With this study we have done on the nawba, which was widely performed until about a century ago, but whose examples we can not find very often in our geography today, new information has emerged about its performance in different places and times. We first became aware of the nevbe record, which was recorded with the personal efforts of Hasan Sevil, in 2018, and as of 2021, we started to work on this record for approximately one hour. We examined the (...) flow of this performance, which was performed with the participation of 14 people, and recorded some of the naşîde and hymns. We talked to the head of the nawba, Sheikh Muhammed Kayali, for detailed information about our deficiencies in the lyrics and the performance of the nawba. The Kayali family has continued the mystical tradition in Haleb since Sheikh İsmail Kayali. In 2013, a part of the family immigrated to Turkey by necessity. In this way, we gained new information about İsmail Kayali, Kayaliya tariq and mystical culture, about which we do not know much. With this study, we aimed to give the general flow of the nevbe form and some examples of naşîde through the example of Kayaliya. Since the notation of all the performances in the recording would be too much for the volume of the article format, we thought it appropriate to consider them in a larger study. (shrink)

Ilhan Inan’s book The Philosophy of Curiosity is an exploration of understanding human curiosity and its relation to the use of language. He introduces the notion of inostensible reference (or reference to the unknown) that renders an interesting question possible. He claims that our aptitude for this kind of reference is what enables us to become aware of our ignorance and be curious. For him, there are two ways in which a proposition could be inostensible to a subject: one possibility (...) is when the whole sentence’s truth value is unknown to the subject, the other possibility is when the subject knows the proposition to be true but does not know the fact that makes the proposition true, which he later calls inostensible knowledge. The former case requires an awareness of ignorance to generate curiosity, and the latter case requires an awareness of inostensibility of one’s knowledge to be conducive to curiosity. In this paper, what I would like to do is mainly to draw attention to the often neglected awareness of inostensible knowledge and explore its relation to curiosity. I also claim that, contrary to Inan’s idea that the only way of having inostensible knowledge is when there is at least one inostensible concept in the proposition, there is another possibility of inostensible knowledge, which would correspond to a case in which all the terms are ostensible to the speaker and the proposition is known to be true, but the proposition as a whole is still inostensible. I would like to argue that such an awareness of inostensibility of knowledge is a key step in evaluating one’s epistemic contact with reality and accordingly determining the degree of one’s knowledge on the epistemic scale. I believe this awareness will implicitly raise the standard of knowledge and hopefully foster curiosity, in its broader meaning of caring to know. I will further suggest that the acquisition of ostensible knowledge, which is a form of objectual knowledge of a fact, could also enable the corresponding proposition to be known better by the subject. This claim of mine might be thought of as an attempt to argue for the gradability of propositional knowledge, which has been a controversial issue in epistemology. (shrink)

The main problem of this text is as follows: While identifying the status of education systems related to moral education with the title of industrial education, the situation is identified through the problems of the morality of education or moral education. Then, a proposal on the education of morality is made through the system evaluation. This point is for the text. These problems are dealt with by using an in-depth and holistic evaluation method together with description and identification. The text (...) primarily focuses on the founding meaning through which time manifests. Because education is both built by this meaning and fulfills a task that perpetuates it. As a part of an entirety/ground reflecting the spirit of the time, education carries/overflows its nuclei and aims. The expression “industrial education” is crucial in that it expresses both its roots, the entirety to which it belongs, and the network of values it has. Here, the term industrial refers to the ground in question, and industrial education refers to the educational understanding of that ground. It is unthinkable that the network of values it possesses is contrary to the whole in question. In the text, the identification of this situation is described through the “ethics of education”. This process that humanity has experienced is new. Therefore, industrial education should be interpreted with its conceptual network. Thus, concepts such as "environment", "context", "transformation", "change" have been redefined. This is essential to make sense of the situation. It identifies that the final solutions sought can be possible not with the “morals of education” but with the "education of morals". This means proposing a reinstallation of the system/environment. (shrink)

The main problem of this text is as follows: While identifying the status of education systems related to moral education with the title of industrial education, the situation is identified through the problems of the morality of education or moral education. Then, a proposal on the education of morality is made through the system evaluation. This point is for the text. These problems are dealt with by using an in-depth and holistic evaluation method together with description and identification. The text (...) primarily focuses on the founding meaning through which time manifests. Because education is both built by this meaning and fulfills a task that perpetuates it. As a part of an entirety/ground reflecting the spirit of the time, education carries/overflows its nuclei and aims. The expression “industrial education” is crucial in that it expresses both its roots, the entirety to which it belongs, and the network of values it has. Here, the term industrial refers to the ground in question, and industrial education refers to the educational understanding of that ground. It is unthinkable that the network of values it possesses is contrary to the whole in question. In the text, the identification of this situation is described through the “ethics of education”. This process that humanity has experienced is new. Therefore, industrial education should be interpreted with its conceptual network. Thus, concepts such as "environment", "context", "transformation", "change" have been redefined. This is essential to make sense of the situation. It identifies that the final solutions sought can be possible not with the “morals of education” but with the "education of morals". This means proposing a reinstallation of the system/environment. (shrink)