{"id":12203,"date":"2024-11-18T13:59:22","date_gmt":"2024-11-18T13:59:22","guid":{"rendered":"https:\/\/tr.ummatics.org\/?p=12203"},"modified":"2025-12-04T11:43:19","modified_gmt":"2025-12-04T11:43:19","slug":"islamiegitim","status":"publish","type":"post","link":"https:\/\/tr.ummatics.org\/en\/islamiegitim\/","title":{"rendered":"\u00dcmmete Yol G\u00f6sterenler: \u0130slam\u00ee E\u011fitimde \u0130lham Veren Modeller"},"content":{"rendered":"<p><iframe src=\"\/\/www.youtube.com\/embed\/cDokmOpW3_A?si=vSn6TMqhBXBzBNBI\" width=\"560\" height=\"314\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h3 data-start=\"90\" data-end=\"104\">A\u00e7\u0131klama<\/h3>\n<p data-start=\"106\" data-end=\"630\">Algoritmay\u0131 veya i\u011fne deli\u011fi kameras\u0131n\u0131 icat eden b\u00fcy\u00fck M\u00fcsl\u00fcman bilim insanlar\u0131, bilimsel deneyleri ile din aras\u0131nda bir bo\u015fluk g\u00f6rmemi\u015flerdir. Asl\u0131nda, \u0130slam, onlar\u0131n bilimsel merak\u0131n\u0131 te\u015fvik etmi\u015f ve yarat\u0131c\u0131s\u0131na daha da yakla\u015fmalar\u0131na yard\u0131mc\u0131 olmu\u015ftur. \u0130slam ile \u00e7e\u015fitli bilgi alanlar\u0131 aras\u0131ndaki bu ba\u011f y\u00fczy\u0131llar boyunca kopmam\u0131\u015f; \u0130slam medeniyetinin \u015fekillenmesine katk\u0131 sa\u011flam\u0131\u015f ve Avrupa\u2019daki karanl\u0131k \u00e7a\u011flara \u0131\u015f\u0131k ta\u015f\u0131m\u0131\u015ft\u0131r. Bug\u00fcn, b\u00f6ylesi dinamik bir M\u00fcsl\u00fcman kimli\u011fine her zamankinden daha \u00e7ok ihtiya\u00e7 vard\u0131r.<\/p>\n<p data-start=\"632\" data-end=\"1141\">\u0130slami e\u011fitimin temel ilkeleri, \u0130slami de\u011ferlerin \u00e7a\u011fda\u015f e\u011fitim ara\u00e7lar\u0131yla b\u00fct\u00fcnle\u015ftirilmesini vurgular. Bu yakla\u015f\u0131m, inan\u00e7 ile bilim aras\u0131nda uyumlu bir ili\u015fki kurman\u0131n, ele\u015ftirel d\u00fc\u015f\u00fcnceyi geli\u015ftirmeye odaklanman\u0131n ve M\u00fcsl\u00fcman gen\u00e7ler aras\u0131nda \u00fcmmet merkezli bir bak\u0131\u015f a\u00e7\u0131s\u0131 kazand\u0131rman\u0131n \u00f6nemini ortaya koyar. Bu kolokyumda, \u0130slami e\u011fitimi yaln\u0131zca \u015eeriat ve rit\u00fcellerin \u00f6tesine ge\u00e7erek, insanl\u0131\u011f\u0131n faydas\u0131 i\u00e7in bu \u00dcmmeti in\u015fa etme yolu olarak g\u00f6ren ba\u015far\u0131l\u0131 modeller \u00fczerine \u0131\u015f\u0131k tutulmaktad\u0131r.<\/p>\n<p data-start=\"1143\" data-end=\"1959\">Dr. Farah Ahmed, Shakhsiyah Schools\u2019da M\u00fctevelli Heyeti Ba\u015fkan\u0131 ve E\u011fitim Direkt\u00f6r\u00fcd\u00fcr. Cambridge \u00dcniversitesi E\u011fitim Fak\u00fcltesi\u2019nde Leverhulme Early Career Research Fellow olarak g\u00f6rev yapmakta ve Cambridge E\u011fitim Diyalo\u011fu Ara\u015ft\u0131rma Grubu\u2019nun <em data-start=\"1390\" data-end=\"1442\">Intercultural and Conflict-transformation Dialogue<\/em> ba\u015fl\u0131\u011f\u0131n\u0131 birlikte y\u00fcr\u00fctmektedir. Dr. Ahmed, \u0130slami e\u011fitim \u00fczerine geni\u015f \u00e7apta yay\u0131nlar yapm\u0131\u015f ve M\u00fcsl\u00fcman \u00f6\u011fretmenler i\u00e7in ara\u015ft\u0131rmaya dayal\u0131 m\u00fcfredat geli\u015ftirme ve \u00f6\u011fretmen e\u011fitimi konular\u0131nda on dokuz y\u0131l \u00e7al\u0131\u015fm\u0131\u015ft\u0131r. G\u00fcncel projesi, \u0130slami E\u011fitim Teorisi\u2019nde diyalo\u011fun felsefi ara\u015ft\u0131rmas\u0131n\u0131 ve \u0130ngiltere\u2019deki medreselerde (ek destekleyici okullar) diyalo\u011fa dayal\u0131 pedagojiyi deneysel olarak incelemeyi kapsamaktad\u0131r.