{"id":2864,"date":"2025-01-21T13:46:21","date_gmt":"2025-01-21T10:46:21","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=2864"},"modified":"2025-01-21T13:46:21","modified_gmt":"2025-01-21T10:46:21","slug":"ferruh-ozpilavci-mantik-okumalari-katibi-es-semsiyye-15","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ferruh-ozpilavci-mantik-okumalari-katibi-es-semsiyye-15\/","title":{"rendered":"Ferruh \u00d6zpilavc\u0131, Mant\u0131k Okumalar\u0131: K\u00e2tib\u00ee, e\u015f-\u015eemsiyye 15"},"content":{"rendered":"

FERRUH \u00d6ZP\u0130LAVCI, MANTIK OKUMALARI: K\u00c2T\u0130B\u00ce, E\u015e-\u015eEMS\u0130YYE 15. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

Bu seminer, K\u00e2tib\u00ee\u2019nin e\u015f-\u015eemsiyye<\/em> adl\u0131 eseri \u00e7er\u00e7evesinde \u201ctarif\u201d (tan\u0131m) kavram\u0131n\u0131 detayland\u0131rmaktad\u0131r. Tan\u0131mlar\u0131n t\u00fcrleri, i\u015flevleri ve uygulama y\u00f6ntemleri \u00fczerine odaklan\u0131lm\u0131\u015ft\u0131r. Klasik \u0130slam mant\u0131\u011f\u0131ndaki d\u00f6rt temel tan\u0131m t\u00fcr\u00fc (tam tan\u0131m, eksik tan\u0131m, tam betim, eksik betim) ayr\u0131nt\u0131l\u0131 \u015fekilde ele al\u0131narak, tarifin bilimsel ve pedagojik boyutlar\u0131 tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/p>\n

Ana Temalar<\/strong><\/p>\n

    \n
  1. Tarifin T\u00fcrleri<\/strong>\n
      \n
    • Haddi tam<\/em>: Zat\u00ee unsurlar\u0131n t\u00fcm\u00fcn\u00fc i\u00e7eren, bilimsel ve eksiksiz bir tan\u0131md\u0131r.<\/li>\n
    • Haddi nak\u0131s<\/em>: Zat\u00ee unsurlar\u0131n bir k\u0131sm\u0131n\u0131 i\u00e7eren, eksik bir tan\u0131m t\u00fcr\u00fcd\u00fcr.<\/li>\n
    • Resmi tam<\/em>: Yak\u0131n cins ve hassa ile yap\u0131lan betimsel tan\u0131md\u0131r.<\/li>\n
    • Resmi nak\u0131s<\/em>: Uzak cins veya hassa ile yap\u0131lan eksik betimdir.<\/li>\n<\/ul>\n<\/li>\n
    • Zat\u00ee ve Ar\u0131z\u00ee Unsurlar\u0131n Rol\u00fc<\/strong>\n
        \n
      • Zat\u00ee unsurlar, bir kavram\u0131n \u00f6z\u00fcn\u00fc olu\u015ftururken, ar\u0131z\u00ee unsurlar y\u00fczeysel veya ge\u00e7ici \u00f6zellikleri ifade eder.<\/li>\n
      • Zat\u00ee unsurlar\u0131n eksikli\u011fi durumunda tan\u0131m, betimsel bir boyut kazan\u0131r ve taml\u0131k kaybeder.<\/li>\n<\/ul>\n<\/li>\n
      • Temyiz (Ay\u0131rt Edicilik) ve Tasavvur \u0130li\u015fkisi<\/strong>\n
          \n
        • Bir tan\u0131m\u0131n en \u00f6nemli i\u015flevi, tarif edilen \u015feyi di\u011ferlerinden ay\u0131rt edebilmesidir (efrad\u0131n\u0131 cami, ayar\u0131n\u0131 mani<\/em>).<\/li>\n
        • Eksik betimlerde tam temyiz sa\u011flanmasa da tasavvurlar\u0131n olu\u015fumu i\u00e7in ba\u015flang\u0131\u00e7 d\u00fczeyinde katk\u0131lar sa\u011flar.<\/li>\n<\/ul>\n<\/li>\n
        • Pedagojik De\u011fer ve \u0130lk Tan\u0131mlar<\/strong>\n
            \n
          • \u00d6zellikle \u00f6\u011frenme s\u00fcre\u00e7lerinde eksik betimlerin, \u00f6\u011frenciler i\u00e7in anla\u015f\u0131labilirlik sa\u011flamas\u0131 a\u00e7\u0131s\u0131ndan \u00f6nemli oldu\u011fu vurgulanm\u0131\u015ft\u0131r.<\/li>\n
          • \u0130lk tan\u0131mlar\u0131n, detayl\u0131 bilimsel tan\u0131mlara ge\u00e7i\u015fte bir k\u00f6pr\u00fc i\u015flevi g\u00f6rd\u00fc\u011f\u00fc ifade edilmi\u015ftir.<\/li>\n<\/ul>\n<\/li>\n
          • Mukabil ve Misali Tan\u0131mlar<\/strong>\n
              \n
            • Mukabil tan\u0131m: Kavramlar\u0131 z\u0131tl\u0131k ili\u015fkisi ile a\u00e7\u0131klama y\u00f6ntemi. \u00d6rne\u011fin, \u201cso\u011fuk\u201d kavram\u0131n\u0131n \u201cs\u0131cak\u201d \u00fczerinden tan\u0131mlanmas\u0131.<\/li>\n
            • Misali tan\u0131m: Benzetmeler yoluyla kavramlar\u0131 a\u00e7\u0131klama y\u00f6ntemi. \u00d6rne\u011fin, \u201cnefsin bedenle ili\u015fkisi, \u015fof\u00f6r\u00fcn arac\u0131 y\u00f6netmesi gibidir.\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

