The spread of Islam from the Arabian Peninsula to the North Africa and al-Andalus in the west, to the Chinese borders and the Indian Subcontinent in the east, helped Muslims to establish close contact with many different cultures. One of the consequences of this is that both the increase in scientific accumulation and the emergence of new needs in military, financial and similar aspects accelerated the studies on geography. Islamic geographers of the first period, not only did they describe the (...) cities to which they travelled but also they depicted the cities about which they could collect data. These first works, which can be considered as a kind of written maps, have some common features, although they are written in different geographies and revealed by different schools. One of these common points is the terminology that they used in depictions of cities. This terminology suggests that there was a common city typology among Muslim geography scholars that stands out in the depiction of cities. In this study, particularly we will try to answer a number of questions such as what the concepts of authors are and what they mean and the relationship between these concepts by examining the uses of authors in their works.SummaryThe depictions of settlements which were designated as madīna in the works of the medieval Muslim geographers have some common characteristics. One of them is the terminology used by the authors in depictions of cities. In this study, particularly I tried to answer a number of questions such as what the concepts of authors are and what they mean and the relationship between these concepts by examining the uses of authors in their works. Then, a common city typology which is prominent in the depiction of cities among the Muslim geography scholars has been put forward. The structural elements that are considered to constitute this typology also revealed the topographic elements of a city at that time.The cities conquered by muslims had a great impact on the emergence of the terminology used by Muslim geographers in depicting cities. I can say that especially Persian influence; the cities in Iran, Khurāsān which were captured from the Sāsānians and Mā Warāʾ al-Nahr districts was effective. However, geography writers did not restrict using this terminology for only these regions, they also had continued to use in depiction of other regions such as North Africa and al-Andalus. This means that a common language and terminology emerged and started to be used.Geography authors point to five main elements that I have examined in separate titles while describing Islamic cities that they called "madīna". These are kuhandiz, shahristān, rabad, the part so-called “the adjacent agricultural fields / agricultural fields surrounded by wall” by us and the last part rustāq connected to main city center. Depending on ways of development of cities, these elements sometimes developed from inside to out, in other words from center to environment, sometimes surrounded by independent walls and sometimes adjacent to each other. However, a city did not have to have all these elements at the same time. This situation was totally related to development level of city, and the cities which had all these elements were the military, administrative and economically developed centers of the period. From the methodical point of view, it should be noted that the examples given in the study were selected from among the other cities in order to ensure that to understand the subject in best way and ensure that the silhouette on the city typology is seen better. Because it is possible to find examples of each element in all city depictions of Islamic geography writers. Kuhandiz, shahristān/madīna, and rustāq are the elements that can be seen in the pre-Islamic period. It is possible to think of the Islamic period as a period in which these words were conceptualized, new madīnas and rabads were formed, surrounded by walls and rabads were gradually transformed into madīnas. In geography texts, it is seen that there is a concept confusion between kuhandiž and buildings named qalʿa, ḥiṣār and ḥiṣn. However, as some writers hade tried to emphasize, "kuhandiz" had been using for these structures which were previously known as fortress (especially ḥiṣn or qalʿa) due to their proportion to shahristāns / madīnas of city centers, and were notably seen in the regions of Khurāsān and Mā Warāʾ al-Nahr. Kuhandižs represent the centers of pre-Islamic cities and were continued to be used for the same purpose in the early Islamic period. But, these old areas were gradually abandoned due to the development of new parts of settlement under Muslim administration. Shahristāns were residential areas where the majority of people lived. With the Islamic period, the word “shahristān” had been terminologically changed to “madīna” and use of this concept by scientific circles was gradually disappeared in time. At this point, it is one of the issues to be considered in the examination of geography works that the use of “madīna” in Arabic both for the concept of the city in which we examine the structural elements in this article, and for “shahristān” which is one of the elements of the city.As it is understood from the geographical texts, madīna was continued to be established by Muslims in cities for centuries. These are also examples of change in cities as a result of development and housing activities after the conquests. However, we don’t have much information in the geography works about the cities which had more than one shahristān /madīna before the inhabit of Muslims. As far as we can reach, the only example in our resources with multiple madīnas/shahristān belonging to the pre-Islamic period is Bukhara.As in the developed cities of the period such as Bukhara, Samarqand, Marw and Balkh, it is seen a generaly circular fortification wall which usually surrounded main center of cities including kuhandizs, madīnas/ shahristān and mostly later rabads. So, it is more appropriate to consider the areas between these walls and other parts of city (kuhandiz, shahristān/madīna, rabad) as an independent element because of the fact that they were lands with determined borders and were defined by separate concepts. I have used “adjacent agricultural area” for this element for now. Thus, this area constitutes one of the structural elements of the cities.Rustāqs were parts of Persian-Sāsānian urbanization and land administration, and had continued to be partially implemented during the Islamic period. They were the source of livelihood of the cities from foundation stage and were an indispensable tool of the society based on agriculture in that ages. Depending on size, the cities could have dozens of them. As can be seen in the case of Balkh, the rustāḳs especially connected to the big city centers were not composed of one or several villages. Moreover, these rustāqs could contain big settlements called madīna which were their centers. (shrink)

