The Religious Counseling and Guidance as a Teaching Religion Approach
Öz
Studies on Religious Counseling started at the first quarter of the 20.
century. Pastoral counseling that was pioneered by Anton Boisen, was developed
for the purpose of educating priests as religious counselors by educating
them in the fields of clinical psychology and consultative psychology. As a result
of these studies Pastoral psychology was developed and systematized in
Christian world and used as religious ministry for humanitarian purposes. Such
studies and services were also conducted in Islamic world. Turkish Ministry
of Religious Affair also conducts these kinds of studies and services in more
systematic way.
However problems related to religion are not related only to the religious services,
but also religious teaching and education. In teaching religion convincing
the person is important. So if a person cannot be convinced, that teaching may
cause psychological problems. In addition, in theological issues, such as God’s
attributes, chance, destiny and so on, understanding the issue comes before convincing
and logical verification. Religious knowledge that comes from different
sources may also cause difficulty in the society. So, there is a need for perfect
and reliable consultants as much as there is a need for religious knowledge. For
problems related to religion may arise as extreme behaviors. So, developing
normal behaviors in person depends on teaching religious knowledge and educating
religious behavior in a proper way.
For this purpose teacher of religion needs more than just learning general
teachings and methods of teaching. This is consultative teaching of religion
which is a separate and more specific area of proficiency. In brief, this is a method
that avoids extreme emotion, anger and hatred, prevents the learner from
the feeling of guilty, grief, fear, hopelessness and anxiety. In this method of
teaching religion, in developing detailed program, the following principles must
be taken into consideration:
1. The ways of logical verifications must be left open.
2. Priority must be given to serenity of the learner rather than cognitive
prosperity.
3. Mental restrictions that sanctify concepts needs to be avoided.
4. A method that solve the problem rather than produce problem must be
preferred.
5. Human aspect of religious knowledge must be taken into consideration
and solutions must be open to alternative approaches.
6. In teaching divine commands and teaching such concepts as repentance,
forgiveness, mercy and intercession must be given priority.
Using the principles and methods of religious counseling and guidance
in teaching religion will contribute teaching religion in more reliable and
sound way and developing consultative method of teaching religion.
Anahtar Kelimeler
Bir Din Öğretimi Yaklaşımı Olarak Dini Danışma ve Rehberlik
Öz
Dini danışma ve rehberlik hizmetlerine temel olan çalışmalar 20. yüzyılın ilk çeyreğinde Batı toplumlarında başlamıştır. Pastoral care anlayışı papazların klinik psikoloji ve danışma psikolojisi alanlarında eğitim alıp birer dini danışman olarak hizmet yapmalarını öngörüyordu. Bu alanda insanların din konulu sorunlarına eğilerek iyileştirme, destekleme, yönlendirme, uzlaştırma, geliştirme yönünde çalışmalar yapılmaktadır. Benzer faaliyetler İslam toplumlarında da baştan beri din hizmeti şeklinde yürütüle gelmiştir. Ancak insanların din konulu sorunları sadece din hizmetine konu olacak nitelikte değildir. Bunun din eğitimini ilgilendiren bir yönü de vardır. Bu da rehberlik edici din öğretimi denilebilecek ayrı bir yetkinlik alanı olarak karşımıza çıkmaktadır. Psikolojik danışma ve rehberlik alanındaki tecrübelerin, ilke ve yöntemlerin din öğretiminde kullanılarak rehberlik edici bir din öğretimi yaklaşımı geliştirilmesi mümkündür. Bu konuda ilkesel çerçeve olarak dini bilgilerin öğretiminde; mantıksal doğrulamayı, duygusal dinginliği ve kavramsal esnekliği esas alan zihinsel sorunlara odaklı bir öğretim stratejisi ile ilâhi buyrukların ve dini kalıpların öğretiminde; tövbe, bağış, rahmet ve şefaat destekli bir öğretim yöntemi önerilmektedir.
Anahtar Kelimeler
