Çocukluktan itibaren dinlenilen masallar ve ninniler, okunan hikâyeler ve romanlar ruh dünyamızı etkilemekle kalmayıp dinî ve ahlâkî gelişimimizi de etkilemektedir. Bu bağlamda araştırmada, 2005 yılında MEB tarafından tavsiye edilen 100 Temel Eser içinden öğrencilerin en çok okuduğu kitapların dinî ve ahlâkî gelişimlerini etkileyip etkilemediği, kitaplarda dinî ve ahlâkî değerlerin nasıl işlendiği incelenmeye çalışılmıştır. Çalışmaya temel oluşturan problemleri şu şekilde özetlemek mümkündür: 100 Temel Eser içinden seçilen kitaplarda dinî ve ahlâkî değerler nasıl işlenmektedir? DKAB programlarında hangi değerlere yer verilmektedir? Dinî ve (...) ahlâkî değerlerin öğretiminde edebi eserlerden faydalanılabilir mi? Bahsedilen eserler DKAB derslerinde kullanılabilir mi? Bahsedilen eserler öğrencilerin dinî ve ahlâkî eğitimini nasıl etkilemektedir? Bu problemlerin incelenmeye çalışıldığı araştırmada, betimsel alan araştırması yöntemi kullanılarak bazı dinî ve ahlâkî değerler tespit edilmiş ve bu değerlerle ilgili yorumlar yapılmıştır. Daha sonra bahsedilen kitaplar temel alınarak hazırlanan anketler farklı liselerin 1. sınıfında okuyan 200 öğrenciye uygulanmıştır. Uygulamadan sonra öğrenciler ve öğretmenlerle görüşmeler yapılmıştır. Elde edilen bulgular SPSS programıyla analiz edilmiştir. Sonunda, bahsedilen kitaplarda dinî ve ahlâkî değerlerin yoğun olarak işlendiği, öğrencilerin 100 Temel Eserde yer verilen kitapları okuduğu ve etkilendiği ancak DKAB derslerinde kullanılması konusunda, kitapları sanat eseri olarak görmelerinden dolayı zihinsel karmaşıklık yaşadıkları görülmüştür. Bununla birlikte dinî ve ahlâkî değerleri belirli bir kesim ya da zamanla sınırlandırmayan, günümüzle bağlantı kurabilen, öğrencilerin ilgi ile ihtiyaçlarını dikkate alan ve gerçeklik algısına uyan eserlerin yazılmasına ihtiyaç olduğu ortaya çıkmıştır. (shrink)

Bu çalışma, dağarcık ağı tekniği kullanılarak, Türkiye'deki 20 Müslüman ilâhiyat öğretim görevlisinin?gerçek' Müslümanların arzu edilir vasışarı ile ilgili bilişsel kurgularını ortaya koyma denemesidir. Verilerin faktör analizi ve diğer istatistikî yöntem ve teknikler, öğretim görevlilerinin arzu edilen Müslüman niteliklerini temsil eden 200 bilişsel kurgusuna ve bunlardan da 18 bilişsel kurgu grubuna ulaşılmasını sağlamıştır. Bu 18 nitelikler grubu "Diğerkâmlık"tan "Sıkı Çalışkanlık"a ve "Bilişsel Dindarlık"tan "Samimiyet"e kadar dindarlıkla ilgili çeşitli konuları kapsamaktadır. Bu gruplardan önemli olanları, diğerkâmlık, bilişsel dindarlık, dürüstlük ve samimiyet, içtenlik olarak (...) ortaya çıkmıştır. Yazarlar, bu şekilde algılanan İslâmî dindarlık niteliklerinin modern çoğulcu toplumların değer yargılarıyla uzlaşma içinde olup olmadıklarını değerlendirdiler. (shrink)

We argue that there is an incompatibility between the two basic principles of Molinism, i.e., God’s middle knowledge of counterfactuals of creaturely freedom, and divine immutability. To this end, firstly, we set out the difference between strong and weak immutability: according to the latter only God’s essential attributes remain unchanged, while the former affirms that God cannot change in any way. Our next step is to argue that Molinism ascribes strong immutability to God. However, according to Molinism, some counterfactuals of (...) freedom need to be actualized by divine will. We argue that this claim does entail a change in God because it attributes a knowledge to God that involves moving from possibility to actuality through divine will. Therefore, claiming God knows counterfactuals of freedom leads us to reject the strong sense of divine immutability. Further, we argue that assuming God’s knowledge encompasses counterfactuals of freedom cannot be consistent even with weak immutability because, according to Molinism, a change in God’s knowledge requires a change in His essence. We conclude that Molinism is incoherent. (shrink)

Abstract: This research focuses on utilizing Artificial Neural Networks (ANNs) to predict Audit Risk accurately, a critical aspect of ensuring financial system integrity and preventing fraud. Our dataset, gathered from Kaggle, comprises 18 diverse features, including financial and historical parameters, offering a comprehensive view of audit-related factors. These features encompass 'Sector_score,' 'PARA_A,' 'SCORE_A,' 'PARA_B,' 'SCORE_B,' 'TOTAL,' 'numbers,' 'marks,' 'Money_Value,' 'District,' 'Loss,' 'Loss_SCORE,' 'History,' 'History_score,' 'score,' and 'Risk,' with a total of 774 samples. Our proposed neural network architecture, consisting of three (...) layers (1 input, 1 hidden, and 1 output), forms the core of this study. While it may seem simple, the power of ANNs lies not in complexity but in their ability to uncover intricate data patterns. The model underwent rigorous training and validation, resulting in remarkable outcomes—an accuracy of 100% and an average error rate of 0.000015. In addition to performance metrics, our research investigates feature importance, revealing the key contributors to Audit Risk prediction. Notably, 'Sector_score,' 'PARA_A,' 'SCORE_A,' 'PARA_B,' 'SCORE_B,' 'TOTAL,' 'numbers,' 'marks,' 'Money_Value,' 'District,' 'Loss,' 'Loss_SCORE,' 'History,' and 'History_score' emerged as the most influential factors, shedding light on the elements crucial for precise risk assessment. This study advances Audit Risk prediction models and highlights the potential of ANNs in strengthening financial system integrity and fraud prevention. The insights gained from our findings offer practical guidance for stakeholders in the audit and financial sectors. (shrink)

Abstract: Breast cancer is reported to be the most common cancer type among women worldwide and it is the second highest women fatality rate amongst all cancer types. Notwithstanding all the progresses made in prevention and early intervention, early prognosis and survival prediction rates are still not sufficient. In this paper, we propose an ANN model which outperforms all the previous supervised learning methods by reaching 99.57 in terms of accuracy in Wisconsin Breast Cancer dataset. Experimental results on Haberman’s Breast (...) Cancer Survival dataset show the superiority of proposed method by reaching 88.24 % in terms of accuracy. The results are the best reported ones obtained from Artificial Neural Network using JNN environment without any preprocessing of the dataset. (shrink)