Declaring that the universe was created in a certain order, Almighty Allah said, "Do not make mischief on earth after it has been brought into order." With this statement she made, she warned humanity not to disturb the established order. Natural disasters such as epidemics, earthquakes, floods and landslides that we face in the 21st century make it necessary to draw attention to the actions of people once again. Human beings, who interfere with nature irresponsibly, disrupt the balances in the (...) universe, and these disturbed balances return to humanity as a calamity over time. Almighty Allah knows in many verses that these calamities are the result of people's own deeds. To this situation; He emphasizes with the expressions “bimâ kesebû, “bimâ kesebet eydinnâs”, “febimâ kesebet eydiküm”, “bimâ kaddemet eydîhim”,“bimâ zalemû”. It is understood from these expressions that a significant part of the calamities are caused by human error, negligence and unjust interventions. While troubles and calamities mean punishment/retribution for some people, the same event can be a test or a lesson for other people. In this context, it is stated in the Qur'an that many troubles and calamities that have been experienced in the past, such as Noah's Flood, have been made a lesson for all humanity as follows: “As for the people of Noah, We drowned them because they denied their prophet, and made them a sign for the people. We have prepared a painful chastisement for the wrongdoers.” As can be seen, while it is stated in the verse that the cause of the torment is people's denial of the prophets, on the other hand, it is emphasized that this event is a lesson for all humanity. However, it is stated in the next verse that those who do not take lessons from these events and warnings and insist on doing what their souls want deserve punishment.However, the words of the Prophet also guide us regarding the epidemic that befell us and our attitude towards troubles. He (sas) prayed to Allah so that his ummah would not be destroyed altogether. He said that "taun" is a kind of punishment that Allah punishes some people, but it is a mercy for believers. In line with the verses we have mentioned, although most of the calamities are the result of human actions, it is out of the question to call every calamity a divine punishment. Because the prophets suffered the greatest of troubles. This topic is too broad to be tackled from a single point of view. The individual, social, human, divine and test dimensions of the subject should be evaluated as a whole. Therefore, such a sensitive issue that needs to be evaluated from multiple perspectives; Bringing only a part of it to the fore as "trouble equals divine punishment" would be to deviate the subject from its target. In this study, within the framework of the scriptures, the individual, social and divine dimensions of troubles and calamities, these calamities may have spiritual causes as well as material reasons; it will be examined that every calamity is not caused by the mistakes of people, but some of them are caused by what people do. In addition, it will be pointed out that troubles and calamities should be evaluated in a multi-dimensional way within the framework of main elements such as faith, test, hope, precaution, trust, patience, prayer and divine providence. (shrink)

A descriptive, cross-sectional study aimed to determine the inclination of nursing students towards ethical values and the effects of these values on care behaviours. The data for this study were collected from 466 students studying from May 13–24, 2019. The data were collected using a questionnaire on the sociodemographic characteristics of the students, Inclination to Ethical Values Scale (IEVS), and Caring Behaviors Inventory-24 (CBI-24). In this study, 43.1 per cent of them belonged to families who had a protective attitude. The (...) total mean (SD) IEVS and CBI-24 scores were 63.99 (12.68) and 117.19 (17.95), respectively. The mean item score was 4.88 (0.74). A moderate positive correlation was observed between the inclination of the students towards ethical values and their care behaviours. The general family structure of the nursing students and their participation in an ethics class affected the inclination of the nursing students to ethical values and their care behaviours. This study showed that the ethical values of the students positively affected their care behaviours. (shrink)

