Öğrenme, Toplum ve Medeniyet İlişkisi Bağlamında İbn Haldun’da Eğitim ve Felsefe

Abstract

Bu çalışma, İbn Haldun'un eğitim anlayışını öğrenme, toplum ve medeniyet arasındaki ilişki bağlamında analiz etmeyi ve böylece düşüncesinin eğitim sosyolojisi ve felsefesi için teorik değerini ortaya koymayı amaçlamaktadır. Araştırmanın önemi, İbn Haldun'un eğitime yaklaşımının sadece tarihsel bir bakış açısı sunmakla kalmayıp, modern eğitim teorileriyle karşılaştırmalı olarak incelendiğinde, çağdaş eğitim sorunlarına alternatif ve bütüncül çözümler sunma potansiyeline sahip olmasından kaynaklanmaktadır. Buna göre, çalışma belge analizi teknikleri kullanılarak gerçekleştirilmiş ve başta İbn Haldun'un Mukaddime'si olmak üzere ilgili klasik metinler ve çağdaş eğitim literatürü sistematik olarak incelenmiştir. Araştırma bulguları, İbn Haldun'un eğitim anlayışının akıl, deneyim ve sosyallik tarafından şekillendirilen bütüncül bir epistemolojik çerçeveye dayandığını; öğrenmenin aşama aşama, aşamacılık ilkesine uygun olarak gerçekleştiğini; eğitimin doğrudan sosyal yapı, grup dayanışması (asabiyye) ve kültürel bağlamla ilişkili olduğunu ve bilginin medeniyet teorisi (umran) çerçevesinde medeniyetle birlikte üretildiğini ortaya koymaktadır. Dahası, bulgular İbn Haldun'un düşüncesinin yapılandırmacılık, deneyimsel öğrenme ve sosyokültürel öğrenme gibi çağdaş eğitim teorileriyle önemli ölçüde örtüştüğünü, ancak aynı zamanda bunları aşan daha geniş bir sosyolojik ve uygarlık perspektifi sunduğunu göstermektedir. İbn Haldun'un eğitim anlayışının, yalnızca bireysel öğrenme süreçlerini değil, aynı zamanda toplumsal düzenin sürekliliğini ve uygarlığın epistemolojik temellerini de açıklayan güçlü ve bütüncül bir teorik model sağladığını ortaya koymaktadır.

Keywords

• Eğitim Felsefesi
• İbn Haldun
• Tedricilik
• Umran
• Eğitimin Toplumsal İşlevi

Education and Philosophy in Ibn Khaldun within the Context of the Relationship between Learning, Society and Civilization

Abstract

This study aims to analyze Ibn Khaldun's understanding of education within the context of the relationship among learning, society, and civilization, thereby revealing the theoretical value of his thought for the sociology and philosophy of education. The importance of the research stems from the fact that Ibn Khaldun's approach to education not only offers a historical perspective but also, when examined comparatively with modern educational theories, has the potential to provide alternative and holistic solutions to contemporary educational problems. Accordingly, the study was conducted using document analysis techniques, and relevant classical texts, primarily Ibn Khaldun's Muqaddimah, as well as contemporary educational literature, were systematically examined. The research findings reveal that Ibn Khaldun's understanding of education is based on a holistic epistemological framework shaped by reason, experience, and sociality; that learning occurs gradually in accordance with the principle of gradualism; that education is directly related to social structure, group solidarity (asabiyyah), and cultural context and that knowledge is produced together with civilization within the framework of the theory of civilization (umran). Furthermore, the findings show that Ibn Khaldun's thought significantly overlaps with contemporary educational theories such as constructivism, experiential learning, and sociocultural learning, but also offers a broader sociological and civilizational perspective that transcends them. It reveals that Ibn Khaldun's understanding of education provides a powerful and holistic theoretical model that explains not only individual learning processes but also the continuity of social order and the epistemological foundations of civilization.

Keywords

• Philosophy of Education
• Ibn Khaldun
• Gradualism
• Civilization
• Social Function of Education

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