This paper examines the nature of analytical philosophy, its need and the importance in the contemporary world. In this write up I will investigate the role of logic, mind and language in the field of awnalytical philosophy. It further determines the development of clarification of complex statements into simple statements. What makes analytical philosophy unique and what are the major significance that differentiates analytical philosophy from philosophy of mind, philosophy of logic and philosophy of language. Analytical philosophy is the process (...) of analysis in which we proceed from complexity to simplicity and clarity. In analytical philosophy, philosophers are using analytical method to uncover those truths of the world and reality which are covered with linguistic ambiguity. Language plays an important role in analytical philosophy because the clarification and simplification is the business of analytical philosophy. World is made up of facts and facts are expressed and analyzed in language. Language is the representation of the world. I will also show the major contribution of analytical philosophers in explaining atomic world. (shrink)

The study aims to identify the impact of the use of artificial intelligence techniques in improving the outputs of higher education in Business Administrative Colleges in the universities under study that formed the research community. As for the sample, it consisted of (130) academic respondents in these universities under study. The research concluded that there is a statistically significant effect of using artificial intelligence techniques (expert systems, neural networks) in improving the outputs of higher education in Business Administrative Colleges under (...) study. It was found that artificial intelligence technologies contribute to finding graduates who are able to carry out the process of modernization and professional development in various fields of work. These technologies also contribute to improving and developing the skills of graduates in the labor market and providing them with new skills and characteristics to perform their duties. The research recommended increasing interest in the expert systems technology by the universities under study because of its scientific importance in improving the outputs of higher education by reformulating them in the form of programs embraced by computers. (shrink)

Abstract: In this research, an Artificial Neural Network (ANN) model was developed and tested to predict Birth Weight. A number of factors were identified that may affect birth weight. Factors such as smoke, race, age, weight (lbs) at last menstrual period, hypertension, uterine irritability, number of physician visits in 1st trimester, among others, as input variables for the ANN model. A model based on multi-layer concept topology was developed and trained using the data from some birth cases in hospitals. The (...) evaluation of testing the dataset shows that the ANN model is capable of correctly predicting the birth weight with 100% accuracy. (shrink)

“Doğal din” terimi, bazen doğanın kendisinin ilahi olduğu bir panteistik doktrine atıfta bulunur. “Doğal teoloji” terimi ise aksine, başlangıçta gözlemlenen doğal gerçekler temelinde (ve bazen) Tanrı’nın varlığını savunmaya yönelik projeye atıfta bulunur. Bununla birlikte çağdaş felsefede, hem “doğal din” hem de “doğal teoloji” genel olarak, dinî veya teolojik konuları araştırmak için insana, “doğal” olan bilişsel yetilerini – akıl, algı, içgözlem- kullanma projesini ifade eder. Doğal din veya teoloji, mevcut anlayış üzerine, doğayla ilgili ampirik araştırmalarla sınırlı olmamakla birlikte ayrıca panteistik bir (...) sonuçla da bağlantılı değildir. Bununla birlikte o, özel doğal olmayan yetilere (ESP, telepati, mistik deneyim) veya doğaüstü bilgi kaynaklarına (kutsal metinler, vahiy teolojisi, inanç otoriteleri, doğrudan doğaüstü iletişim) hitap etmekten kaçınır. Genel olarak, doğal din veya teoloji (bundan böyle “doğal teoloji” olarak anılacaktır), diğer felsefi ve bilimsel girişimlerle aynı rasyonel inceleme standartlarına uymayı amaçlamaktadır ve aynı değerlendirme ve eleştiri yöntemlerine tabidir. (shrink)

Sad al-Din Dashtaki, and following him, Mulla Sadra Shirazi maintains that all real compositions are unified. After a short review of Dashtaki’s thesis, we concentrate on Mulla Sadra’s version. Mulla Sadra believes that Dashtaki’s version is not coherent and he declines the existence of real parts. We will argue that Mulla Sadra’s objections do not work and furthermore, all things said and done there is no difference between these two versions of the thesis of unified composition. If there is any (...) difference, it is about their theory of existence, not about their theory of composition. Sad al-Din Dashtaki, and following him, Mulla Sadra Shirazi maintains that all real compositions are unified. After a short review of Dashtaki’s thesis, we concentrate on Mulla Sadra’s version. Mulla Sadra believes that Dashtaki’s version is not coherent and he declines the existence of real parts. We will argue that Mulla Sadra’s objections do not work and furthermore, all things said and done there is no difference between these two versions of the thesis of unified composition. If there is any difference, it is about their theory of existence, not about their theory of composition. (shrink)

Fen eğitimi ve öğretiminin anahtar unsurlarından bir tanesi bilimin doğasının ve özelliklerinin doğru bir şekilde tespit edilmesidir. Bilimin doğasına yönelik tespitler fen eğitimi yöntemlerini birçok açıdan etkilemektedir. Fen eğitimi ve fen öğretimi ile ilgili olan kişiler bilimin doğasının açık bir şekilde öğretilmesi gerektiğini kabul etmektedir. Thomas Kuhn’un bilim tarihi, bilim felsefesi ve bilim sosyolojisi alanlarını içeren incelemeleri neticesinde ileri sürdüğü bilimin yapısına, işleyişine ve doğasına yönelik tezleri (paradigma, olağan bilim, bilimsel devrimler, eşölçülemezlik, bulmaca çözme, kuram seçimi, keşif (...) ve gerekçelendirme ayrımı) fen eğitimi ve öğretimi alanında sıklıkla başvurulan kaynaklar olmuştur. Bu doğrultuda makalede mantıkçı pozitivist bilim anlayışının bilimin nesnel, evrensel, kesin gerçekleri ortaya çıkaran, sosyal-kültürel değerlerden ve ön yargılardan bağımsız, bilimsel bilginin birikimsel bir şekilde ilerlediği yönündeki iddiası bilimin gerçek doğasını yansıtamadığı düşüncesiyle Kuhn’un görüşleri çerçevesinde tartışılmaktadır. Makalenin temel savı Kuhn’un bilime ve bilimin doğasına yönelik tespitlerinin bilimin gelişen, dönüşen ve değişen yapıdaki gerçek doğasına vurgu yaptığı ve böylece fen eğitiminde sıklıkla başvurulan bilimin doğasına yönelik kavrayışı dönüştürdüğüdür. (shrink)

With a length of over 60 years (first issue appeared in 1950), the magazine ,,Mitropolia Olteniei” had an important contribution to the study of history and philosophy of religions. In this review have been approached numerous issues of dogmatic theology, moral, religious and history and philosophy of religions. This study approached topics ranging from religions of Dacians and neighboring peoples to the important topics as inter-religious dialogue for modern society. If publications are spread over period of 60 years, one can (...) deduce easily that in a relatively short period, this article will return among these studies with names and their articles who will continue to bring their contribution to the history and philosophy of religion. (shrink)

Bilim ve din arasındaki etkileşimler hem tarihsel olarak hem de günümüzde çeşitli ve karmaşıktır. Modeller, verileri anlamlandırmak için faydalı olabilir. Bu makale, bilim-din etkileşimlerini tanımlamak için önerilen dört ana model türünü karşılaştırarak, onların güçlü ve zayıf yönlerini vurgulamaktadır. Bilimsel ve dini bilgiyi ilişkilendirme görevinde 'bütünleyici' modelin en verimli olduğu sonucuna varılmıştır.

