Öz
This study aims to analyze the pedagogical and emotional aspects of Friday sermons delivered in Turkey in 2024. A total of 53 sermons published by the Presidency of Religious Affairs were examined in terms of content and emotional tone, focusing on the distribution of basic emotions such as happiness, sadness, fear, anger, disgust, surprise, and interest. The research was conducted using a qualitative content analysis method, and the language used in the sermons was evaluated with respect to its pedagogical impact and communicative effectiveness. The findings reveal that positive emotions—particularly happiness and interest—predominate in the sermons, while negative emotions such as fear and sadness are primarily employed to create deterrence and raise awareness. It was also determined that while the didactic function of the sermons is strong, their pedagogical effectiveness could be enhanced through simpler, more interactive language supported by contemporary content.
Based on the findings, the study suggests that the appropriate use of pedagogical approaches and emotional communication in sermon texts contributes not only to the strengthening of individual spirituality but also to the development of a sense of social responsibility. Furthermore, it is recommended that sermons incorporate positive emotions in a balanced manner and establish connections with current issues. In this regard, sermons are not merely religious texts for the transmission of doctrinal knowledge, but strategic tools for fostering social awareness and values education.
Anahtar Kelimeler
Friday sermons in 2024 pedagogy in sermons emotional analysis of sermons emotion analysis pedagogical analysis
Proje Numarası
İİKV_ENS_Hutbe_001
Kaynakça
- Aristotle. (2007). On rhetoric: A theory of civic discourse (G. A. Kennedy, Trans.). New York: Oxford University Press. (Original work published ca. 4th century BCE)
- Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Anchor Books.
- Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
- Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
- Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6(3–4), 169–200. https://doi.org/10.1080/02699939208411068
- Falih, A. (2020). Büyük Ayetullah Sistani’nin cemaat vaazlarının Irak toplumu üzerindeki etkisine dair pragmatik bir çalışma (2014–2016). https://doi.org/10.31185/lark.vol3.iss38.1536
- Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
- Hargie, O. (2011). Skilled interpersonal communication: Research, theory and practice (5th ed.). London: Routledge.
- Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York: Random House.
- Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). Thousand Oaks, CA: Sage.
- Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.
- Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Routledge.
- McQuail, D. (2010). McQuail’s mass communication theory (6th ed.). London: Sage.
- Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107–114. https://doi.org/10.1207/S15326985EP3702_5
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
- Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
- Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
- Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson Education.
- Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
- Terzi, H. V. C., & Özer, B. (2023). Duygusal bulaşıcılık: Çizgi filmlerdeki duyguların çocuklara yansıması. The Journal of Turk-Islam World Social Studies, 2023(39), 376–397. https://doi.org/10.29228/TIDSAD.73776
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Öz
Bu çalışma 2024 yılında Türkiye'de Cuma namazlarında verilen hutbelerin pedagojik ve duygusal yönlerden analizini amaçlamaktadır. Çalışmada Diyanet İşleri Başkanlığı tarafından yayımlanan 53 hutbe içerik ve duygusal ton açısından incelenmiş mutluluk, üzüntü, korku, öfke, tiksinme, şaşkınlık ve ilgi gibi temel duyguların dağılımları analiz edilmiştir. Araştırma nitel içerik analizi yöntemiyle yürütülmüş, hutbelerde kullanılan dilin pedagojik etkileri ve iletişim gücü açısından değerlendirmeler yapılmıştır. Bulgular hutbelerde pozitif duyguların (özellikle mutluluk ve ilgi) baskın olduğunu, korku ve üzüntü gibi olumsuz duyguların ise daha çok caydırıcılık ve farkındalık yaratma amacıyla yer aldığını göstermiştir. Ayrıca hutbelerin didaktik işlevinin güçlü olduğu, ancak pedagojik etkinin artırılması için dilin daha sade, etkileşimli ve güncel içeriklerle desteklenmesi gerektiği tespit edilmiştir.
Çalışma bulgularına göre pedagojik yaklaşımların ve duygusal iletişimin hutbe metinlerinde doğru kullanılmasının hem bireysel maneviyatın güçlenmesine hem de toplumsal sorumluluk bilincinin gelişimine katkı sağlayacağını önermektedir. Ayrıca hutbelerde pozitif duyguların dengeli kullanımı ve güncel konularla bağ kurulması gerektiği önerilmektedir. Bu kapsamda hutbeler yalnızca dini bilgi aktaran metinler değil, aynı zamanda toplumsal farkındalık ve değer eğitimi açısından stratejik metinler olarak değerlendirilmiştir.
Anahtar Kelimeler
2024 yılına ait hutbeler hutbelerde pedogoji hutbelerin duygusal analizi duygu analizi pedogojik analiz
Destekleyen Kurum
İstanbul İlim Kültür Vakfı
Proje Numarası
İİKV_ENS_Hutbe_001
Teşekkür
Bu çalışma İstanbul İlim Kültür Vakfı'nın İİKV_ENS_001 kodlu projesi kapsamında desteklenmiştir
Kaynakça
- Aristotle. (2007). On rhetoric: A theory of civic discourse (G. A. Kennedy, Trans.). New York: Oxford University Press. (Original work published ca. 4th century BCE)
- Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Anchor Books.
- Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
- Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
- Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6(3–4), 169–200. https://doi.org/10.1080/02699939208411068
- Falih, A. (2020). Büyük Ayetullah Sistani’nin cemaat vaazlarının Irak toplumu üzerindeki etkisine dair pragmatik bir çalışma (2014–2016). https://doi.org/10.31185/lark.vol3.iss38.1536
- Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
- Hargie, O. (2011). Skilled interpersonal communication: Research, theory and practice (5th ed.). London: Routledge.
- Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York: Random House.
- Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). Thousand Oaks, CA: Sage.
- Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.
- Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Routledge.
- McQuail, D. (2010). McQuail’s mass communication theory (6th ed.). London: Sage.
- Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107–114. https://doi.org/10.1207/S15326985EP3702_5
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
- Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
- Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
- Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson Education.
- Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
- Terzi, H. V. C., & Özer, B. (2023). Duygusal bulaşıcılık: Çizgi filmlerdeki duyguların çocuklara yansıması. The Journal of Turk-Islam World Social Studies, 2023(39), 376–397. https://doi.org/10.29228/TIDSAD.73776
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar (Diğer) |
| Bölüm | Hakemli Makaleler |
| Yazarlar | |
| Proje Numarası | İİKV_ENS_Hutbe_001 |
| Yayımlanma Tarihi | 30 Haziran 2025 |
| Gönderilme Tarihi | 14 Mayıs 2025 |
| Kabul Tarihi | 15 Haziran 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 10 Sayı: 19 |
Katre Uluslararası İnsan Araştırmaları Dergisi Creative Commons Atıf-Gayri Ticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.
https://dergipark.org.tr/tr/pub/katre
E-mail: katre@iikv.org