The Flash Technique of Eye Movement Desensitization and Reprocessing is widely recognized for its effectiveness in reducing the effects of emotional responses associated with traumatic memories. Using a randomized-controlled trial methodology, this study attempts to establish the efficacy of the EMDR Flash Technique. This study’s sample includes volunteers who were involved in traffic accidents and were given the randomized EMDR Flash Technique and Improving Mental Health Training for Primary Care Residents Stress management module. The participants were given a socio-demographic data (...) form, the Depression-Anxiety-Stress 21 scale, the Impact of Event Scale-Revised, and the WHOQOL Quality of Life scale. Participants were evaluated using measurements taken before and after the application, as well as a one-month follow-up. The mean age of the participants was 36.20 years and 82.1% were female. The DASS-21 Anxiety, IES-R Intrusion, Avoidance, Total, and WHOQOL-BREF Psychological score improvements of the EMDR Flash Technique group were shown to be statistically significant when compared to the mhGAP group. However, no statistically significant difference in the DASS-21 Depression, Stress, Impact of Event Scale-Revised Hyperarousal WHOQOL-BREF General Health, Physical, Social Relationships, and Environment component scores was reported between the two groups. The present study’s findings clearly demonstrate that the EMDR Flash technique, when applied to persons involved in traffic accidents, is successful in improving anxiety, intrusion, avoidance, total traumatic stress, and mental quality of life symptoms for at least 1 month. We believe that these findings will improve the reliability and applicability of the EMDR Flash Technique, which was tested for the first time in a clinical randomized-controlled trial. (shrink)

İslam’da Ahlak ve Ahlak Ekolleri adlı bu eser önsöz ve iki bölümden müteşekkildir. Yazar bu eserinde insanın temel niteliği olarak ele aldığı ahlakın İslam dinindeki yeri ve önemini, süreç içerisinde oluşan ekolleri, bireysel ve toplumsal açıdan konumunu ve değerini ortaya koymaya çalışmaktadır. Hassaten İslam düşünce tarihindeki sufilerin ahlak görüşleri iktibas edilerek hazırlanan bu eser, bu alanda çalışmalar yapacak kimseler için ele aldığı konular açısından okunmaya değer bir yapıt olarak karşımıza çıkmaktadır.

