Sahih al-Bukhari, one of the most esteemed and widely studied collections of hadith by Muslims, has garnered significant attention in Indonesia. This paper delves into the history of Sahih al-Bukhari's study within the Indonesian context, examining its transmission lineage, vernacularization, and study methodologies in traditional and contemporary educational context. Three specific objectives were pursued: 1) the translation and vernacularization of Sahih al-Bukhari, 2) the transmission of Sahih al-Bukhari, with a focus on Indonesian pesantren (Islamic boarding schools), and 3) (...) the analysis of Sahih al-Bukhari study methods within Islamic colleges. Employing a historical method and an analytical approach, this research underscores the importance of translating and rendering Sahih al-Bukhari into vernacular languages as an initial step in making this revered text accessible. The study forms and institutions involved in Sahih al-Bukhari education were categorized into two primary streams: pesantren and Islamic higher education institutions. While pesantren encompass introductory courses, memorization programs, and more practical approaches, Islamic higher education institutions offer diverse and contemporary methods, including thematic, comparative, critical, living, and understanding studies. This study provides a comprehensive exploration of the multifaceted nature of Sahih al-Bukhari studies in Indonesia. By investigating its historical development, translation efforts, and the unique study methodologies within different educational settings, it sheds light on the diverse ways in which Sahih al-Bukhari is approached and understood in the Indonesian context. (shrink)

In recent years, researchers have paid special attention to religiosity and the practice of religious beliefs. If people put religiosity at the forefront of their affairs and maintain the roots of religion in various aspects of work and family life, they will see God present and watchful in doing all things, and the result of such a vision will be the successful performance of deeds and walking the path of perfection. Having a heartfelt belief in the value of work and (...) adhering to it will result in a greater desire to work. Religiosity is a variable that can be related to job variables. In addition, it can play an important role in the behaviours of employees. In Islam, work is a virtue and is necessary to balance the personal and social life of the individual. Given the importance of this issue, the present study aimed to evaluate the relationship between Islamic religiosity and job satisfaction of Muslim teachers in Malaysia. In total, 2200 Muslim teachers of Kuala Lumpur and Penang were selected for the study by simple random sampling. Data were collected by using standard questionnaires and analysed by Pearson's correlation coefficient in Statistical Package for the Social Sciences (SPSS). According to the results, there was a significant and positive relationship between teachers' Islamic religiosity and job satisfaction as P = 0.784 and T = 0.000 which was less than the Sig level of 0.05. CONTRIBUTION: According to Islamic teachings, working for a Muslim is like worship. Based on the findings of this research, teachers with higher Islamic religiosity enjoy higher job satisfaction. (shrink)

Study on Islamic philosophy and theology in post-graduate program in Sunan Kalijaga State Islamic University, Yogyakarta, Indonesia.

The process of deciding which higher education institution to attend is a very important turning point for an individual who graduates from a secondary education institution and has sufficient central placement score. Making the right decisions at the mentioned turning point is important both for the individual him/herself and for the quality of the future service. In this context, the main purpose of this study, which consists of findings obtained from the descriptive analysis of the answers given to (...) 9 open-ended questions, is to determine the opinions of the individuals who continue higher religious education within the scope of the choice of faculty, the determined goal and the quality of the education. In order to achieve this aim, the research was completed with the participation of 117 students, 54 male and 63 female, studying in the Faculty of Islamic Sciences of Giresun University in the 2019-2020 academic year. According to the data obtained in the study, the participants' interest in the field in the process of choosing the faculty, their interest in the field, especially to receive religious education, affected by factors such as placement score, professional justification, the school they graduated from, the desire to acquire knowledge, family and influence of social environment, desire to serve religion. In addition, concerns about employment have been pointed out as the main reason for turning to higher religious education throughout the country. Considering the targets determined regarding the process before and after higher religious education, continuing higher religious education with graduate education and being a teacher of the RCaM, Qur'an course teacher, Imam hatip, muezzin within the Ministry of National Education and Presidency of Religious Affairs were mentioned. In terms of the quality of teaching, learning techniques based on rote are criticized, while teacher-student interaction in the institution where the education is made is mentioned as a reference increasing the quality of education. (shrink)

