Author
Güneş, Merdan, Çelik, Sönmez
Publication Place
Ibn Haldun University -
Ibn Haldun University
Subject
Ibn Khaldun studies journal (Online), 2017-07, Vol.2 (2), p.185-239
Type
Book
Language
ara,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
EISSN: 2651-379X, DOI: 10.36657/ihcd.2017.32
Record ID
cdi_doaj_primary_oai_doaj_org_article_49ba77d875ee4f049cfafa12f46136ea
Library Location
DOAJ Directory of Open Access Journals
Notes
It can be said that Ibn Khaldun's understanding of science and education is an approach that develops and completes the "Islamic epistemological paradigm". Ibn Khaldun's world of thought, especially his perception of society and civilization (umran), forms the framework of his understanding of science and education. According to Ibn Khaldun, science arises from human contemplation. This understanding of knowledge is built on a three-step principle of thought: appeal, experiential and theoretical, which has an ontological basis and is intertwined with the imagination of the universe. “Knowledge is not a mass of knowledge and information, but a faculty.” approach is Ibn Khaldun's most basic thesis regarding science and education. In this article, we focused on Ibn Khaldun's approach, which is exactly in line with modern European educational views. According to him, most problems related to education are related to either the educator or the education method. The purpose of education is "to provide the student with skills in the field in which he is talented." Graduality and student-relevance are the most basic principles of Ibn Khalduni's method. Different education models developed in the West, especially in Germany, since the beginning of the twentieth century are all aimed at this goal and are based on the principle of "skill (Kompetenz)", which Ibn Khaldun conceptualized as "faculty". It is noteworthy that the findings made by Ibn Khaldun centuries ago coincide with the educational principles implemented in Germany today. His classification of sciences is also an application of his own theory of knowledge. According to him, tradition is essential in religious sciences, and experiment and experience are essential in rational sciences. Religious education is given primarily in schools, mosques, associations and newly established Theology departments. In this sense, we tried to determine what needs to be done, taking into account Ibn Khalduni's understanding of education. It is obvious that the Islamic religion course focused on faith (Bekenntnis) and skill (meleke=Kompetenz) overlaps with Ibn Khaldun's approach. We expressed how essential it is to implement a mosque education concept within the framework of this understanding. Finally, we emphasized that when viewed from the perspective of Ibn Khaldun, his understanding of faculty and classification of sciences will shed light on the newly established faculties of Theology. In summary, Ibn Khaldun's perspective and findings offer very important perspectives for today's researchers.
Detaylı Başlık
İbn Haldun’un ilim ve eğitim anlayışının Almanya’daki Müslümanlar için önemi
