Criticism on the thoughts of Ki Ageng Suryomentaram, a Javanese philosopher, on self-knowledge and mysticism.

Aristo mantığı-Arap grameri ilişkisine dair tartışmalar erken dönem dilcileri arasında yaşandığı gibi modern dönem dilbilimcileri tarafından da sürdürülmüştür. Bu tartışmalar mantık ve nahiv ilimlerinin amaç ve işlevleri etrafında şekillenebildiği gibi mantığın nahvin doğuşunda ve gelişmesinde etkili olup olmadığı konusuna da yoğunlaşmıştır. Sözü edilen etkiye dair tartışmalar nahiv ilminin özgünlüğü kavramını gündeme getirmiştir. Bu çalışma Aristo mantığının Arap gramerinin doğuşu üzerinde etkili olup olmadığı etrafında şekillenen tartışmaya ilişkin üç yazıyı ele almaktadır. Üç ayrı görüşü temsil eden bu üç yazı sözü edilen (...) etkinin varlığı, varsa metot ve içerik bakımlarından ne düzeyde gerçekleştiği gibi hususları incelemektedir. Çalışmada konunun tarihsel bağlamına ilişkin olarak Süryânî gramercilerin yaptıkları çalışmalar, mantık külliyatından Arapçaya yapılan ilk çeviriler, Sîbeveyhi’nin hocalarının günümüze ulaşmayan eserleri ve İskenderiye-Bergama gramer okulları gibi hususlara dair bilgiler verildikten sonra söz konusu üç yazıdaki değerlendirmeler, müelliflerin diğer eserleri de göz önüne alınarak temel nahiv eserlerine, Aristo’nun mantık kitaplarına ve gerek klasik gerek modern dönemde yapılmış bazı Aristo çevirilerine müracaat edilmek suretiyle ele alınacaktır. (shrink)

Yusuf el-Karadâvî’nin alanında en kapsamlı çalışma olan Fıkhü’z-Zekât isimli eseri bağlamında “fî sebîlillâh” kavramının ne anlama geldiğini ele aldık. Dünya Müslümanlarından büyük kitlelerin takip ettiği Karadâvî, verdiği fetvalarda günümüz şartlarını göz önünde bulundurmuştur. Konuları ele alırken kendi tercih ettiği görüşünü söylemekten çekinmemiştir. “Fî sebîlillâh” kavramını bütün mezhepler cihad ve Allah yolunda cihad eden gaziler olarak anlamıştır. Böyle anlaşılması İslam’ın yayılış dönemindeki sosyopolitik şartlarla yakından ilgilidir. Karadâvî “fî sebîlillâh” kavramının cihad anlamına geldiğini kabul etmiştir. Cihadın anlaşılmasının kuvvetli delillerinin olduğunu belirtmiştir. Ancak (...) cihadın da askeri savaş olarak anlaşılmasının sınırlı bir anlam olduğunu, cihad kavramının kapsamının geniş olduğunu ifade etmiştir. (shrink)

Understanding the developments in the early period when Ṣūfism became widespread in the Islamic society, both necessitates studies on other disciplines from Ṣūfism, and also requires the consideration of Ṣūfism from the perspective of other religious sciences. In this regard, one of the important names is the famous Ḥanbalī scholar Abū Yaʿlā al-Farrā. Abū Yaʿlā al-Farrā who was interested in ḥadīth, Islamic law and tafsīr as well as Ṣūfism and theological issues, has an important place especially with his works in (...) the Ḥanbalī tradition. Abū Yaʿlā, who grew up in a period when the Sunnī theology schools were formed, spread and exercised its influence, he maintained the Ḥanbalī viewpoint and criticized both some schools of kalām and the Ṣūfis by using the kalām method. Therefore, analyzing his views is important for understanding the formative conditions of the first period of religious science tradition, as well as giving clues about the relationship between Ṣūfism and Ḥanbalī tradition. In this article, his views of zuhd, tawakkul and Ṣūfism in general is examined in the context of his works Kitāb al-Muʿtamad fī uṣūl al-dīn and Kitāb al-tawakkul, and his importance in understanding the relationship between Ṣūfism and Ḥanbalī tradition is emphasized. (shrink)