This paper constructs the teaching of tasawuf as a scientific methods in the higher education in Indonesia. The inclusion of systematic approach is based on the teaching of tasawuf by Kiai Emet Ahmad Khotib from Cirebon West Java Indonesia. This study implemented habitus research method and historical method that centered on library research. Habitus is the mental or cognitive structure through which people deal with the social world. A person is endowed with a set of internalized (...) schemas through which they perceive, understand, appreciate and evaluate the social world. It is through such schemes that people produce their practices as well as perceive and evaluate them. Qualitative approach was applied as the basis of data analysis in this study. Results show that Kiai Ahmad Khatib is the successor of the Islamic boarding school al-Ishlah Bobos 1925-1990 of Cirebon. He set 15 system of tasawuf as the scientific system. Basically, the theory was addressed to declare Allah as the Goal, sincerity as the basis for charity or doing _iqror_ deed declare Allah, the stage of Hub or love. In the promise to Allah a learner avoid the betrayals, primarily Betrayal of Allah, Betrayal of the Prophet, Betrayal to Humans, Betrayal to the motherland. The rule of tarbiyah included in the education system should include among others: Plenary System (Manhaj mutakamilah), Upgrade and Enhancement System, One Way System, Choice System, _Tasykil_ system/form, Humans have character traits that are easy to bend, easy to straighten This trait is used as the basis by experts in fostering human awakening from weakness. (shrink)

On medical ethics curricula according to Islamic aspects in medicine faculty of several Islamic universities in Jakarta, Indonesia.

There is a need for an extensive study on undergraduate students' attitudes towards the kalām course and its teaching process in the faculties of theology and Islamic studies, which are higher religious education institutions. In order to meet this need, a 30-item survey was prepared in a 5-point Likert structure that measures the attitude towards the kalām course. This questionnaire was applied to 1007 randomly selected undergraduate students studying in faculties of theology and Islamic studies in Turkey (...) in the 2021-2022 academic year. In this sample, 69.9% (N=704) of the participants were women, and 30.1% (N=303) were men. In the analyses made with the data obtained, it was seen that the questionnaire had a high incidence of internal consistency; and its suitability for factor extraction was calculated with the Bartlett Sphericity Test and the Kaiser-Meyer-Olkin (KMO) sample adequacy test. The KMO value was 0.934, and the Chi-square value [X2= 8083,719 p. (shrink)

PREFACE WORD The Tanzimat period, which was the starting point of reform movements in many areas such as social, political, economic, military, etc., in which steps were taken towards Westernization, is considered to be an important milestone in drawing the fate of the Ottoman Empire. In this longest century of the empire, when many things were rushed, education partially received its share of change and reform. However, since the field of education was under the control of religious institutions such as (...) the Şeyhülislâmlık and the Nezâresi Evkâf-ı Hümâyun, the changes and reforms in this field remained limited. Regarding philosophy, which is the subject of our study, we can say in advance that philosophical movements in the West, the ideas of philosophers and philosophical education in the Western sense began to enter our country in the post-Tanzimat period. It is noteworthy that during this period when the Ottoman Empire became acquainted with Western philosophy, philosophy in the West experienced a period of crisis. In the period preceding this acquaintance, philosophy education in our country was carried out in a style loyal to the tradition of Islamic philosophy, and the break in this tradition occurred with the Tanzimat. One of the most widely debated issues from the Tanzimat to the present day has been whether or not a philosophical tradition unique to us can be established. Issues such as whether a philosophy built on our own culture and values can provide us with the opportunity to raise philosophers who are considered philosophers in the Western sense, and the level of competence and proficiency of Turkish in terms of creating a philosophical language on the way to realizing this opportunity, and efforts to establish a deep-rooted tradition continue to stand before us. In this study, from a holistic perspective, the changes in philosophical paradigms in certain periods from Tanzimat to the present day have been tried to be determined chronologically and problematically. The fact that the movements that emerged with Tanzimat were broken in certain periods, such as 1915, 1933 and 1960, and left their place to different movements, and the changes in our country in parallel with the change in the perception of philosophy in the world have been tried to be revealed in this study, and as a result of the study, results that have not been expressed so far have been reached. Again, whether the perception of philosophy has changed in society along with the change in philosophy in higher education is among the topics investigated in this study. For example, the fact that professors such as Mehmet İzzet, Niyazi Berkes and Necati Öner, who studied philosophy, regretfully admitted that it was embarrassing to say "I am studying philosophy", and instead took refuge in evasive answers such as "I am studying at the Faculty of Literature, I am studying at the Faculty of Language and History", clearly shows how the difficulty of doing philosophy in Turkey is at a high level with these prejudices. From the times when philosophy was identified with irreligion and atheism, and philosophers were seen as useless people who only criticized and did not produce solutions, to the present situation, the paths taken and the obstacles overcome make us hopeful for the bright future of philosophy in Turkey. In