{"id":3651,"date":"2025-03-03T00:34:41","date_gmt":"2025-03-02T21:34:41","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=3651"},"modified":"2025-03-03T00:34:41","modified_gmt":"2025-03-02T21:34:41","slug":"esref-altas-teftazani-okumalari-serhul-akaid-7","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/esref-altas-teftazani-okumalari-serhul-akaid-7\/","title":{"rendered":"E\u015fref Alta\u015f, Teft\u00e2z\u00e2n\u00ee Okumalar\u0131: \u015eerhu\u2019l-ak\u00e2id 7"},"content":{"rendered":"

E\u015eREF ALTA\u015e, TEFT\u00c2Z\u00c2N\u00ce OKUMALARI \u015eERHU’L-AK\u00c2\u0130D\u00a0 7. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

Bu seminer, \u0130slam kelam\u0131nda ak\u0131l teorisi ve bilgi kaynaklar\u0131 \u00fczerine odaklanmaktad\u0131r. Ak\u0131l, duyular ve haber yoluyla bilgi edinme s\u00fcre\u00e7leri ele al\u0131narak, kelamc\u0131lar\u0131n bu konudaki yakla\u015f\u0131m\u0131 detayland\u0131r\u0131lm\u0131\u015ft\u0131r. Akl\u0131n bilgi kayna\u011f\u0131 olup olmad\u0131\u011f\u0131, farkl\u0131 tan\u0131mlar\u0131, epistemolojik de\u011feri ve ona y\u00f6neltilen ele\u015ftiriler incelenmi\u015ftir. Ayr\u0131ca, akl\u0131n zorunlu (zaruri), istidlali ve iktisadi bilgileri nas\u0131l \u00fcretti\u011fi a\u00e7\u0131klanarak kelam epistemolojisinin \u00e7er\u00e7evesi tamamlanm\u0131\u015ft\u0131r.<\/p>\n

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

    \n
  1. Ak\u0131l Kavram\u0131n\u0131n Tan\u0131mlanmas\u0131<\/strong>
    \nKelamc\u0131lar aras\u0131nda ak\u0131l bir cevher mi, meleke mi, yoksa istidat m\u0131? sorusu tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r. Felsefi gelenekte ak\u0131l ba\u011f\u0131ms\u0131z bir cevher olarak g\u00f6r\u00fcl\u00fcrken, kelamc\u0131lar onu bilgi \u00fcretme yetisi olarak de\u011ferlendirmi\u015ftir.<\/li>\n
  2. Akl\u0131n Bilgi Kayna\u011f\u0131 Olarak De\u011feri<\/strong>
    \nKelamc\u0131lar, akl\u0131n zorunlu bilgileri \u00fcretti\u011fini ve peygamber haberleriyle tamamland\u0131\u011f\u0131n\u0131 savunurken, S\u00fcmeniye ve Melahide gibi gruplar akl\u0131n bilgi kayna\u011f\u0131 olmad\u0131\u011f\u0131n\u0131 iddia etmi\u015flerdir. Bu g\u00f6r\u00fc\u015flere kar\u015f\u0131, ak\u0131l y\u00fcr\u00fctmenin yanl\u0131\u015f yap\u0131lmas\u0131n\u0131n, akl\u0131n t\u00fcmden reddedilmesini gerektirmeyece\u011fi belirtilmi\u015ftir.<\/li>\n
  3. Bilginin T\u00fcrleri<\/strong>
    \nAkl\u0131n \u00fcretti\u011fi bilgiler zaruri (bedihi), istidlali ve iktisadi bilgiler olarak s\u0131n\u0131fland\u0131r\u0131lm\u0131\u015ft\u0131r.<\/p>\n
      \n
    • Zaruri bilgiler<\/strong>: Herhangi bir delil gerektirmeden do\u011frudan bilinir.<\/li>\n
    • \u0130stidlali bilgiler<\/strong>: Ak\u0131l y\u00fcr\u00fctme s\u00fcreci gerektirir.<\/li>\n
    • \u0130ktisadi bilgiler<\/strong>: Bireyin \u00e7abas\u0131yla, deneyim veya duyular yoluyla elde edilen bilgilerdir.<\/li>\n<\/ul>\n<\/li>\n
    • Akl\u0131n Kelam\u00ee Epistemolojideki Rol\u00fc<\/strong>
      \nAkl\u0131n temel i\u015flevlerinden biri, zorunlu (vacip), imkans\u0131z (muhal) ve m\u00fcmk\u00fcn (caiz) olan\u0131 belirlemektir. Mant\u0131k ilkeleri \u00e7er\u00e7evesinde akl\u0131n i\u015fleyi\u015fi a\u00e7\u0131klanm\u0131\u015f ve ak\u0131l ile duyular\u0131n birlikte \u00e7al\u0131\u015fmas\u0131 gerekti\u011fi vurgulanm\u0131\u015ft\u0131r.<\/li>\n
    • Ak\u0131l ve Nakil \u0130li\u015fkisi<\/strong>
      \nKelamc\u0131lar, naklin akla ayk\u0131r\u0131 olamayaca\u011f\u0131n\u0131 savunarak, akl\u0131n temel ilkeleriyle \u00e7eli\u015fen bir naklin kabul edilmeyece\u011fini belirtmi\u015flerdir. Ancak, ak\u0131l ve nakil \u00e7at\u0131\u015fmas\u0131 durumunda ak\u0131l ile naklin nas\u0131l uzla\u015ft\u0131r\u0131lmas\u0131 gerekti\u011fi tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/li>\n
    • M\u00fcmk\u00fcnler Alan\u0131nda Ak\u0131l<\/strong>
      \nAkl\u0131n, zorunluluk ve imkans\u0131zl\u0131k ilkeleriyle m\u00fcmk\u00fcnleri belirleme yetisi ele al\u0131nm\u0131\u015f, fizik\u00ee ve toplumsal olaylar\u0131n analizinde nas\u0131l bir rol oynad\u0131\u011f\u0131 a\u00e7\u0131klanm\u0131\u015ft\u0131r. Bu ba\u011flamda, deneyim ve duyular\u0131n ak\u0131l ile bilgi \u00fcretmede nas\u0131l bir b\u00fct\u00fcnl\u00fck sa\u011flad\u0131\u011f\u0131 tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/li>\n<\/ol>\n