Faculty journals are one of the necessary platforms for qualified academic production. Since 2018, the number of the published journals of theology faculty has reached 56. The purpose of this study is to analyze the articles on religious education published at journals of theology faculty between 1925 and 2017 by virtue of the used research methods such as qualitative and quantitative, and numerical distribution according to the journals, subject area diversity, scientific research methods used, contributions of different science branches, number (...) of author and foreign language writing. Research is a type of descriptive and cross-sectional screening based on document analysis and content analysis. There are 604 articles on religious education published in journal of theology faculty. According to the results of the research, the religious education articles have a very wide subject network and the majority of the articles are the theoretical studies. Research is important in terms of revealing the current state of published works on religious education.SummaryReligious education is quite old as the practice, but as a scientific discipline is an area that can be considered new in Turkey. However, it should be noted that religious education has left behind a process that lasts nearly 40 years and has been making a rapid progress towards becoming a scientific discipline. In Turkey, the first journal of the Republican period in theology is The Journal of Dârü'l-Fünûn Faculty of Theology. it published 25 issues until 1933 in which the Dârü’l-fünûn Faculty of Theology ended its education. In this research, covering the 92-year period between 1925-2017, articles on religious education published in the journals of the faculty of theology have been evaluated by document analysis and content analysis. During the research, databases of all theology journals were examined through their web pages. There are 604 articles on religious education published in journals of theology faculty. There are only a limited number of studies in the literature that subject the articles in the field of religious education to assessment. The most relevant one to this research is the article by Kaymakcan and Ünsal about the religious education published in the journals of the theology faculty in 1952-2003. A total of 213 articles published in 18 journals of faculties were listed in alphabetical order.The purpose of this study is to analyze the religious education articles published at journals of theology faculty between 1925 and 2017 by virtue of the used research method such as qualitative and quantitative, and numerical distribution according to the journals, subject area diversity, scientific research methods used, contributions of different science branches, number of author and foreign language writing. Research is a type of descriptive and cross-sectional screening based on document analysis and content analysis. The scope of the research is limited to 57 faculties. All articles of all academicians working / had worked in main science branch of religious education were included in the research. In addition, articles of title of religious education / religious teaching which were written by academicians from other fields were also included in the study.The evaluation process of the published articles on religious education in the journals of theology faculty from 1925 to 2017 is divided into three parts. The first is the period from 1925 to 1980. In this period, a total of 17 articles have been published and each year an average of 0.3 percent of articles. The second part is between the years 1995 and 1995 when the new divinity magazines began to be published. In this process, 55 religious education articles were published in the journals of the faculty of theology. In this period, the average number of articles per year is 3,4. The third part is from 1996 to the present. In this period, a total of 532 articles were published and the average of articles per year was 24. One of the results of the study is that the articles on religious education published in the journals of the Faculty of Theology have a wide range of topics. When the subject classification of the articles is examined, it can be seen that the articles are divided into 10 main subject / problem areas. Foundations of religious Education history of religious education, formal religious education, common religious education, informal religious education, ethics and values education, education based on religion, development and religious education, religious education in the countries, person surveys are from these main subject areas. Formal religious education is the area where the most articles are produced (189 article). When we look into the faculty journals the most studies were published in the Journal of Faculty of Theology of Ankara University with 86 articles. With 59 articles Uludag, with 52 articles 19 May, with 51 articles The Republican Journal of Theology follow Ankara University Faculty of Theology Journal. 65% of the articles (368) were written based on the literature review method. 23% of the articles were quantitative, 10% were qualitative and 2% had mixed methods. The number of articles using the qualitative method is 54 and the number of articles using the hash method is 14. According to the academic studies of the authors, the distribution of articles related to religious education is given. According to this, religious education branch constitutes 85% of all articles with 510 articles. 15% of them are composed of 89 articles which are contributed by 23 branches such as theology, philosophy, sociology, literature, educational sciences, and social services. When we look at the distribution of the articles according to the academic study areas of their authors, it is revealed that the science of religious education has an interdisciplinary aspect. It seems that there is an article level contribution to the field of religious education from almost every discipline in theology. When we analyze the articles about religious education published in the faculty of theology journals in terms of the number of authors, it is seen that only 43 of the 604 articles were carried out by more than one researcher. Of the 43 articles with more than one author, 8 were theoretical and the other 35 used empirical methods. When we look at the publication of the articles published in the journals of Theology Faculty in foreign languages, only 12 articles were published in foreign languages. This ratio corresponds to 2%. 7 of the 12 articles were published in German, 4 in English and one in Arabic. According to the results of the study, the rate of writing in a foreign language on the religious education is clearly insufficient. These two problems not only belong to the field of religious education, but also to all the disciplines of theology. In particular, production of articles in foreign languages is obvious that pose a problem for all academic fields in Turkey. In this issue, individual and institutional developments are highly needed. (shrink)

Majority of the philosophers regard neurophilosophy as a highly marginal philosophical school of thought and reject it based on either principled reasons or alleged facts about the human brain. Principled objections typically include categorical rejections based on assumptions about the nature of philosophical problems and their solutions. Another objection is based on the extremely complex structure of the nervous systems, the idea that if neurophilosophical hypotheses are correct, it would mean the death of philosophy as a separate discipline and the (...) perceived exclusion of human psychological, sociological, and historical existence and meaning by neurophilosophers. Here, I argue that these rejections are largely the result of either textual misreading of Churchlands’ publications or possibly of the farfetched interpretations by Churchlands’ critics stating that “wherever Churchlands do talk about necessary conditions of understanding the mind, these conditions should be read as expressions of the sufficient conditions.” Once I show that these various objections are mistaken, I propose an objection about a serious defect in neurophilosophical practice and offer a positive suggestion for removing the defect. (shrink)