              \u00a0<\/strong><\/p>\n

              Sonu\u00e7<\/strong><\/p>\n

              Seminer, tan\u0131m t\u00fcrlerinin teorik ve pratik boyutlar\u0131n\u0131 derinlemesine ele alm\u0131\u015f, tarifin dil, d\u00fc\u015f\u00fcnce ve pedagojik alanlardaki \u00f6nemini vurgulam\u0131\u015ft\u0131r. Klasik \u0130slam mant\u0131\u011f\u0131n\u0131n tan\u0131m sistemati\u011fi, modern d\u00fc\u015f\u00fcnceye katk\u0131 sa\u011flayabilecek bir disiplin olarak sunulmu\u015ftur. Zat\u00ee ve ar\u0131z\u00ee unsurlar\u0131n ayr\u0131m\u0131 ile tan\u0131mlar\u0131n \u00f6\u011frenme s\u00fcre\u00e7lerindeki i\u015flevselli\u011fi, seminerin temel \u00e7\u0131kar\u0131mlar\u0131 aras\u0131ndad\u0131r.<\/p>\n

              \u00a0<\/strong><\/p>\n

              This seminar elaborates on the concept of definition (tarif<\/em>) within the framework of K\u0101tib\u012b\u2019s al-Shamsiyya<\/em>. It focuses on the types, functions, and applications of definitions. The four primary types of definitions in classical Islamic logic\u2014complete definition, incomplete definition, complete description, and incomplete description\u2014are discussed in detail, highlighting their scientific and pedagogical dimensions.<\/p>\n

              Key Themes<\/strong><\/p>\n

                \n
              1. Types of Definitions<\/strong>\n
                  \n
                • Hadd-i tam (complete definition)<\/em>: A scientific and exhaustive definition that includes all essential attributes.<\/li>\n
                • Hadd-i naqis (incomplete definition)<\/em>: A partial definition that includes only some essential attributes.<\/li>\n
                • Rasm-i tam (complete description)<\/em>: A descriptive definition using proximate genus and proprium.<\/li>\n
                • Rasm-i naqis (incomplete description)<\/em>: A descriptive definition using remote genus or proprium.<\/li>\n<\/ul>\n<\/li>\n
                • Role of Essential and Accidental Attributes<\/strong>\n
                    \n
                  • Essential attributes constitute the core essence of a concept, while accidental attributes denote superficial or temporary features.<\/li>\n
                  • The absence of essential attributes leads to descriptive definitions, which lack completeness.<\/li>\n<\/ul>\n<\/li>\n
                  • Relationship Between Distinction (Tamyiz<\/em>) and Conceptualization (Tasawwur<\/em>)<\/strong>\n
                      \n
                    • The primary function of a definition is to distinguish the defined entity from others (efrad\u0131n\u0131 cami, ayar\u0131n\u0131 mani<\/em>).<\/li>\n
                    • While incomplete descriptions may not achieve full distinction, they are valuable for initial conceptual understanding.<\/li>\n<\/ul>\n<\/li>\n
                    • Pedagogical Value and Introductory Definitions<\/strong>\n
                        \n
                      • In educational contexts, incomplete descriptions are highlighted for their accessibility and utility in facilitating comprehension.<\/li>\n
                      • Introductory definitions serve as a bridge to more detailed scientific definitions.<\/li>\n<\/ul>\n<\/li>\n
                      • Oppositional and Analogical Definitions<\/strong>\n
                          \n
                        • Oppositional definitions: Concepts explained through their opposites (e.g., defining \u201ccold\u201d in relation to \u201chot\u201d).<\/li>\n
                        • Analogical definitions: Concepts clarified through metaphors (e.g., \u201cthe soul\u2019s relationship to the body is like a driver managing a vehicle\u201d).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                          Conclusion<\/strong><\/p>\n

                          The seminar provides an in-depth exploration of the theoretical and practical dimensions of definitions, emphasizing their significance in language, thought, and pedagogy. The systematic approach to definitions in classical Islamic logic is presented as a discipline with potential contributions to modern thought. The distinction between essential and accidental attributes, along with the functionality of definitions in learning processes, forms the seminar\u2019s key takeaways.<\/p>\n

                           <\/p>\n","protected":false},"excerpt":{"rendered":"

                          FERRUH \u00d6ZP\u0130LAVCI, MANTIK OKUMALARI: K\u00c2T\u0130B\u00ce, E\u015e-\u015eEMS\u0130YYE 15. SEM\u0130NER \u00d6ZET\u0130 Bu […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"100-width.php","meta":{"footnotes":""},"class_list":["post-2864","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/2864","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/comments?post=2864"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/2864\/revisions"}],"predecessor-version":[{"id":2865,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/2864\/revisions\/2865"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=2864"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}