<br data-start=\"1863\" data-end=\"1866\" \/>(Daha fazla bilgi i\u00e7in: <a class=\"decorated-link\" href=\"http:\/\/www.shakhsiyah.org\/\" target=\"_new\" rel=\"noopener\" data-start=\"1890\" data-end=\"1908\">www.shakhsiyah.org<\/a>, <a class=\"decorated-link\" href=\"http:\/\/www.shakhsiyahschools.uk\/\" target=\"_new\" rel=\"noopener\" data-start=\"1910\" data-end=\"1934\">www.shakhsiyahschools.uk<\/a>, <a class=\"decorated-link\" href=\"http:\/\/www.ielc.camtree.org\/\" target=\"_new\" rel=\"noopener\" data-start=\"1936\" data-end=\"1956\">www.ielc.camtree.org<\/a>)<\/p>\n<p data-start=\"1961\" data-end=\"2448\">Dr. Mohamed S. Ebeida, Sandia Ulusal Laboratuvarlar\u0131\u2019nda ara\u015ft\u0131rma bilimcisi olup 50\u2019den fazla yay\u0131n\u0131 bulunan ve Itkan Institute of Technology\u2019nin kurucusudur. <em data-start=\"2125\" data-end=\"2141\">Itkan Robotics<\/em>, ABD\u2019deki \u00e7e\u015fitli \u00f6d\u00fcll\u00fc FIRST Tech Challenge (FTC) tak\u0131mlar\u0131na, <em data-start=\"2207\" data-end=\"2220\">The Marvels<\/em> ad\u0131 alt\u0131nda ev sahipli\u011fi yapmaktad\u0131r. Enstit\u00fc, M\u00fcsl\u00fcman topluluk i\u00e7inde ve \u00f6tesinde STEM konular\u0131na (bilim, teknoloji, m\u00fchendislik ve matematik) eri\u015fimi geni\u015fletmek i\u00e7in \u00e7al\u0131\u015fmaktad\u0131r.<br data-start=\"2405\" data-end=\"2408\" \/>(Daha fazla bilgi i\u00e7in: <a class=\"decorated-link\" href=\"http:\/\/www.itkan.one\/\" target=\"_new\" rel=\"noopener\" data-start=\"2432\" data-end=\"2445\">www.itkan.one<\/a>)<\/p>\n<p data-start=\"2450\" data-end=\"2578\">Tart\u0131\u015fma ve devam\u0131ndaki Soru-Cevap oturumu, Vrije Universiteit Amsterdam\u2019dan Dr. Usaama Al-Azami taraf\u0131ndan y\u00f6netilmi\u015ftir.<\/p>\n<p>&nbsp;<\/p>\n<h3 data-start=\"81\" data-end=\"91\"><\/h3>\n<h3 data-start=\"81\" data-end=\"91\">\u00d6zet<\/h3>\n<h4 data-start=\"93\" data-end=\"114\">Dr. Farah Ahmed<\/h4>\n<h5 data-start=\"116\" data-end=\"127\">Giri\u015f<\/h5>\n<p data-start=\"129\" data-end=\"345\">Bu sunumda odak noktas\u0131 Shakhsiyah e\u011fitim modeli ve uygulamalar\u0131 olsa da, herhangi bir modelin dayand\u0131\u011f\u0131 teoriyi anlamak \u00f6nemlidir. Shakhsiyah, \u0130slami d\u00fcnya g\u00f6r\u00fc\u015f\u00fcnden beslenen bir \u00fcmmet temelli e\u011fitim modelidir.<\/p>\n<h5 data-start=\"347\" data-end=\"389\"><\/h5>\n<h5 data-start=\"347\" data-end=\"389\">Shakhsiyah Hikayesi: Zaman \u00c7izelgesi<\/h5>\n<ul data-start=\"391\" data-end=\"920\">\n<li data-start=\"391\" data-end=\"650\">\n<p data-start=\"393\" data-end=\"650\">1990\u2019lar\u0131n sonlar\u0131: K\u00fc\u00e7\u00fck \u00e7ocuklara y\u00f6nelik evde e\u011fitim a\u011flar\u0131ndan ortaya \u00e7\u0131km\u0131\u015ft\u0131r; \u0130slam\u2019da e\u011fitimin tan\u0131mlanmas\u0131 ve ebeveyn sorumluluklar\u0131n\u0131n belirlenmesine odaklan\u0131lm\u0131\u015ft\u0131r; \u0130slami e\u011fitim \u00fczerine s\u00fcrekli ara\u015ft\u0131rma, deneme ve geli\u015ftirme yap\u0131lm\u0131\u015ft\u0131r.<\/p>\n<\/li>\n<li data-start=\"651\" data-end=\"785\">\n<p data-start=\"653\" data-end=\"785\">2002: Erken \u00e7ocukluk evde e\u011fitiminden 3\u201311 ya\u015f aras\u0131 \u00f6\u011frenciler i\u00e7in Londra ve Slough\u2019da iki kay\u0131tl\u0131 okula kademeli geni\u015fleme.<\/p>\n<\/li>\n<li data-start=\"786\" data-end=\"849\">\n<p data-start=\"788\" data-end=\"849\">2007: 11\u201316 ya\u015f aras\u0131 evde e\u011fitim gruplar\u0131na geni\u015fleme.<\/p>\n<\/li>\n<li data-start=\"850\" data-end=\"920\">\n<p data-start=\"852\" data-end=\"920\">2020: 11\u201316 ya\u015f aras\u0131 \u00f6\u011frenciler i\u00e7in kay\u0131tl\u0131 okulun a\u00e7\u0131lmas\u0131.<\/p>\n<\/li>\n<\/ul>\n<h5 data-start=\"922\" data-end=\"947\"><\/h5>\n<h5 data-start=\"922\" data-end=\"947\">\u0130slami D\u00fcnya G\u00f6r\u00fc\u015f\u00fc<\/h5>\n<p data-start=\"949\" data-end=\"1387\">Ama\u00e7, e\u011fitimi \u0130slami bir d\u00fcnya g\u00f6r\u00fc\u015f\u00fcne dayal\u0131 olarak kavramsalla\u015ft\u0131rmak ve uygulamak ve bu g\u00f6r\u00fc\u015f\u00fc \u00f6\u011frencilere kazand\u0131rmakt\u0131r.