Antalya, which is today’s attraction center with its historical and natural beauties, was described as “a city like heaven” since ancient times. This city hosted many civilisations and states until the 13th century and became an important seaport after The Seljuks took over the region. The Seljuks applied civilization and urbanization policy also in Antalya, like other regions they ruled. The mosques, madrasahs (Islamıc theology institutions), schools, baths, caravansearis (hostels), hospices, and water cisterns in this period changed the structure of (...) the city and paved the way for improvements of public life. During the Ottomans some of these social institutions were kept active while the others no longer served to the public. However, with the construction of new social institutions, urbanization was resumed. The madrasas were generally built near or adjacent to the mosques, and had a significant role in developing the society and cultural structure. Although the madrasas in Antalya were mainly the institutions that maintain the education system, the research on these madrasas mostly focuses on their architectural features. The majority of these madrasas that are not comprehensively studied. Therefore, the functioning structures and the problems of Antalya Madrasas (Antalya, Korkuteli and Elmalı), which are reflected in the archive documents between the 17th and 20th centuries and also both individuals and institutions that had influence on these madrasas are going to be investigated in this study. Thus, this paper will shed more light on Antalya Madrasas.Summary: Antalya city, which was completely under the Seljuk sovereignty during the reign of Sultan Alaeddin Keykubat I (1219-1236), was named as Alâiyye dedicated to the Sultan's name and became an important port city of the Seljuk State after then. In the process of the fall of the Seljuk State and the beginning of the Emirates (Beylikler) period, the city became a land of Teke-Oğulları, a part of a Hamid-oğulları, and in 1390 the city became an Ottoman city after the struggle of Yıldırım Bayazid with Teke-oğuları. Antalya was home to the madrasahs, one of the formal education institutions during both the Seljuk and the Ottoman Empire. The madrasahs were built next to the mosque or in a detached area built by sometimes administrators or statesmen, sometimes by members of the dynasty or by the citizens who were wealthy. In Antalya, both single floor and second floor madrasahs were built. This study based on the documents from Prime Ministry Ottoman Archive, the travel books of İbn Bibi and Evliya Çelebi, the works on Antalya Madrasahs to be determine the madrasah in the districts of Antalya as Korkuteli and Elmalı. In addition to the Seljuk madrasahs such as Imaret Madrasah, Atabey Armagan Madrasah and Karatay Madrasah, there are also some madrasahs belonging to the Ottoman period, in Antalya. As a matter of fact, the madrasahs increased in number in the period of the Ottoman. Antalya madrasahs which are reflected in archival documents for any reason are as follows: “Süleyman Madrasah” located in Hatip Süleyman Street, “Madrasah built by Haci Mahmed” located in Elmali Street, “Hacı Abbaszâde Hacı Süleyman Madrasah” in Süleyman Street, “İsmail Efendi Madrasah” in Tahtapazarı Kızılsaray Street, Kasab Hacı Ahmed Madrasah, Hacı Cafer Ağa Madrasah, Murad Ağa Madrasah, Esir Hacı Ali Madrasah, Hacı Hasan Madrasah,“Madrasah built by Hasan Efendi” in Keçiyalar Street, in the Kadılar Street of Gediz County “Madrasah built by Yusuf Efendi”, “Madrasah built by Hızır Efendi” in Cami-i atik Street, Murat Pasha Madrasah, “Sefer Ağa Madrasah” located outside the city wall, “Büyülü Minaret Madrasah, Hatuniye Madrasah, Sheik Sinan Camii Madrasah located outside the city Wall, In addition to these madrasahs mentioned in some studies in Antalya, it is also stated that there are madrasahs such as Müsellim Madrasah, Kesik Minaret Madrasah, Karakas Madrasah, Varsakli Mehmet Efendi Madrasah, Meydan Madrasah, Surmeli Madrasah, Canmülk Madrasah, Ahi Kız Madrasah, Hacı Naim Efendi Madrasah, Susam Madrasah, Çömlekçi Madrasah, Değirmenönü Madrasah, Ak Mescid Madrasah, Âşık Doğan Madrasah and Çukur Madrasah.According to archive documents, in the sub-district of Antalya, which is used as a plateau or plateau area, some madrasahs were recorded as follows: Pınarbaşı Madrasah, Hızır Efendi Madrasah, Mustafa Efendi Madrasah, Emir Sinaneddin Madrasah, Hacı Menlü (Mevlüt) oğlu Ömer Medrese, Abu Bakr Agha Madrasah, Koca Hafız Medrese, Hacı Mollaoğlu El-Hac Ömer Madrasah, Sheikh İsmail Efendi Madrasah. However, Süleyman Fikri Erten, who works on Antalya, stated that the number of madrasahs is eight as: Haci Ahmet Madrasah of Kalkanlı, Sultan Hatun Madrasah, Koparanzade Hacı Hüseyin Madrasah, Karabayırlı Hacı Hüseyin Madrasah, Kaşlı Ali Efendi Madrasah, Hacı Hüseyin Madrasah, Şalaka Ahmet Madrasah and Oyunyeri Madrasah.The madrasahs built in Elmalı, another distict of Antalya, were as follows: Ketenci Ömer Paşa Madrasah, Esbak Mir-i Ahur Hacı Mehmet Bey Madrasah, Haydar Baba Madrasah, Arifî Ahmed Paşa Madrasah, Hüseyin Efendi Madrasah, Debbağ Baba Madrasah, Şeyh Ümmi Sinan Madrasah, Babazade Hacı Abdurrahman Madrasah, Hacı Şeyh Efendi Madrasah, Mustafa Efendi Madrasah, Hasan Efendi Madrasah, Salih Efendi Madrasah, Halil Efendi Madrasah, Çankırlı Madrasah, Osman Efendi Madrasah and “Mehmet Efendi Madrasah in Örtekiz village”. In addition, two madrasahs, except from these, were also found in the archive documents.A madrasah was built almost at every Street of Antalya and the madrasahs were usually named by the name of their builders. Madrasah students were provided with a certain amount of scholarship to continue their education according to the level of the education in the madrasahs and the level of the courses taught, salaries of the scholars, the status of the builder of the madrasah. The scholars who worked in the madrasahs worked with a document called berat-i sharif and in the case of the disappearance of this document a new berat-i sharif would be prepared by the Shaykh al-Islami. Scholars working without this document were also determined. In the scholar appointments foundation, board of trustees, müfti, and the city regents were very influential. There were also some appointments resulted from death, promotion besides leaving job with their own will. There were some problems with the appointments in Antalya and the foundation revenues to which the madrasah was attached were delivered to certain individuals until these problems were resolved.In madrasahs of Antalya, science was given a great importance and all kinds of monetary issues were tired to be eliminated with donations given to both scholars and students. However, it is observed that madrasahs were involved in some events in Antalya. As a matter of fact, among those who participated in the Şah Kulu Rebellion that took place in 1510-1511, there were also madrasah students and education training had therefore been disrupted for a long time. it is known that the state sent orders to the judges (qadi) in the region consecutively in order to prevent the rebellion. Also during this period some madrasahs were used as the activity center of armed students or people who disguised them.One of the issues that negates the education and training in the madrasahs in Antalya is that in 1890 the immigrants started to be hosted in Antalya and the guests visiting were accommodated in madrasahs as there were no other available places. This situation had been continued for a long time and even telegrams have been sent about the students living on the sidewalks.Another important issue that disrupts education was epidemic diseases. It was reported that too many people died in the district of Istanoz because of smallpox, there was no doctor and the health personnel should go to the region urgently. Despite all the problems experienced in madrasahs, they continued their activities in Antalya and while continuing their activities under the control of foundations in 1826, with the establishment of the Ministry of Foundations, they were connected to this institution. (shrink)