Bu çalışma, Van Yüzüncü Yıl Üniversitesi İlahiyat Fakültesi öğrencilerinin dinî eğilimlerini belirlemeye odaklanmaktadır. Çalışmada öğrencilerin dinî eğilimleri tasavvufî, modernist, siyasal ve selefi din anlayışları olmak üzere dört kategori açısından ele alındı. Nicel bir yöntemle yürütülmüş olan bu çalışmada betimsel tarama modeli ve karşılaştırmalı ilişkisel model kullanılmıştır. Bu çerçevede öğrencilerin ilgi duydukları İslâm anlayışları; cinsiyet, aile gelir düzeyi, mezun olunan lise türü, sınıf, İlahiyat Fakültelerinde eğitimin karma ya da tek cinsiyete dayalı mı olması gerektiği ve öğrencilerin İlahiyat Fakültelerindeki ders gruplarından hangilerine (...) yakınlık duydukları gibi farklı değişkenler üzerinden ölçülmeye çalışıldı. Araştırmanın evreni 2020-2021 eğitim - öğretim yılında İlahiyat Fakültesinde okuyan Hazırlık Sınıfı dışındaki 979 öğrenciyi kapsamaktadır. Örneklem grubu ise farklı sınıflardan ankete cevap veren 441 öğrenciden oluşmaktadır. Araştırmada bilgi toplama kaynağı olarak, kişisel bilgi formu ve 15 maddelik “İslâm Anlayışı Ölçeği” kullanıldı. Araştırma sonucunda Van Yüzüncü Yıl Üniversitesi İlahiyat Fakültesi öğrencilerinin İslâm anlayışlarında tasavvufî İslam anlayışı yönünde bir eğilimin öne çıktığı görüldü. (shrink)

İslâm felsefesinde en önde gelen âlimlerden biri olan İbn Sînâ ruh üzerine çok sayıda eser te’lif etmiştir. Bu eserlerden biri de Arap edebiyatı açısından da önemli bir yere sahip olan el-Ḳaṣîdetu’l-‘Ayniyyetu’r-Rûḥiyye fî’l-Nefs adlı kasidesidir. İbn Sînâ kasidesine ruhu, yüksek bir konumdan insan bedenine inen bir güvercine benzeterek başlamaktadır. Kasidenin devamında ruhun insan bedeninde yaşadığı tecrübeleri anlattıktan sonra ruhun bedenden ayrılmasına değinmektedir. Kasidenin sonunda nefs-i nâṭıḳanın insan bedenine indirilmesindeki hikmetin ne olduğunu sorgulamaktadır. Eser üzerine çok sayıda şerh, tercüme ve tahmîs yapılması (...) eserin ilim dünyasındaki önemine işaret etmektedir. Çalışmada kasidenin Türkçeye ilk tercümesi de olan tasavvuf üzerine önemli eserler te’lif etmiş Ali Dede el-Bosnevî’nin tercümesi ele alınmaktadır. Çalışmada ilk olarak el-Ḳaṣîdetu’r-Rûḥiyye’nin içeriği ve üzerine yapılan çalışmalara değinilmiştir. Ardından Ali Dede el-Bosnevî’nin hayatı ile eserleri, Tercüme-i Ḳaṣîde-i Rûḥiyye’nin nüshalarının tavsifi ve metin tesisinde takip edilen metot hakkında bilgi verilmiştir. Daha sonra el-Bosnevî’ye ait tercümenin temin edilen dört nüshası karşılaştırılarak transkripsiyonlu metni tesis edilmiş ve Arapça beyitler ile beraber verilmiştir. Ayrıca el-Bosnevî’nin tercümesi altına kasidenin günümüz Türkçesine yapılan tercümesi de eklenmiştir. Çalışmanın sonunda el-Bosnevî’nin tercümesi değerlendirilmiştir. (shrink)

In this article, I will attempt to provide a historical case study, I suggest that the demarcation between perception and how a figure is ‘seen’ is the process of perpetual filtering between the levels of sensation and perception. I argue that this filtering operates through the basic visual principles, which may vary and have divergent functions in different paradigms. This historical case study will focus on the fifty-six plates featured in the influential work of the London surgeon William Cheselden, to (...) reveal the paradigm-based filtering in these prints by arguing that the sense data is organized in the simplest manner to view figures in their unity. Thus, I will focus on the visual principle of simplicity, which features the patterns of similarity, contrast and symmetry. An analysis of Cheselden’s usage of these patterns will demonstrate that he aims to show that every bone in human body is united to one another, which forms an organizing structure. I will conclude that these visual principles were used by Chelselden to achieve perfection by conveying right proportions and the correct number of scales of human body since his observations was laden with Newtonian paradigm. Finally, I will compare this usage to that of Ibn Sina’s, to disclose the paradigm-ladenness of scientific observations. (shrink)