<br data-start=\"1079\" data-end=\"1082\" \/>D\u00fcnya g\u00f6r\u00fc\u015f\u00fc, temel felsefi bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131 ve d\u00fcnyadaki davran\u0131\u015flar\u0131 y\u00f6nlendirir ve e\u011fitimin ama\u00e7lar\u0131na ili\u015fkin sorulara yan\u0131t vermemizi sa\u011flar.<br data-start=\"1225\" data-end=\"1228\" \/>\u0130slam\u2019\u0131n iki ba\u015flang\u0131c\u0131\u2014yarat\u0131l\u0131\u015f, Adem (AS)\u2019e isimlerin \u00f6\u011fretilmesi ve nihai mesaj, Hz. Muhammed \ufdfa\u2019in okumaya te\u015fvik edilmesi\u2014birer e\u011fitimsel kar\u015f\u0131la\u015fmad\u0131r.<\/p>\n<h5 data-start=\"1389\" data-end=\"1409\"><\/h5>\n<h5 data-start=\"1389\" data-end=\"1409\">Cebrail Hadisi<\/h5>\n<ul data-start=\"1411\" data-end=\"1974\">\n<li data-start=\"1411\" data-end=\"1483\">\n<p data-start=\"1413\" data-end=\"1483\">Dinin b\u00fct\u00fcn\u00fc i\u00e7in temel bir plan\u0131 temsil eder: \u0130sl\u00e2m, \u00cem\u00e2n ve \u0130hs\u00e2n.<\/p>\n<\/li>\n<li data-start=\"1484\" data-end=\"1709\">\n<p data-start=\"1486\" data-end=\"1709\">Peygamber \ufdfa, ba\u015fka bir yarat\u0131l\u0131\u015f olan Cebrail ile diyalog temelli e\u011fitimsel bir kar\u015f\u0131la\u015fmada hem \u00f6\u011fretici hem de \u00f6\u011frenici olarak yer al\u0131r; bu, e\u011fitimin amac\u0131 (neden), y\u00f6ntemi (nas\u0131l) ve prati\u011fini (ne) modellemektedir.<\/p>\n<\/li>\n<li data-start=\"1710\" data-end=\"1832\">\n<p data-start=\"1712\" data-end=\"1832\">E\u011fitimle ilgili temel kavramlar\u0131 sunar: terbiye, ta\u02bfl\u00eem ve ta\u02bed\u00eeb, s\u0131ras\u0131yla \u0130sl\u00e2m, \u00cem\u00e2n ve \u0130hs\u00e2n ile ili\u015fkilidir.<\/p>\n<\/li>\n<li data-start=\"1833\" data-end=\"1974\">\n<p data-start=\"1835\" data-end=\"1974\">Bu kavramlar, insan\u0131n potansiyelinin (\u015fahsiyet) ger\u00e7ekle\u015ftirilmesini, e\u011fitimin amac\u0131 olarak daha derin anlamda kavramam\u0131za olanak sa\u011flar.<\/p>\n<\/li>\n<\/ul>\n<h5 data-start=\"1976\" data-end=\"1999\"><\/h5>\n<h5 data-start=\"1976\" data-end=\"1999\">Shakhsiyah Modeli<\/h5>\n<ul data-start=\"2001\" data-end=\"2787\">\n<li data-start=\"2001\" data-end=\"2190\">\n<p data-start=\"2003\" data-end=\"2190\">Temel \u0130slami ilkeleri, teorinin pratik olarak uygulanmas\u0131n\u0131 sa\u011flayacak \u015fekilde b\u00fct\u00fcnle\u015ftirir; baz\u0131lar\u0131n\u0131n varsayd\u0131\u011f\u0131 gibi de\u011ferlerin sek\u00fcler \u00e7er\u00e7evelere eklenmesi ile kar\u0131\u015ft\u0131r\u0131lmaz.<\/p>\n<\/li>\n<li data-start=\"2191\" data-end=\"2315\">\n<p data-start=\"2193\" data-end=\"2315\">Sistemin yedi ilkesi aras\u0131nda niyya (niyet), \u1e25alaqa (peygamber pedagojisi) ve qudwa (\u00f6rnek olarak liderlik)bulunur.<\/p>\n<\/li>\n<li data-start=\"2316\" data-end=\"2508\">\n<p data-start=\"2318\" data-end=\"2508\">Di\u011fer baz\u0131 \u0130slami e\u011fitim sistemleri, y\u00fcksek\u00f6\u011fretimden ba\u015flayarak a\u015fa\u011f\u0131ya do\u011fru yay\u0131lan bir model \u00f6nerirken, Shakhsiyah do\u011fum \u00f6ncesinden ba\u015flayan bir a\u015fa\u011f\u0131dan yukar\u0131 yakla\u015f\u0131m\u0131 benimser.<\/p>\n<\/li>\n<li data-start=\"2509\" data-end=\"2640\">\n<p data-start=\"2511\" data-end=\"2640\">Shakhsiyah, insan potansiyelinin sadece y\u00fczeysel kimlik in\u015fas\u0131 de\u011fil, \u015fahsiyet olarak ger\u00e7ekle\u015ftirilmesi s\u00fcrecini yans\u0131t\u0131r.