Manuscript Resc/55 of the CSIC has a chapter telling the story of a dream that a Tunisian ṣāliḥ had with the Prophet Muḥammad. In the dream the Prophet tells the dreamer about the events of Judgment Day, gives him some recommendations, and promises that however little the faith of a Muslim may be, he will enter Paradise, provided he remains a Muslim. These words likely were well received by the Mudejars or Moriscos who selected this text and copied it so (...) many times. The author of this article analyses the contents of the story using an approach that takes into account both the Arabic literary tradition of edifying dream stories, as well as the socio-historical background of the Moriscos. Of particular importance is understanding how the text legitimizes its contents and represents the words of the Prophet as authentic by resorting to a long tradition of dreams about Muḥammad. At the end of the article there is a transliteration of the aljamiado text. (shrink)

The quality of the narrations of 'Abdullah b. Salih al-Misrî (d. 223/838), one of al-Bukhârî's famous teachers, in al-Jâmi al-Sahîh has been a matter of debate among hadîth scholars. Abdullah b. Salih, whose narrations are narrated by Abu Dâwûd, al-Tirmidhî and Ibn Mâjah, is an important figure whom al-Bukhârî interviewed and also narrated from him in his works such as al-Adab al-mufred, al-Kirâʾa Khalfa al-imâm and al-Târîkh al-kabîr. However, whether he narrated directly from him in al-Jâmi al-Sahîh has been a (...) matter of debate among the scholars of Hadith. Ismâ'îlî (d. 371/982) and al-Hâkim (d. 405/1014) claim that al-Bukhârî did not narrate any hadîth from him in his Sahîh, while al-Zaḥebî (d. 748/1347) and al-'Aynî (d. 855/1451) argue that he did. It is possible to say that this disagreement is due to two reasons. The first is that there are differences between the copies of the Sahîh, and the second is that al-Bukhârî mentioned some of the narrators in an incomplete form. In this study, we will investigate various copies of the Sahîh and focus on whether the person whose identity is mentioned as "Abdullah b. Sâlih", "Abdullah" and "Abû Sâlih" in them is really Abdullah b. Sâlih al-Misrî. In addition, we will touch upon the evidences relied upon by the muhaddithis who express an opinion on this issue in terms of narration and dirāyah, and we will also draw attention to how the sîgas of tahammul and âdâ used in the narrations should be understood. Finally, we will try to determine whether al-Bukhârî has made any tahrīj from 'Abdullah b. Salih in his Sahīh, and if so, for what purpose, i.e., for ihtijâj or istishhâd. (shrink)

Philosophy; philosophers, Turkish; Hacıkadiroğlu, Vehbi.

Claude Lefort’s theory of democratic indeterminacy has been an influential source among democratic theorists to demonstrate that democratic times lack absolute and determinate grounds on which to b...

A welcome addition to the Routledge Critical Thinkers series, Judith Butler is the first guidebook on this renowned feminist and queer theory scholar, which will help not only students of literary criticism but also students of law, sociology, philosophy, film and cultural studies. Examining Butler's work through a variety of contexts, including the formation of gender performativity, identity and subjecthood, Sarah Salih address Butler's crucial ideas on the gender agenda, the body, pornography, race, gay self-expression and power and psychoanalysis. Concluding (...) with an annotated bibliography, this book will be the ideal starting point for all new to Butler. (shrink)

The Judith Butler Reader is a collection of writings that span her impressive career and trace her intellectual history. Judith Butler, author of influential books such as Gender Trouble, has built her international reputation as a theorist of power, gender, sexuality and identity Organized in active collaboration between Judith Butler and Sara Salih Collects together writings that span Butler’s impressive career as a critical philosopher, including selections from both well-known and lesser-known works Includes an introduction and editorial material to assist (...) students in their readings of theories that stand at the forefront of contemporary theoretical and political debates. (shrink)

"Cours professe a la Sorbonne en 1967"--T.P.

A l'occasion du huitieme centenaire de la mort d'Averroes, nous avons trouve utile de reimprimer la section que nous avons consacree a lui dans notre livre: Histoire de la philosophie en Islam, publie en 1972, et epuise depuis plusieurs annees. Dans cette edition, nous ajoutons deux etudes: Averroes face au texte qu'il commente et Avicenne en Espagne musulmane. Averroes, grand commentateur de toutes les oeuvres d'Aristote, fut le mediateur de sa philosophie au Moyen Age devenant ainsi l'un des maitres a (...) penser de la Renaissance en Europe. Il a contribue pour une large part a la creation de la philosophie a la fin du Moyen Age et au debut de la Renaissance europeenne et ses oeuvres servirent de textes de classe pour l'enseignement de la philosophie du XIIIe au XVIIe siecle. (shrink)

This article examines the role of scepticism in the Islamic philosophical tradition. It begins with a treatment of the origins and purpose of these discussions in classical kalām (c. 800–1100 CE). Then it moves on to the more mature discussions treating five forms of scepticism in the post‐classical period (c.1200–1800 CE), with the aim of demonstrating how they construed scepticism, the arguments for and against it, and what purposes scepticism played in their system. Three of these types of scepticism are (...) unrestricted, meaning that their denial of knowledge is universal. The other two types are restricted to a denial of inferential knowledge, either entirely, or in certain subjects such as metaphysics and natural philosophy. The discussion will focus on two of the most widely studied works of kalām: Saʿd al‐Din al‐Taftāzānī's Sharḥ al‐ʿAqāʾid al‐Nasafiyya and Jalāl al‐Dīn al‐Dawānī's Sharḥ al‐ʿAqāʾid al‐ʿAḍudiyya, including some of their super‐commentaries. (shrink)

