The epistemic basic structure of a society consists of those institutions that have the greatest impact on individuals’ opportunity to obtain knowledge on questions they have an interest in as citizens, individuals, and public officials. It plays a central role in the production and dissemination of knowledge and in ensuring that people have the capability to assimilate this knowledge. It includes institutions of science and education, the media, search engines, libraries, museums, think tanks, and various government agencies. This article identifies (...) two demands of justice that apply specifically to the institutions that belong to it. First, the epistemic basic structure should serve all citizens fairly and reliably. It should provide them with the opportunity to acquire knowledge they need for their deliberations about the common good, their individual good, and how to pursue them. Second, the epistemic basic structure should produce and disseminate the knowledge that various experts and public officials need to successfully pursue justice and citizens need to effectively exercise their rights. After arguing for these duties, I discuss what policies follow from them and respond to the worry that these duties have illiberal implications. (shrink)

Turkey and many countries, the school has closed, or partially or completely due to covid 19 pandemic. Schools remained closed until a certain time in Turkey. Afterwards, its opening has been postponed until certain dates. In the second half of 2019-2020 and in the first and second half of 2020-2021, students were mostly deprived of face-to-face education. This study, which aims to describe the problems experienced by RE teachers in the learning-teaching process during the epidemic period, was designed according to (...) a case study, one of the qualitative research methods. The study group consists of 8 RE teachers, four of them male and four female. The data collection tool is a semi-structured interview form. The data were subjected to content analysis, and NVIVO 12 program was used. RE teachers experienced problems regarding technique, absenteeism, pre-lesson preparation, learning environment, teaching methods, motivation, communication, time and measurement-evaluation. Although these negative situations have occurred, it can be said that teachers are willing to use the gains in distance education with normalization and aim to take learning out of the classroom in this way. It can be suggested to researchers to study the concepts of classroom privacy and digital world ethics within the framework of education. Improving the technology use competencies of RE teachers can also be suggested to the relevant institutions. (shrink)

Eğitim, insanla birlikte var olan bir olgudur. Eğitimin ilmî bir disiplin hâlini alması ise yenidir. Yakın döneme kadar eğitim, din eğitimi, ahlâk ve değer eğitimi şeklinde birbirinden ayrı alanlar da söz konusu değildir. Dolayısıyla bunların ilmî birer disiplin olarak birbirlerinden ayrılmaları da yeni bir hadisedir. Zira tarihsel süreçte eğitim, dinî ve ahlâkî bir karakteri haiz olup bunların her biri diğerinden bağımsız alanlar olarak telakki edilmemiştir. Burada din, eğitime anlamlı gaye ve hedefler sağlarken ahlâk, hem dinin hem de eğitimin önemli amaçlarından (...) birini teşkil etmektedir. Ayrıca tam anlamıyla tahakkuk etmesi, olumlu ve dengeli bir kişilik oluşturması adına eğitimin dinî ve ahlâkî karakteri de önem arz etmektedir. Bu nedenle günümüzde eğitim, din eğitimi, değer ve ahlâk eğitimi şeklindeki adlandırmaların tarihsel süreçte hangi kavramlara karşılandığının ya da hangi kavramlarla ilişkili olduğunun ortaya konması büyük bir önemi haizdir. Ehl-i Sünnet kelâmının ve tasavvufun kurucu isimleri arasında yer alan Hâris el-Muhâsibî (öl. 243/857), insanın dinamik yapısını oluşturan, onun olumlu-olumsuz eylemlerinin kaynağı konumundaki kalp, akıl ve nefsin belli bir ölçü ve denge içerisinde eğitilmesi gerektiği üzerinde duran, bu yönde çok sayıda kavrama yer veren erken dönem âlimlerinden birisidir. Muhâsibî’nin insanın içten dışa değişimi ve dönüşümü, onun eğitimi ve öğretimiyle ilgili farklı kavramlara değindiği görülmektedir. Bu yönüyle çalışmamız, Muhâsibî’nin -günümüzdeki anlamıyla- eğitim, din ve ahlâk eğitimiyle ilgili yer verdiği kavramları konu edinmekte, bunları hangi anlamlarda kullanıldığını ortaya koymayı amaçlamaktadır. Bu şekilde eğitime dair kavramların gelenekten tevarüs edilen birikimle ve klasik metinler bağlamında ele alınması, eğitimin günümüzdeki muhtevasını, yaşadığı değişimleri, daralmaları vs. anlamayı daha da kolaylaştıracaktır. Hem kavramların hem de bunların sahip olduğu muhtevanın tespit edilmesi bağlamında öncelikle Muhâsibî’nin eserlerinden istifade edilmiştir. Buna göre araştırma yazılı dokümanların incelenmesi yöntemiyle ele alınmıştır. Muhâsibî’nin başta edeb olmak üzere eğitime dair ele aldığı kavramlar -dönemin genel anlayışına uygun olarak- dinî ve ahlâkî bir tema taşımaktadır. Ta‘lîm/te‘allum, ders/tedrîs, edeb/te’dîb, tasfiye, tathîr, ıslâh ve mücâhede (mücâdele ve mükâbede) Muhâsibî’nin yer verdiği başlıca kavramlardır. Terbiye, tehzîb, tezkiye ve riyâzet gibi kavramlara ise ya hiç değinmediği ya da çok az değindiği görülmektedir. Muhâsibî, bunlardan edeble -bilhassa tasavvuf çevresinde ele alındığı şekliyle- dinî/ahlâkî bir içerikle ve daha çok nefsin terbiye edilmesi yönüyle ilgilenmiştir. Bunun yanında diğer kavramların da benzer bir içerikle ele alındığı gözlenmektedir. (shrink)

