sharḥ Risāla Ithbāt al-wājib li al-Dawwānī. Three copies of this treatise, which is the subject of this study, have been identified in manuscript libraries. The first of these copies is listed as MS 791 in Selimiye Manuscript Library, the second is listed as MS 1210 in Suleymaniye Library, Carullah Efendi Collection, and the third is listed as 1960 in Suleymaniye Library, Manuscript Donations Collection. Among the mentioned copies, the copy registered in Selimiye Library ms. no 791 was preferred as the main one in the analysis both because it is very clear and readable, and because of the scribes’s collation note in the ferağ record. This is because the scribe wrote this copy in correspondence with other copies that existed in his period but have not survived to the present day. The author does not explicitly mention the name of this treatise in the introduction. In the introductory part of the treatise, he states that he has collected topics that will serve as a remedy for finding the right thought. When its content is analyzed, it is understood that the treatise includes some issues related to existence (wujūd) and especially the Necessary Being (wājib al-wujūd). It is seen that the author followed a different method in the treatise. Yusuf al-Qarabāghī divided the treatise into seven chapters, which he called "halwa". He also added subheadings to each section, sometimes one and sometimes two, which he called "waqf". In these sub-headings he added to each section, he included the views of a thinker who is an authority on the subject he examined. In the treatise, the author examines the methods of demonstration such as burhān al- tatbīq, burhān al- tazāyuf, burhān al-sullamī and concepts such as revolution, succession, wujūd, wājib al-wujūd, possible, qadīm, hadīth, cause, ma'lūl, complete cause, nūr, zulm, al-ālam al-misālī, berzāh, and juz al lā yetajjazā (jawhar al-fard). In this framework, he discusses Karabāğī's proof of the existence of the Necessary Being through the cancellation of the vicious circle and infinite regression (tasalsul), the unity of the Necessary Being (tawḥīd), the relation between essence and attribute, and the attribute of knowledge of the Necessary Being. As a result, in this treatise, Yusuf al-Karabāghī analyzed some debates and views on existence (wujūd) and the concept of Necessary Being, which is an important issue in the tradition of Islamic thought, employing his unique methodological approach. (shrink)

This study examined the validity and reliability of a Turkish version of the Modified Moral Sensitivity Questionnaire for Student Nurses. After obtaining permission to adapt the MMSQSN into Turkish, the translation/back-translation method was used with expert opinions to determine content validity. Factor analysis was conducted to examine the construct validity and test–retest was performed on the questionnaire to determine reliability. Cronbach’s alpha coefficients were calculated to assess for internal consistency. Participants included 272 baccalaureate degree student nurses who took ethics lessons (...) prior to their clinical internship. The factor analysis revealed that even though the factor structure in the original scale was the same, relevant items were categorized with similar components, and factor loads were sufficient. The correlation coefficient in the analyses of test–retest scores was.66 for the total scale and the Cronbach’s alpha was.73 for the total scale. The translated MMSQSN is a valid and reliable measure of ethical sensitivity in student nurses in Turkey. (shrink)

Bu araştırma, dijital bağımlılık kavramını ve dijital çağın zararlı etkileri karşısında çocuk, dijital medya ve ebeveyn ilişkisinin sınırlarını tartışmaktadır. Araştırmada 4-6 yaş aralığındaki çocukları günde üç saat ve üzeri dijital medya kullanıcısı olan ebeveynlerin Erken Çocuklukta Dijital Bağımlılıkla Mücadele Seminerlerine katıldıktan sonra çocuklarının dijital medya kullanımına karşı nasıl bir tutum değişikliği göstereceklerine, ebeveyn arabuluculuğu stratejilerinde değişiklik olup olmayacağına cevap aranmaktır. Çalışmada nitel araştırma yöntemi kullanılmıştır. Çocukların günlük yaşantılarında dijital medya araçlarını kullanım durumlarının, sürelerinin, sebeplerinin, çocuk ve ebeveyn açısından yaşanan sorunların (...) tespit edilmesi amacıyla 8 ebeveyn ile yarı yapılandırılmış görüşme yapılmıştır. Elde edilen veriler değerlendirilerek seminer programına son hali verilmiştir. 93 ebeveynin katıldığı 5 hafta süren 10 seminer sonrası seminerlerin tamamına katılan 15 ebeveyn ile odak grup görüşmesi yapılmıştır. Araştırmada dijital okuryazarlık ve dijital ebeveynlik merkezli seminerlerin dijital bağımlılıklarla mücadelede önemli bir basamak olduğu sonucuna varılmıştır. Ebeveynlerin tutum ve davranışları ile çocukların uzun süreli dijital medya kullanımı arasında ilişki olduğu görülmüştür. Ebeveynlerin çocuklarının dijital medya kullanımını denetlemeye başladığı aktif arabuluculuk ve sınırlayıcı arabuluculuk stratejilerini benimsedikleri, teknik arabuluculuk stratejisinin azaldığı, izleme stratejisinden de tamamen vazgeçildiği tespit edilmiştir. (shrink)

Cross-cultural differences in argumentation may be explained by the use of different norms of reasoning. However, some norms derive from, presumably universal, mathematical laws. This inconsistency can be resolved, by considering that some norms of argumentation, like Bayes theorem, are mathematical functions. Systematic variation in the inputs may produce culture-dependent inductive biases although the function remains invariant. This hypothesis was tested by fitting a Bayesian model to data on informal argumentation from Turkish and English cultures, which linguistically mark evidence quality (...) differently. The experiment varied evidential marking and informant reliability in argumentative dialogues and revealed cross-cultural differences for both independent variables. The Bayesian model fitted the data from both cultures well but there were differences in the parameters consistent with culture-specific inductive biases. These findings are related to current controversies over the universality of the norms of reasoning and the role of normative theories in the psychology of reasoning. (shrink)