Yüksek din öğretimi kurumları diğer alanlar gibi günümüzde üniversite bünyesinde faaliyet göstermektedir. Ülkeler tarihsel, kültürel ve devlet yapıları doğrultusunda kendi kurumlarını kurup geliştirmekle birlikte, dünyadaki benzer diğer kurumların tecrübe ve birikimlerinin öğrenilmesi üniversitelerin gelişimi için önem arzetmektedir. Karşılaştırmalı çalışmaların bu konuda dikkate değer katkıları bulunmaktadır. Bu çalışmada, Malezya ve Türkiye'deki yüksek din öğretimi tarih, mevcut durum, hedefler, program yapısı, öğrenci kabulü ve mezun istihdam edilebilirliği gibi 6 farklı tema üzerinden karşılaştırılması hedeflenmektedir. Malezya ve Türkiye, nüfuslarının çoğunluğu Müslüman olmakla birlikte, devlet (...) ve toplum yapısı açısından birbirinden oldukça farklı iki ülkeyi temsil etmektedirler. Nitel, literatür bazlı olan bu çalışma doküman analizine dayanmaktadır. Her iki ülkedeki yüksek din öğretimini anlamak ve ortaya koymak amacıyla resmi belgeler, akademik makaleler ve internet kaynakları kullanılmıştır. Makalenin bulguları şöyledir: Türkiye'de yüksek din öğretiminin gelişimi kesintili olmuştur ve önemli siyasi değişimler yüksek din eğitimini etkilemiş olduğundan din siyaseti ile yakından ilişkilidir. Buna karşılık, Malezya'da yüksek din öğretiminin gelişimi daha istikrarlı olmuştur. Siyasi partilerin din siyaseti ve seçim hesapları Malezya'daki yüksek İslami öğretimini etkilemiş olsa da, bu en azından kurumlarının kapanmalarına veya sayılarının dramatik bir şekilde azaltılmasına yol açmamıştır. Güncele bakıldığında yüksek din öğretimi kurumlarının her iki ülkede de gelişmekte olduğu, ancak Türkiye'de bunun (en azıdan sayısal olarak) Malezya'dan daha hızlı olduğu anlaşılmaktadır. Yüksek din öğretiminin amaçlarıyla ilgili olarak, amaçların ve program çıktılarının ulusal bir kurum tarafından belirlendiği Malezya'da Ehl-i Sünnet ve'l-Cemaat ve dinini icra eden öğrencilerin yetiştirilmesine doğrudan atıflar vardır. Türkiye'de tarihsel olarak, ilahiyat fakültelerinin resmi misyonları, kısmen ilahiyatın laik bir üniversitedeki yerini meşrulaştırmak amacıyla modern amaçlara/kavramlara daha çok yer vermekte idi. Ancak son yıllarda açıkça İslami değer ve kavramlara atıflar yapan amaç ve misyonlar belirlenmektedir. Ancak ilahiyat/İslami ilimler fakültelerinin amaçlarını belirleyen ulusal bir kurumun olmaması nedeniyle, resmi misyon ve vizyon ifadeleri düzensiz görünmektedir, ancak akreditasyon süreci daha ortak ve bütünlüklü amaç ve program çıktılarının belirlenmesini sağlayabilir. Türkiye'de yüksek din öğretimi, Malezya’nın aksine, resmi olarak İslam'ın herhangi bir mezhebini benimsememekte olup, bu çoğulculuk ve çeşitliliğin olduğu modern bir toplum için daha uyumlu ve bütünleştirici olma fırsatı sunmaktadır. Malezya'da İslami bilgiyi mesleki bilgiyle bütünleştirmeyi amaçlayan farklı yüksek din öğretimi programları vardır. Bu, çok yönlü ve disiplinler arası programların ve uzmanlıkların oluşturulmasını sağlamıştır. Bu programlardan mezun olanlar ise güvenlikten finansa, yargıdan din hizmetlerine kadar çok farklı mesleklerde çalışabilmektedir. Türkiye’deki yüksek din öğretimi fakülteleri ise sadece tek bir program sunmakta olup, çoklu ve disiplinler arası programlar bulunmamaktadır. İki ülke arasındaki bir diğer önemli fark, öğrenci kabul sürecidir. Malezya'da farklı ortaöğretim sonrası eğitim/sınav sistemleri bulunurken, Türkiye'de merkezi bir üniversite giriş sınavı vardır. Farklı sınav sistemlerine rağmen, Malezya'da öğrencilerin İslami ilimler programlarına kaydolabilmeleri için İslam eğitimi, Arapça ve İngilizce konularında sağlam bir altyapıya sahip olmaları gerekmektedir; Türkiye'de ise üniversite sınavında din eğitimi ile ilgili çok az soru bulunmakta; bu nedenle, yüksek din öğretimi için din eğitimi, Arapça veya İngilizce herhangi bir altyapıya gerek bulunmamaktadır. Bu, din eğitimi geçmişi olmayanlar için bir fırsat olsa da, ilahiyat/İslami ilimler fakültelerinin Kuran okumayı öğretmek gibi en basit işlerden başlaması problemini gündeme getirmektedir. Son olarak, her iki ülkede de yüksek din öğretimi mezunlarının istihdam edilebilirliğinin en acil sorunlardan biri olduğu, ancak bu sorunun Türkiye'de Malezya'dan daha fazla olduğu anlaşılmaktadır. (shrink)

In the Hanafī madhab (school law), al-hukm al-taklifī have been determined in different categories, taking into account that the relevant evidence is conjecture-conclusive in terms of certitude-dalāla and whether the request is binding or not. In general terms, it is stated in the usūlworks that the orders and prohibitions that are fixed with definite evidence are fard and haram, and the binding provisions in which there is suspicion and doubt in their evidence are wājib and tahrīman makrūh. However, some “fards” (...) have been identified, which have stronger effects than “wājib” in the Hanafi fiqh doctrine, and which are subject to suspicion and doubt in their evidence, and therefore there is disagreement about their ruling among fiqh scholars. The Hanafī jurists of the later period adopted the concept of “al-fard al-amalī (al-zannī)” for such judgments. In addition, while examining the propositional provisions in the Hanafī Usūl literature, the wājib is generally compared with the fard. However, in some of the later usūl works and in many other issues in fiqh, wājib is compared with sunnah, and its connection with sunnah or its distinction from sunnah is considered as an important issue. In this article, it is aimed to clarify the nature of the “al-fard al-amalī”, which expresses an intermediate category in the classification of propositional provisions in the Hanafī school, and similarly, attention is drawn to the existence of some “haram” in the Hanafī school of which there is doubt. Some of the evaluations made by Hanafi jurists regarding the distinction between wajib and sunnah, taking into account the quality of the evidence, have been discussed and it has been tried to determine what is the ruling of abandoning the muakkad sunnah, which is often not explicitly included in the proposed judgment classifications made depending on the nature of the relevant evidence. In this study, it has been tried to make a comparative and chronological reading between the usūl and furū works in Hanafī school. (shrink)

