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Çok-Dinli Toplumların Din Eğitim ve Öğretiminde Fenomenolojik Yaklaşım

Yıl 2023, , 177 - 191, 19.10.2023
https://doi.org/10.53506/egitim.1362720

Öz

Modern toplumlarda din eğitimi farklı inançlara sahip olanlar arasında anlayış ve hoşgörü yaratmak gibi seküler eğilimli sosyal amaçlara hizmet etmekle ilgili görülür. Fakat din eğitimini vermek isteyen dini örgüt ve organizasyonlar, din eğitimini sadece bir inancı teşvik ettiği ve bireyin dindarlaşmasını sağladığı taktirde anlamlı görürler. Bu açıklamaya göre dini eğitim başlığıyla kabul edilecek perspektifte eğitimin amacı dini inancı desteklemek ve güçlendirmek, böylece öğrencilerin ahlaki ve manevi duyarlılıklarını geliştirmektir. Nitekim dinler, bir dereceye kadar, özel bir bağlılık talep eder. Bu bağlılığa göre dindar insanların kendi inançlarına sadık kalmaları, hatta belki de dinlerini yaymaları beklenir. Ancak çoğulcu demokratik bir toplumda inananların aynı zamanda çatışmaya neden olmadan diğer inançlarla birlikte yaşamaları beklenir. Çoğu dinin ahlaki öğretileri asil ve iyidir, ancak doktrin veya dini uygulamalardaki farklılıklar yine de toplumda çatışmaya yol açabilir. Bu açıdan değerlendirildiğinde Din eğitim fikri, toplumda inanılan din konusunda homojen yapıya sahip olunduğunda ya da nüfusun çoğunluğunun Devletin, meşruiyet kaynağı olarak ilan ettiği herhangi bir dine bağlılığını resmileştirdiği durumlarda çok az zorluk çıkarmaktadır. Ancak, böyle bir konsensüsün sağlanamadığı bir toplumda, dinin devlet okullarından dışlanması şeklinde bir çözüm bulunmuştur. Fakat ikinci dünya savaşı sonrası dönemde Avrupa’da özellikle İngiltere’de din eğitiminin okullarda müfredata dahil edilmesi adına yeni yaklaşımlar geliştirilmeye çalışılmıştır. Bu yaklaşımlar içinde fenomenolojik din eğitimi yaklaşımı özellikle dikkat çekmektedir. Din eğitimine fenomenolojik yaklaşımda temel tez, kültürel çoğulculuk ve kişisel özerklik idealinin altında yatan temel ilkelerle uyumlu verilecek din eğitiminin modern toplumlarda din odaklı çatışmaya çözüm sağlayacağıdır. Dolayısıyla bu makalenin konusu, din eğitimine yönelik fenomenolojik yaklaşımın, hangi dini kökenden gelirse gelsin farklı din ve inanç gruplarının olduğu toplumlarda eğitim alan öğrencilerin, toplumdaki inançların çoğulluğuna ilişkin anlayışlarını geliştirmenin ve onları inancın doğasına ve insan varoluşunun dini boyutuna ilişkin bir anlayışa ulaştırmanın ideal yollarından biri olduğu tezini eleştirel yönden ele almaktır.