The thought system of Qâdî ‘Abd al-Jabbâr, who is a productive intellectual worker in the Mu‘tazilî school, is established on the contingency (imkân) of obligation (taklîf) of the God upon people. In other words he has a universe and order of thought which is built around the term obligation. Therefore, the content of Qâdî’s aforementioned thought which has a very significant place in Mu‘tazilî thought is constituted of responsbilities of human beings. These responsibilities of the human beings are gathered under (...) the title of rational ones (aqliyyât) in terms of being held responsible by reason and the title sem‘iyyât which covers the things that fall under the category of responsibilities that can be only known by revelation (wahy) due to the imposibility of being assigned by the sole reason. In short, aqliyyât corrresponds to the rational field of obligation whereas se‘miyyât corresponds to the legal (shar’i) field of responsibility. The responsibilites under the title aqliyyât are such as tawhîd, justice, and other non-primary premises that serve as instruments for comrehending these two terms. The content of sem‘iyyât, on the other hand, is constituted of the issues that fall outside of the rational obligation (taklîf al-aqlî) and can only be known by means of sam‘ (revelation) such as the knowledge that adultry leads to moral corruption or the knowledge of juristic worships. We can observe that Qâdî ‘Abd al-Jabbâr, did make use of three different kinds of proofs in order to prove, found, and justify the aforementioned issues which lay the foundations for his thought. These are rational (aqlî), revelational (sam‘î) and linguistic (lugawi) proofs, respectively. For each of these kinds of proofs there is an idiosyncratic domain of coverage on which that kind of proof is considered as the unique authority. This research aims to elaborate the domain the only authority of which is the linguistic proofs and also aims to render it comprehensive. So to speak, the motivating factor of this research is to clarify the question of to what extent the language plays a role in Qâdî’s thought and its domain of influence in the simplest way. (shrink)

In this study, information about inductive and deductive methods and the differences between these methods was given. Afterwards, grammar teaching in Turkey was evaluated in terms of method. Then, the grammar teaching methods of the Arabic grammar books called al-Naḥwu'l-Wâḍıḥ and al-Qawâʻid al-ʻArabiyya al-Muyassara, which were prepared by following the inductive method, were examined under the headings of preface, handling of the subjects and exercises. In the continuation of the study a qualitative research was conducted using the semi-structured interview technique (...) with 16 randomly selected students, 8 of whom who have been studying Arabic for a long time and 8 of whom have started their Arabic education at university in order to learn the approaches of the students to the grammar teaching methods who took the course which the work called al-Qavâʻid al-ʻArabiyya al-Muyassara was used as a source book in the 2020-2021 academic year, in the first year of the Department of Arabic Language and Literature at Selcuk University in addition to a lesson which the grammar book prepared with the deductive method. While it was seen that the majority of the students in both groups participated in the interview preferred the deductive method, it was understood that the students had different approaches with their method preferences in terms of explaining the grammar issue in detail and giving more space to terms. In the study, it was concluded that it would be more beneficial to follow a mixed method in which the the positive aspects are considered, since it was seen that there were aspects that both educators and students found positive and negative in both methods. (shrink)

İslam ve demokrasi arasında bir çatışma ya da uyum olduğuna ilişkin tartışmaların oldukça uzun bir geçmişi bulunmaktadır. Konu gerek İslam dünyasından gerekse İslam dışı dünyadan çok sayıda düşünürün ve araştır-macının ilgisini çekmekte ve araştırmalarına yön vermektedir. Tunus’ta bir siyasi ve dinî hareket olan Nahda’nın kurucusu ve lideri Raşid Gannuşi de İslam ve demokrasi tartışmalarına aktivist ve entelektüel olarak yoğun bir katkı sunmuş ve halen sunmaya devam etmektedir. Onun gerek teorik gerekse pratik alanda gösterdiği çabalar İslam ve demokrasinin birlikte var olabileceğini, (...) dahası İslamî bir demokrasinin mümkün olduğunu kanıtlamaya dönük olarak karşımıza çıkmaktadır. Gannuşi İslamî demokrasi kavramına olan bağlılığıyla tanınmaktadır. Bu çalışma, Gannuşi’nin konuyla ilgili yaklaşımını anlamaya çalışmak ve onun İslam ve demokrasinin birbiriyle uyumlu olduğuna ilişkin argümanlarını analiz etmek amacındadır. Çalışma aynı zamanda, İslam ve demokrasinin çatışmadığı yönündeki tezi hangi gerekçeler ve nasıl bir motivasyonla desteklediğini anlama teşebbüsü içindedir. Konu farklı yönlerden ele alındıktan sonra yazar sonuç bölümünde kendi değerlendirmesini sunmaktadır. (shrink)

