İslām ve Sōka Gakkai'nin Eğitim Yaklaşımları: Ritüel, Kurum ve Pedagojinin Yapısal Karşılaştırması

Yıl 2025, Sayı: 60/Special Issue of Japan-Islam, 247 - 284, 31.12.2025

Osman Kamil Çorbacı , Hamit Er

https://doi.org/10.37697/eskiyeni.1790733

Öz

Makale, Sōka Gakkai dinî hareketini tarihsel kökenleri, ortaya çıkış motivasyonları ve karakteristik nitelikleri bağlamında ayrıntılı biçimde incelemekte; karşılaştırmalı çözümleme yaklaşımıyla bu hareketin din eğitimi modeli ile İslâmi eğitim sistemlerinin modern toplumlarda nasıl kurumsal işlevsellik kazandığını göstermektedir. Çalışma, ritüel pratikler, kurumsal yapılar ve pedagojik ilkeler arasındaki etkileşimleri değerlendirerek farklı dinî geleneklerin teolojik ayrımlarına rağmen benzer mekanizmalar geliştirdiğini ortaya koymaktadır. Bulgular, bu benzerliğin yalnız pedagojik düzeyle sınırlı kalmadığını; ibadet düzeni ile dinî eğitim süreçlerinin hem toplumsal uyumu pekiştiren hem de bireysel manevî dinginliği besleyen çift yönlü bir işlev üstlendiğini açığa çıkarmaktadır. Araştırma, nitel paradigma çerçevesinde yürütülen literatür taraması ve desen analizine dayanmaktadır. Birincil kaynak olarak Sōka Gakkai’nin kendi söylem ve resmî yayınları, ikincil kaynak olarak ise Sōka Gakkai ve İslâmi eğitim sistemi üzerine gerçekleştirilen akademik çalışmalar kullanılmıştır. Elde edilen veriler, Sōka Gakkai’nin doktrini ve pratiği özgün bir din eğitimi modeli içerisinde bütünleştirdiğini göstermektedir. Makiguchi’nin değer yaratma pedagojisi, buppō (Buda öğretisinin evrensel yasası) ilkesiyle birleşerek öğrenme süreçlerine taşınmakta; gongyō (Lotus Sūtra’dan belirli pasajların okunmasıyla yapılan günlük ibadet) ve daimoku (Nam-myoho-renge-kyo ilahisinin tekrarı) gibi ritüel uygulamalar, müzakere toplantıları ve yazılı materyaller aracılığıyla kolektif öğrenme düzeneklerine dönüştürülmektedir. Bu yapı, hareketin yalnızca dinî bir cemaat kimliğini değil aynı zamanda pedagojik ve kültürel işlevler üstlenen bir toplumsal aktör niteliğini öne çıkarmaktadır. İslâmi gelenekte ise Kur’an merkezli ibadet düzeni, namaz ve dua pratikleri, cami ve örgün eğitim kurumları, doktrin, ritüel ve kurumsal yapıyı bütünleştiren çok katmanlı bir öğrenme ekosistemi üretmektedir.Bu çerçevede makale, söz konusu yapıları karşılaştırmalı biçimde ele alarak din eğitiminin modern toplumlarda kazandığı işlevsel boyutları görünür kılmakta ve hem din eğitimi hem de dinler tarihi literatürüne disiplinlerarası bir katkı sunmayı hedeflemektedir. Böylelikle çalışma, Japonya’daki yeni dinî hareketlerin eğitim düzenleri ile İslâm geleneğinde kurumsallaşmış eğitim mekanizmalarını ele alan araştırmacılar için bütüncül bir referans noktası oluşturmaktadır.

Anahtar Kelimeler

Din Eğitimi , İslām Sōka Gakkai , Japon Dinî Hareketleri , Değer Yaratma Pedagojisi , Ritüel Pratikler

Educational Approaches of Islam and Soka Gakkai: A Structural Comparison of Ritual, Institution, and Pedagogy

Öz

The article undertakes a detailed examination of the Sōka Gakkai religious movement in relation to its historical origins, underlying motivations, and defining characteristics, and through a comparative analytical framework it demonstrates how the movement’s model of religious education, together with Islamic educational systems, has acquired institutional functionality within modern societies. By investigating the dynamic interplay among ritual practices, institutional structures, and pedagogical principles, the study reveals that despite theological divergences, diverse religious traditions have evolved structurally analogous mechanisms. The findings further establish that such resemblance is not limited to the pedagogical sphere but extends to both the liturgical order and the processes of religious education, which collectively assume a dual role by reinforcing social cohesion while simultaneously cultivating individual spiritual equanimity. Methodologically, the research is situated within a qualitative paradigm, employing literature review and pattern analysis; primary sources consist of the discourse and official publications of Sōka Gakkai, while secondary sources comprise scholarly studies on both Sōka Gakkai and Islamic educational systems. The analysis demonstrates that Sōka Gakkai integrates doctrine and praxis within a distinctive model of religious education. Makiguchi’s pedagogy of value creation is transposed into the learning process through its synthesis with the principle of buppō (the universal law of the Buddha’s teaching), while ritual practices such as gongyō (the daily recitation of selected passages from the Lotus Sūtra) and daimoku (the chanting of Nam-myoho-renge-kyo) are transformed into mechanisms of collective learning through discussion meetings and textual materials. This configuration positions the movement not merely as a religious community but also as a social actor assuming pedagogical and cultural functions. Within the Islamic tradition, a Qur’an-centered liturgical order—including prayer, supplication, the mosque, and formal educational institutions—generates a multilayered learning ecosystem that integrates doctrine, ritual, and institutional structure. In this light, the article undertakes a comparative analysis of these systems, elucidating the functional dimensions that religious education assumes in modern societies and thereby contributes to the literature of both religious education and the history of religions from an interdisciplinary perspective. Accordingly, the study establishes a comprehensive point of reference for scholars investigating the educational frameworks of new religious movements in Japan as well as the institutionalized mechanisms of education within the Islamic tradition.

Anahtar Kelimeler

Religious Education , İslām Sōka Gakkai , Japanese New Religious Movements , Value-Creation Pedagogy , Ritual Practices

Kaynakça

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