Knowledge, despite the fact that there is no a complete definition yet, is one of the main discussion issues of philosophy, theology and tasawwuf. Some claim that knowledge occurs by means of reason that processes data transmitted by sense organs while others claim that knowledge occurs by means of a light released in the heart of humans. Since it is not mutual for all humans to have the light in the heart, focusing on the other way of knowledge, that it (...) is to follow reason, seems more significant and remarkable at this stage. In this respect, we attempt to investigate in this article how to treat reason and rationality in Iḥyā al-ʿulūm al-dīn, the work of Ghazzālī who has a strong impact on the Islamic thought. In this article our purpose is not to draw an exhaustive profile of Ghazzālī but to make an assessment for neutral, positive and negative statements of Ghazzālī with respect to reason and rationality in the work. While explaining his neutral statements it is a requirement to touch on the terms heart (qalb) and knowledge (ʿilm) as well because they are relevant to the subject of reason. The work, Iḥyāwas written by Ghazzālī for those who are responsible to preach to and have a close connection with masses. Since reason is the tool of knowledge only shared by all humanity, studying the ideas, especially ideas on reason and rationality found in this work gains importance. (shrink)

İnsanın içinde yer aldığı toplumsal yaşam, kültürel değerlerin oluşmasına yol açmaktadır. Yaşanılan topluma dayalı bir şekilde oluşturulan değerler, yaşamın temel ölçütleri olarak ön plana çıkmaktadır. Değerler, önceki dönemlerde yalnızca yerel düzeyde kabul görürken, toplumsal değişim süreciyle birlikte ulusal ve küresel boyuta da taşınmıştır. Değerlerin sonraki nesillere aktarılması ve bireylerin olumlu değerleri benimseyip geliştirerek potansiyellerini ortaya çıkarmalarını sağlamak değerler eğitimi olarak ifade edilmektedir. Değerler eğitiminin sonucunda birey yerel anlamda yaşadığı toplumu, evrensel anlamdaysa yaşadığı dönemi yansıtmaktadır. Yeni nesillere değerler eğitiminin verilmesinde (...) farklı aktörler bulunmaktadır. Masalların değer aktarma amacı güden unsurlardan biri olduğu bilinmektedir. Masallar, önceki nesillerin deneyimlerini bizlere aktararak kültürel farkındalık oluşturup bulunduğumuz toplumun geçmişini daha iyi öğrenmemizi sağlar. Benzer kültürel ortamlarda yaşayan toplumlar, belirli ortak değerleri paylaşmaktadır. Uzak Doğu masallarında benzer değerlerin tespit edilmesi bu duruma örnek gösterilebilir. Bu bağlamda, araştırmada Japon masalları değerler eğitimi açısından incelenmektedir. Masallar işlevsel insan değerleri modeli çerçevesinde betimsel içerik analizi yöntemiyle çözümlenmiştir. Analiz edilen on beş masalda en sık görülen değerler olarak dindarlık ve duygu ön plana çıkmaktadır. Zevk ve sağlık en az görülen değerlerken istikrar ve cinsellik değerleri yer almamaktadır. Verilerin, Japon masallarına farklı pencereden bakılmasına ve bu alanda Türkiye’de yeni çalışmaların geliştirilmesine katkıda bulunulması hedeflenmektedir. (shrink)

Hristiyan inancı içerisinde merkezi konuma sahip olan mevzulardan birisi de, İsa’nın ölümünden üç gün sonra diriltildiğine yönelik olan inançtır. Hristiyan eskatolojisinin de dayanak noktasını oluşturan bu mevzu, dinler tarihi ya da teoloji gibi disiplinlerin içerisinde tartışıldığı gibi, çeşitli Hristiyan düşünürlerce, din felsefesi disiplini içerisinde de tartışılmıştır. Din felsefesi açısından bakıldığında, konunun merkezi konumda olması, bu mevzunun rasyonel bir zeminde tartışılıp tartışılamayacağını da beraberinde getirmektedir. Bu bağlamda, özellikle din felsefesi içerisinde birçok Hristiyan düşünür tarafından konu ele alınmış ve farklı çevrelerce de (...) mevzuya yönelik karşı itirazlar dile getirilmiştir. Bu noktada yapılan tartışmaların içeriğine baktığımızda, mucize kavramı önem taşımakla birlikte, Hristiyan düşünürlerin argüman haline getirdikleri ve bir delil olarak öne sürdükleri “Boş mezar” ve “Tanıklıklar gibi birçok farklı husususun din felsefesi açısından tartışıldığını söyleyebiliriz. Ayrıca bazı ateist düşünürlerin bu delillere yönelik itirazları olmakla birlikte, bazı Hristiyan tarihçilerinde konuya ilişkin ciddi itirazları bulunmaktadır. Biz de bu makalemizde, İsa’nın ölümünden sonra dirilişinin rasyonel bir şekilde izahının nasıl olabileceği sorusunu merkeze alıp, konuyu Hristiyan düşünürlerin bakış açısından değerlendirmeye çalıştık. Bu noktada İslam gibi farklı dinlerde ve farklı anlatılarda karşımıza çıkan Hz. İsa figürünü konumuzun dışında tuttuğumuzu ayrıca belirtelim. Çünkü bizim yazımızın konusunu oluşturan kişi Hristiyan inancındaki İsa ve bu din içerisinde önem taşıyan kutsal metinler ve bu metinlerde geçen anlatılar oldu. Bu açıdan bakıldığında yazımız içerisinde, konuya ilişkin doğrudan bir teoloji ya da dinler tarihi çerçevesinde değerlendirme yapmaktan çok, din felsefesi içerisinde bize sunulan tartışmalardan yola çıkarak eleştirilerimizi ve tahlillerimizi dile getirmeye çalıştığımızı ifade edebiliriz. (shrink)