The concepts of “Islamic Fundamentalism” and “Islamic Terrorism” are the usual suspects in the present political reality and discourse. After the tragic events in New York, Madrid, Istanbul, and London, one has every reason to think that Islam is somehow a part of the problem. But in terms of the issues that we currently face, we must be careful to distinguish between understanding and the creation of scapegoats. There is no doubt that a terrorist act is unjustifiable, and it must (...) be categorically condemned in every situation. We must resolutely fight against any claim to the contrary. Even so, the…. (shrink)

Seemingly a minor part of L’Imaginaire, Sartre’s literary examples therein are of great significance especially in the way they highlight the implicit yet crucial role of linguistic signs and words in his psychology of the image. While commenting on the act of reading a novel, he views literary words practically as images, endowing them with both an affective and representative status and illustrating the word-image through the figure of a drawing or dessin. The novel’s word-images or dessins solve an important (...) problem in his phenomenology: in order to represent, they do not need an original perception as other, more typical images do. While the dessin suggests the opportune possibility of representation without presentation, it also introduces ambiguity in meaning, running counter to Sartre’s demand that linguistic signification be clear and transparent. Sartre attempts to contain such ambiguity by ascribing the image-like, representative use of words to poetry in What’s Literature? but I argue that the dessin indeed allows for a more comprehensive understanding of the linguistic sign and representation that covers both poetry and prose. (shrink)

The teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the (...) most favorable outcomes. Additionally, continuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The paper details key themes and categories for successful ethics instruction and offers specific recommendations. (shrink)

Ijtihad is the mujtahid's putting forward all his efforts on a fiqh issue within the framework of methodological principles. Fatwa, on the other hand, are the explanations made regarding the questions asked in fiqh issues. Therefore, although there are similarities between fatwa and ijtihad in terms of declaring a fiqh knowledge, there are also some differences that distinguish both scientific activities from each other. Because of this difference, not every ijtihad qualifies as a fatwa that a Muslim can apply in (...) his life. A jurist who does not have the qualifications for ijtihad has to pay attention to when giving a fatwa by making use of the classical period ijtihad. The most important thing to consider when benefiting from the ijtihads that have been put forward is to correctly distinguish between the ijtihads that are historical and those that will always be used. In the fiqh books, there are many issues that can be described as historical ijtihad, in the context of their own time and conditions. Since it is not possible to present all such ijtihads within the framework of an article, in this study, the subject is discussed within the framework of ijtihads selected from fiqh books. From international relations to family law, there are many historically qualified ijtihads in the fields of fiqh, especially in the field of transactions. Today, international relations are quite different. It is of great importance to redefine the world and present fiqh rules accordingly. In the changing social structure, a new perspective is needed in the determination of the muruet. In the process of women's social position and participation in social life, great changes have been experienced all over the world and women have started to take part in many areas of life. In terms of the minimum age limit for marriage, it has become natural to marry at an older age than in the past. It has become almost impossible to act with the approach that those who have the same belief will obtain citizenship without other terms and conditions. It has become necessary to consider the views of jurists regarding the rights of non-Muslim citizens from a new perspective in the globalizing world structure. The implementation of views that give authority to private property owners regarding mineral ownership may be harmful to the security of the state and the public interest. There has been a need to look again at the legal provisions regarding the treasures under the ground in terms of public interest. In the article, it is stated why the ijtihads on the aforementioned issues have a historical character and in which framework the issue should be handled today. (shrink)

