In this study, Surah al-Kahf verses 66-82 are discussed in the context of the problem of evil. According to us, the events that take place in the parable of Moses-Hizir in the verses are closely related to the problem of evil. In the study, firstly, the nature and historical background of the problem of evil is discussed. Then, the approaches to the problem of evil and the theodicy theories were analyzed and the perceptions of the problem of evil in both (...) Greek philosophy and the Islamic world were investigated. In the second part of the study, the exegesis of verses 66-82 of Surah al-Kahf is examined and the aspects pointing to the problem of evil in these texts are identified. Finally, the position of the parable of Moses-Hizir in the discussions on the problem of evil was tried to be determined. The aim of this study is to explain the relationship between the events in the parable of Moses-Khizir and the problem of evil and to determine the coordinates of the parable in the discussions. Thus, it is aimed to look at the problem of evil, which is widely discussed and debated even today, from a Qur'anic perspective. In the study, which was handled using the documentation method, it was determined that there are many theories about the problem of evil. There are those who use the problem of evil to argue for the non-existence of God, as well as those who argue that God has nothing to do with the events in the world by claiming that the universe was not created by God. On the other hand, there are those who say that the universe was created by God and that there may be relative and accidental evil in the universe. While some of these people have evaluated these evils as the maturation and perfection of human beings, others have considered them as God's warning and anger. In our opinion, the events described in the parable of Moses and Hizir and the mentioned evils are close to the views of those who consider the evils in the world as relative and accidental. (shrink)

Undoubtedly, religion is the most important element in the life of nations. Arab, Persian and Turkish nations have experience dvery important changes and developments in the socialfield with the acceptance of Islam. Inordertomaketheirlives in accordance with the supreme principles of religion, they gradually gave up their ancient traditions, which did not comply with the orders and prohibitions of the religion of Islam, The Change That Took Place in social life was also reflected in the works produced in the field of (...) literature and art. It is possibletoseethatwiththe acceptance of Islam, newliterarygenresemergedaroundthe life of the Prophet and in this context, literary genres such as Hundred Hadith, Forty Hadith, Regâibiyye, Şefaat-nâme, Esmâ-ı Nebî were written. One of these species is the hilyes that deal with the life and physical characteristics of the Prophet and enable him to reach then extgenerations. They contain important information about the external features of the Hz. prophet at a time when the description was not appropriate, and present them in a visual richness for those who did not see the prophet in later periods. According To Sources, the poet's real name is Bedreddin Ömer Vanî, his birthdate is 1074/1664 and his death date is 1126/1714. Although There is noin form ation about his education life in the sources, he was known as a scholar and a virtuous person during his lifetime. As a person who knows enough Arabic, Persian and Turkish to write poem in these languages, it is mentioned in the sources that he has Works belonging to different disciplines outside the field of literature. In This Study, firstly, general information about the literary genre of hilye is given. Thenamesand Poets of the hilye worksortextswritten in verse whichareseparateorincluded in different works in Turkish Literature Mentioned. Information about the life and works of Bedreddin Ömer, the poet of the work, is given. Detailed Information in terms of form andcontentaboutthis hilye-typeworkwrittenbythepoet is given. Inthelastpart, the hilye text in Arabic wastranscribedan translated into Turkish. (shrink)

Shame and guilt are negative social emotions that are sensitive to culture, and findings from past research have suggested that shame impairs perspective-taking cognitive ability more than guilt does. However, to the best of our knowledge, there is a lack of research that has considered culture and experimentally tested the effect of shame and guilt on perspective-taking. Taking an experimental perspective, this study aimed to examine how shame and guilt states affect perspective-taking performance in two different cultures. Data from German (...) and Turkish female college students provided support for the effect of emotional state and culture on perspective-taking, but there was no interaction between them. We discussed the results and possible explanations for them in light of the literature. (shrink)

Socrates’ philosophy as expressed in its most general form manifests itself within the framework of questions of the type “What is F-ness?” The method is determinant in the way an asked question is handled and the character of the philosophy that is identified with it. This method is known as elenchus or the Socratic method. This study aims to generally explain what elenchus is and how it can be used. Plato and his dialogues are at the forefront of the sources (...) to look at for understanding the Socratic method. In particular, understanding the Socratic method will be studied through Plato’s early dialogues. In this context, while Plato’s dialogues and Socrates’ approach constitute one of the main pillars of this effort to understand, considering the sophists as another pillar is also thought to be necessary. Understanding the sophists that Socrates and Plato positioned themselves against, their philosophizing practices, and the methods that guide these practices is thought will make understanding the Socratic method easier. In this respect, the Socratic method will be evaluated in terms of its relationship with eristic, which is attributed to the sophists as their method. One of the main determinations of elenchus and eristic is that they result in aporia (expression of logical impasse). From this point of view, the study will explain the positions of these two methods and their attitudes toward aporia. (shrink)