the Dârülfünun, which was de facto established in 1863 and opened and closed many times, philosophy courses were able to find a wide place in the curriculum after 1900 and especially after 1916. However, the contribution of philosophy courses and departments, which have been a significant part of the academy since 1916 both as a field of research and education, to the establishment and development of the longed-for original philosophical thought is currently the subject of a separate discussion. Indeed, philosophy departments have never escaped the criticism that they teach Western thought, transfer Western intellectual currents, ignore social values, and provide an exclusively Western and unproductive education. Our study, which deals with the processes of change and transition in philosophy education in Turkey and the debates on these processes, consists of three chapters and three appendices. In the first part, the studies in the field of philosophy from Tanzimat to the Republic are discussed theoretically and a general framework is tried to be drawn about the establishment of philosophy in Turkey. The topics covered in this section are mainly philosophy education until the establishment of the first university in 1863 under the name Dârülfünun and its closure and reopening in 1900 under the name Dârülfünun-ı Şâhâne. As is known, after a long period of trial and error, Dârülfünun was reformed under the name "Dârülfünun-ı Osmânî" in 1908 during the Second Constitutional Monarchy. Reforms in the field of education continued unabated, and with the university reforms in 1915 and 1933, philosophy departments also underwent significant change and transformation. Especially German faculty members, who were influential in these reforms, played an active role in the restructuring of the philosophy department. Apart from universities, philosophical activities were also carried out in non-governmental organizations, newspapers and journals. In particular, the philosophers who tried to become an association under the name of the Turkish Philosophical Society are today actively working under the name of the Philosophical Society of Turkey and the Turkish Philosophical Association. In this part of our study, in addition to these issues, the philosophers of the Republican period, which we have identified as four generations, and their philosophical attitudes and behaviors are evaluated together with the aspects reflected and not reflected in their works, and the interaction between the similarities and differences between the general characteristics of the generations and the philosophical atmosphere in the country is tried to be analyzed. The similarities and differences between the generations are analyzed since they are the main factors that determine and govern the course of philosophy in Turkey. The second chapter is devoted to "Philosophical Disciplines in Purgatory in the Republican Era". In this section, the disciplines of history of science, logic, Islamic philosophy and philosophy of religion, which we characterize as disciplines in limbo because their place in philosophy departments has always been controversial, are analyzed. In the third and final chapter, under the title "Philosophical Problems and Movements in the Republican Era", the problem of establishing the practical implications of the philosophical issues discussed in the first two chapters on the theoretical level, the question of whether Turkish can be the language of philosophy, Western philosophical movements in Turkey and their representatives are discussed. This chapter concludes with the main purpose of the study, which is to discuss the problems of philosophy in Turkey, suggestions for solutions and future perspectives. We have tried to enrich our research with three appendices that are considered to be complementary to these three chapters. The first appendix contains interviews with twelve senior professors who retired after teaching philosophy in Turkey for many years. These senior professors were asked questions about the changes in the view of philosophy in Turkey, philosophy education in higher education, their perceptions of philosophy, etc., and an important historical note was made with their answers based on their experiences. In this respect, we believe that these interviews will serve as an important source and reference for future generations and the social sciences community. Although the speeches of these professors contain many important discourses, messages and references, we have chosen one motto phrase to carry in the title. On this occasion, we would like to express our gratitude to our esteemed professors for sharing their vast knowledge and experience in the field of philosophy with us. In the second appendix, the short life stories and works of about a hundred professors in the field of philosophy in the Republican period are included. Although this information is sometimes easily obtained through the internet, biographical books or the works of the professors themselves, sometimes, after a very long and laborious work, original information has been reached, which is expressed for the first time in this study. Sometimes the capture of a very small detail required great efforts. In the third and final appendix, the names and periods of the senior philosophers of the Republican period are listed chronologically. (shrink)