In this article, I develop a novel version of the multiverse theory of sets called hierarchical pluralism by introducing the notion of “degrees of intentionality” of theories. The presented view is articulated for the purpose of reconciling epistemological realism and the multiverse theory of sets so as to preserve a considerable amount of epistemic objectivity when working with the multiverse theory. I give some arguments in favor of a hierarchical picture of the multiverse in which theories or models are thought (...) to be ordered with respect to their plausibility as a manifestation of endorsing the idea that some set theories are more plausible than others. The proposed multiverse account settles the pluralist’s dilemma, the dichotomy that there is a trade-off between the richness of mathematical ontology and the objectivity of mathematical truth. The view also extends and serves as an alternative position to Balaguer’s intention-based Platonism, from which he claims that a certain version of mathematical pluralism follows. (shrink)

Divine providence is one of the most intriguing topics of today. Despite the scientific progress, individuals are aware that they cannot lead a life isolated from destiny. It is explained by social scientists from different perspectives. This study focuses on the knowledge of destiny and fatalism tendencies of people who are convicted of different crimes. The research has been conducted on 114 people who are convicted of different crimes at the General Directorate Probation in Bursa. Knowledge of destiny and fatalism (...) tendencies of convicted people have been investigated with socio-demographic variables and survey method. A direct relationship has been determined between education and economic level of convicted people as well as being happy to come to the world and being hopeful about future. An inverse relationship has been found between age and the knowledge of destiny of those people. A significant difference has been detected between the belief in fatalism and the state of violence in our study. There is destiny but not fatalism in Islam religion. The destiny belief does not eliminate responsibility of humans; rather it offers psychological wellness to people who struggle to survive in the world of difficulties. Our research aims to further demonstrate the relationship between belief in destiny and crime by means of quantitative evaluation and qualitative analysis. (shrink)

Günümüz sosyoloji teorisinde fikirleri yeniden keşfedilen Simmel’ın din teorisi ve din sosyolojine katkısı nispeten ihmal edilmiştir. Onun yaklaşımının temelinde sosyal ve tarihsel bir fenomen olarak din ile insanın doğasında yer alan dinselliğe dayalı öznel dindarlık ayrımı yer almaktadır. Simmel’a göre "belirli bir manevi nitelik" veya "ruhun tutumu" olarak insan doğasında yer alan dindarlık, insanın dünyaya bir bütün olarak bakmasına ve dinin kültürel bir ürün olarak oluşmasına imkân tanımaktadır. Dini insan etkileşimleri ile temellendirmeye çalışan Simmel, insanın birçok ilişkisinin özünün dinî karakterde (...) olduğunu savunmuştur. Türkçe literatürde Simmel’ın din teorisine ve din sosyolojine katkısına dair bir makale dışında bütünlüklü bir çalışma bulunmamaktadır. Büyük ölçüde Simmel’ın dine ilişkin metinlerinin orijinal dilden yeniden okunmasını esas alan bu makale, onun din sosyolojine katkısını; din anlayışını, din ile dindarlık ve din ile kültür ilişkisine dair yaklaşımlarını betimlemektedir. (shrink)

Divine revelation (waḥy), as a Qur'anic and religious concept in exegetical sources, isusually mentioned together with the institution of Prophethood (nubuwwa). Revelation came to itsend with the end of Prophethood. Therefore, although some have evaluated inspiration (ilhām) andtrue dream (ruʾyā sādiqa) within the this context of revelation, according to most of Islamic scholars,it is not permissible to refer to the recevings of the divinely saints as revelation. Revelation, for whichthe holy Qur'an designates three pattern of descension, is discussed also in (...) three categoriesthroughout the history of Islamic intellectual thought. Scholars of tafsir and theologians,philosophers, and mystics, all hold and bolster different views on the nature of revelation. Claims inSufi literature that inspiration can descend to divinely saints -beyond immediate delivery to theheart- through direct or indirect divine communication from behind a veil and through angles can beevaluated as an effort to create a conception of revelation that corresponds to the three modes ofrevelation, adressed in Qur’an, peculiar to prophets. With regard to the issue of continuity of divine revelation, a thorough examination of the Sufiliterature leads to the conclusion that revelation continues to decsend in its verbal form asinspiration but also, according to some Sufi authorities, in its noun forms unaniously considered aspeculiar to the prophets. Therefore, especially since the period of Sufism’s intermingling withphilosophy, the issues of accommdating sainthood (walāya) within the framework of generalprophethood (nubuwwa ʿāmme), the distinction between revelation and inspiration and itscontinuity appear as a very complex, unframed and unlimited field. This can be observed in theinstances addressed in this study. (shrink)