<\/p>\n<\/li>\n<li data-start=\"2641\" data-end=\"2787\">\n<p data-start=\"2643\" data-end=\"2787\">Shakhsiyah; karakter, ki\u015fisel yetki, bireysellik ve diyalojik ili\u015fkilenmeyi, kendisiyle, yarat\u0131l\u0131\u015f\u0131n t\u00fcm seviyeleriyle ve Yarat\u0131c\u0131 ile kapsar.<\/p>\n<\/li>\n<\/ul>\n<h5 data-start=\"2789\" data-end=\"2839\"><\/h5>\n<h5 data-start=\"2789\" data-end=\"2839\">Diyalog Temelli Peygamber Pedagojisi: \u1e24alaqa<\/h5>\n<ul data-start=\"2841\" data-end=\"3410\">\n<li data-start=\"2841\" data-end=\"2987\">\n<p data-start=\"2843\" data-end=\"2987\">\u1e24alaqa (\u00e7al\u0131\u015fma halkas\u0131)\u2014k\u00fcresel \u0130slami e\u011fitim geleneklerinde, Peygamber \u00f6rne\u011fine dayanarak\u2014Shakhsiyah modelini uygulamada kilit bir unsurdur.<\/p>\n<\/li>\n<li data-start=\"2988\" data-end=\"3116\">\n<p data-start=\"2990\" data-end=\"3116\">\u1e24alaqa, t\u0131pk\u0131 Kur\u2019an gibi, ele\u015ftirel, yans\u0131t\u0131c\u0131 ve diyalojik pedagojiyi modelleyerek yeniden canland\u0131r\u0131lmay\u0131 gerektirir.<\/p>\n<\/li>\n<li data-start=\"3117\" data-end=\"3250\">\n<p data-start=\"3119\" data-end=\"3250\">Sadece aktar\u0131m de\u011fil, tart\u0131\u015fma; sadece \u00e7al\u0131\u015fma de\u011fil, d\u00fc\u015f\u00fcnme ve \u00f6\u011frenme; inan\u00e7 ve eylemde ele\u015ftirel yans\u0131tma ve etkinlik sa\u011flar.<\/p>\n<\/li>\n<li data-start=\"3251\" data-end=\"3410\">\n<p data-start=\"3253\" data-end=\"3410\">Tematik m\u00fcfredatlar, \u1e25alaqa pedagojisi ve \u00fcmmet\u00e7i d\u00fc\u015f\u00fcnce gibi \u0130slami ilkeleri t\u00fcm ders alanlar\u0131na entegre ederek \u00f6\u011frenimi b\u00fct\u00fcnc\u00fcl ve uygulanabilir k\u0131lar.<\/p>\n<\/li>\n<\/ul>\n<h5 data-start=\"3412\" data-end=\"3434\"><\/h5>\n<h5 data-start=\"3412\" data-end=\"3434\">Etkisi ve Vizyon<\/h5>\n<ul data-start=\"3436\" data-end=\"3662\">\n<li data-start=\"3436\" data-end=\"3552\">\n<p data-start=\"3438\" data-end=\"3552\">Ampirik ara\u015ft\u0131rmalar, modelin \u00f6\u011frencileri ele\u015ftirel ve manevi olarak dahil etme yetene\u011fini desteklemektedir.<\/p>\n<\/li>\n<li data-start=\"3553\" data-end=\"3662\">\n<p data-start=\"3555\" data-end=\"3662\">Ama\u00e7, modern zorluklar\u0131 ele\u015ftirel bir \u015fekilde a\u015farken \u0130slami de\u011ferlere ba\u011fl\u0131 bireyler yeti\u015ftirmektir.<\/p>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h4 data-start=\"83\" data-end=\"110\">Dr. Mohamed S. Ebeida<\/h4>\n<h5 data-start=\"112\" data-end=\"123\">Giri\u015f<\/h5>\n<p data-start=\"125\" data-end=\"381\">Itkan Enstit\u00fcs\u00fc, M\u00fcsl\u00fcman topluluklarda STEM e\u011fitimini te\u015fvik etmeyi ama\u00e7lamakta ve M\u00fcsl\u00fcman gen\u00e7lerin \u0130slami kimliklerini korumay\u0131 hedeflemektedir.<br data-start=\"273\" data-end=\"276\" \/>Ayr\u0131ca, \u0130slami kimli\u011fi bilimsel ve teknolojik m\u00fckemmellikle yeniden ba\u011flama \u00e7abas\u0131n\u0131 savunmaktad\u0131r.<\/p>\n<h5 data-start=\"383\" data-end=\"426\"><\/h5>\n<h5 data-start=\"383\" data-end=\"426\">M\u00fcsl\u00fcman Gen\u00e7ler \u0130\u00e7in Temel Zorluklar<\/h5>\n<ul data-start=\"428\" data-end=\"729\">\n<li data-start=\"428\" data-end=\"567\">\n<p data-start=\"430\" data-end=\"567\">Akran bask\u0131s\u0131, toplumun \u0130slam hakk\u0131ndaki yanl\u0131\u015f alg\u0131lar\u0131 ve medyan\u0131n olumsuz temsili, kimlik krizleri ve savunmac\u0131l\u0131\u011f\u0131 tetiklemektedir.<\/p>\n<\/li>\n<li data-start=\"568\" data-end=\"729\">\n<p data-start=\"570\" data-end=\"729\">\u0130slami \u00f6\u011fretiler ile modern kariyerler aras\u0131ndaki kopukluk, ama\u00e7 duygusunda par\u00e7alanmaya ve \u0130slam ile ilerleme aras\u0131nda alg\u0131lanan \u00e7eli\u015fkilere yol a\u00e7maktad\u0131r.