Fıkıhta bir mesele hakkında hüküm verilirken, mevzu belirli usûl ve kaideler çerçevesinde değerlendirilmektedir. Hüküm verilirken temel bakış açısı ve değerlendirme yöntemi genel hatlarıyla fıkıh usûlü ve kavaid kitaplarında mevcut olmakla beraber, bunun karmaşık güncel meselelere uyarlanması her zaman kolay olmamaktadır. Bu makalede konunun işleyişi ortaya konulmaya çalışılarak fıkhî açıdan ilgili konulara değinilecektir. Çalışmada Bitcoin meselesi, garar, bey’ul ma’dûm, kumar, miras ve akit teorisi çerçevesinde değerlendirilerek okuyucuda bir kapının aralanması hedeflenmektedir. Konunun nihai hükmü ise ilgili kurumlar ve fıkıh meclisleri tarafından verilmelidir. (...) Nihayetinde bu çalışma konunun belirli yönleri etrafında şekillenmiş ve sübjektif bakışı açısı potansiyeli taşıyabilmektedir. Kapsamlı bir değerlendirme ve objektif bir nihai karar ancak kurumsal yapılar tarafından gerçekleştirilecek kolektif çalışmalar neticesinde şekillenecektir. (shrink)

Tarımsal üretim pek çok ekonomide olduğu gibi Türkiye’de de önemli bir paya sahiptir. Özellikle fındık, çay ve yaş meyvelerin üretimi yakın tarihe kadar bilinçsizce gerçekleştirilse de günümüzde üretim imkânlarının gelişmesi sayesinde az maliyetle yüksek verim alınabilmektedir. Fakat başta miras yoluyla arazilerin bölünmesi, köyden şehre göç olmak üzere çeşitli nedenlerden dolayı ya tarım arazileri sahipleri tarafından terk edilmekte ya da yarıcılığa verilmek suretiyle işlenmeye devam edilmektedir. Halk arasında yarıcılık olarak bilinen bu ortaklıkların temeli, fıkıhtaki müzâraa ve müsâkāt ortaklıklarına dayanmaktadır. Bu çalışmanın (...) amacı halk arasında yarıcılık olarak bilinen ve uygulanan müsâkāt ortaklıklarının fındık bahçelerinde nasıl yapıldığını tespit etmek ve fıkhi problemlere neden olan uygulamadaki aksaklıkların giderilmesi için öneriler geliştirmektedir. Nitel araştırma yönteminin benimsendiği araştırmada, araştırma deseni olarak fenomenolojik yaklaşım kullanılmıştır. Araştırmamızın veri toplama yöntemi yarı yapılandırılmış görüşme ve doküman incelemesidir. Araştırmanın çalışma grubu kartopu örnekleme yöntemiyle seçilen ve daha önce müsâkāt akdi yapmış fındık bahçesi sahibi veya fındık bahçesinin mahsulüne ortak olmuş 8 kişiden oluşmaktadır. Çalışmanın, klasik fıkıhla irtibatının yanı sıra, halk arasında güncel bir uygulamanın nasıl yapıldığını ayrıntılarıyla ortaya koyması açısından sosyolojik, tarımsal üretimi konu edinmesi açısından ise tarım ekonomisini ilgilendiren boyutları bulunmaktadır. Agricultural production has an important role in the Turkish economy as in many countries. However, the hazelnuts, tea and fresh fruits have been produced through inefficient methods for a long time. With the development of technology and new techniques, farmers have started to produce more efficient agricultural production with low costs. The basis of these partnerships, known as sharecroppers among the farmers, is based on muzara’ah and musaqat partnerships in Islamic Law. However, today it is not known whether these partnerships are made in accordance with the conditions of muzara’ah and musaqat agreements. In this study, we investigate how musaqat partnerships are made over hazelnut production, and we also try to detect problems that appear during the partnership. In addition, we offer suggestions to eliminate the detected problems. When the literature on musaqat is examined, it is seen that this partnership agreement is not the subject of research separately, and that the issue is generally discussed in some fiqh issues that concern partnership agreements. During the literature review, it was seen that today there are no studies on how the partnership contract is fulfilled and what problems emerge in terms of Islamic law. The fact that this study directly focuses on the current practices of musaqat partnership and identifies the emerging fiqh problems will fill a gap in the literature. (shrink)

This article examines the development and critique of analogical arguments in the kalām tradition. There are two basic positions on analogical arguments: one holds that if analogical arguments yield certainty, then they are analyzable as deductive inferences, rendering the analogy itself redundant. Proponents of this view thus hold that if the analogy is useful at all, it will never yield the certainty demanded in the rational sciences; another holds that the analogy remains useful even when the argument is deductively sound, (...) either because the universal premise is epistemically dependent on the source case, or, because the source case is useful in dialectical contexts. The exploration of these themes will center around Juwaynī’s formalization and subsequent critique of analogical arguments in the kalām tradition. (shrink)

In this study, by the use of Yuan and Lee’s definition of the fuzzy group based on fuzzy binary operation we give a new kind of fuzzy ring. The concept of fuzzy subring, fuzzy ideal and fuzzy ring homomorphism are introduced, and we make a theoretical study their basic properties analogous to those of ordinary rings.