There are some radical practices of asceticism, such as wearing ṣūf (wool clothes), traveling without provisions, choosing to be single, and avoiding earning a living by working, which were generally seen in the 2nd century A.H. and were subject to criticism with the formation of classical Ṣūfism. Criticisms of these practices have started to appear in the literature since the 3rd century A.H. Early Ṣūfī writers such as Al-Ḥakīm al-Tirmidhī, Muḥāsibī, Abū Saʿīd al-Kharrāz, al-Sarrāj focused on this issue and criticized (...) these practices. How are these practices of ascetics viewed in the sects that were formed and spread in the 6th and 7th centuries? Our research seeks the answer to this question, but limits it to the example of Abū l-Ḥasan al-Shādhilī, the founder of Shādhiliyya. This question is important in two respects: First of all, it is investigated whether the determination of some researchers that al-Shādhilī taught comfort in the face of worldly blessings is also correct. Because, among contemporary researchers, there are those who believe that al-Shādhilī wears ostentatious clothes, rides horses, encourages economic competitiveness, and is therefore open to benefiting from worldly blessings to the fullest. Secondly, it includes an investigation of the validity of the belief that these practices belong to an early period in the history of Sûfism and have been completely abandoned over time. Although al-Shādhilī seems to have completed his spiritual education in Morocco with his sheikh, he later went to Tunisia with the latent command of his master. We see that in his first years in Tunisia, he went into seclusion in a cave and was completely isolated from the society and engaged in worship in a way that reminds us of the practices of the early ascetics. But in the second phase of his life in Tunisia, he went to the city on a spiritual sign, socialized, started to give sermons to people, and started to behave more flexible about eating and drinking. al-Shādhilī specifically states that he did not prefer socialization at this stage, but with a spiritual sign. Later, he went to Egypt again with a spiritual sign and got married there, started to deal with agriculture, and continued to socialize by establishing relations with the rulers. Therefore, it can be said that this new social period is a break both from the radical practices of the early ascetics and from the early period in Tunisia itself. It is also seen that in this new period of al-Shādhilī, he did not wear the clothes of ascetics like sūf (wool clothes) and did not want his followers to wear them. He also encouraged to have a profession and was generally against traveling without provisions. But there are two points to be noted here: First, these milder and more comfortable practices should not lead to a search for comfort and luxury. He continued to keep his distance from worldly blessings and to advise asceticism. Secondly, he had some of his distinguished disciples make some practices of the ascetics. The reason for the existence of these seemingly contradictory practices is that while he recommends moderate and sustainable practices to the general public and his followers, he can make the specialized sūfis more strict and difficult practices. While he was encouraging work and earning in general, not ignoring experience, including avoiding work; not ignoring seclusion while leading to sociality in general; while generally suggesting to resort to occasions, he also follows a path of implementing and enforcing radical practices such as traveling without food. Thus, al-Shādhilī is able to encompass all the seemingly incompatible practices of the previous sūfi accumulation with a point of view of spiritual rank and hierarchy. (shrink)