Kaynakça

  • Abidoğlu, İ. (2022). Wittgenstein'in Din Dili Kuramından Kur'an'ın Temsil Yöntemine Bakmak. Disiplinler Arası Dil Araştırmaları, 5(5), 75-91. DOI: 10.5281/zenodo.7422779
  • Acquah, A. (2017). Phenomenological Approach to the Teaching of Religious Education: Sharing Knowledge to Benefit Religious Educators, Journal of Philosophy, Culture and Religion 29 7-11.
  • Barnes, P. (2006). The Misrepresentation of Religion in Modern British (Religious) Education. British Journal of Educational Studies, 54(4), 395–411.
  • Çapcıoğlu, F., (2016). Gelişim Kuramları ve Din ve Ahlak Öğretimi. Din ve Ahlak Öğretimi (pp.45-91), Ankara: Ankara Üniversitesi Uzaktan Eğitim.
  • Ekeke, E. C. & Ekeopara, C. A. (2010). Phenomenological approach to the study of religion: A historical perspective. European Journal of Scientific Research, 44(2), 266-274.
  • Erricker, C., & Erricker, J. 1994. Metaphorical awareness and the methodology of religious education. British Journal of Religious Education 16: 174–84.
  • Grimmit, M. (1978). What can I do in religious education? Great Wakering, Essex: Mayhew-McCrimmon.
  • Grimmitt, M. (1987). Religious education and human development: The relitionship between studying religious and personal, social and moral education. Great Wakering, Essex: McCrimmons.
  • Grimmitt, M. (2000). Constructivist pedagogies of religious education project: Re-thinking knowledge, teaching and learning in religious education. In M. Grimmitt (Ed.), Pedagogies of religious education: Case studies in the research and development of good pedagogic practice in RE. Great Wakering: McCrimmons Publishing Co.
  • Haldane, J. (1986). Religious Education in a Pluralist Society: A Philosophical Examination. British Journal of Educational Studies, 34(2), 161–181. https://doi.org/10.2307/3121325
  • Hammond, J., Hay, D., Moxon, J., Netto, B., Raban, K., Staugheir, G., and Williams, C. 1990. New methods in RE teaching. Harlow: Oliver & Boyd.
  • Hull. J.M. (1981). Religious Education in a Pluralist Society, in Taylor. M.J. (ed.), Progress and Problems in Moral Education. N.F.E.R. Publishing Co.
  • Jackson, R. (2004). Intercultural Education and Recent European Pedagogies of Religious Education. Intercultural Education, 15, 3-14.
  • Jackson, R., & O’Grady, K. (2007). Religions and education in England: Social plurality, civil religion and religious education pedagogy. Warwick University.
  • Kay, W. K., & Barnes, L. P. (1999). Developments in Religious Education in England and Wales. Themelios, 25, 23-38.
  • Kaymakcan, R. (2004). Günümüz İngiltere’sinde Din Eğitimi. İstanbul: Dem Yayınları.
  • Leech, A. J. H. 1989. Another look at phenomenology and religious education. British Journal of Religious Education 11: 70–75.
  • Lindbeck, G. (1984). The Nature of Doctrine: Religion and Theology in a Postliberal Age. London: SPCK.
  • Malloch, T. R. (2003). Social, human and spiritual capital in economic development. Retrieved June 12, 2023, from http://www. metanexus.net/spiritual_capital/pdf/malloch.pdf.
  • Meakin, D.C. (1979). The Justification of Religious Education. British Journal of Religious Education 2(2), p.49ff.
  • Moreau, S. A. (2001). Phenomenology of Religion. In A. L. Walter (Ed.), Evangelical dictionary of theology. Michigan: Baker.
  • Otto, R. (1958). The Idea of the Holy. Trans. by John W. Harvey. London: Oxford University Press.
  • Phillips-Bell, M. (1983). Justification and Multifaith Religious Education. British Journal of Religious Education. 5(2), 87-95.
  • Priestley, J. 1981. Religious story and literary imagination. British Journal of Religious Education 4: 17–24
  • Proshak, V V. (2018). Religious Education in Public Secondary Schools: Theory, Methodology and Praxis. https://scite.ai/reports/10.29357/issn.2521-179x.2018.20.9
  • Rennie, S. B. (2010). The view of the invisible world: Ninian Smart’s analysis of the dimensions of religion and of religious experience. New York: New Wilminton Publishing Press.
  • Ricoeur, P. (2007). Husserl: An analysis of his phenomenology. Evanston, Northwestern University Press.
  • Sawari, S S M., Muflihin, A., Warsiyah, W., & Madrah, M Y. (2022). Urban Socıety's Perceptıon Of Islamıc Relıgıous Educatıon And Its Implıcatıons For Currıculum Development In The Era Of Socıety 5.0. https://scite.ai/reports/10.32332/akademika.v27i2.5805
  • Schleiermacher, F. (1928). The Christian Faith. Trans. by H. R. Macintosh and J. S. Stewart. Edinburgh: T. & T. Clark.
  • Schleiermacher, F. (1958). On Religion: Speeches to its Cultural Despisers. Trans. by John Oman. New York: Harper & Row.
  • Shepherd J. (2001). New Methodological Approaches in Religious Education, International Symposium Papers and Discussions, İstanbul.
  • Smart, N. (1968). Secular education and the logic of religion. London: Faber and Faber.
  • Smart, N. (1969). The religious experience of mankind. New York: Charles Scribner and Sons.
  • Smart, N. (1973). The phenomenon of religion. New York: Herder and Herder.
  • Smart, N. (1975). What is Religion? In: N. Smart & D. Horder (Eds.), New movements in religious education. London: Temple Smith.
  • Smart, N. (1996). Dimensions of the sacred: An Anatomy of the world’s beliefs. University of California Press, Berkeley and Los Angeles, California, Harper Collins Publishers, UK.
  • Swann, L. (1985), Education for All: Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups. London: HMSO.
  • Tosun C. (2010). Din Eğitimi Bilimine Giriş, Ankara: Pegem Akademi Yay.
  • Van-Esch., P., & Van-Esch, L. J. (2012). The dimensions of religion as underpinning constructs for mass media social marketing campaigns: An emerging concept. International Journal of Religious Studies, 5(1), 96-104.
  • Watson, B., & Thompson, P. (2007). The effective teaching of religious education. London: Pearson Education.
  • Wittgenstein, L. (1958). Philosophical Investigations. Trans. by G. E. M. Anscombe. Oxford: Blackwell.
  • Wittgenstein, L. (1969). On Certainty. Trans. by Denis Paul and G. E. M. Anscombe. Oxford: Blackwell.
  • Yonah, M. H. (2011). A comparative study of religious education in Scotland and Malawi with special reference to developments in the secondary school sector. Unpublished doctoral thesis, University of Glasgow, Glasgow.