The Qurʾān was taught in the letter method for many years. After the names of the letters in the Arabic alphabet are memorized in this method, the teaching of origins and signs begins. The syllabic method was developed over time as an alternative to this method, and the letters were taught directly with their superior vowel signs without memorizing their names. Unlike these two methods, the sound-based alif ba method has begun to be used in recent years. This method coincides (...) with the primary literacy teaching method based on the sounds thatwere adopted in Turkish teaching since 2005. Basic principles such as teaching the letters one-by-one, following the sound learning stages in teaching each sound, conducting the lessons in class, reading the syllables and words formed with the learned letters from the first day are adopted in both teaching methods. The purpose of the present study was to find out how the Qurʾān can be taught by applying the sound-based alif ba method and to draw attention to the original aspects of this method for learning the Qurʾān with the right sounds. Since the correct teaching of the Qurʾān is closely related to the teacher’s content knowledge and teaching skills, the alif ba that will be used and the method to be applied are important in reaching the target more systematically and faster. The case study design was used in the study in which the qualitative method was employed. The primary data of the study were Sound-Based Alif ba, for which I was the project assistant of, and the book with the title A New Approach in Teaching the Qurʾān: Sound based Alif baand Tajwīd Method, which was an editorial book of which I was one of the authors, and the thirty-episode series We Are Children and We Are Reading the Qurʾān, published on Diyanet TV, for which I was the production coordinator. Also, to see the applicability of the method, interviews were conducted with eight instructors who used Sound-Based Alif ba in their lessons. The study received ethical approval from Ankara Social Sciences University Rectorate Social and Human Sciences Research and Scientific Publication Ethics Committee on 8 July 2021 with the decision no 12450. The main thing in the sound-based alif ba method is the correct vocalization of the Qurʾān. The letters in alif ba are arranged differently from the classical alphabet order and are divided into six groups considering the frequency of occurrence in the Qurʾān and the degree of difficulty of origins. Each letter is taught in a separate lesson with the support of the ḥarakas and the sukūn (such as اَلْ, اِلْ, اُلْ). During the teaching, attention is paid to the sound learning steps, and the student is expected to feel the sound of the letter to be learned, distinguish it from other letter sounds, and then pronounce it from the correct origin as much as possible. In the sound-based alif ba method, the teaching of the shape of the letter is done after the sound of the letter is pronounced. During the teaching of the shapes of the letters, the part of the letter that does not change when written within a word is emphasized, and the writing is used so that the shape of the letter can be placed in the mind of the student. In the sound-based alif ba teaching, reading from the Qurʾān is done in every lesson, starting from the teaching of the first letter. During the teaching of alif ba, educational games, question-answer, and narration methods are used, primarily with the taʿlīm method. In this way, the teaching of Sound-Based Alif ba is spread over a period of 40 lessons. The study findings showed that the sound-based alif ba method has similar characteristics with the sound-based primary literacy teaching method; however, Arabic has its own unique aspects with its language structure. Among these originalities, which is adopted in the teaching of letters, firstly teaching the letter with the sukūn and with the support of movable ا and then showing the shape of the letter is carried out. As a matter of fact, the teachers have the opinion that this vocalization method, which is adopted, facilitates the learning of the correct sounds, and that teaching the letters in line with the sound learning steps increases the efficiency of the lesson. Although most of the instructors pointed out to the positive aspects of teaching tajwīd sounds in alif ba, one of the instructors did not find it necessary. The opinions of the teachers showed that the sound-based alif ba method can be applied efficiently in online lessons, but the teacher-student relation is affected negatively when compared to the classroom setting. All of the instructors said that the materials used in the lessons and demonstration and educational game methods increased the quality of the course, and that the We Are Children We Are Reading the Qurʾān program is an important resource for them. (shrink)

Dealing with phonological variations is important for speech processing. This article addresses whether phonological variations introduced by assimilatory processes are compensated for at the pre-lexical or lexical level, and whether the nature of variation and the phonological context influence this process. To this end, Swedish nasal regressive place assimilation was investigated using the mismatch negativity component. In nasal regressive assimilation, the coronal nasal assimilates to the place of articulation of a following segment, most clearly with a velar or labial place (...) of articulation, as in utan mej “without me” > [ʉːtam mɛjː]. In a passive auditory oddball paradigm, 15 Swedish speakers were presented with Swedish phrases with attested and unattested phonological variations and contexts for nasal assimilation. Attested variations – a coronal-to-labial change as in utan “without” > [ʉːtam] – were contrasted with unattested variations – a labial-to-coronal change as in utom “except” > ∗[ʉːtɔn] – in appropriate and inappropriate contexts created by mej “me” [mɛjː] and dej “you” [dɛjː]. Given that the MMN amplitude depends on the degree of variation between two stimuli, the MMN responses were expected to indicate to what extent the distance between variants was tolerated by the perceptual system. Since the MMN response reflects not only low-level acoustic processing but also higher-level linguistic processes, the results were predicted to indicate whether listeners process assimilation at the pre-lexical and lexical levels. The results indicated no significant interactions across variations, suggesting that variations in phonological forms do not incur any cost in lexical retrieval; hence such variation is compensated for at the lexical level. However, since the MMN response reached significance only for a labial-to-coronal change in a labial context and for a coronal-to-labial change in a coronal context, the compensation might have been influenced by the nature of variation and the phonological context. It is therefore concluded that while assimilation is compensated for at the lexical level, there is also some influence from pre-lexical processing. The present results reveal not only signal-based perception of phonological units, but also higher-level lexical processing, and are thus able to reconcile the bottom-up and top-down models of speech processing. (shrink)