Disgust is a basic emotion that promotes pathogen avoidance and can contaminate nearby neutral stimuli. This study investigates how neutral stimuli, which have acquired disgust value through classical conditioning, are processed in episodic memory. The Category Conditioning paradigm was utilised to assign emotional significance to neutral stimuli, followed by a recognition test conducted immediately or 24 h after conditioning (Experiment 1). The results revealed that neutral stimuli that acquired disgust value were recognised with greater accuracy and higher liberal bias compared (...) to other neutral stimuli in the recognition test conducted after 24 h, but not immediately. Present study also indicates that the memory enhancement observed with disgust did not manifest in the context of fear (Experiment 2). Additionally, the results varied when neutral stimuli associated with disgust were presented with disgusting stimuli in recognition test (Experiment 3). Thus, the present study demonstrates that the memory advantage of disgust extends to associated stimuli when they are presented in a list without disgusting stimuli. (shrink)

Prophets are messengers in charge of communicating the orders and prohibitions they received from God. Throughout history, there are those who believe in these prophets as well as those who do not. While the thought rejecting prophethood sometimes manifested itself as a trend, sometimes it came out on a personal basis. For example, the "Berâhime", known to be of Indian origin, and the "Sümeniyya" movement, which has different rumors about its origin, can be given as examples. Again, it can be (...) said that the current of thought emerging under the name of “Deism” serves this purpose. On the other hand, personalities such as Abu Isa al-Verrâq, Ibn al-Rawendi and Abu Bakr ar-Razi, It is known that they objected to the prophethood of the Prophet. Although Ibn al-Rawendi was a scholar of Mu'tezile at first, he later left this idea and put forward mulhidish ideas. In addition to he tried to cancel the Hz Mohammed's prophethood. While Ibn al-Rawendi was doing this, sometimes he emphasized the miracles of the Prophet and sometimes claimed that there were some deficiencies and contradictions in the rhetoric of the Quran. According to Ibn al-Rawendi, there are many contradictory information in the Quran. According to him, unnecessary repetitions, unnecessary prolongation of the word in some places and the presence of non-Arabic origin words show that the Quran is not a miracle book and cannot be described as universal. Qâdî Abdulcabbâr, one of the scholars of Mu'tezile, handled these objections with great care and answered them. The number of such discussions in Kalam sources is quite high. For example, there are such polemics in Imam Mâturîdî's Kitâbü't-Tevhîd and in Bâkillânî's Kitâbü't-Temhîd. In this study, the discussion in the 16th volume of al-Muğnî of Qadi Abdulcabbâr will be discussed. In the aforementioned discussion, Qadı Abdulcabbâr firstly stated Ibn al-Rawendi's objection to the Qur'an, and then duly eliminated this objection. The most striking point here is that Ibn al-Rawendi ignored the features of the Arabic language, the integrity of the Quran and that it has a purpose while making these criticisms. For this reason, while presenting the criticisms, he severed the verses from their contexts, did not consider the before and after, and therefore did not understand or understand the message correctly. On the other hand, Qadı Abdulcabbâr gave convincing answers by linking the criticized verses with their contexts and revealing the real meaning. (shrink)

In this study, secondary school DKAB (Religious Culture and Moral Knowledge) lesson’s belief learning domain has been examined structurally. In this context, the basic principles of belief have been discussed according to Māturīdīsm, Ash'arism, Mutazilite and in places according to Shia. The common points and different aspects of the ideas in the domain of belief of these schools have been examined in a comparative way. Subjects such as the attribute of taqwin/creation, which is the main discussion between Māturīdīsm and Ashʿarism, (...) whether Allah can be known by reason, whether the good and the evil are determined by reason or nass/verses are the examples. Additionally existance of the immutable attributes and that whether they are eternal or not, that whether ru’yatullah/seeing God is possible or not and the conditions of the afterlife which have been points of discussion between Mutazilite and Ahl es-Sunnah have been handled in the article. Surely these are matters of extensive discussion; this study evaluated these topics in the pedagogical context of the belief learning domain of the DKAB lesson. Firstly the theological background of the belief learning domain of DKAB lesson has been handled. Then learning outcomes which are the first elements of the curriculum have been classified. And thirdly the text books which are the second dimension of the curriculum have been analyzed. The method of the study is document analysis. Belief is the first of the learning domains designated as worship, morality, Prophet Muhammad and culture, and it is also of great importance because it is the basis of other learning domains. Belief learning domain is in the interest of curriculum designers in terms of having some pedagogical features but it must also be in harmony with theological acceptances as it is one of the basic components of religiosity. The theological background is also directly related to the political and legal context of the lesson, such as doctriner and non-confessional status. Because when various interpretations of religion do not have common points or when the common points are weak, the non-confessional feature will always be a controversial matter. In theological texts God has been described as essential, the almighty, the omniscient and one who intervenes in the history. Discussions between Kalam schools and philosophical schools about God's attributes, or the discussions within the Kalam schools are very important in terms of reflecting God-universe-human relationship. One of the most important problems in this issue is that the conception of God is not decisive, and that the conception of matter and human must be compatible with the conception of God. Developing a theology in the context of God's attributes, excluding matter and human conceptions leads to an over-abstraction of the theological background. Moreover, changes in the conception of matter and human will harm the conception of God, and the contribution of religious education to those who searching for meaning will decrease. The fact that the faith principles of Islamic religion do not vary depending on the sects strengthens the status of non-confessional religous education. In addition, an essential God conceptualization facilitates the management of people their lives. For believers, life has a purpose and it is a preparation for the afterlife. Furthermore in the context of cultural knowledge, gaining in-depth knowledge is a remarkable support for social life. On the other hand, the achievements in the lesson curriculum are at the first levels in terms of taxonomy and this shows that the lesson does not support high level learning and identity formation. Considering the speed and severity of the transformation in social life, it is necessary to provide some qualities that will support the construction of self and personality of those who take religious education. However, the low level of objectives of the curriculum and the one-dimensionality of Bloom's taxonomy used in the curriculum have been an unsolved problem for a long time. This points out the importance of developing a curriculum of religious education, taking into account the theological background and the individual and social dimensions of human beings. On the other hand, it can be thought that there are some problems in the establishment of the relationship between God-universe-human in the textbooks. Although the content is suitable for personal God representation and gives prominence to causality tought, when it comes to the idea of order of the universe, it contradicts with personal God representation and moral development. When the idea of order is over-objectivized in the textbooks, it becomes unclear how God intervenes in the universe. So, it remains suspended that the learners how make sense of events and their actions. (shrink)