The Mamluk period of Islamic history witnessed a very vivid life of scientific endeavours. This was mainly due to the fact that the higher education institutions (madrasa) established by the Seljuqid and Ayyubid dynasties continued to develop as well as that Mamluk sultans and their commanders gave great importance to charitable institutions of education. With the facilities provided by these charities, Cairo and Damascus grew into important centres of attraction for scholars and teachers from all over the Islamic world. In (...) this atmosphere, a serious training activity was going on in almost every branch of religious and intellectual sciences alongside production of scientific works in these areas, in which both scientific traditions of earlier generations was preserved and continuity was maintained with considerable amount of detail and depth. The Mamluks, thus, became an important basin that nourished all regions of the Islamic world in terms of science and intellectual culture. The Mamluk period was also prolific in terms of tafsīr literature. A tafsīr chair was established in each one of the educational institutions, such as madrasas, mosques and khangāhs, where various tafsīr courses were taught, and tafsīr texts were read, by distinguished figures of the era. In these courses, the main text was usually the al-Kashshāf of al-Zamakhsharī (d. 538/1144), who had hitherto gained a dominant position in the tafsīr science, followed by the tafsīrs by al-Bayḍāwī (d. 685/1286) modelled on al-Kashshāf and al-Baghawī (d. 516/1122). Moreover, one of the peculiarities of the Mamluks in the scientific life was the public courses, called al-mīʿād, in which books were perused in public on tafsīr, ḥadith, or admonitions (mawʿiẓa). It is evident that these lessons and the tafsīr books had serious contributions to the development of the tafsīr literature and these tafsīrs were welcomed in every part of the Islamic world and have been taught until today. Works by prominent exegetes, such as al-Qurṭubī (d. 671/1273), al-Khāzin (d. 741/1341), Abū Ḥayyān (d. 745/1344), Samīn al-Ḥalabī (d. 756/1355), Ibn Kathīr (d. 774/1373), al-Biqāī (d. 885/1480) and al-Suyūtī (d. 911/1505) are most notable examples of such works of the period. In the Mamluk period, a good number of works was produced in the literary forms of commentary (sharḥ), gloss (ḥāshiya) and adjudication (muḥākamāt), a fact that reflects the scientific and intellectual level of the time. While commentaries and glosses were generally focused on the tafsīrs by al-Zamakhsharī and al-Bayḍāwī, the critiques and the adjudications, discussing different positions in these tafsīrs or commentaries and glosses on them constitute the textual evidence attesting to the high level of scientific activities. Of these texts comes first the commentary on al-Kashshāf by Quṭb al-Dīn al-Rāzī (d. 766/1365) which has determined the course of the discussions of the later commentaries. Among the most remarkable works of the Mamluks was the commentary on al-Kashshāf by the Hanafīte verifying scholar, Akmal al-Dīn al-Bābartī (d. 786/1384), and ʿAbd Allah b. Yūsuf al-Zaylaʿī’s (d. 762/1360) work. Taqī al-Dīn Ibn Taymiyya (d. 728/1328), who lived in Damascus at an early period of the Mamluks, developed a system of thought and science, at the heart of which he placed the Prophet, his companions and the following generation (al-salaf). This approach, which amounts the revitalization of the Salafist thought, was also reflected in the tafsīr area, while Ibn Taymiyya adopted a tafsīr method based on narrations, assumed a staunch attitude against the opinions based on sectarian affiliations, and, in this context, made harsh criticisms against the tafsīrs written before him. The tafsīr work, which was targeted most by his criticism arrows, was the al-Kashshāf, the most commonly read exegesis in the madrasas of the Mamluk period. He also sometimes accused the exegetes, such as Ibn ʿAṭiyya (d. 541/1147), a Sunnite exegete, of giving weight to the views of the theologians and stated that the ideal exegesis was that of al-Ṭabarī (d. 310/923), which generally depends on the views of al-Salaf with solid transition chains.Tafsīr education and works in the Mamluk period have not yet been given sufficient scholarly attention. This study therefore aims to show that this period had many peculiar aspects regarding tafsīr education and studies and that it had notable influence both on the Ottoman period and the modern times. Based on the historical data and products it contends that this period successfully continued the tradition of tafsīr as well as enjoyed a dynamic and an in-depth scholarly vitality on the area. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 93 Heft: 1 Seiten: 301-304.