Phenomenological Approach to Religious Education in Multireligious Societies

Yıl 2023, , 177 - 191, 19.10.2023
https://doi.org/10.53506/egitim.1362720

Öz

In modern societies, religious education is seen as serving secular-oriented social goals, such as creating understanding and tolerance between people of different faiths. However, religious organisations and institutions that wish to provide religious education see it as meaningful only if it promotes a faith and helps the individual to become religious. According to this explanation, from the perspective of religious education, the aim of education is to promote and strengthen religious faith and thus to develop the moral and spiritual sensitivity of students. Indeed, religions, to some extent, demand a special commitment. According to this commitment, religious people are expected to remain faithful to their beliefs and perhaps even to spread their religion. In a pluralistic democratic society, however, believers are also expected to live together with other faiths without causing conflict. The moral teachings of most religions are noble and good, but differences in doctrine or religious practice can still lead to conflict in society. From this point of view, the idea of religious education poses few difficulties when society is homogeneous in terms of the religion believed, or when the majority of the population has formalised its adherence to any religion that the State has declared as a source of legitimacy. However, in a society where such a consensus cannot be achieved, a solution has been found in the form of the exclusion of religion from public schools. It is therefore the contention of this paper that a phenomenological approach to religious education is one of the ideal ways of developing students' understanding of the plurality of beliefs in society and of the nature of faith and of the religious dimension of human existence in societies where there is a diversity of religions and belief groups, regardless of religious background.