Anlatımda yoğunluk, özne ile yüklem arasına bir takım unsurların ek-lenmesiyle başlar. Yüklemin anlamı çeşitli açılardan bütünlenir, belirgin kılı-nır ya da pekiştirilir. Bunun için sözcüklere ya da sözcelere başvurulur. Türkçe cümlede, yüklemcil öğeyi çeşitli açılardan tamamlama görevi üstlenmiş cümle öğesi olarak tarif edilen tümleç, eylemin gösterdiği iş, oluş vb.’lerini tamamlama işlevi nedeniyle böyle adlandırılmıştır. Arapçada cümledeki bütün öğeleri içeren iki temel kavram vardır: ıtlâk ve takyîd. Itlak kavramı, özne ve yüklemi ifâde eden temel öğelerdir. Takyîd ise, cümlenin müsned ve müsnedün ileyh (...) ile tamamlanmayıp mefuller, tâbiler, fasl zamiri, nevâsıh, şart edatları, nefy edatları, hâl ve temyiz gibi diğer öğelere de duruma göre ihtiyaç duymasıdır. Türkçe cümlede tümlece karşılık olarak geldiği düşünülen meful çeşitlerini ve karşılıklarının incelendiği makalede mef‘ûlu bih, mef‘ûlu mutlak, mef‘ûlu lieclih, mef‘ûlu me‘ah, mef‘ûlu fih olmak üzere beş meful çeşidi ele alınmıştır. Arapça cümledeki mef‘ûlu bihe karşılık olarak Türkçe cümlede nesne ve düz tümleç, Arapça cümledeki mef‘ûlu mutlaka karşılık olarak Türkçe cümlede kökteş tümleç, Arapça cümledeki mef‘ûlu lieclihe karşılık olarak Türkçe cümlede sebep tümleci, Arapça cümledeki mef‘ûlu me‘aha karşılık olarak Türkçe cümlede beraberlik tümleci, Arapça cümledeki mef‘ûlu fihe karşılık olarak Türkçe cümlede zarf tümlecinin bulunduğu ifade edilebilir. (shrink)

Notwithstanding the advantages of physical power, the struggle for survival among societies is not merely a matter of serial armed clashes but of the nation's spiritual resources that in the end always decide upon the victory.

Tolerance is an ambivalent attitude. It allows living in plurality but not in equality. The tolerant tradition of the Ottoman Empire, for example, is based on a very clear political and social hierarchy between different religions. Dominants boast of their tolerant tradition. Tolerance is also about imposing limits on the other in a unilateral way. In Republican Turkey where theoretically all citizens are equal, the majority of Turkish-speaking Sunnis tolerate non-Muslim minorities, Alevis, Kurds. It is the ‘liberal’ currents of this (...) ethno-religious majority that pronounce themselves tolerant of others. However, minorities do not demand tolerance but equality because the history of Turkey for more than a century with the genocide of Armenians, pogroms, massacres, deportations have shown those who say they are tolerant can switch to each moment in extreme violence against those whom they now consider intolerable. In this framework, the discourse of tolerance prepares the ground for the reproduction of the... (shrink)

Erken dönemlerden itibaren fıkhî meseleler üzerindeki tartışmalar, bir yönteme bağlı kalınarak icra edilmiştir. Tartışmalarda belirli soru ve cevap türlerine başvurulmuş, soruların tertibine özen gösterilmiştir. Bu sayede taraflar kendi görüşlerinin doğruluğunu, karşıt görüşün yanlışlığını çelişkiye düşmeden ortaya koymaya çalışmıştır. Bu çalışmada ilk olarak cedelden ve cedelin fıkha tatbikinden bahsedilmiş, sonrasında münâzaracı kimlikleriyle meşhur olan Hanefî fakihi Kudûrî ile Şâfiî fakihi Ebu’t-Tayyib et-Taberî arasında geçtiği rivayet edilen talâka dair bir münâzara inceleme konusu edilmiştir. Bu münâzarada, muhâlea ile boşanılan kadına, kadının iddeti esnasında (...) tekrardan ricî talâk yapılabileceğini savunan Kudûrî ile bu durumda talâkın geçersiz olacağını söyleyen Taberî’nin karşılıklı istidlal ve itirazları yer almaktadır. Bu tartışmanın temelini Kudûrî’nin muhâlea yapılan kadını ricî talâkla boşanan kadına kıyas etmesi oluşturmaktadır. Taberî bu kıyasın illetine yönelik mutâlebe, itirâz ve muâraza türü sorulara başvurmuş, Kudûrî ise kendi illetinin sıhhatini savunmaya çalışmıştır. Yer yer tartışma kurallarına atıfların yapılması yönüyle de önemli olan bu münâzara incelenirken, cedelin fıkha tatbikine dair kısımda zikredilen bilgilerin pratikte nasıl uygulandığına işaret edilmiştir. (shrink)