Knowing the occasions related to the revelation of the Qur'ānic verses is one of the factors contributing to its correct understanding. Since the examples named as "Umar's Muwāfaqāt" (corcurrences of Umar’s perception with certain divine revelatio) is related to the occasion of Qur'ān's revelation, they also contribute to the understanding of the related verses. ‘Umar's Muwāfaqāt instances refers here to the subject mentioned after his expression of "I agreed with my Lord in three things." His agreement with His Lord is (...) that he delivered an anticipating opinion, appropriate to God’s provision. This is considered to be of the great virtues of ‘Umar and of the most important sections of his life. Some narrated reports of ‘Umar's Muwāfaqāt shows that there were many occasions of agreement. Of these instances, the verses that come upon his request that Abraham’s Maqām is taken as a place of prayer and the Prophet’s wives to veil as well as his statement to the Prophet’s wives that God will grant him better wives than them if they give trouble to the Prophet. There have been conducted a number of studies on the subject of ‘Umar's Muwāfaqāt. However, these studies are generally framed by Sunnī sources. This study focuses on the way in which the instances of “‘Umar's Muwāfaqāt" included in the Sunni sources are discussed in the sources of Shi’a tafsir. Therefore, the study is the critique of the way that ‘Umar's Muwāfaqāt is handled in Shia tafsir sources.Summary: Muslim scholars particularly Qur’ānic exegetists, have conducted important works in numerous areas that have would have any relations to the Qur'an in order that it is understood correctly. No doubt that one of these areas deals with issues related to the reasons of revelation of Qur'anic verses. The examples named as "Muwāfaqāt ‘Umar" are related to the reasons of the revelation and contribute to the understanding of the Qur’ānic verses.Muwāfaqāt ‘Umar literally means “the agreements of ʿUmar” (i.e. with God). It is taken from his expression, "I agreed with my Lord in three things." His agreement with His Lord is that he delivered an anticipating opinion, appropriate to God’s provision. This is considered to be of the great virtues of ‘Umar and is regarded as one of the most important sections of his life.The numerous narrations on Muwāfaqāt ‘Umar show that there were many occasions of such agreement. Actually, some scholars raised the number of muwāfaqāt to twenty. This study does not deal with all instances of Muwāfaqāt ‘Umar, as such an undertaking would require more extensive research to cover the topic in-depth. Hence, only five instances of the muwāfaqāt are discussed:The verse revealed after his request that the Maqām of Abraham is taken as a place of prayer (Q 2:125).The verse revealed after requesting that the Prophet orders his wives to veil (Q 33:53).The verse revealed after his statement to the Prophet’s wives that God will grant him better wives if they continue to bother the Prophet (Q 66:5).The verses revealed in agreement with his view on the judgment upon the captives of the Battle of Badir (Q 8:67-69).The verse revealed in agreement with his demand that the Prophet should not perform the funeral prayer on Abdullah b. Ubayy when the Prophet had willed to do so (Q 9:84). A number of studies have been conducted on the subject of Muwāfaqāt ‘Umar. However, these studies are generally within the framework of Sunni sources. This study, on the other hand, discusses how the above cited five instances of “Muwāfaqāt ‘Umar" are mentioned or ignored in the most prominent Shi’î tafsir sources. Therefore, the study is the critique of the way that Muwāfaqāt ‘Umar is handled in the most prominent Shi’i exegesis.Following a survey of existing research, no previous study of this topic was found. Thus, this study is expected to make a new contribution to the field. In this study, the following process was generally followed: Initially, ‘Umar’s Muwāfaqāt with His Lord was defined, followed by providing brief information of the instances of these muwāfaqāt incorporated within the Sunni sources. Then, of those accepted "muwāfaqāt" within Sunni sources, only five instances were selected, as cited above. This was followed by the "case of these examples in the primary exegesis of the Shia", which constitutes the main theme of this study. The designated case was then analysed and evaluated in order to reach a conclusion on the topic at hand.As a result of this research, the following conclusions were reached:It is seen that some instances of Muwāfaqāt ‘Umar cited in the Sunni sources have not been mentioned at all in the Shi’i Tafsir sources; such as the examples of the verse revealed after ‘Umar’s request that the station or maqām of Abraham is taken as a place of prayer. Also, the same was observed for the verse revealed after his demand that the Prophet should not perform the funeral prayer on Abdullah b. Ubayy when the Prophet willed to do so. It was found that the reason for these exclusions may be the fact that the narrations do not comply with the hadith criteria of Shi’a.In the cases where there are two narratives which the former clearly show that the occasion is from the Muwāfaqāt 'Umar and the latter that it is revealed for another case and they have both the same soundness and narrators, it is seen that the narrations non-related to 'Umar is cited and the narration related to ‘Umar is either not mentioned at all or pointed out that it is weak. An example of this is the Hijab verse, revealed after ‘Umar’s request that the Prophet’s wives wear the veil. It may be understood that the position that the Shi’i interpreters exhibit about such examples is based entirely on sectarian fanaticism and they ignore the narrations that can be interpreted as 'Umar's virtue.It is one of the remarkable points that while the Shi’i exegetists do not mention the narrations related to Muwāfaqāt Umar cited and considered as his virtue in Sunni sources, they on the other hand, cite within the same sources some narrations which condemn Ḥafṣah and ‘Ā’ishah. These exegetists follow this perspective in the interpretation of the verse revealed after ‘Umar’s statement to the Prophet’s wives that God will grant to him wives better than them if they continue bothering the Prophet. It can be commented that this approach of the Shi’i exegetists in their Tafsirs towards ‘Umar is also another manifestation of their negative attitude towards him.The Shi’i exegetists argue that the bulk of muwāfaqāt narrations cited in the Sunni sources of tafsir are unsound and fabricated as Shi’i exegetists are deluded that such narrations lay blame on the Prophet. In this context, with regards to the verse on the captives of the Battle of Badr revealed in agreement with ‘Umar’s view, all these narrations are deemed unsound and fabricated. It may be concluded these narrations, in reality, do not put the Prophet at fault and therefore their deductions of such interpretations stem from their misinterpretations of the related narrations. (shrink)

This article examines the development and critique of analogical arguments in the kalām tradition. There are two basic positions on analogical arguments: (i) one holds that if analogical arguments yield certainty, then they are analyzable as deductive inferences, rendering the analogy itself redundant. Proponents of this view thus hold that if the analogy is useful at all, it will never yield the certainty demanded in the rational sciences; (ii) another holds that the analogy remains useful even when the argument is (...) deductively sound, either because the universal premise is epistemically dependent on the source case, or, because the source case is useful in dialectical contexts. The exploration of these themes will center around Juwaynī’s formalization and subsequent critique of analogical arguments in the kalām tradition. (shrink)