Kaynakça

  • Abidoğlu, İ. (2022). Wittgenstein'in Din Dili Kuramından Kur'an'ın Temsil Yöntemine Bakmak. Disiplinler Arası Dil Araştırmaları, 5(5), 75-91. DOI: 10.5281/zenodo.7422779
  • Acquah, A. (2017). Phenomenological Approach to the Teaching of Religious Education: Sharing Knowledge to Benefit Religious Educators, Journal of Philosophy, Culture and Religion 29 7-11.
  • Barnes, P. (2006). The Misrepresentation of Religion in Modern British (Religious) Education. British Journal of Educational Studies, 54(4), 395–411.
  • Çapcıoğlu, F., (2016). Gelişim Kuramları ve Din ve Ahlak Öğretimi. Din ve Ahlak Öğretimi (pp.45-91), Ankara: Ankara Üniversitesi Uzaktan Eğitim.
  • Ekeke, E. C. & Ekeopara, C. A. (2010). Phenomenological approach to the study of religion: A historical perspective. European Journal of Scientific Research, 44(2), 266-274.
  • Erricker, C., & Erricker, J. 1994. Metaphorical awareness and the methodology of religious education. British Journal of Religious Education 16: 174–84.
  • Grimmit, M. (1978). What can I do in religious education? Great Wakering, Essex: Mayhew-McCrimmon.
  • Grimmitt, M. (1987). Religious education and human development: The relitionship between studying religious and personal, social and moral education. Great Wakering, Essex: McCrimmons.
  • Grimmitt, M. (2000). Constructivist pedagogies of religious education project: Re-thinking knowledge, teaching and learning in religious education. In M. Grimmitt (Ed.), Pedagogies of religious education: Case studies in the research and development of good pedagogic practice in RE. Great Wakering: McCrimmons Publishing Co.
  • Haldane, J. (1986). Religious Education in a Pluralist Society: A Philosophical Examination. British Journal of Educational Studies, 34(2), 161–181. https://doi.org/10.2307/3121325
  • Hammond, J., Hay, D., Moxon, J., Netto, B., Raban, K., Staugheir, G., and Williams, C. 1990. New methods in RE teaching. Harlow: Oliver & Boyd.
  • Hull. J.M. (1981). Religious Education in a Pluralist Society, in Taylor. M.J. (ed.), Progress and Problems in Moral Education. N.F.E.R. Publishing Co.
  • Jackson, R. (2004). Intercultural Education and Recent European Pedagogies of Religious Education. Intercultural Education, 15, 3-14.
  • Jackson, R., & O’Grady, K. (2007). Religions and education in England: Social plurality, civil religion and religious education pedagogy. Warwick University.
  • Kay, W. K., & Barnes, L. P. (1999). Developments in Religious Education in England and Wales. Themelios, 25, 23-38.
  • Kaymakcan, R. (2004). Günümüz İngiltere’sinde Din Eğitimi. İstanbul: Dem Yayınları.
  • Leech, A. J. H. 1989. Another look at phenomenology and religious education. British Journal of Religious Education 11: 70–75.
  • Lindbeck, G. (1984). The Nature of Doctrine: Religion and Theology in a Postliberal Age. London: SPCK.
  • Malloch, T. R. (2003). Social, human and spiritual capital in economic development. Retrieved June 12, 2023, from http://www. metanexus.net/spiritual_capital/pdf/malloch.pdf.
  • Meakin, D.C. (1979). The Justification of Religious Education. British Journal of Religious Education 2(2), p.49ff.
  • Moreau, S. A. (2001). Phenomenology of Religion. In A. L. Walter (Ed.), Evangelical dictionary of theology. Michigan: Baker.
  • Otto, R. (1958). The Idea of the Holy. Trans. by John W. Harvey. London: Oxford University Press.
  • Phillips-Bell, M. (1983). Justification and Multifaith Religious Education. British Journal of Religious Education. 5(2), 87-95.
  • Priestley, J. 1981. Religious story and literary imagination. British Journal of Religious Education 4: 17–24
  • Proshak, V V. (2018). Religious Education in Public Secondary Schools: Theory, Methodology and Praxis. https://scite.ai/reports/10.29357/issn.2521-179x.2018.20.9
  • Rennie, S. B. (2010). The view of the invisible world: Ninian Smart’s analysis of the dimensions of religion and of religious experience. New York: New Wilminton Publishing Press.
  • Ricoeur, P. (2007). Husserl: An analysis of his phenomenology. Evanston, Northwestern University Press.
  • Sawari, S S M., Muflihin, A., Warsiyah, W., & Madrah, M Y. (2022). Urban Socıety's Perceptıon Of Islamıc Relıgıous Educatıon And Its Implıcatıons For Currıculum Development In The Era Of Socıety 5.0. https://scite.ai/reports/10.32332/akademika.v27i2.5805
  • Schleiermacher, F. (1928). The Christian Faith. Trans. by H. R. Macintosh and J. S. Stewart. Edinburgh: T. & T. Clark.
  • Schleiermacher, F. (1958). On Religion: Speeches to its Cultural Despisers. Trans. by John Oman. New York: Harper & Row.
  • Shepherd J. (2001). New Methodological Approaches in Religious Education, International Symposium Papers and Discussions, İstanbul.
  • Smart, N. (1968). Secular education and the logic of religion. London: Faber and Faber.
  • Smart, N. (1969). The religious experience of mankind. New York: Charles Scribner and Sons.
  • Smart, N. (1973). The phenomenon of religion. New York: Herder and Herder.
  • Smart, N. (1975). What is Religion? In: N. Smart & D. Horder (Eds.), New movements in religious education. London: Temple Smith.
  • Smart, N. (1996). Dimensions of the sacred: An Anatomy of the world’s beliefs. University of California Press, Berkeley and Los Angeles, California, Harper Collins Publishers, UK.
  • Swann, L. (1985), Education for All: Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups. London: HMSO.
  • Tosun C. (2010). Din Eğitimi Bilimine Giriş, Ankara: Pegem Akademi Yay.
  • Van-Esch., P., & Van-Esch, L. J. (2012). The dimensions of religion as underpinning constructs for mass media social marketing campaigns: An emerging concept. International Journal of Religious Studies, 5(1), 96-104.
  • Watson, B., & Thompson, P. (2007). The effective teaching of religious education. London: Pearson Education.
  • Wittgenstein, L. (1958). Philosophical Investigations. Trans. by G. E. M. Anscombe. Oxford: Blackwell.
  • Wittgenstein, L. (1969). On Certainty. Trans. by Denis Paul and G. E. M. Anscombe. Oxford: Blackwell.
  • Yonah, M. H. (2011). A comparative study of religious education in Scotland and Malawi with special reference to developments in the secondary school sector. Unpublished doctoral thesis, University of Glasgow, Glasgow.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Çok Kültürlü Eğitim, Din Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

İsa Abidoğlu 0000-0002-3559-2304

Erken Görünüm Tarihi 6 Ekim 2023
Yayımlanma Tarihi 19 Ekim 2023
Gönderilme Tarihi 19 Eylül 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Abidoğlu, İ. (2023). Çok-Dinli Toplumların Din Eğitim ve Öğretiminde Fenomenolojik Yaklaşım. Academia Eğitim Araştırmaları Dergisi, 8(2), 177-191. https://doi.org/10.53506/egitim.1362720