The political scientist and former Bavarian Minister of Culture Hans Maier has created a historically profound, theologically educated, literarily and musically highly sensitive, politically mature body of work, with which he has inscribed himself in the (intellectual) history of the Federal Republic. This book is the first to contain contributions by renowned scholars and politicians on the rich work and impact of the Catholic scholar and politician Hans Maier. It thematises and appreciates in detail his view of German history and (...) the traditions of political thought, his critique of political language, political theology, totalitarianism and political religions, but also his contributions on Catholicism and modernity, his writings on literature and music, and finally his influence as an academic teacher, public intellectual and politician. With contributions by Udo Bermbach, Thomas Brose, Ahmet Cavuldak, Horst Dreier, Hermann-Josef Große Kracht, Jens Hacke, Oliver Hidalgo, Hans Günter Hockerts, Patrick Horst, Horst Möller, Heinrich Oberreuter, Henning Ottmann, Mark Edward Ruff, Hans Otto Seitschek, Michael Stolleis, Bernhard Vogel, Peter Graf von Kielmansegg, Theo Waigel and Markus Zimmermann. (shrink)

The challenges facing the life-worlds of political societies in the Islamic world require a radical shift of perspective that can improve our understanding of the contemporary situation of human rights politics. Not only the classical formulation of secularism, which aims at liberating the public sphere from domination of ‘the sacred’, but also the political-theological approach, which addresses the problems of modernity within the context of a disguised and refurbished dominance of ‘the transcendence’, suffer from and share a basic insufficiency in (...) handling human rights issues. According to these approaches, the basic issue stems from a realignment in relations between logics of the sovereign and the sacred or a redefinition of the position of state against religion. In this article, my object is shifting the scope of discussion concerning the rights beyond this logic of sovereignty by adopting an approach which provides a political ground for discussing the intermingling of religion in the life-world. From my point of view, the first step that should be taken to deepen our understanding of the argument of freedom is to unveil the nature of the sacred within the framework of a power network that longs for control over the whole lives of individuals constituting the society. In this regard, by going beyond the concepts such as fanaticism, fundamentalism or terrorism provided by ‘state mentality’, the significance of lifestyle politics for ‘rights talk’ will become more evident. From this point of view, the detection and critique of a zone of ‘weak citizenship’ constructed through restrictions stemming from the values and norms arising from the perceptions of particular communities organized through family, tradition and justice are essential. Such a critique will pave the way for a radical politicization of lifestyles by way of criteria of the demands for equal respect and dignity. (shrink)

When the Mamluk Sultan Qalawun (1279-1290) moves to Syria with her army to fight the Mongols, martial law is declared in Egypt. Kalavun's son as heir Salih Ali in Egypt, published to Zaynaddin Ketboğa a tazkire that dated April-1281 containing the martial law decisions. Tezkire talks about the duties and responsibilities of administrators in the context of state-security-service. These decisions are important state affairs in the flow of daily life such as the judiciary, law, justice, security, transportation, service, trade, land, (...) fair tax system, control of civil servants and state affairs. In addition, the healthy living conditions of the detainees, It also includes issues such as meeting the needs of the detainees such as churches and baths. Tazkire decisions aiming to ensure the flow of daily life in Egypt during wartime without causing a possible instability are always valid state policies aiming at state order and social welfare. In our article, we will talk about this tezkire, which was narrated as a full text by İbnü'l-Furât (d. 1405) and Kalkaşendî (d. 1418). (shrink)

Kişinin bazı yükümlülükleri uhdesinde barındırması için akıllı olması şarttır. Bu durum hem dinî hem de beşerî sistemlerde aynı şekildedir. Bu bağlamda Kur’an’da aklı kullanmaya vurgu yapan birçok ayet vardır. Her bir ayetin anlatmak istediği aklın nasıl kullanılacağına dair bir hakikat mevcuttur. Bu hakikatin ortaya çıkarılması ise ehil olan kişilerin izahlarıyla mümkün olacaktır. Öte yandan bu ayetlerin bağlamıyla birlikte değerlendirilmesi doğru bir anlamın ortaya çıkmasında önemli bir etkendir. Nitekim aynı ifadeler birçok ayette tekrar edilmesine rağmen her birinde farklı bir konuya temas (...) edilmektedir. Mesele aklî çerçevede Kur’an’ın ele alınmasıyla ilgili olduğu için konuyu dirayet tefsiri ekseninde değerlendirmek daha doğru olacaktır. O nedenle bu çalışmamızda aklî çıkarımlara çok fazla başvurulan Te’vîlâtü’l-Kur’ân ve Tefsîru’l-Menâr isimli iki tefsir bağlamında konunun değerlendirilmesi yapılacaktır. Yaşadıkları zaman dilimi birbirinden çok uzak olmasına rağmen her ki tefsirdeki müelliflerin meseleye bakışları arasında benzerliklerin çok olduğu görülmüştür. O nedenle ayetlerin verdiği mesajların farklı zamanlarda nasıl anlaşıldığı, ne gibi anlayış farklılıklarının oluştuğu, ortak noktaların neler olduğu bu çalışmada ortaya konmaya çalışılacaktır. (shrink)