<\/p>\n<\/li>\n<\/ul>\n<h5 data-start=\"731\" data-end=\"749\"><\/h5>\n<h5 data-start=\"731\" data-end=\"749\">Itkan Modeli<\/h5>\n<ul data-start=\"751\" data-end=\"1373\">\n<li data-start=\"751\" data-end=\"909\">\n<p data-start=\"753\" data-end=\"909\">STEM e\u011fitimini g\u00fc\u00e7lendirme arac\u0131 olarak kullanarak, teknolojik m\u00fckemmelli\u011fi savunan bir \u0130slami kimli\u011fe sahip olma gururunu gen\u00e7lerde geli\u015ftirmektedir.<\/p>\n<\/li>\n<li data-start=\"910\" data-end=\"1011\">\n<p data-start=\"912\" data-end=\"1011\">Ebeveynleri, ment\u00f6r ve rol model olarak s\u00fcrece dahil ederek topluluk ba\u011flar\u0131n\u0131 g\u00fc\u00e7lendirmektedir.<\/p>\n<\/li>\n<li data-start=\"1012\" data-end=\"1257\">\n<p data-start=\"1014\" data-end=\"1257\">Mescidin evrensel rol\u00fcn\u00fc, yaln\u0131zca rit\u00fcel yap\u0131lan bir alan olmaktan \u00e7\u0131kararak, gen\u00e7lerin cevap bulabilece\u011fi, kariyerlerini geli\u015ftirebilece\u011fi ve g\u00fcnl\u00fck hayatlar\u0131na etki edebilece\u011fi bir topluluk temelli e\u011fitim merkezi haline getirmektedir.<\/p>\n<\/li>\n<li data-start=\"1258\" data-end=\"1373\">\n<p data-start=\"1260\" data-end=\"1373\">\u0130slami ilkelerin pratik uygulanmas\u0131n\u0131, uygulamal\u0131 \u00f6\u011frenme ve liderlik f\u0131rsatlar\u0131 yoluyla te\u015fvik etmektedir.<\/p>\n<\/li>\n<\/ul>\n<h5 data-start=\"1375\" data-end=\"1428\"><\/h5>\n<h5 data-start=\"1375\" data-end=\"1428\">Itkan Modelinin Uygulama Ad\u0131mlar\u0131 ve Ba\u015far\u0131lar\u0131<\/h5>\n<ul data-start=\"1430\" data-end=\"2471\">\n<li data-start=\"1430\" data-end=\"1489\">\n<p data-start=\"1432\" data-end=\"1489\">Topluluk STEM uzmanlar\u0131ndan \u00f6\u011frencilere bilgi aktar\u0131m\u0131.<\/p>\n<\/li>\n<li data-start=\"1490\" data-end=\"1587\">\n<p data-start=\"1492\" data-end=\"1587\">\u00d6\u011frenci hiyerar\u015fisi \u00fczerinden: \u00f6\u011frenciler birbirine \u00f6\u011fretir, bu da bilgi ve \u00f6zg\u00fcveni art\u0131r\u0131r.<\/p>\n<\/li>\n<li data-start=\"1588\" data-end=\"1711\">\n<p data-start=\"1590\" data-end=\"1711\">\u00d6\u011frencilerin bilgilerini yak\u0131n topluluklarla\u2014M\u00fcsl\u00fcman ve gayrim\u00fcslim; ulusal ve uluslararas\u0131\u2014payla\u015fmas\u0131n\u0131 te\u015fvik etmek.<\/p>\n<\/li>\n<li data-start=\"1712\" data-end=\"1804\">\n<p data-start=\"1714\" data-end=\"1804\">End\u00fcstri ile ba\u011flant\u0131lar kurmak\u2014programlara finansman sa\u011flamak ve kariyer yollar\u0131 a\u00e7mak.<\/p>\n<\/li>\n<li data-start=\"1805\" data-end=\"2001\">\n<p data-start=\"1807\" data-end=\"2001\">STEM m\u00fckemmelli\u011fini \u0130slami bir y\u00fck\u00fcml\u00fcl\u00fck olarak g\u00f6rmek\u2014\u201cteknoloji merakl\u0131s\u0131 ama sek\u00fcler\u201d M\u00fcsl\u00fcman\u0131 ge\u00e7mi\u015fte b\u0131rakmak ve orant\u0131s\u0131z sek\u00fcler ve ateist elit akademinin etkisine kar\u015f\u0131 korumak.<\/p>\n<\/li>\n<li data-start=\"2002\" data-end=\"2058\">\n<p data-start=\"2004\" data-end=\"2058\">B\u00f6l\u00fcmler a\u011f\u0131 kurmak; bilgi payla\u015f\u0131m\u0131n\u0131 te\u015fvik etmek.<\/p>\n<\/li>\n<li data-start=\"2059\" data-end=\"2191\">\n<p data-start=\"2061\" data-end=\"2191\">Ulusal ve uluslararas\u0131 yar\u0131\u015fmalarda ba\u015far\u0131 g\u00f6stermek; Itkan \u00f6\u011frencileri robotikte ulusal ve uluslararas\u0131 tan\u0131n\u0131rl\u0131k kazanm\u0131\u015ft\u0131r.<\/p>\n<\/li>\n<li data-start=\"2192\" data-end=\"2337\">\n<p data-start=\"2194\" data-end=\"2337\">\u00dcmmetin yumu\u015fak g\u00fcc\u00fcn\u00fc in\u015fa etmek ve \u00f6\u011frencilerin bunu g\u00f6rmesini sa\u011flamak; M\u00fcsl\u00fcman \u00f6\u011frencilerin rekabet\u00e7i alanlardaki katk\u0131lar\u0131n\u0131 g\u00f6stermek.<\/p>\n<\/li>\n<li data-start=\"2338\" data-end=\"2375\">\n<p data-start=\"2340\" data-end=\"2375\">M\u00fcsl\u00fcman alimlerden destek almak.