In our country, mildly mentally disabled students are being educated in general education classes by means of integration. An individualized education program (IEP) is being prepared for these students when needed. However, the impact of BEP on students with intellectual disabilities in religious education has not yet been sufficiently discussed. The purpose of this research is to examine the impact of the IEP on the achievement of religious education of mentally disabled students and the level of religious learning of these (...) students. For this purpose, in addition to the education given in the general education class for the 6 mildly mentally disabled integration students studying in the 4th grade of primary school, 2 hours of education were carried out in the support education room per week during the education and training year. Semi-experimental study was designed according to the single-tasked multiple-start model. Education process was evaluated by Achievement Test, the Teacher Observation Form, the pre-test based on the Self-Assessment Form, post-test and retention tests. As a result, it has been seen that BEP has a positive effect on the achievement of religious education of mentally disabled students (ZEKÖ). In this framework, it has been found that students are influenced by the society, especially by their peers, when they are given time they constitute religious knowledge, they understand normal individuals religious behaviours, they are more emotional, they forget religious information that is not used in everyday life and when they accomplish they increase self-confidence and self-esteem and internalize values.SummaryPeople differ in their creation. This difference is greater in people disabled. In terms of individual traits and educational qualifications, individuals with disabilities who are severely different from their peers and who have difficulty in playing the roles they should play are evaluated in several groups. One of these groups is mentally disabled. Mentally handicapped people have various rights as normal individuals. One of these rights is the right to education. National and international laws guarantee the educational rights of individuals with intellectual disabilities. Similarly, Islam and his best practitioner, the prophet Muhammad, did not consent to the transformation of the mentally disabled into begging masses or to their isolation, but rather to integrate them into society. According to Islam, individuals with intellectual disabilities have the “capacity to acquire rights“, even if they do not have "capacity to act". This right requires them to receive an education that takes into account their differences, just like normal individuals. Because of their learning characteristics, mentally retarded students differ from their peers, therefore they cannot benefit from the educational activities organized for normal students. So, these students need a special education to ensure that the mentally disabled are successful and live in society without being dependent.Inrecent years, in our country as well as in the world, the principle of "least restricted education environment" is taken into consideration for mentally handicapped people who need special education, which approaches to co-education with their peers. This approach is tried to-be applied at all educational levels. Due to the diagnosis and evaluation in the Guidance and Research Center, a large number of mentally retarded students are placed in normal schools. These students, like other courses, take the Religious Culture and Moral Knowledge Course together with the normal students. However, depending on their learning, they have the right to receive separate training as 1-3 people at-the support training room. The instructional adaptations necessary for the education of these students made by the Guidance and Research Centers are carried out by the teacher who plays the basic role in the education of the students. One of the important elements in the education of these mentally retarded students who need special education is the individualized education program. This program is prepared by the cooperation and joint decision of all stakeholders who may contribute to student’s education. The status of the student to participate in the learning and teaching activities, the amount and the quality of the education to be received in the support education room are made within the framework of this program.One of the most important courses in the education of mentally retarded students who are educated by inclusion is the Religion Culture and Moral Knowledge course. Because this course has the potential to make serious contributions to the socialization of students and to maintain their lives independently. However, there are a limited number of studies investigating the quality of religious education at-the scientific level. Furthermore, it has not been observed that these studies have been quasi-experimental. This study aims to reveal the quality of education for the mentally handicapped students. For this purpose, it aims to determine the contribution of religious education in the support education room to the success of the student depending on the individualized education program. It also makes it possible to make conclusions about how mentally handicapped people use their mental skills to learn religion. Depending on the aim of the study, during the 2015-2016 academic year, primary school 4th grade students and 6 mentally disabled inclusion students were educated. The quasi-experimental study was designed according to the single-subject multiple-start model. The process of the education, in other words, the development of mentally retarded students towards religious learning; were evaluated by Success Test, Teacher Observation Form and Self-Assessment Form based on pre-test, post-test and retention tests.Findings of the study; Faith, worship, the prophet Muhammad, Qur’an and its commentary, are classified according to the fields of morality, religion, and culture. The post-test achievement scores of the students in all learning areas were higher than the pre-test achievement scores. This shows that religious education