This article discusses a particular example of the intelligent design argument, which is one of the theistic arguments put forward to prove the existence of God. The intelligent design argument, in contrast to evolutionary theory, is central to the debate between religion and science. In this context, the problem that the article deals with is the validity and persuasiveness of William A. Dembski's design argument based on spatial regularities. Both historical and contemporary versions of design arguments mainly focus on spatial (...) regularities. However, with the widespread acceptance of evolutionary theory in scientific and philosophical circles, design arguments based on spatial regularities have been severely criticized. The article aims to examine a contemporary example of design arguments based on spatial regularities, and to determine whether it maintains its strength against the objections originating from the theory of evolution. Literature review, one of the qualitative data collection methods, was used in the study, and the data were philosophically evaluated in terms of consistency and defensibility. This subject, which has a very comprehensive place in the debates in the context of philosophy of religion, science and religion, is limited to Dembski's proof and objections to him. As a result of this study, it will be argued that Dembski's design argument based on spatial regularities is not convincing enough in the face of criticisms originating from the theory of evolution. (shrink)

There are two main sources of compensation liability in Islamic Law of Obligations. These; contract and tort. Harming someone else is prohibited by any means. However, in social life, we witness that people harm others. Here, too, the legal order tries to ensure that the said damage is remedied. However, it is not a legal way to harm the other party for this. Are there other obligations at the same time as the liability for compensation? In this regard, Article 86 (...) of Mecelle regulates that compensation liability and usage benefit cannot be combined in accordance with the Hanafi sect. There are some theoretical reasons for this within the sect. However, other sects have opposing views to the Hanafi sect on this issue. In particular, they approached positively to the compensation of the usage benefit of the usurped property separately. The basis of this difference is based on whether the benefit is legally accepted as property. However, in the later periods, some exceptions were made to the first view within the Hanafi sect. These; foundation, orphan and commercial property. In addition, it has been accepted that in the Majalla amendments, the benefit can be accepted as property and may be the subject of compensation. (shrink)

Ibn al-ʻArabī, 1165-1240.; Fuṣūṣ al-ḥikam; criticism and interpretation; Islamic philosophy; early works to 1800.

In terms of Arabic philology, the concept of reason performs the function of bonding and is a key to terms such as wisdom, goodness, duty, and autonomy. By using the reason in its proper place, morality that regulates the self (nafs) emerges. The reason, which is seen as the source of spiritual values, has given human beings the quality of being the subject of trust (amana). In Islamic Wisdom, human beings are distinguished from animals by the characteristics of carrying the (...) Trust and having morality. Morality is not a factual but a spiritual value produced by the self. Thus, having reason also requires being moral. Reason, which is related to both matter and meaning, must move in parallel like a clock with morality, which is related to ideas and deeds. The unity of reason and morality is like the two boat oars that must be pulled in order to navigate the boat at the sea. The disruption of this balance leads to the disruption of the order. Islamic wisdom emphasizes that when this dual plane is well established, order and dynamism arise, and when it is disrupted, chaos and stagnation occur. In this paper, the unity of reason and morality relationship in Islamic wisdom is discussed. (shrink)

In this paper, we strengthen Hardy’s [1995] and Ketland’s [2005] arguments on the issues surrounding the self-referential nature of Yablo’s paradox [1993]. We first begin by observing that Priest’s [1997] construction of the binary satisfaction relation in revealing a fixed point relies on impredicative definitions. We then show that Yablo’s paradox is ‘ω-circular’, based on ω-inconsistent theories, by arguing that the paradox is not self-referential in the classical sense but rather admits circularity at the least transfinite countable ordinal. Hence, we (...) both strengthen arguments for the ω-inconsistency of Yablo’s paradox and present a compromise solution of the problem emerged from Yablo’s and Priest’s conflicting theses. (shrink)