Author
BOYRAZ, Edibe, BOYRAZ, Ekrem Zahid
Publication Place
Firat University -
Firat University
Subject
Fırat University Faculty of Theology journal, 2023-12, Vol.28 (2), p.167-181
Type
Book
Language
ara,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 1304-639X, DOI: 10.58568/firatilahiyat.1362295
Record ID
cdi_doaj_primary_oai_doaj_org_article_182d946be08c403288a3819764e75cfb
Library Location
DOAJ Directory of Open Access Journals
Notes
Although education means evolving or transforming, each individual is the subject of education between the first breath and the last breath. The individual's relationship with the objects of existence, combined with his uniqueness, constitutes the subject of education on the time-space plane. The individual's relationship with himself and his environment can be associated with education. Since Sufi education adopts a disciplinary structure that aims for the individual to know himself first, the individual acquires knowledge in self-knowledge with his Lord and from the teaching elements around him. Adhering to the principle of obtaining information from the closest, the individual obtains educational activity, starting from family members, based on trust. Public institutions that implement educational programs have also been other structures that nourish the individual. Due to the nature of education, different practices have emerged over time. As a matter of fact, the learner-teacher relationship has created an obstacle to spatial and temporal unity in the course of life, and as a result of this situation, the concept of distance education has emerged. While the mektûbât tradition used in Sufi education, which is a method of distance education, has been applied for centuries, the modern world was introduced to this concept as an education method only in the 18th century, again through correspondence. The concept of distance education, which has gained much newer looks with today's information technologies, will eventually continue to support people's relationship with information. In this study, we tried to understand the common points, characteristics and contributions of distance education, one of the educational practices in the historical process, and the mektûbât tradition, which is a method of Sufi education, to education. Individualization of education, taking into account the individual characteristics of each student, who constitutes the focal point of education, is one of the indispensable elements of Sufi education. The murshid, who knows his student closely during the education process, sees his student's strengths and weaknesses, character structure and potential that he can bring to the maximum level with education. Implementing education on an individual basis offers an opportunity to take the gains to higher levels in distance education, as in Sufi education. Adopting the principle of gradualism in educational programs and processes is another of the foundations on which Sufi education is based. According to this principle, education has a gradual structure, and this structure can be imagined as multiple layers that form the basis of each other. In the journey of blending the education system and reaching the ideal form over the centuries, distance education systems have also been able to find room for action in line with this principle. On the other hand, when we look at another characteristic of Sufi education, we encounter a structured framework in education with predetermined boundaries. The processes in which goals, limits, expectations and achievements are structured in education and activities are expected to be carried out within a certain program are also predictable for distance education. It is seen that the teacher-student relationship in Sufi education is far from a formal structure and contains the warmth of the education that takes place in the family in the first years of education. Considering how important the first years of education are in terms of leaving a mark and permanence, it is quite remarkable that this principle has come to life in Sufi education platforms, which can also be considered a prophetic method, by returning to this subjective structure in education. Nowadays, it has become easier for individuals to configure themselves in the fields they need through distance education, and the education processes, which in the past were necessarily carried out through correspondence for the health and survival of Sufi education, are no longer a necessity, but have turned into a choice or alternative. In this study, an effort has been made to discuss the aspects and common denominators of Sufi education and the correspondence tradition, which are a prophetic method, that can contribute to distance education and serve as an example, together with the characteristics of Sufi education. In the study, firstly, the tradition of mektûbât as a Sufi education method was examined in historical and educational terms, and then distance education, which is seen as a benefit of the modern education system, was evaluated from a conceptual and historical perspective. In the last part of the study, the common denominators of the mektûbât tradition and distance education practice in Sufi education have been tried to be brought to light based on Sufi education methods. Although education means evolving or transforming, every individual is the subject of education between the first breath and the last. The individual's relationship with the objects of existence, combined with his uniqueness, constitutes the subject of education on the time-space plane. The individual's relationship with himself and his environment can be associated with education. Since Sufi education adopts a disciplinary structure that aims to enable the individual to know himself first, the individual acquires knowledge from his Lord in his essence and from the elements that teach him in his environment. Depending on the principle of obtaining knowledge from the closest, the individual obtains the educational activity starting from family members based on the principle of trust. Public institutions implementing curricula have also been other structures that nurture the individual. Due to the nature of education, different applications have emerged over time. As a matter of fact, the learner-teacher relationship has been an obstacle to spatial and temporal unity in the course of life, and as a result of this situation, the concept of distance education has emerged. While the letter tradition used in Sufi education, which is a method of distance education, has been practiced for centuries, the modern world met this concept as an educational method only in the 18th century through correspondence. The concept of distance education, which has taken on much newer forms with today's information technologies, will ultimately continue to support the human relationship with knowledge. In this study, it has been tried to understand the common points, characteristics and contributions to education of distance education, which is one of the educational practices in the historical process, and the letter tradition, which is a method of Sufi education. Individualization of education by taking into account the individual characteristics of each of the students, who constitute the focal point of education, is one of the indispensable elements of Sufi education. The murshid, who gets to know his disciple closely during the training process, sees his disciple's strengths and weaknesses, his character structure and his potential that he can maximize with training. The application of education on an individual basis offers an opportunity to maximize the gains in distance education as in Sufi education. The adoption of the principle of gradualism in educational programs and processes is another of the foundations on which Sufi education is based. According to this principle, education has a gradual structure, and this structure can be envisioned as multiple layers that constitute the basis of each other. In the journey of blending the education system and reaching the ideal form over the centuries, distance education systems have also been able to find a field of action in line with this principle. On the other hand, when we look at another characteristic of Sufi education, we encounter a structured and predetermined framework in education. The processes in education in which objectives, boundaries, expectations and achievements are structured and activities are expected to be carried out within a certain program are also predictable for distance education. It is seen that the teacher-student relationship in Sufi education is far from a formal structure and contains the warmth of the education that takes place in the family in the first years of education. Considering how important the first years of education are in terms of leaving a mark and permanence, it is quite remarkable that this principle comes to life in Sufi education platforms, which can also be considered as a prophetic method, by returning to this subjective structure in education. Today, it has become easier for individuals to structure themselves in the areas they need through distance education, and the educational processes that were carried out through correspondence in the past as a necessity for the health and survival of Sufi education have turned into a preference or alternative rather than an obligation. In this study, the aspects and common denominators of Sufi education, which is a Prophetic method, and the tradition of correspondence, which can contribute to distance education and set an example, have been evaluated together with the characteristics of Sufi education. In the study, firstly, the tradition of letter correspondence as a method of Sufi education is examined historically and educationally, and then distance education, which is seen as an outcome of the modern education system, is evaluated conceptually and historically. In the last part of the study, the common denominators of the letter tradition and distance education practice in Sufi education have been tried to be unearthed on the basis of Sufi education methods.
Detaylı Başlık
Uzaktan Eğitime Farklı Bir Yaklaşım Olarak Tasavvufi Eğitim ve Mektûbât Geleneği