In developing a theory of truth, as the main condition of knowledge, four issues are usually examined: definition or analysis of truth, truth bearer, truth-maker, and relation (in correspondence and coherence theories). A proper theory of truth is the one that affords the explanation of the truth of all types of propositions, and, at the same time, resists the liar paradox. The aim of this inquiry is to analyze Nasīr al-Dīn al-Tūsī’s theory of truth one who is involved both in (...) the liar paradox and in the explanation of the truth of the verity propositions and propositions that are made of intelligibles that have no instance in external world. This inquiry shows, with an analytical approach mostly systematic analysis, that he regards, against the difficulty of the lair paradox, propositions that are other than what they are about as the bearers of truth. Further, it shows that he, against the other difficulty, has two attitudes: first, he desists from the correspondence theory of truth and defines it as “ascription of an ideational thing to what, with its characteristic, is proper for it”; second, he considers the agent intellect to be the truth-maker. Although he regards the correspondence relation as an intentional relation, he does not discuss it much. One explanation could be that the issue of the correspondence relation does not play a serious part in the aforementioned difficulties. (shrink)

În interpretarea tradițională, Republica este o continuare a discuțiilor din Gorgias, conform cărora virtutea și legile polis sunt un truc inventat de o masă de oameni slabi pentru a capta pofta de putere a celor mai buni indivizi, puțini la număr dar înclinați în mod natural să conducă. Tezele lui Calicles din Gorgias se aseamănă cu ideile expuse de Trasymachus în Cartea I din Republica. Tezele politice centrale exprimate de Socrate în Republica sunt: cei mai buni conducători sunt înțelepți, cei (...) mai buni conducători guvernează în folosul celor conduși și nu de dragul lor, este foarte puțin probabil ca un oraș să aibă cei mai buni conducători pentru că există o prăpastie între valorile majorității oamenilor și valorile celor înțelepți, cel mai mare rău adus unui oraș sunt luptele civile pentru cine ar trebui să conducă, armonia între cetățeni cu privire la cine ar trebui să conducă, și armonia impune ca orașul să cultive virtutea și statul de drept. -/- DOI: 10.13140/RG.2.2.10586.62404. (shrink)

Newton a sugerat, în timp, mai multe tipuri de eter care ar putea media acțiunea la distanță. Dar, consecvent ideii sale că nu va născoci ipoteze care nu se bazează pe dovezi experimentale, nu a promovat niciodată aceste sugestii la nivelul unor ipoteze științifice. Trebuia să împace mecaniciștii, astfel încât a mers pe ideea unui eter din particule atât de fine încât masa e neglijabilă (practic, un eter imaterial). Mediul pe care Newton l-a introdus în Interogarea 21 constă din corpuri (...) materiale extrem de mici care sunt separate spațial, pe de o parte, și din principiul activ non-mecanic care produce și mediază forțele repulsive dintre aceste corpuri, pe de altă parte. DOI: 10.13140/RG.2.2.30606.72002. (shrink)

The temple from Jerusalem was never more defended by Jewish servants and believers, as when the Apostle Paul wrote the Epistle to the Hebrews. We are not referring to the armies of the revolutionaries. We should know that in Sanhedrin was judged every word that a Jew talked about the temple. But when St. Stephan was killed, and after too, St. James, because they have seen the True temple of Christ, the Levites and the Priests became killers not worshipers. With (...) diplomacy, the Apostle Paul wrote to the Jews this letter without even saying a word about the Temple, but asking them to remember the way they can fulfil the ideals of unity and freedom patented by Moses and the Tent: through Christ and through the Church. (shrink)

Purpose: The purpose of this research is to analyze the characteristics of entrepreneurship in influential people in Romania, given that entrepreneurship is what guarantees the success of any business. -/- Methodology: There are five indicators that show that a certain person has the entrepreneurial spirit: passion, optimism, continuous improvement, take calculated risks and achieve their goals. -/- Results: Entrepreneurship is not learned, but is formed over time and is formed from within the person. So entrepreneurship becomes part of what people (...) really are. Entrepreneurship develops in people, when they feel motivated, empowered, take risks, show passion and are willing to achieve great goals. In other words, to exceed their own limits. Also, the entrepreneurial spirit is always looking for change, because here it is a mentality that is constantly looking for innovation, in seeing the big picture, always looking for constructive feedback, always looking for new opportunities and in to always have a critical spirit. In addition, due to the entrepreneurial spirit that a person manifests, their employees will embrace this entrepreneurial mentality and will come up with new ideas, solutions and opportunities to problems, and this makes organizations grow and develop. (shrink)

Primul Război Mondial a fost un eveniment de neaşteptat, o dramă prin care au trecut milioane de oameni. La începutul secolului XX mulţi credea că Belle Epoque ( Epoca cea Frumoasă) a început şi nu are sfârşit. În opinia multor oameni de cultură ale acelor timpuri această epocă trebuia să dureze o veşnicie. O perioadă de pace şi linişte, o perioadă în care oamenii nu credeau că războiul va mai fi o prezenţă în viaţa lor. De cele mai multe ori (...) istoria ne oferă evenimente surprinzătoare, hazard sau nu istoria este plină de evenimente de neînţeles. Declanşarea Primului Război Mondial în acest moment ne este uşor explicabilă, dar în aceea epocă nimeni nu a perceput acest eveniment, pe care îl putem denumi un accident nefericit al istoriei. Războiul nu a lăsat în urma lui numai glorie, au fost şi momente pline de suferinţă şi de un tragism rar întâlnit. (shrink)

In this study, the views about the meaning of life and religion are criticized and the views of people are explained in a more comprehensive and realistic way. For this purpose, an introduction has been made about what is the goal of life first, and then the perspective of religions is explained. In the following sections, it is tried to explain the issues that have not been dealt with so far in terms of meaning. According to the results reached in (...) the article; in particular, the ideas of the theological religions are generally literary, stereotypical, and not sufficiently rational. Religion-oriented views, "God can not be meaningless" approaches such as the distinction between objective and subjective meaning and whether the perfect understanding of God is the God of their own religions is not reasonable enough. (shrink)

Serviciile de informații interne, externe și militare, serviciile de securitate și alte departamente de informații și protecție realizează cunoașterea, prevenirea, contracararea sau înlăturarea, după caz, a amenințărilor la adresa securității naționale. În asigurarea stării de securitate, un rol fundamental îl reprezintă cunoașterea disfuncționalităților, vulnerabilităților, factorilor de risc, amenințărilor și pericolelor la adresa acesteia, care se realizează prin identificarea/transmiterea de către alte organe competente, a priorităților informaționale, căutarea și obținerea de informații Pentru securitate, analiza/prelucrarea acestora și transmiterea/diseminarea acestora către factorii de (...) decizie împuterniciți din punct de vedere legal pentru prevenirea și contracararea deciziilor. Acest obiectiv se realizează prin acțiunile operative specifice structurilor de informații, instituțiilor statului, integrate organic în administrația statului, pe baza unui suport juridic adecvat, a responsabilității depline a autorităților politice și a controlului parlamentar. (shrink)