<\/p>\n<\/li>\n<li data-start=\"2376\" data-end=\"2471\">\n<p data-start=\"2378\" data-end=\"2471\">\u00dcmmete kar\u015f\u0131 sorumluluk a\u015f\u0131lamak\u2014\u201c\u00f6\u011frencilerin \u00dcmmetlerini yanlar\u0131nda ta\u015f\u0131mas\u0131n\u0131 sa\u011flamak.\u201d<\/p>\n<\/li>\n<\/ul>\n<h5 data-start=\"2473\" data-end=\"2493\"><\/h5>\n<h5 data-start=\"2473\" data-end=\"2493\">G\u00fcnl\u00fck \u00c7al\u0131\u015fma<\/h5>\n<ul data-start=\"2495\" data-end=\"2831\">\n<li data-start=\"2495\" data-end=\"2584\">\n<p data-start=\"2497\" data-end=\"2584\">Program, 7 ya\u015f\u0131ndan itibaren her y\u0131l d\u00fczenli olarak, y\u0131l boyunca y\u00fcr\u00fct\u00fclmektedir.<\/p>\n<\/li>\n<li data-start=\"2585\" data-end=\"2728\">\n<p data-start=\"2587\" data-end=\"2728\">\u201cM\u00fcsl\u00fcman olmak d\u00fcnyan\u0131n en haval\u0131 \u015feyi ve Allah\u2019\u0131n en b\u00fcy\u00fck hediyesi\u201d d\u00fc\u015f\u00fcncesini a\u015f\u0131layarak \u0130slami kimlik ve prati\u011fi g\u00fcvence alt\u0131na al\u0131r.<\/p>\n<\/li>\n<li data-start=\"2729\" data-end=\"2831\">\n<p data-start=\"2731\" data-end=\"2831\">Bilimi Allah\u2019a yakla\u015fman\u0131n bir arac\u0131 olarak g\u00f6ren, teknoloji merakl\u0131 M\u00fcsl\u00fcman liderler yeti\u015ftirir.<\/p>\n<\/li>\n<\/ul>\n<h3 data-start=\"2833\" data-end=\"2855\"><\/h3>\n<h3 data-start=\"2833\" data-end=\"2855\"><\/h3>\n<h3 data-start=\"2833\" data-end=\"2855\">Panel Tart\u0131\u015fmas\u0131<\/h3>\n<p>&nbsp;<\/p>\n<h5 data-start=\"2857\" data-end=\"2881\">\u00d6rt\u00fc\u015fme ve Farklar<\/h5>\n<ul data-start=\"2883\" data-end=\"3326\">\n<li data-start=\"2883\" data-end=\"3005\">\n<p data-start=\"2885\" data-end=\"3005\">\u0130ki model, e\u011fitim ve \u00dcmmet\u2019in e\u011fitim \u00f6ncelikleri konusundaki n\u00fcansl\u0131 farkl\u0131l\u0131klara ra\u011fmen bir\u00e7ok a\u00e7\u0131dan \u00f6rt\u00fc\u015fmektedir.<\/p>\n<\/li>\n<li data-start=\"3006\" data-end=\"3144\">\n<p data-start=\"3008\" data-end=\"3144\">Her iki model de ele\u015ftirel d\u00fc\u015f\u00fcnce, inisiyatif ve liderli\u011fin k\u00fc\u00e7\u00fck ya\u015flardan ergenlik d\u00f6nemine kadar geli\u015ftirilmesini \u00f6nceliklendirir.<\/p>\n<\/li>\n<li data-start=\"3145\" data-end=\"3326\">\n<p data-start=\"3147\" data-end=\"3326\">Shakhsiyah, genel e\u011fitimde \u0130slami gelene\u011fi i\u00e7eren geni\u015f tematik bir m\u00fcfredat sunarken, Itkan STEM alanlar\u0131n\u0131 hedefler ve \u0130slami ilkeleri teknolojik yenilikle ili\u015fkilendirir.<\/p>\n<\/li>\n<\/ul>\n<h4 data-start=\"3328\" data-end=\"3360\"><\/h4>\n<h5 data-start=\"3328\" data-end=\"3360\">Shakhsiyah\u2019\u0131n Tart\u0131\u015f\u0131lmas\u0131<\/h5>\n<ul data-start=\"3362\" data-end=\"4115\">\n<li data-start=\"3362\" data-end=\"3604\">\n<p data-start=\"3364\" data-end=\"3604\">Elitizm ve evrensel e\u011fitim: Shakhsiyah kavram\u0131, \u00f6zellikle felsefe ve tasavvuf ba\u011flam\u0131nda elitist s\u00f6ylemi yans\u0131tan al-ins\u0101n al-k\u0101mil gibi klasik kavramlarla ayn\u0131 de\u011fildir. Ancak Shakhsiyah modeli, evrensel e\u011fitim i\u00e7in nas\u0131l \u00f6l\u00e7eklenebilir?<\/p>\n<\/li>\n<li data-start=\"3605\" data-end=\"3717\">\n<p data-start=\"3607\" data-end=\"3717\">\u0130slami kavram ve terminolojiden yararlanmak, kendimizi daha b\u00fct\u00fcnc\u00fcl anlamak i\u00e7in kavramsal haritalar sunar.<\/p>\n<\/li>\n<li data-start=\"3718\" data-end=\"3991\">\n<p data-start=\"3720\" data-end=\"3991\">Premodern \u0130slami e\u011fitimi elitist, modern s\u00f6m\u00fcrgeci Bat\u0131 e\u011fitimini evrensel g\u00f6rmek yanl\u0131\u015ft\u0131r\u2014M\u00fcsl\u00fcmanlar y\u00fcksek okuryazarl\u0131k seviyelerinden faydalan\u0131yordu; herkes Kur\u2019an okuyabiliyordu; akademik eri\u015fim modern kapitalizm alt\u0131ndaki elit kurumlara g\u00f6re daha meritokratikti.