in the support training room based on individualized education plan contributes positively to the success of the student. The results of the retention test are close to the results of the final test. In addition, it was determined that the students were affected by the society, especially by their peers, structured the religious knowledge when given time, they understood the religious behaviors of the normal individuals, became more emotional, forgot the religious information that is not used in daily life, increased their self-confidence and self-esteem as they succeeded and internalized the values. Based on these results, the following recommendations have been developed.Support Education Rooms should be functionalized and special attention should be given to individual or group-based religious education based on the nature and objectives of the subject in these rooms.In religious education, by taking into account the performances of mentally retarded inclusion students (MHIS), the relevant dimension of religion should be given importance according to their contribution to their normal lives and they should be consistent and patient in this process.Since MHIS has different levels of learning and perception and different developmental characteristics at every stage of life, it should prioritize their proper use of their existing capacities based on their religious education, interests and curiosities.Since MHIS is influenced by the emotion dimension rather than the information dimension of religion, religious education for them should be oriented towards life, which is not academic, literal or doctrinal, but rather their life and feelings.Similar studies with different study group students must be done and the results of the study should be interpreted comparatively. 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The role and attitude of the faculty members, who is one of the pillars of the education system, is important in making the evaluation of distance education, which began to be implemented quickly and suddenly with the pandemic process. For this purpose, the effects of the use of distance education in higher religious education were examined from the perspective of the faculty members. 134 faculty members working in faculty of theology/Islamic sciences participated in the research. In the research, the (...) descriptive survey model, one of the quantitative research methods, was used. The data of the study was collected with a survey form consisting of 40 items in the five-point Likert type as well as demographic information. The analysis were made with SPSS 26 program using frequency (f), percentage (%) and mean (x̄) calculations from descriptive statistical methods. The findings in the dimensions of technology use and the role of the distance education support unit, preparation for lessons and motivation, teaching process and general evaluation of the method are presented in tables and interpreted. As a result, it was revealed that the anxiety and worry in the first stage decreased in the faculty members, they could adapt themselves to the distance education method sufficiently, but they were not satisfied with the efficiency of the courses, the attendance rates of the students, the assessment and evaluation methods used. The integration of distance education, which was found to be quite inadequate especially in achievements of applied courses, could not be fully achieved in the theology/Islamic sciences faculty programme. It can be said that the negative attitude towards distance education, which is evaluated as in the position of supporting traditional education, may change with the improvement works to be carried out. (shrink)

Madrasas and academy can be defined as educational institutions known as schools that were established for different purposes in different periods. Madrasas are non-formal educational institutions where Islamic religious knowledge is taught. Madrasas, which hold an important place in Islamic civilization, are generally built in connection with mosques or prayer rooms. Education in madrasas is provided in areas related to the Islamic religion, such as fiqh (Islamic jurisprudence), hadith (sayings and actions of the Prophet Muhammad), tafsir (interpretation of the Quran), (...) and kalam (Islamic theology). The duration of education in madrasas varies between 5-10 years on average and is generally aimed at male students. Since the sciences that madrasas want to teach are Islamic sciences, the language used in education is Arabic.On the other hand, theology academies are institutions recognized by the state in an official manner and cover various subjects. These include the interpretation of religious texts, philosophical and theological analysis of religions, the history of religions and their effects on society, the study of religious rituals and practices, and the social and political impact of religious thoughts. In addition, today's theological academic studies have a broader perspective. They describe the relationship between religion and society, religious freedoms, gender and religion, and contemporary interpretations. In fact, theological academic studies embrace an interdisciplinary approach to understand both the content of religion and the social and cultural effects of religion.These studies are concluded in the form of academic publications, articles, and books. In addition, theology academics participate in conferences, seminars, and discussions to specialize in their fields and share their research. Nowadays, theological academic studies aim to contribute to the development of religious knowledge and understanding, as well as to understand the effects of religion on society as a multidisciplinary discipline. It enables people to understand the diversity of religions and religious thoughts and to examine them in a deeper way.Currently, madrasas and academies continue to exist in different forms. Madrasas mostly operate as religious education institutions in Islamic countries, while academies bear the name of contemporary universities known as higher education institutions. Universities representing the academy offer undergraduate, postgraduate, and doctoral education in various fields of science. Academies are also used as institutions where scientific research is carried out and scientific meetings are organized. (shrink)