According to our understanding, when we discuss about the religious life in Romania, one must take into account, first of all, the characteristics of this people, its culture and traditions that are over two millennia old. The similarities and differences with the organization and functioning of other religious systems in Europe and around the world cannot and must not exclude the defining elements of a people that has asserted its origins and defended its spiritual integrity over the centuries. In our (...) country there is a close connection between the history, culture, spirituality and education of this people of Latin origin and mostly of Orthodox faith. Starting from these realities, the Romanian Orthodox Church had an important role in preserving the values and national identity in the face of the frequent stepsons of history. Regarding interreligious education in Romania, it is done in public schools, with the discipline of Religion, where, especially in high school, there are classes in the History of Religions in which one learns about religious traditions around the world and how to interact with people belonging to other denominations, religions and ideologies. The phenomenon of migration increases in our country from one year to another producing important changes in terms of economic, cultural, social and religious realities. Taking into account all these realities, the state must promote policies that protect migrant populations and defend human rights for these communities. At the same time, they must be actively involved in protecting families where one or more members are working abroad and in the process of educating children who remain in the care of relatives. (shrink)

Promotorii logicii libere de angajament ontologic leagă “reforma logicii” de ordinul întâi de eliminarea supoziției existențiale cu privire la termenii individuali și de validarea teoremelor și regulilor în toate domeniile de valori semantice, inclusiv în domeniile vide. Dezambiguizarea termenului “existență” este o condiție prealabilă pentru deslușirea coordonatelor logicii libere.

Cercetarea dupa tema si gen-calitate a literaturii bibliologice romanest pt. anii 1990 - 1997.

Hasan el-Bennâ, Tasavvuf ve Ahlâk Eğitimi, der. İsâm Telime, çev. Ayetullah Güneş, Cuma Karan, İstanbul: Nida Yayınları, 2008, ss.326, ISBN: 978-975-95080-3-6.

O cercetare monografica asupra fondurilor si a arhivei comuniste secrete a BCU Cluj.

Over the years, as the all-encompassing processes of globalization and neoliberalization unfolded, the Popular Republic of China increasingly deepened its developmental policies intended to grow its technological and economic competitiveness. Chinese universities experimented with various forms of managerial techniques imported from the West, including those inspired by the neoliberal ideology. Their achievements in the field of tertiary education were so impressive that they easily became a source of inspiration for neoliberal managers aspiring to „excellence” all around the world. On the (...) other hand, in post-socialist Europe, stuck in an unsatisfying and unfulfilled search for ideal neoliberal productivity models, Romanian university managers are still obsessing with pushing their institutions among the ones listed by the Academic Ranking of World Universities (ARWU), while many Romanian researchers are seeking to publish in Chinese journals. Some of them look up with envy to the generous incentives that Chinese public universities are providing in order to increase their publication output. However, the interest for debating or critically understanding the governance behind all these trends is barely visible. More often than not, researchers and experts alike are happy to believe that their academic work has nothing to do with politics or ideology. Few are questioning the political bases of neoliberal reforms at home, and even fewer are trying to find out more about what really happens in China. In this paper I will try to incite questions or working hypotheses about the ideology of neoliberal competitiveness, encouraging Romanian readers to reflect upon issues and debates informed by the prestige-driven university reforms experimented over the last three decades by the Popular Republic of China. Also, the paper will provide some useful bibliographical suggestions for those who want to dive deeper and better understand recent policy directions adopted by the Communist Party of China in this field. (shrink)

This study aims to examine the Islamic Theological School that was opened in Nicosia back in 1932 to meet the chaplain needs of the Cypriot Muslims. In this context, how the Islamic Theological School was welcomed among the groupings of the period, its physical structure, teaching staff, and students were all addressed within the framework of the education program and the closure process. The "Foundation Files" in the National Archives and Research Department in the TRNC and the newspaper collections of (...) the period and the "British Colonial Documents" in the Archives of the General Directorate of the Foundations of Cyprus are the main sources of our research. Documentation method, which is one of the qualitative research methods, was used in the study. In this context, the documents that could be accessed in the researches related to the subject of the study are examined and described for the objectives of the study. In conjunction with the madrasas in Cyprus becoming dysfunctional until the end of the 1920s, the wrecked Great Madrasah building in Nicosia, which had the purpose of training personnel such as imams, preachers, chaplains and muezzins for the mosques, was demolished and a school called Islamic Theological School was built instead. The opening of the Islamic Theological School led to important debates between the two opposition groups of the time, the Halkçılar and the Evkafçılar. Halkçılar are the group of people who advocate the adoption of the revolutions and reforms of the newly established Turkish Republic also by Turkish Cypriots. For this reason, they strongly criticized the opening of the Islamic Theological School on the grounds that it would cause reactionism and bigotry. On the other hand, the concept of Evkafçılar is used for people who represent tradition and are close to the current British rulers. Evkafçılar advocated the opening of the Islamic Theological School by stating that it was a social need. Accordingly, both groups used the press effectively as a means of conveying their own thoughts. The halkçı group used the newspapers called "Söz" and "Masum Millet" and the evkafçılar group used the newspaper called "Hakikat" as a means to convey their views to the society. In the shadow of the discussions between the two groups, the Islamic Theological School, which was built in 1932 in place of the wrecked Great Madrasah building in the northeast of Selimiye (Hagia Sofia) Mosque in Nicosia, was built as a single-floor building and a gable roof system was used on its roof. Funds were appropriated by Education (Hatib Ahmed Efendi) Foundation for supplying the school's materials such as tables, chairs, cabinets, sofas, and armchairs. In 1932, when the Islamic Theological School began educating, there were only three professors and one teacher in its teaching staff. Hürremzâde Hakkı Efendi, one of the professors, was both the school director and the Fatwa Emin. One of the other professors was an imam and the other one was a fatwa clerk. And Muallim Ahmed Fehim Efendi undertook the duty of imamate. According to the documents examined, the aforementioned faculty members have taught religious and human sciences-oriented courses in the school. As far as we can identify from the documents open to research in the archives, in the years between 1932 and 1950, when the Islamic Theological School was open, a total of 11 students were educated in this school. In the first year of this school, which started education with three students only, students were given a monthly scholarship of 15 shillings. In addition, the students were both able to practice as assistants to muezzins in the mosques during the month of Ramadan and they were also provided with economic support. After graduation, the students were nominated as imams, muezzins and devirhan. The Islamic Theological School was closed in 1950 because there was no student demand. Despite the fact that 11 people received education in 18 years between the school's opening year 1932 and 1950, and the annual reports published by General Directorate of Foundations stated that the Islamic Theological School continued its services satisfactorily under the upervision of its Fatwa Emin, these statements were unrequited in reality. The Islamic Theological School started to serve in the shadow of the debates between the opposition groups of its time. The parties of the discussions are divided into two groups: Halkçılar and Evkafçılar. The first group opposed the opening of the school by claiming that the financial resources of the General Directorate of Foundations would be spent unnecessarily and that the students to be educated would be raised with reactionism and bigoted ideas. The second group, Evkafçılar, approached the issue with a need-centred approach and defended the necessity of a school to educate religious officials. The mentality of the populist group reflects the ideology of the young Turkish Republic and this is clearly seen in their defence mechanisms. Evkafçılar, on the other hand, did not pay the required attention to the Theological School despite their discourses of necessity. As a result, the power struggle of these two groups aiming to hold the leadership of the Turkish Cypriots caused the Theological School to be adversely affected. Very low salaries of religious officials working in existing mosques and low fees being paid to the graduates of the Theological School who were employed in mosques were other factors that reduced the demand for Theological School. As a result, those who saw low-paid religious officials who had difficulty even getting along did not seek education to become religious officials and their families never pointed such way to them. The fact that a very limited number of students attended Theological School did not lead General Directorate of Foundations to alternative solutions. As the Islamic Theological School was not well organized, the issue of religious officials was felt more and more by the muslim people in the following years in Cyprus where many villages do not even have religious officials. (shrink)