Ortodoksluk mezhebi Hıristiyanlığın en kadim geleneklerinden birisi olmasına rağmen günümüzde diğerlerine göre daha az tanınmaktadır. Mezhebin en önemli Kiliselerinden birisi de İstanbul Kilisesi’dir. Bu makalenin amacı Hıristiyan Ortodoks teoloji çalışmalarına dair İstanbul’daki Kilise çevresinde oluşan XIX. ve XX. Yüzyıldaki Yunanca literatür hakkında kısa bilgi vermektir. Bu literatür, süreli yayınlar ve Patrikhanenin kurumsal yapıları olarak iki açıdan ele alınacaktır. Literatür bağlamında bir dönem doğrudan ya da dolaylı olarak Patrikhane tarafından yayınlanan dergiler şunlardır: Ekklisiastiki Alithia, Ortodoksia, The Greek Orthodox Theological Review. Bunlara (...) ek olarak Patrikhanenin yıllık yayınladığı Kilise Takvimi ve Ortodoks teoloji çalışmalarında önemli bir kaynak olarak görülen Din ve Ahlak Ansiklopedisi, ve bazı sözlüklerle diğer birkaç dergiden bahsedilecektir. Ayıca İstanbul’daki Patrikhane ile doğrudan veya dolaylı olarak ilgili olan okullar, araştırma merkezleri, enstitüler ve kütüphaneler hakkında bilgi verilecektir. Bu çalışmada ele alınan bu konular, modern dönemde Patrikhane çevresinde şekillenen Ortodoks teolojiye dair yapılacak çalışmalar için doğrudan birincil kaynak olma özelliği taşımaktadır. (shrink)

It was widely believed among post-classical thinkers that the classical Mutakallimūn held that the cause of dependence of an effect on a cause was its origination, or a combination of origination and contingency, or its contingency on condition of its origination. Some post-classical thinkers, led by al-Sayyid al-Sharif al-Jurjānī, went further by interpreting Abu’l-Hasan al-Ashʿarī’s denial of the persistence of accidents was a consequence of his view that origination was the cause of dependence. This is because the origination view entailed (...) that the world was no longer in need of the Creator after its origination, and thus, him and his followers sought to deflect this consequence by holding that accidents do not persist, and since the persistence of substances was dependent on those accidents, and accidents do not persist more than one moment, those substances remained in need of the Creator for those accidents after their origination. This article seeks to investigate this analysis of the Shaykh al-Ashʿarī’s view, alongside the leading scholars of his school. After examining the original sources of classical Ashʿarī thinkers, along with the Baṣran Mu’tazila, and the texts of Ibn Sina, it becomes clear that the Ashꜥarīs did not hold that accidents did not persist in order to deflect that purported consequence. Indeed, it becomes clear that they did not hold that origination was the cause of dependence, but rather, that it was contingency. As for the Mu’tazila, they are explicit that the cause of dependence is origination, and that is based on their view on the reality of the nonexistent. Since essences are real in their state of nonexistence, they are not in need of a cause; and everything that obtains for those essences after they come into exist are entailments of that essence; thus, they only stand in need of a cause in their origination, that is, going from nonexistence into existence. Indeed, they are also explicit that effects do not need the Creator after their origination, and they clarified this through a comparison with a builder and a building. Indeed, the classical Ashꜥarīs criticized them for this, just as Ibn Sina did in the Ishārāt wa’l-tanbīhāt, al-Najāt, and al-Shifā. Thus, those post-classical scholars generalized the statement that origination is the cause of dependence to all classical mutakallimūn, and then they interpreted Ashʿarī’s motivation behind the denial of the persistence of accidents in accordance with that. The truth, however, is that his view on accidents is based on contingency, and that is because a substance is possible of persistence and possible of non-persistence, and therefore, it stands in need of cause to determine its state in the subsequent moment. That determination must entail something additional to the substance itself, otherwise, the effect is redundant. That additional property must be an accident, and since it is impossible for an accident to subsist in an accident, it is not possible for an accident to persist, because it is not receptive to the property which entails persistence; meanwhile, it is possible for substances, because they can sustain accidents. (shrink)

In recent years, there has been notable interest in Islamic philosophy and theology from an analytic and not merely historical perspective. One important area of research that has garnered a great deal of research is the arguments for the existence of God. Recent work by Hannah Erlwein seeks to argue that this research has been in vain, for there are no arguments for the existence of God in classical Islamic thought. This paper analyzes Erlwein’s strategies in justifying this position, revealing (...) that her research ignores an enormous amount of evidence that runs contrary to her thesis, in addition to demonstrating many of the errors and shortcomings in her work. Most disturbingly, the book seeks to present the Islamic philosophical tradition as fideistic and unintellectual based on a series of contrived interpretations of rather clear texts. In response, this paper demonstrates the importance of independent inquiry in the Islamic tradition by looking at a wide range of different relevant texts. (shrink)

