Medrese Geleneğinde Kelâm İlminin Meşrûiyeti Sorunu
The Problem of Legitimacy of Science of Kalam in the Tradition of Madrasa
Author(s): Osman DemirciSubject(s): Education, Islam studies, History of Education, State/Government and Education, The Ottoman Empire, Sociology of Education
Published by: Karadeniz Teknik Üniversites - İlahiyat Fakültesi
Keywords: Kalam; Madrasa; Ottoman; Legitimacy; Curriculum; Education; Tradition; Fiqh;
Summary/Abstract: In this article, as an academic discipline, Kalam’s process of being a part of Islamic education is analyzed. In spite of the opposition of some counter-Kalam formations such as ashab al-hadith, sufis, and Muslim philosophers, Kalam is incorporated into the curriculum of Madrasa which is the most important institution of Islamic education. During the Suljuks Period, Vizier Nizam al-Mulk, and during the Ottomans era Mehmet the conqueror made a major contribution to this. While Nizam al-Mulk integrated Ash’arism into the Nizamiya Madrasas implicitly despite the opposition of Hanbalis and ashab al-hadith, Mehmet the conqueror included Kalam into the curriculum of Madrasa by legislating code of laws. Therefore, Kalam became to be given as a compulsory lesson even in the lowest level Madrasas.
Journal: Trabzon İlahiyat Dergisi
- Issue Year: 3/2016
- Issue No: 2
- Page Range: 7-38
- Page Count: 32
- Language: Turkish