This study aims to present how a religious education is given in the formal education institutions while Turkish Cypriots are under British administration. In this context, studies were conducted to clarify the issue by using the method of documentation based on the supplied documents from the archives of Turkey and the TRNC and printed works, periodicals and reports. The educational institutions of the Turkish Cypriots continued the tradition that they obtained from the Ottoman Empire under the British administration. During this (...) period, sıbyan schools-primary schools, rushdiyyeh-secondary schools, idadi-high schools and madrasahs constitute the formal education institutions of Turkish Cypriots. Religious education courses were taught in the primary schools of these formal education institutions until the end of the British administration. In secondary and high schools, while religion courses were given for many years, this course was removed from the curriculum after 1942-1943 academic year. The madrasahs, another formal education institution of the period, have lost their effectiveness with the increase of the rushdiyyeh-secondary schools as of the beginning of the 20th century and in the 1920s, all of them were closed except the Peristerona Madrasah. With the death of the teacher of the Peristerona Madrasah in 1940, this madrasah also vanished. (shrink)

Lucrarea reprezintă o abordare istorico-teologică a vieţii şi activităţii mitropoliţilor Firmilian Marin şi Nestor Vornicescu.

David Hume’un Doğal Din Üzerine Diyaloglar kitabı, başlığının da ima ettiği gibi, vahiy metinlerine başvurmadan Tanrı’nın varlığına ve niteliklerine ulaşılıp ulaşılamayacağını araştıran bir metindir. Metin boyunca, felsefe tarihinde de gördüğümüz, iki ana yaklaşımı temsil eden iki temel argüman sunulur. Bunlardan ilki, a priori yaklaşımı temsil eden kozmolojik argümandır. Diğeri ise, a posteriori yaklaşımı temsi eden zeki tasarım argümanıdır. Bu yazıda, Hume’un, diyalogdaki Philo karakteri üzerinden ortaya koyduğu, kozmolojik argümana yönelik eleştirileri ele alınıp, böyle bir argümanın neden Tanrı’nın varlığı ve nitelikleri (...) konusunda bizi bir sonuca ulaştırmayacağı ortaya konmuştur. (shrink)

Jalāl ad-Dīn Muhammad Rūmī was an universal and perennial wise. Here, in this short but full of meanings article, Eric Geoffroy, french scholar expert in islamic thought, talks about Rumi's conception on human nature. Translated to spanish and introduced by Máximo Lameiro.

Sayyid Sadr al-din Mohammad Dashtaki Shirazi is the inventor of the division of composition into unified composition and composition by join. With this division, Dashtaki has expressed a new theory about the composition of the material object from first matter and form, as well as the composition of man from soul and body, and considers these compositions as an alliance and unification, not simply the parts joining to each other. In this paper, we will present Dashtaki’s arguments on the theory (...) of unified composition. We will also examine three objections to this theory and responses to them. Finally, we will examine the background of this theory in Bahmanyar's phrases. Dashtaki believes that when the components in the compound have a real plurality, i.e. each one exists separately from the other, a composition by join is created, such as the composition of a house from numerous clays. But if the components in the compound are united and none of them are separate from the others and exists actually, the resulting composition will be an alliance and union. He believes that in the unified composition, every component is identical to any other component and is identical to the whole. Accordingly, Reza is a unique being, both human and writer. In order to achieve a composition, a plurality is needed and in order to form a single composition, there must be plural components related to each other. An important question is that, principally how is a composition possible, if unified composition comes to existence only when the components are made united with each other and with the whole? In other words, unified composition is not possible, because the first condition of the acquisition of the composition, i.e., the plurality of the constituent components, is not satisfied. Dashtaki strives to express a difference between the components in the union compound. He believes that the conditions of the realization and the survival of the components are different, and that is enough for them to be different. In Dashtaki's point of view, in the unified composition the components are analytical, not being separate and plural, in reality. In other words, the components do not have actual and "in-the-world" plurality, which means that it is our intellect that separates them and looks at them as independent objects. Therefore, unity and identity are in-the-world and plurality and discernibility are analytical and in the mind. Dashtaki's first argument for his theory in general is as follows: the three major material objects (solid, plant and animal) are undoubtedly real compounds. But in these compositions, components exist potentially, and in a unified composition, components do not exist actually. Therefore, these objects are unified compounds. The second argument is that the accuracy of predication implies unity. In the unified composition, the components are identical with the whole, and therefore, the components can be predicated to the composition. In Dashtaki's view, if A is predicated to B, then it could be concluded that they are identical and unified. The first objection to this theory is that the unity is incompatible with causality. From the perspective of the Peripatetics, form is the cause of the matter, and this is incompatible with the union of the two. Dashtaki states that in case of causality, there is no need for cause and effect to be two different and discernible entities, but a single entity may be from one aspect the cause and, from another, the effect. In other words, the foresaid causality is analytical causality. When mind analyses something, and then finds analytical components, it can see between those analytical and intellectual components, causality, and find some of them as the cause of the others. The second objection is the incorrectness of the unity in compounds with components not being similar. only in the compounds having similar parts, one can accept the unity of matter and form. For example, in compounds such as horses, it is not possible to accept the union of matter and form, because in horses, there are components with different natures, such as bones, flesh and nerves. Unity of These parts with each other and with the whole is not plausible. Dashtaki’s respond is that the horse is also a natural unit and has no actual plurality. Components having similar or different natures does not make any difference. According to the theory of unified composition, the horse's components are united with the horse's form and have only analytical plurality. Horse’s components are just analytical components, not actual, independent ones. The third objection is the incompatibility of the actual existence of components with their unity. But Dashtaki maintains that a unique actual personal entity cannot have actual plural components. He states that compounds such as horses exist objectively, but objective and real existing is divided into two kinds: dependent existence, and independent existence as a single real thing. Therefore, the two characteristics of "being a component" and "being independent" are incompatible and do not come together in a real being. Dashtaki has also quoted phrases from Bahmanyar to confirm his point of view. Bahmanyar says that the properties of an animal belong to the whole and compound, not to each component. For example, it is a horse that feels, not its bone or brain, as the eye is also a compound, but seeing is the work of the eye, not the work of any of its components. Therefore, the animal, which is something compound, has characteristics that none of its components have. So the animal is something over and above its components. Bahmanyar thinks the components in the animal are potential. Then he states a general rule: any compound in which unity is real, its components do potentially exist. Therefore, Bahmanyar considers the body parts of the living organism as a potential being and generally believes that the components of any compound that have true unity are potential. The potentiality of the components in a real compound does not that mean that the components are destroyed and a new thing is produced. The components are also available, but they do not have the effects they had separately before the composition comes into existence. In other words, the components have found a unique identity together and therefore have a new effect.. It seems that Bahmanyar has expressed the same idea that Dashtaki is looking for in the theory of unified composition. Therefore, it can be said that before Dashtaki, Bahmanyar has come up with the thought of a unity. Of course, Bahmanyar has not explained much about this, and Dashtaki is the first who has organized and completed this idea as a philosophical theory. (shrink)