Klasik Sünnî kelâmın sıfatların ‘ne Tanrı’nın aynı ne de Tanrı'dan ayrı' olduğunu iddia eden ilâhî sıfatlar teorisi, üçüncü halin imkansızlığı yasasının inkarı anlamına gelecek şekilde yorumlanmıştır. Nitekim bu iddiada olan yazarlar, böyle bir teoriyi dışarıda bırakacak şekilde yeni bir kelâm inşa etme iddiasındadır. Yazar, böyle bir iddiayı kendinde anlamsız görmekle birlikte, klasik kelâm nazariyesinde de bir temeli olmadığını iddia etmektedir. Bu makale, ‘gayr’ın anlamı hakkında ayrıntılı bir inceleme sunmakta ve birçok metinsel kanıtla, klasik ilâhî sıfatlar teorisinin yalnızca özdeşliğin ve ilâhî (...) zâttan ayrılabilirliğin inkarı anlamına geldiğini öne sürmektedir. Bu makale, gayr teriminin metafizik, teoloji ve doğa felsefesi bağlamlarında da geçerli olduğunu göstermektedir. “Bir şey bir diğerinin ne aynı ne de ayrıdır” formülü, bir öznenin kendisinden zorunlu ve ayrılmaz olan herhangi bir özelliğine eşit şekilde uygulanır. Bir diğer ifade ile söz konusu ilke, mümkün varlıklar için de aynı şekilde geçerlidir. Araştırma “gayr” kavramının Arap dilbiliminde aslî olarak olumsuzlama anlamına gelmediğini, aslında bir sıfat olduğunu ve aynı zamanda istisnaî cümle oluşturma işlevi gördüğünü iddia eden dilbilimsel bir tartışmayla başlamaktadır. Bu da ilâhî sıfatlara ilişkin ilkenin, temel dilbilimsel düzeyde bile üçüncü halin imkânsızlığı anlamına gelmediğini kanıtlamaktadır. Akabinde “gayr” kavramı kelâmî n. Söz konusu inceleme kendisini herhangi bir ekolle sınırlı değildir, ancak inceleme dört ana kaynağa dayanmaktadır: (1) Mu'tezileden Ka‘bî'nin Makâlât'ı; (2) Eş‘arî'nin Makâlât'ı ve (3) Mâtürîdî'nin Kitâbu't-Tevhîd ve (4) Te’vîlât. Bazı yazarların Mâtürîdî'nin üçüncü halin imkânsızlığı yasasının inkârını îmâ eden özgün bir duruşa sahip olduğunu iddia etmeleri nedeniyle, sonuncusu üzerinde daha fazla duruldu. Böylesi bir ilkenin mantık yasalarının inkârını îmâ ettiğine dair hiçbir belirti yoktur. Aksini iddia edenler, böyle mantıksız bir görüş için felsefi gerekçelendirme bir yana, yorumları için herhangi bir dilbilimsel veya metinsel kanıt bile sunamamıştır. (shrink)

Recent research has suggested that not all grapheme-colour synaesthetes are alike. One suggestion is that they can be divided, phenomenologically, in terms of whether the colours are experienced in external or internal space. Another suggestion is that they can be divided according to whether it is the perceptual or conceptual attributes of a stimulus that is critical. This study compares the behavioural performance of 7 projector and 7 associator synaesthetes. We demonstrate that this distinction does not map on to behavioural (...) traits expected from the higher–lower distinction. We replicate previous research showing that projectors are faster at naming their synaesthetic colours than veridical colours, and that associators show the reverse profile. Synaesthetes who project colours into external space but not on to the surface of the grapheme behave like associators on this task. In a second task, graphemes presented briefly in the periphery are more likely to elicit reports of colour in projectors than associators, but the colours only tend to be accurate when the grapheme itself is also accurately identified. We propose an alternative model of individual differences in grapheme-colour synaesthesia that emphasises the role of different spatial reference frames in synaesthetic perception. In doing so, we attempt to bring the synaesthesia literature closer to current models of non-synaesthetic perception, attention and binding. (shrink)

The preschool period is a period when the character of the child is formed, all their qualities and abilities begin to be formed, and can be used. Education is for human, and its main purpose is to develop all the abilities of a human by revealing them and to contribute to the healthy saturation of their emotions. It is also the duty of the educator to reveal and educate the child's innate sense of belief in a supreme being. In this (...) regard, the joint support of the child’s religious development, which is an integral part of development, as well as all areas of development, is an important aspect that should be considered in the context of the principle of “integrity” of development. Therefore, religious education is necessary in the preschool period, as well as other knowledge and skills. Taking into account the characteristics of the developmental period in which the child is located, religious education, which will be provided to the child using appropriate methods and techniques, will be able to contribute to the child throughout his/her life. The important thing here is that this educationshould be pedagogically based and the data of other branches of science should be used. However, in our country, there are no gains to support the religious development areas of the child in the curriculum of the preschool period, and there is no religious education activity other than the answers given to the religious questions asked by the children. In this study, many issues such as the necessity of religious education in the preschool period, its importance, possible consequences, what are its principles and methods will be discussed comprehensively from the point of view of preschool teachers in this study. As a result of this study, which was based on the relational scanning model, which is one of the qualitative research methods, some conclusions were reached such as that it would be appropriate to give religious education considering the developmental stages of children in the pre-school period, and that the religious development area of the child would be lacking in the absence of religious education. (shrink)

Kavram mantığı üzerine bina edilen klasik mantık bilimi, daha çok ad kavramlar ve bu kavramlardan bileşen önermeler üzerinden yürütülmüştür. Bu, İslâm mantık tarihinde öncekilerin mantık geleneğinde böyle olmakla birlikte sonrakilerin mantık geleneğinde çok daha belirgindir. Mantık biliminin, bu eğilimle yürütüldüğü ve yüzyılları içeren tarihinde fiil kavramlar, hem kavram hem de yargı bağlamlarıyla kimi belirsizlikleri beraberinde sürükleye gelmiştir. Her ne kadar mantık bilimi, kurulduğu andan itibaren psiko-sosyal temelli dillerin belirleyiciliğinden mümkün oldukça kendisini yalıtıp bilimlere evrensel dil sunma iddiasında bulunmuş ve bu (...) doğrultuda onun evrensel kurallarını oluşturmaya çalışmış olsa da psiko-sosyal temelli dil yapılarının, mantık biliminin işini zaman zaman zorlaştırdığı göze çarpmaktadır. Farklı dillerde farklı yapılarda ifade edilen belirsiz adlar, belirli fiil ve belirsiz fiiller mantıkçıların işini epey güçleştirmiştir. Onlar bize göre dillerden kaynaklı bu güçlüğün üstesinden gelmek için fiiller yerine en az tartışma barındıran belirli adlar üzerinden mantık bilimini işleme yolunu tercih etmişlerdir. Fakat öyle olsa bile bu, kanaatimizce problemi çözüme kavuşturmak yerine ötelemiş, özellikle fillerin kavram ve yargı mantığı bakımından neliği sorunu büyük oranda cevapsız kalmıştır. Çalışmamız, mantık biliminin, dillerin psiko-sosyal temelli yapılarına sırtını dönmekten kaynaklı problemlerinden biri olarak belirsiz ad ve filleri soruşturmaya açmaktadır. (shrink)