This paper attempts to examine the leadership competence of Islamic Religious Education teachers in the areas of Islamic theology and Morality with the qualification of Bachelor Degree and pesantren-assigned teachers graduated from IslamicSenior High School and factors that influence it. PAI teachers with the qualification of S1 or those who have pedagogical competence are believed to have higher leadership competencies, and vice versa,pesantren-assigned teachers with secondary level education qualification, have lower leadership competence. The results show a contrasting real picture (...) of the phenomenon. This reality is interesting to examine further in order to find the pattern to increase the competence of teachers in accordance with the needs of madrasahs/schools. This study uses a combination of methods, quantitative supported by the analysis of qualitative data by taking the population of Islamic Theology and Morality teachers who teach in Madrasah Ibtidaiyah. The results of the analysis illustrate the average value of the competence of PAI teachers with S1 qualification which is 55.8333 and pesantren-assigned teachers which is 51.4000 with the mean of difference 4.43333. Although there is an average difference, it is not so significant. The level of significance is only 0.040 which means <0.05. Based on the statistical calculation, there is no difference in leadership competence among S1 graduated teachers and pesantren-assigned teachers. Qualitative data analysis shows that there are structural factors that negatively affect the achievement of the competence of PAI teachers with S1 qualification. On the other hand, the positive achievement of leadership competence of pesantren-assigned teachers is influenced by the success of technical guidance, strict recruitment, and habituation as peer teacher while they were in pesantren. There is a relative deprivation phenomenon that emerged among PAI teachers who have had academic competence. The various structural policy packages issued by the government that is ideally projected to improve competence, including the leadership competence of the teachers, have a negative impact in the implementation realm. In particular, policies highlight more on improving learning administrative governance aspects which result in a decrease of teachers creative ability in learning. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Dialogue:Moving ForwardThomas Cattoi (bio) and Carol S. Anderson (bio)The San Francisco Bay Area is an interesting location in which to ponder Buddhist-Christian relations. The website UrbanDharma.org lists more than a hundred institutions affiliated with Buddhist organizations—a density higher than in the Beijing metropolitan area. Some of these centers have a clearly ethnic and denominational character, serving a predominantly immigrant population. Some, like many of the Tibetan organizations, (...) function as cultural centers but also attract a considerable Western clientele. Others, like the San Francisco Zen Center or Spirit Rock in Marin County, belong to the first wave of historical Buddhist centers established in the United States in the 1960s and 1970s. A few more are trying to establish new forms of enculturated Buddhist practice that are more suited to Western sensitivities and are only loosely affiliated with the cultures of traditional Buddhist societies. At the Graduate Theological Union in Berkeley, alongside schools training Jesuit priests, Dominican friars, and Protestant ministers of various denominations, the Institute of Buddhist Studies prepares students from different walks of life to work as Buddhist chaplains in hospitals and educational institutions. Buddhism, in its various forms and manifestations, is no longer an exotic import from a little known “elsewhere,” but is part and parcel of the local spiritual landscape.For students and scholars practicing in such a diverse environment, it is perhaps difficult to imagine that for the greatest part of its history, most of Christendom was largely unaware of the very existence of the Buddhist tradition. While Clement of Alexandria and Jerome do mention Buddhism, and references to its practice can be found in the writings of medieval travelers such as Marco Polo, most European Christians lived in a world where the role of the religious “other” was played by Judaism and Islam. It was only in the early modern era, with the beginning of the European colonization of Asia, that non-Abrahamic religious traditions gradually entered the intellectual horizon of Western intellectuals and scholars. Around the year 1740, a French Jesuit named Jean-François Pons (1688–1752), otherwise remembered as a pioneer of Sanskrit studies in the West, came to the startling realization that many of the religious practices that missionaries and travelers had come across in regions as far apart as China, Japan, Nepal, and Mongolia were actually all parts of the same religious tradition. In his correspondence with his fellow Jesuits in France, he coined the [End Page vii] term Bauddhamatham—teaching of the Buddha—to refer to what would eventually be known as Buddhism. In the early years of the nineteenth century, many Sanskrit and