Bu makalede, bilim felsefecisi kimliğiyle tanınan Thomas Kuhn’un eğitim ve özellikle fen eğitimi alanındaki görüşlerine değinilmektedir. Fen eğitimi, bilim, bilimin doğası ve bilim uygulamaları hakkında düşünceler geliştirmeye odaklanarak fen öğrenimi için gerekli olan beceri ve anlayışın geliştirilmesini amaçlamaktadır. Fen eğitiminin temel amaçlarından biri bilimin gerçek doğasının tespit edilmesi ve bu doğrultuda bir eğitim modelinin belirlenmesidir. Bu çerçevede Kuhn’un bilim tarihine yönelik incelemeleri neticesinde ileri sürdüğü paradigma kavramı bilimin doğası ve fen eğitimi konusundaki görüşlerin değişimine yol açmıştır. Kuhn (...) açısından fen eğitimi yürürlükteki bilim yapma tarzının temelinde yatan paradigma ve öğretilerinin bilim insanlarına ve öğrencilere aktarılması sürecidir, bu nedenle fen eğitimi yalnızca olağan bilim döneminde mümkündür. Kuhn’un eğitim modeli, mevcut paradigmayla ilişkili olarak karşılaşılan bulmaca ya da sorunları çeşitli örneklerden hareketle tekrar tekrar çözmeye çalışan öğrenciler aracılığıyla gerçekleştirilir. Kuhn’un olağan bilimin sınırları içerisinde kalarak değerlendirdiği fen eğitimi anlayışı eleştirel düşünceyi engellediği iddiasıyla Karl Popper, John Watkins ve Richard Bailey tarafından katı, tutucu, dogmatik ve endoktrinasyonu vurgulayan bir eğitim anlayışı olarak görülmektedir. Bu çerçevede makalede, öncelikli olarak Kuhn’un bilimin doğası ve bilimin gelişim tarzına yönelik belirlemeleri doğrultusunda fen eğitimine yönelik düşünceleri ve bu düşüncelerin eğitim alanındaki yansımaları incelenmektedir. Ardından, Kuhn’un fen eğitimi üzerine görüşlerinin iddia edildiği gibi dogmatik bir yapıda olmadığı, endoktrinasyonu ya da zorla öğretimi vurgulamadığı, bu tür yorumların radikal bir yaklaşımdan öteye gidemediği ileri sürülmektedir. Son olarak makalede, Kuhn’un fen eğitimi anlayışının yalnızca bir durum tespiti ya da bir fen eğitimi tasviri olarak değerlendirilmesi gerektiği düşüncesi ön plana çıkarılmaktadır. -/- In this article, Thomas Kuhn’s impact, who is known as a philosopher of science, on science education are mentioned. Science education aims to develop the skills and understanding necessary for science learning, with a focus on developing ideas about science and the nature of science. One of the main purposes of science education is to determine the true nature of science and to determine an education model in this direction. In this context, the concept of paradigm, which Kuhn put forward as a result of his studies on the history of science, has led to a change in views on the nature of science and science education. For Kuhn, science education is the process of conveying the paradigm underlying the current way of doing science to scientists and students because science education is possible only in the normal science period. Kuhn’s educational model is carried out through students who repeatedly try to solve puzzles or problems encountered in relation to the current paradigm. Kuhn’s understanding of science education is seen by Karl Popper, John Watkins and Richard Bailey as a rigid, conservative, dogmatic and indoctrinational education approach with the claim that it prevents critical thinking. In this context, the article primarily examines Kuhn’s thoughts on science education and the reflections of these thoughts in the field of education. Then, it is argued that Kuhn’s views on science education are not dogmatic as claimed, he does not emphasize indoctrination, and that such interpretations cannot go beyond a radical approach. Finally, in the article, it is emphasized that Kuhn’s understanding of science education should be evaluated only as a description of science education. (shrink)

Bu çalışmada, Türkiye’de 1963 ile 2012 yılları arasında din psikolojisi alanında yapılan ve hala devam eden yüksek lisans ve doktora tezlerine ilişkin analizler yer almaktadır. Bunun yanında din psikolojisinin Türkiye’de akademide yer alışına dair kısa bir tarihçe vardır. Bu çalışmanın amacı, din psikolojisi doktora tezlerine ilişkin bir bibliyografya oluşturarak, araştırmacılara ve lisansüstü öğrencilerine bir katalog sunmaktır. Ayrıca, tezlere ait verilerin analizleriyle, yapılacak yeni çalışmalara yol göstermek amaçlanmıştır. Yöntem olarak literatür taraması yapılmış, farklı kurumların katalogları taranmış ve alandaki akademisyenlerle görüşülmüştür. Elde (...) edilen bilgiler doğrultusunda tezler, yüksek lisans ve doktora tezleri olarak tasnif edilmiş ve yazar referans alınarak alfabetik sıraya göre dizilmiştir. Tez başlıklarının içerdikleri konular tespit edilmiş ve bu veriler analiz edilmiştir. (shrink)