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

      Bu seminerde, akl\u0131n epistemolojik i\u015flevi, farkl\u0131 bilgi t\u00fcrleri ve ak\u0131l-nakil ili\u015fkisi detayl\u0131 bir \u00e7er\u00e7evede ele al\u0131nm\u0131\u015ft\u0131r. Kelam epistemolojisi i\u00e7inde ak\u0131l, zorunlu bilgileri belirleyen, imkans\u0131zlar\u0131 ay\u0131rt eden ve m\u00fcmk\u00fcnler alan\u0131nda rehberlik eden temel bir mekanizma olarak g\u00f6r\u00fclmektedir. Akl\u0131n bilgi \u00fcretme kapasitesi, ele\u015ftiriler ve savunular e\u015fli\u011finde derinlemesine analiz edilerek, kelam epistemolojisinin temel ta\u015flar\u0131ndan biri oldu\u011fu ortaya konulmu\u015ftur.<\/p>\n

       <\/p>\n

      This seminar focuses on the theory of reason in Islamic theology (kal\u0101m) and sources of knowledge. It examines the processes of acquiring knowledge through reason, senses, and reports, providing a detailed analysis of how scholars of kal\u0101m approach these concepts. The discussion includes whether reason is a valid source of knowledge, different definitions of reason, its epistemological value, and criticisms directed against it. Additionally, the classification of knowledge into necessary (zar\u016br\u012b), inferential (istidl\u0101l\u012b), and acquired (iktis\u0101b\u012b) forms is explained to complete the framework of kal\u0101m epistemology.<\/p>\n

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

        \n
      1. Definition and Conceptualization of Reason<\/strong>
        \nThe seminar explores the question: Is reason a substance (jawhar), a faculty (malakah), or an innate disposition (istid\u0101d)? While philosophers consider reason an independent substance, scholars of kal\u0101m define it as a mechanism for acquiring knowledge.<\/li>\n
      2. The Epistemological Value of Reason<\/strong>
        \nWhile scholars of kal\u0101m argue that reason produces necessary knowledge and is complemented by prophetic reports, groups such as the Sumaniyyah and Mal\u0101\u1e25idah reject reason as a source of knowledge. In response, kal\u0101m scholars assert that errors in reasoning do not invalidate reason itself.<\/li>\n
      3. Types of Knowledge<\/strong>
        \nReason generates three types of knowledge:<\/p>\n
          \n
        • Necessary (zar\u016br\u012b) knowledge<\/strong>: Directly known without requiring evidence.<\/li>\n
        • Inferential (istidl\u0101l\u012b) knowledge<\/strong>: Requires reasoning and evidence.<\/li>\n
        • Acquired (iktis\u0101b\u012b) knowledge<\/strong>: Gained through effort, experience, or sensory perception.<\/li>\n<\/ul>\n<\/li>\n
        • The Role of Reason in Kal\u0101m Epistemology<\/strong>
          \nOne of reason\u2019s key functions is distinguishing between necessary (w\u0101jib), impossible (mu\u1e25\u0101l), and possible (j\u0101\u02beiz) concepts. The seminar explains how reason operates within the principles of logic and emphasizes its interaction with sensory perception.<\/li>\n
        • The Relationship Between Reason and Revelation<\/strong>
          \nScholars of kal\u0101m maintain that revelation cannot contradict the fundamental principles of reason. They argue that any contradiction between reason and revelation must be resolved through interpretation. The seminar explores how reason and revelation complement each other rather than conflict.<\/li>\n
        • The Role of Reason in the Domain of Possibilities<\/strong>
          \nReason is essential for identifying the possible (j\u0101\u02beiz) based on necessity and impossibility. The seminar also highlights how reason contributes to analyzing physical and social phenomena, and how experience and sensory perception play a role in knowledge production.<\/li>\n<\/ol>\n

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

          This seminar provides a comprehensive analysis of the epistemological role of reason, different types of knowledge, and the relationship between reason and revelation. In kal\u0101m epistemology, reason is recognized as a fundamental tool for determining necessary truths, identifying impossibilities, and guiding the evaluation of possibilities. The capacity of reason to produce knowledge, along with the criticisms and defenses surrounding it, is thoroughly examined, establishing it as one of the cornerstones of kal\u0101m epistemology.<\/p>\n

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

          E\u015eREF ALTA\u015e, TEFT\u00c2Z\u00c2N\u00ce OKUMALARI \u015eERHU’L-AK\u00c2\u0130D\u00a0 7. SEM\u0130NER \u00d6ZET\u0130 Bu seminer, […]<\/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-3651","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/3651","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=3651"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/3651\/revisions"}],"predecessor-version":[{"id":3653,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/3651\/revisions\/3653"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=3651"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}