<\/p>\n<\/li>\n<li data-start=\"3992\" data-end=\"4115\">\n<p data-start=\"3994\" data-end=\"4115\">\u00d6l\u00e7eklenebilirlik, \u00f6\u011fretmen e\u011fitimi, ara\u015ft\u0131rma ve yeni okullar\u0131n kurulmas\u0131 i\u00e7in modelde e\u011fitim sa\u011flanmas\u0131n\u0131 gerektirir.<\/p>\n<\/li>\n<\/ul>\n<h4 data-start=\"4117\" data-end=\"4144\"><\/h4>\n<h5 data-start=\"4117\" data-end=\"4144\">Itkan\u2019\u0131n Tart\u0131\u015f\u0131lmas\u0131<\/h5>\n<ul data-start=\"4146\" data-end=\"5120\">\n<li data-start=\"4146\" data-end=\"4347\">\n<p data-start=\"4148\" data-end=\"4347\">Kimlik ve m\u00fckemmellik: Kimlik, sadece sek\u00fcler bilgi alanlar\u0131nda m\u00fckemmelli\u011fe eklenen y\u00fczeysel bir unsur mu? M\u00fcsl\u00fcmanlar\u0131n aktif olarak bask\u0131ya u\u011frad\u0131\u011f\u0131 \u015firketlerle rahat\u00e7a i\u015fbirli\u011fi yap\u0131labilir mi?<\/p>\n<\/li>\n<li data-start=\"4348\" data-end=\"4588\">\n<p data-start=\"4350\" data-end=\"4588\">\u00d6l\u00e7eklenebilirlik: Proje, \u00fc\u00e7 y\u0131l \u00f6nce Dallas, TX\u2019deki iki \u0130slami merkezde ba\u015flad\u0131; \u015fimdi ABD ve Kanada\u2019daki 12 eyalette 35 \u0130slami merkezi kaps\u0131yor ve Avrupa ile G\u00fcney Asya\u2019da da yay\u0131lma g\u00f6steriyor; \u00fcyelik her 10 ayda iki kat\u0131na \u00e7\u0131k\u0131yor.<\/p>\n<\/li>\n<li data-start=\"4589\" data-end=\"4728\">\n<p data-start=\"4591\" data-end=\"4728\">Ama\u00e7, bask\u0131ya kar\u0131\u015fm\u0131\u015f problemli \u015firketleri onaylamak de\u011fil. M\u00fcsl\u00fcmanlar herkesten \u00f6\u011frenebilir, ancak sa\u011flam ilkelere sad\u0131k kalmal\u0131d\u0131r.<\/p>\n<\/li>\n<li data-start=\"4729\" data-end=\"4994\">\n<p data-start=\"4731\" data-end=\"4994\">Ama\u00e7, \u00fcmmet dayan\u0131\u015fmas\u0131n\u0131 geli\u015ftirmek\u2014b\u00f6l\u00fcmler aras\u0131 i\u015fbirli\u011fi yoluyla\u2014\u00e7ocuklara M\u00fcsl\u00fcmanlar\u0131n, sosyal medyan\u0131n olumsuz etkilerinden Filistin\u2019deki soyk\u0131r\u0131ma kadar onlar\u0131 etkileyen teknolojik sorunlar\u0131 \u00e7\u00f6zmek i\u00e7in birlikte nas\u0131l \u00e7al\u0131\u015fabilece\u011fini \u00f6\u011fretmektir.<\/p>\n<\/li>\n<li data-start=\"4995\" data-end=\"5120\">\n<p data-start=\"4997\" data-end=\"5120\">Her \u015feyden \u00f6nce, program ger\u00e7ek d\u00fcnya problemleri i\u00e7in deneyimsel \u00f6\u011frenim sunar ve tarbiyeye pratik f\u0131rsatlar sa\u011flar.<\/p>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h3 data-start=\"90\" data-end=\"114\">Soru-Cevap Oturumu<\/h3>\n<p>&nbsp;<\/p>\n<h5 data-start=\"116\" data-end=\"155\">Ulusal Aidiyet vs. \u00dcmmet Aidiyeti<\/h5>\n<ul data-start=\"157\" data-end=\"1103\">\n<li data-start=\"157\" data-end=\"665\">\n<p data-start=\"159\" data-end=\"665\">Ahmed: \u00c7ocuklar, ger\u00e7ek d\u00fcnya ba\u011flamlar\u0131na g\u00f6re e\u011fitilmelidir. \u0130slami kavramlar, bu ba\u011flamla ili\u015fkili olmal\u0131d\u0131r. Birle\u015fik Krall\u0131k\u2019ta e\u011fitim g\u00f6ren \u00e7ocuklar, hem Birle\u015fik Krall\u0131k\u2019\u0131n hem de ya\u015fad\u0131klar\u0131 ve ili\u015fkili olduklar\u0131 di\u011fer d\u00fcnya b\u00f6lgelerinin tarihine dair bilgi sahibi olmal\u0131d\u0131r. Bireysel inisiyatifin ve \u00f6\u011frenme sevgisinin a\u015f\u0131lanmas\u0131, \u00e7ocuklar\u0131n, yarat\u0131c\u0131 inisiyatife d\u00fc\u015fmanca veya bask\u0131c\u0131 yakla\u015fan di\u011fer e\u011fitim bi\u00e7imlerine\u2014y\u00fcksek\u00f6\u011fretim dahil\u2014ge\u00e7i\u015f yapsalar dahi ba\u015far\u0131l\u0131 olmalar\u0131n\u0131 sa\u011flar.