Dini epistemoloji, teistik inançların rasyonel zeminde gerekçelendirilme yollarını arayan, çağdaş epistemolojinin bir alt dalıdır. Musa Yanık, bu kitapta günümüzdeki en güçlü yaklaşım olan reform epistemolojisinden güvenilircilik bakış açısıyla yani “daha yüksek bir olasılıkla doğru olması yönünden” İslam inancının rasyonelliğini ortaya koymakta ve uygulamalı dini epistemolojinin sağlam ve cesur bir örneğini sergilemektedir. (Prof. Dr. Hasan Yücel Başdemir) -/- Epistemoloji topyekûn insan zihnini biçimlendirme ve inanç da dahil olmak üzere bilişsel faaliyetleri yönlendirme potansiyeline sahip bir alandır. Zira Allah’ın varlığı, birliği, nübüvvet ve (...) ahiretle ilişkili meseleler “nasıl bilebilirim, neleri bilebilirim, bildiğim şeyin kesinliğinden nasıl emin olabilirim?” gibi epistemik sorulardan bağımsız olamaz. Bu nedenle konu İslam düşüncesinde felsefecilerin olduğu kadar kelâmcıların da ilgisini çekmiştir.Bu bağlamda Musa Yanık tarafından modern teoriler de dikkate alınarak yazılan bu kitabın dini epistemoloji konusunda bir farkındalık oluşturmasını umuyorum. (Doç. Dr. Mehmet Bulgen) -/- Analitik felsefe ülkemizde yeni yeni tanınmaya başlanmış olmasına rağmen özellikle İslam entelektüel tarihindeki kelâm geleneği ile etkileşime geçme potansiyeli oldukça yüksek bir gelenektir. Musa Yanık, bu çalışmasıyla günümüzün en önemli analitik din felsefecilerinden AlvinPlantinga’nın dini epistemolojisini tanıtmakta ve kelâmla irtibatını eleştirel bir zeminde kurmaya çalışmaktadır. Çalışmanın güncel tartışmaları takip etmesi kadar bu tartışmalara farklı geleneklerden bakabilme becerisi felsefenin çok-yönlü bir çerçevede nasıl yapılabileceğine dair güzel bir örnek oluşturuyor. Musa Yanık’ın bu eseri, her şeyin birbiriyle etkileşime geçmeye başladığı global dünyada felsefe yapmanın olanaklarına dair yenilikçi bir yaklaşım ortaya koyuyor. -/- (Doç. Dr. Nazif Muhtaroğlu) -/- Elinizde tuttuğunuz bu kitap, dini epistemoloji ve erdem epistemolojisi kesişiminde yer almakla birlikte, inanç ve imanın epistemik statüsünü incelemek ve bunu yaparken ise İslam inancını merkeze almaktadır. Bu haliyle Türkçe literatür açısından önemli bir boşluğu doldurmaktadır. Okuyucunun bu kitap aracılığıyla karşılaşacağı bazı sorular şunlardır: İnanç ve bilgi nedir? Kanıt olmadan inanmak ahlaken yanlış mıdır? İnançlarımızı rasyonel olarak gerekçelendirmenin yolları nelerdir? İslam inancı reform ve erdem epistemolojisi açısından güvenilir bir temele sahip midir? Fakat belki de en büyük kadim soru şudur: Tanrı’nın varlığını bilmek mümkün müdür? -/- (Taner Beyter-Öncül Analitik Felsefe Dergisi). (shrink)

This dissertation is an analysis of the development of dialectic and argumentation theory in post-classical Islamic intellectual history. The central concerns of the thesis are; treatises on the theoretical understanding of the concept of dialectic and argumentation theory, and how, in practice, the concept of dialectic, as expressed in the Greek classical tradition, was received and used by five communities in the Islamic intellectual camp. It shows how dialectic as an argumentative discourse diffused into five communities (theologicians, poets, grammarians, philosophers (...) and jurists) and how these local dialectics that the individual communities developed fused into a single system to form a general argumentation theory (adab al-bahth) applicable to all fields. I evaluate a treatise by Shams al-Din Samarqandi (d.702/1302), the founder of this general theory, and the treatises that were written after him as a result of his work. I concentrate specifically on work by Adud al-Din al-Iji (d.756/1355), Sayyid Sharif al-Jurjani (d.816/1413), Taşköprüzâde (d.968/1561), Saçaklızâde (d.1150/1737) and Gelenbevî (d.1205/1791) and analyze how each writer (from Samarqandi to Gelenbevî) altered the shape of argumentative discourse and how later intellectuals in the post-classical Islamic world responded to that discourse bequeathed by their predecessors. What is striking about the period that this dissertation investigates (from 1300-1800) is the persistence of what could be called the linguistic turn in argumentation theory. After a centuries-long run, the jadal-based dialectic of the classical period was displaced by a new argumentation theory, which was dominantly linguistic in character. This linguistic turn in argumentation dates from the final quarter of the fourteenth century in Iji's impressively prescient work on 'ilm al-wad'. This idea, which finally surfaced in the post-classical period, that argumentation is about definition and that, therefore, defining is the business of language—even perhaps, that language is the only available medium for understanding and being understood—affected the way that argumentation theory was processed throughout most of the period in question. The argumentative discourse that started with Ibn al-Rawandi in the third/ninth century left a permanent imprint on Islamic intellectual history, which was then full of concepts, terminology and objectives from this discourse up until the late nineteenth century. From this perspective, Islamic intellectual history can be read as the tension between two languages: the "language of dialectic" (jadal) and the "language of demonstration" (burhan), each of which refer not only to a significant feature of that history, but also to a feature that could dramatically alter the interpretation of that history. (shrink)

“İntihar Üzerine” (Ek 1) ve “Ruhun Ölümsüzlüğü Üzerine” (Ek 2) denemeleri, David Hume’un din bağlamında dogmatik inanışları, uslamlamaları en keskin bir biçimde eleştirdiği yazılarıdır. Görgül felsefesinin temel doğruları ve izlediği kuşkucu yöntem uyarınca ortaya koyduğu sonuçlar, bu denemelerin hem yayınlandıkları dönemde hem de sonrasında pek çok olumsuz eleştiriyle karşılaşmasına yol açmıştır. İnsanın doğasına ilişkin her türlü konuyu soruşturma niyetliliği ile yola çıkan Hume, dogmatik dinin ve uygulamalarının köklendiği inanışları ve uslamlamalarını da aynı niyetle irdelemiştir. Özellikle döneminde yaşanan toplumsal sorunların bu (...) dogmalara duyulan kuşkusuz inançlardan köklendiğini göstermeye çalıştığı bu iki denemenin, yine aynı dogmalara dayanarak eleştirilmesi, basımının engellenmesi ve metinlere müdahale edilmesi ise ironiktir. Bu çalışmada, Hume’un her iki denemedeki savlarının bir çözümlemesi değil, denemelerde ele alınan sorunun ne kadar gerçek olduğu, bu iki denemenin yayınlanma süreci örnek gösterilerek incelenecektir. (shrink)