Tibetan texts started to be catalogued and translated into the major European languages, bringing about the first encounter between Europe’s intellectual elites and this utterly foreign religious tradition.The nineteenth century also saw the beginning of a more existential engagement with the Buddhism tradition, albeit one that was limited to intellectual elites who were highly critical of institutional Christianity. In his work The World as Will and Representation, Schopenhauer found in Buddhism many echoes of his own philosophical insights. Many of the members of the Pāli Text Society, established in London in 1871, had rejected Christianity and thought they would find in Buddhism a moral framework in a society where the normativity of the Christian tradition had already started to be questioned. At the same time, we also see the beginning of the first comparative studies, where Buddhism and Christianity are compared from a speculative and doctrinal perspective. In 1880, Ernest de Bunsen claimed that if one made an exception for the crucifixion, many of the fundamental moral teachings of Buddhism and Christianity were virtually identical. This was just the beginning of a slew of similar studies.While the Christian churches were initially uninterested or outright skeptical about engaging in dialogue with non-Christian religious traditions, this attitude started to shift in the decades following the Second World War. The Second Vatican Council, for instance, marked an important shift in the Catholic Church’s attitude toward other religions. Before the 1960s, Catholic theology departments did not offer courses on other religious traditions or on interreligious dialogue... (shrink)

The present article discusses the Department of Kalam, its foundation, academic structuring, philosophy, and contribution to religious thought at the national and international level since the establishment of Ankara University Faculty of Divinity. The process regarding the field of Kalam since the establishment of Ankara University Faculty of Divinity in 1949 has been studied over two historical periods. The first is the period from its being taught as a course under the Chair of the History of Islam and Sects (...) during the establishment of the Faculty of Divinity to 1974 when it turned into an independent chair, and the second is the process from 1974 to the present. Higher religious education was continued in the Faculty of Theology, established under the Istanbul Dārulfunūn, which was constructed in the western style instead of the madrasahs that were closed in accordance with the Law of Unification of Education (Tawhid Tadrisāt) adopted on March 3, 1924.The faculty in question was closed in 1933 due to the shortage of students. Until Ankara University Faculty of Theology, which started its teaching activities in November 1949, was opened, there was no higher religious education for 16 years in Turkey. During this time, the need for experts trained in the field of religion emerged. In order to meet this need, Ankara University Faculty of Theology was opened. In the newly opened faculty, it is aimed to train theologians with versatile knowledge and perspective by teaching philosophy, psychology, sociology, foreign languages, as well as teaching disciplines related to the field of theology. One of the chairs in the faculty’s academic structure opened for this purpose was the chair of History of Islam and Sects. In Ankara University Faculty of Theology, where the academic structuring was organized according to the chair system, the science of Kalam was taught as a course within the Chair of the History of Islam and Sects until 1974. Within this chair, the teachings of Principles of Islam, the history of Islamic sects, and Kalam lessons were carried out. The first instructor of the chair was Prof. Yusuf ZiyaYörükân. Although there were changes in the academic staff during the process, one of the important names that contributed to the field of kalam until 1974 was Muhammad Tavît al-Tanji. These scholars not only made significant contributions to the field of Kalam in terms of method and content with their own studies but also taught scholars to work in this field after them.The doctoral advisor of HüseyinAtay, who is the founder of the Kalam Chair/Department, is M. Tavît al-Tancî. In 1974, when HüseyinAtay became a professor, the Kalam course was separated from the Chair of Islam and Sects and gained the status of an independent chair. HüseyinAtay is the architect of the transformation of Kalam from a lecture to a chair.As a result of Atay’s efforts, being a theologian in Turkey has turned into an identity rather than being a member of an academic discipline. In the studies carried out by Yörükân, Tancî, Atay and the academicians taught by them in Ankara University Faculty of Theology Department of Kalam, the emphasis on the Quran and reason, the importance of critical thinking in the field of theology, the human-centered theological thought, the effort to find solutions to current problems, the researches on Mu‘tazila and Maturidism, the study and translation activities that are carried out to bring the classical theology to the present day come to the fore. In the essence of academic studies conducted within this framework, the importance of correctly determining the distinction between the divine and human in the analysis of religious thought is emphasized. In addition, it is aimed to give a perspective on the meaning and value of human life. In the Department of Kalam, where the human-centered understanding of kalam is systematically dealt with on the basis of individual, responsibility, and morality, the science of kalam is structured not only as a system of thought consisting of abstract fictions but a discipline that has the function of developing and gaining a perspective on what is happening around us and in the World. (shrink)