Kant defines enlightenment of the individual as emergence of the individual from a self-imposed immaturity. In this definition, individuals who are not enlightened are held responsible for their failures. This is because Kant, in this text, implies that the only thing we need in order to be enlightened as individuals is to be able to use our capacity to think, which is present in every mentally fit individual. One can infer that Kant has an egalitarian understanding of enlightenment, since anyone (...) who has the courage and determination to use their mind can be enlightened. However, when the text is examined more closely and Kant's other writings are consulted, it becomes clear that another factor beyond the individual's control plays a role in whether an individual is enlightened. This factor is the individual's upbringing and education. If Kant admits that the education one receives plays a role in one’s state of being enlightened, and if not everyone is exposed to the education necessary to become an enlightened individual, then Kant would have an elitist approach to enlightenment. In this article, I will first point out the visible tension in Kant’s texts about the enlightenment of the individual. This apparent tension, however, will be resolved by showing that Kant stands in opposition to the Platonic account of enlightenment and the elitist attitude attached to it, and instead adopts a Stoic account of enlightenment and thereby develops an egalitarian approach to enlightenment. __________________ -/- Kant bireyin aydınlanmasını insanın kendi suçu ile düşmüş olduğu bir ergin olmama durumundan kurtulması olarak tanımlar. Bu tanımda aydın olamayan bireyler başarısızlıklarından kendileri sorumlu tutulur. Zira bu metinde Kant, aydın bireyler olabilmemiz için gereken tek şeyin –mental olarak sağlıklı her bireyde var olan- düşünme kapasitesini kullanabilmek olduğunu ima eder. Aklını kullanma cesareti ve azmi gösteren herkesin aydın olabileceğini iddia etmesi sebebiyle Kant’ın eşitlikçi bir aydınlanma anlayışını olduğu düşünülebilir. Ancak bu metne daha yakından baktığımızda ve Kant’ın diğer metinlerine danıştığımızda, bireyin aydın olup olmamasında bireyin kontrolü dışındaki başka bir faktörün daha rol oynadığını görüyoruz. Bu faktör de bireyin yetiştirilme tarzı ve aldığı eğitimdir. Eğer aydın olmamızda aldığımız eğitimin rolü varsa ve aydın bireyler olabilmek için herkes gerekli olan eğitimi alamıyorsa, Kant’ın aydınlanma konusunda elitist bir yaklaşıma sahip olduğunu düşünebiliriz. Bu çalışmada bireyin aydınlanması konusunda Kant’ın metinlerinde görünür bir gerilim olduğuna işaret edilecektir. Kant’ın aydınlanma konusunda kendi dönemine hâkim olan Platoncu aydınlanma anlayışından ve buna bağlı olarak gelişen elitist tavırdan farklı olarak Stoacı aydınlanma anlayışını benimsediği ve dolayısıyla da eşitlikçi bir tutum sergilediği gösterilerek bu gerilim çözümlenecektir. (shrink)

Bilimin ne olduğunun tespit edilmesi ve bilimi sözde bilimlerden ya da bilimsel olmayan alanlardan ayırt edecek ölçütün ne olması gerektiğine yönelik tartışma, bilim felsefesinde sınır çizme sorunu olarak ele alınmaktadır. Bu makalede, öncelikle söz konusu soruna yönelik geleneksel yaklaşımlar incelenmiş ve ardından bu yaklaşımların bilimsel toplulukların doğasına ilişkin özellikleri göz ardı ettiği ortaya konmuştur. Daha önce yapılan çalışmalar bilimi daha çok önermeler, ifadeler ya da salt epistemik bir sistem olarak ele almakta ve bilimsel akıl yürütmenin biçimi ile bilimsel kuramların özelliklerine (...) odaklanmaktadır. Bu tespit çerçevesinde, sunulan çalışmada, bilimsel bir disiplinin asgari olarak iki özellik (yapısal ve kanıta dayalı olması) üzerine kurulması gerektiği vurgulanarak, sınır çizme sorununun çözümüne yönelik önerilen alternatif ölçüt bilimin sosyal yönüne dikkat çekmektedir. Bu bakımdan, makalenin asıl ilgisi, sınır çizme sorununu alternatif bir yolla ele alabilmek amacıyla bilimin ve onun uygulayıcılarının sosyal özelliklerine yönelik tespitleri, sözde bilimin uygulayıcıları ile kıyaslayarak aktarmaktır. Makale, bir disiplinin sözde bilim olarak nitelendirilebilmesi için öncelikle o disiplinin bilimsellik iddiasında bulunması, daha sonra bilimsel topluluk tarafından sürdürülen bir araştırma geleneğine kabul edilmemiş ya da bu araştırma geleneği tarafından terk edilmiş olması gerektiği düşüncesi ile sonuçlandırılmıştır. (shrink)