<\/p>\n<\/li>\n<li data-start=\"667\" data-end=\"1103\">\n<p data-start=\"669\" data-end=\"1103\">Ebeida: Itkan programlar\u0131ndaki \u00e7ocuklar \u00f6ncelikle ABD do\u011fumludur. Program, onlara hem Amerikal\u0131 hem de M\u00fcsl\u00fcman olarak ba\u015far\u0131l\u0131 olabileceklerini ve ikisi aras\u0131nda bir \u00e7eli\u015fki olmad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir. Ayr\u0131ca, m\u00fckemmellik sergileyerek, M\u00fcsl\u00fcmanlar ge\u00e7mi\u015fte oldu\u011fu gibi g\u00fcn\u00fcm\u00fczde de gayrim\u00fcslimler taraf\u0131ndan \u00f6rnek al\u0131nmaktad\u0131r. M\u00fcsl\u00fcman kimli\u011fine y\u00f6nelik gururun a\u015f\u0131lanmas\u0131, kimlik krizi sorununu tamamen ortadan kald\u0131rmaktad\u0131r.<\/p>\n<\/li>\n<\/ul>\n<h4 data-start=\"1105\" data-end=\"1136\"><\/h4>\n<h5 data-start=\"1105\" data-end=\"1136\">E\u011fitmen Se\u00e7imi Zorluklar\u0131<\/h5>\n<ul data-start=\"1138\" data-end=\"1999\">\n<li data-start=\"1138\" data-end=\"1558\">\n<p data-start=\"1140\" data-end=\"1558\">Ahmed: \u0130slami e\u011fitimde derin bir \u015fekilde benimsenmi\u015f bir g\u00f6r\u00fc\u015f, e\u011fitmenin her \u015fey oldu\u011fudur. E\u011fer e\u011fitmenin niyeti saf ise, e\u011fitim g\u00f6revini yerine getirmek i\u00e7in gereken her \u015feyi yapma motivasyonuna sahip olacakt\u0131r. Ayr\u0131ca, e\u011fitmen s\u00fcrekli bir \u00f6\u011frenici olmal\u0131 ve mesleki geli\u015fimle s\u00fcrekli me\u015fgul olmal\u0131d\u0131r; e\u011fitmen kendi shakhsiyahs\u0131 \u00fczerinde s\u00fcrekli \u00e7al\u0131\u015ft\u0131\u011f\u0131nda, bu \u00f6zellik \u00e7ocuklara da aktar\u0131lmaktad\u0131r.<\/p>\n<\/li>\n<li data-start=\"1560\" data-end=\"1999\">\n<p data-start=\"1562\" data-end=\"1999\">Ebeida: Daha \u00f6nceki a\u015famada zorluk, programa kay\u0131t yapt\u0131ran \u00f6\u011frencilerin fazlal\u0131\u011f\u0131 iken; \u015fu anda zorluk, zamanlar\u0131n\u0131 g\u00f6n\u00fcll\u00fc olarak ay\u0131rmaya istekli yeterli say\u0131da yetkin e\u011fitmenin fazla olmas\u0131 ve bu becerilerin etkili bir \u015fekilde kullan\u0131lmas\u0131n\u0131n sa\u011flanmas\u0131d\u0131r. Program\u0131n k\u00fcresel kapsam\u0131n\u0131n geli\u015fmesiyle birlikte, her ba\u011flam\u0131n farkl\u0131 ihtiya\u00e7lar\u0131na g\u00f6re program\u0131 nas\u0131l uyarlayaca\u011f\u0131 konusunda yeni bir zorluk da ortaya \u00e7\u0131km\u0131\u015ft\u0131r.<\/p>\n<\/li>\n<\/ul>","protected":false},"excerpt":{"rendered":"<p>2023 \u00dcmmetiks Kolokyumu\u2019nda \u0130slami e\u011fitim ve STEM modelleri tart\u0131\u015f\u0131ld\u0131; gen\u00e7lerde ele\u015ftirel d\u00fc\u015f\u00fcnce, liderlik ve \u00fcmmet\u00e7i perspektifler \u00f6n plana \u00e7\u0131kt\u0131.<\/p>","protected":false},"author":263,"featured_media":12204,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"content-type":"","footnotes":""},"categories":[188],"tags":[190],"class_list":["post-12203","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-kolokyum","tag-kolokyum"],"_links":{"self":[{"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/posts\/12203","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/users\/263"}],"replies":[{"embeddable":true,"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/comments?post=12203"}],"version-history":[{"count":0,"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/posts\/12203\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/media\/12204"}],"wp:attachment":[{"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/media?parent=12203"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/categories?post=12203"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tr.ummatics.org\/en\/wp-json\/wp\/v2\/tags?post=12203"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}