Using an integrative grounded theory design, this study investigated prospective teachers’ moral perceptions, emotions, behavioral intentions, and reasons for their moral behavioral intentions concerning their future teaching to uncover whether prospective teachers’ sense of moral agency would be explained within a multi-layered framework. The data were collected through semi-structured focus-group interviews with 40 conveniently sampled prospective teachers. The results revealed that prospective teachers’ sense of moral agency encompassed perceptual (i.e. moral perceptions, emotions, behavioral intentions, and reasons for moral behavioral intentions), (...) regulatory (i.e. prescriptive and proscriptive moral regulation systems), and contextual layers (i.e. personal, interpersonal, and social contexts). Theoretical and practical implications were also discussed in the study. (shrink)

The theoretical system of Ottoman music was developed through the works of Safi al-Din al-Urmawī (d. 693/1294) and ʿAbd al-Qādir Marāgī (d. 838/1435). Considering the first period, although the 24-tone sound system was not developed in theory, it is clear that it was used in practice. However, in a theoretical sense, the 17 sound system initiated by al-Urmawī continued to be used until the 20th century. In this century, the Turkish theoretical musical system evolved into a different point with the (...) efforts of Raūf Yektā (d. 1935). Here we have an unequal 24-track sound system. The first written traces of the 24-tone sound system can be seen in the work of La Borde (d. 1208/1794). Later, Muhammad al-‘Attār (d. 1243/1828) and his student Mīkhāʾīl Mishāqah (d. 1305/1888) found fame with their 24-tone sound system. Mishāqah's work named Riṣālah al-Shihābiyyah fī al-ṣināʻah al-mūsīqiyyah, which also includes this system, has become an important cornerstone in the shaping of modern Arabic music. Raūf Yektā, who noticed this system through a newspaper article, determined that this note system, which is divided into 24 equal parts, provides great convenience in Turkish music, especially in naming intermediate sounds. This determination of Yekta is largely similar to the note names in Mishāqah's system, despite some differences. The main difference between this system that Yektā introduced to Turkish music and Mishāqah's system is that Yektā prefers unequal sounds. In this study, information about who first introduced the 24-tone sound system is included. However, no clear data on this subject has been found. From the perspective of Turkish music, this systematic breakthrough succeeded by Yektā - although not put forward by Yektā - enabled him to lay the foundations of today's theory with the Arel-Ezgi-Uzdilek trio. In this research, it has been determined that some of the concepts included in Mishāqah's work are the same in terms of content with the concepts in Turkish music. The focus of this study is the work named Riṣālah al-Shihābiyyah fī al-ṣināʻah al-mūsīqiyyah, written by Mīkhāʾīl Mishāqah, which Murat Bardakcı clearly stated in an article and which we think Raūf Yektā used in creating the sound system of Turkish music. The aim of the article is to reach the first traces of the 24-tone sound system and to reveal its connection with Turkish music. In the literature study, it is founded that no detailed study has been conducted on both Mīkhāʾīl Mishāqah and where the traces of the 24-track sound system can be traced. In this respect, seeking answers to these questions constitutes the originality of the article. Qualitative research method is used and, the information obtained through literatüre review was discussed with data analysis. (shrink)