This article discusses ethical guidelines from the viewpoint of the teachings of Islam and, although not ostensibly different, finds parallels in the manner in which ethics could be conceptualised in the context of research in education. It seeks an alignment between ethics from the perspective of being a professional engaged in educational research with a personal significance based on one’s belief, which takes a holistic notion of life. The aims of being ethical researchers seem to be shared in many (...) ways: protection, honesty and integrity. However, there is an added dimension of being accountable to God. The article first locates research within the wider context of Higher Education. Thereafter, to facilitate an understanding of ethics, as viewed from the framework of the Qur’ān, it proceeds to consider the ethical requirements of a university in the West Midlands, England, as a case study to examine the congruence, if any, with some of the ethical teachings of Islam. Based on the preliminary research, this article argues that Muslim researchers in education should be cognisant that their responsibilities are wider. Firstly, they are stewards meaning that the care and well-being of others comes first. Stewardship is both a Biblical and Qur’ānic concept meaning to be guardians. Secondly, by conducting their research in ethical ways, it will mean that they will be performing good deeds. These are meritorious actions rewarded by God. It also clarifies to supervisors and ethics review committees the key principles which might inform the thinking of some researchers from the Muslim community and how their motivations would be ethical. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:I Didn’t Like It, but I Recommend It: An Undergraduate Reflects on Contemplation in the ClassroomLauren RodgersWhile taking Introduction to World Religions as a first-year college student, I became acutely aware that my preconceived notions about religions were often wrong, and I had been oblivious to the diversity and complexity of the traditions I began to study. During subsequent semesters, I studied Judaism, Islam, and Hinduism, and (...) during the spring semester of my junior year I was happy to add Buddhism to my schedule. In that class, I not only examined manifold Buddhist teachings and histories, but engaged in a form of Buddhist practice, too. Four days a week, my fellow students and I arranged our zafus in a straight line, bowed, and adjusted our postures to commence fifteen to twenty minutes of zazen. By the end of the semester, I concluded that although I am very ambivalent about this meditation practice, I nonetheless believe that contemplative practices can be valuable tools in the academic setting.Because we were partaking in a religious practice in an academic setting, there were possibilities for ethical conflicts. My professor raised these and we discussed them several times during the first half of the semester, before we collectively agreed to give zazen a try. The only Buddhist in the room was my professor, so I agree that it was essential for her to stress that zazen was optional, and that if anyone felt uncomfortable in any way, it was okay to opt out. My professor reiterated this several times. I am not a follower of any religious tradition, so I did not have any conflicting feelings. Several of my classmates were Christian, but, like me, most were excited to give it a try. I think there was no sense of conflict because Buddhism involves a lot of practices geared toward developing insight on the basis of experience, and zazen does not require belief in a higher power. Buddhism does acknowledge the existence of gods, but they are irrelevant to the spiritual path. Also, my professor is an ordained Zen priest, and therefore very familiar with zazen. I did not have any doubts that we were taught an authentic practice by someone qualified to teach it.Just as there was no pressure to participate, I did not feel that I was forced to like zazen or hold back any feelings of opposition; I was free to express how I felt and why. At first I did not like it because it hurt my back, and instead of sitting there in pain [End Page 119] every day, I let my professor know and she helped me make some adjustments to my posture. But I disliked meditation for other reasons, as well. I rarely, if ever, was able to stop my mind from being like a monkey on a jungle gym. As we sat, we repeatedly counted to ten and fixed our gaze on a spot in front of us. I was told that it is natural for my mind to bounce around and wander off while counting, but I did not expect it would happen before I got to four. Adding to my frustration was the fact that 70 percent of the time, my thoughts were focused on all of the work that I needed to get done before the end of the day. Even though I only sat for fifteen minutes, I got antsy and staying still was not helpful. It makes me wonder, though, whether or how my feelings would change if I did zazen in the summer when my stress levels are way down. Or what if I meditated for more than fifteen minutes? How long would it take before my mind settled down? Would it get worse?Although my restlessness was not the most pleasant experience, I did have days where I found meditation helpful personally. In addition to zazen, we also tried walking meditation, and on nice days we meditated outside near a waterfall on campus. The sound of the water was really soothing, and I noticed that my mind wandered much less. Sometimes it was a relaxing break during the day, and even if I... (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books (...) written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)