{"id":5042,"date":"2025-05-08T16:41:28","date_gmt":"2025-05-08T13:41:28","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=5042"},"modified":"2025-05-08T16:41:28","modified_gmt":"2025-05-08T13:41:28","slug":"ekrem-demirli-kelabazi-et-taarruf-13-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ekrem-demirli-kelabazi-et-taarruf-13-seminer-ozeti\/","title":{"rendered":"EKREM DEM\u0130RL\u0130-KEL\u00c2B\u00c2Z\u00ce-et-TA’ARRUF 13. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

EKREM DEM\u0130RL\u0130-<\/strong><\/span>KEL\u00c2B\u00c2Z\u00ce-et-TA’ARRUF 13. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/span><\/p>\n

Dersin Amac\u0131 ve \u0130\u00e7eri\u011fi<\/strong><\/p>\n

Bu ders, Kel\u00e2b\u00e2z\u00ee\u2019nin et-Ta’arruf adl\u0131 eserinin son b\u00f6l\u00fcm\u00fcn\u00fc tart\u0131\u015farak, tasavvufun bilgi ve amel ili\u015fkisini nas\u0131l kurdu\u011funu ve \u201ca\u015fk\u201d kavram\u0131 \u00e7er\u00e7evesinde iman\u0131n kuvvetlenme d\u00fczeyini nas\u0131l tan\u0131mlad\u0131\u011f\u0131n\u0131 ortaya koyar. Ekrem Demirli, seminer boyunca a\u015fk\u0131 yaln\u0131zca duygusal bir hal de\u011fil, bilginin eyleme d\u00f6n\u00fc\u015fmesini sa\u011flayan y\u00fcksek bir iman bi\u00e7imi olarak konumland\u0131r\u0131r. Ders ayn\u0131 zamanda Klasik D\u00fc\u015f\u00fcnce Okulu\u2019nun pedagojik modeli \u00fczerine de \u00f6nemli de\u011ferlendirmeler i\u00e7erir ve dinleyicilerden sistematik bir \u015fekilde bu dersleri yeniden dinlemeleri, \u00f6dev \u00fcretmeleri ve yaz\u0131 prati\u011fi geli\u015ftirmeleri talep edilir.<\/p>\n

Ana Temalar ve Ba\u015fl\u0131klar<\/strong><\/p>\n

    \n
  1. Bilgi\u2013Amel\u2013\u0130man \u0130li\u015fkisi<\/strong><\/li>\n<\/ol>\n

    Tasavvufta a\u015fk, bilginin eyleme d\u00f6n\u00fc\u015fmesi olarak yorumlan\u0131r. Bu Platon\u2019un bilgi-eylem ili\u015fkisiyle kar\u015f\u0131la\u015ft\u0131r\u0131l\u0131r ve \u0130slam d\u00fc\u015f\u00fcncesindeki \u201ciman ve amel\u201d tart\u0131\u015fmas\u0131n\u0131n merkezili\u011fi vurgulan\u0131r. A\u015fk; iman, amel ve ahlak\u0131n b\u00fct\u00fcnle\u015fti\u011fi bir nokta olarak ele al\u0131n\u0131r.<\/p>\n

      \n
    1. A\u015fk Kavram\u0131n\u0131n Kavramsal \u00c7\u00f6z\u00fcmlemesi<\/strong><\/li>\n<\/ol>\n

      \u201cA\u015fk\u201d\u0131n g\u00fcnl\u00fck duygusal anlamlar\u0131ndan s\u0131yr\u0131larak irade, kas\u0131t, azim, tevecc\u00fch, niyet gibi kavramlarla \u00f6zde\u015f oldu\u011fu ifade edilir. Bu ba\u011flamda Mevl\u00e2n\u00e2 ve Yunus Emre gibi s\u00fbf\u00eelerin \u201ca\u015f\u0131k\u201d s\u0131fat\u0131, asl\u0131nda niyetin ve y\u00f6neli\u015fin kemale erdi\u011fi h\u00e2li ifade eder.<\/p>\n

        \n
      1. Vecd, Galebe ve Tevac\u00fct Kavramlar\u0131<\/strong><\/li>\n<\/ol>\n

        Vecd, kalbe gelen ilahi bir bilgi ya da korkunun ki\u015fiyi sarsmas\u0131 olarak tan\u0131mlan\u0131rken; galebe, bu halin ki\u015finin t\u00fcm varl\u0131\u011f\u0131n\u0131 ku\u015fatmas\u0131d\u0131r. Tevac\u00fct ise bu hallere ula\u015fmak i\u00e7in g\u00f6sterilen \u00e7aban\u0131n ad\u0131d\u0131r. Bu kavramlar tasavvufi hallerin epistemolojik boyutunu ortaya koyar.<\/p>\n

          \n
        1. Duygular ve Tahayy\u00fclat\u0131n A\u015f\u0131lmas\u0131<\/strong><\/li>\n<\/ol>\n

          A\u015fk\u0131n duygu de\u011fil, akl\u00ee bir idrak oldu\u011fu vurgulan\u0131r. Kalp, duygular\u0131n de\u011fil, derin akl\u0131n ve iman\u0131n merkezi olarak tan\u0131mlan\u0131r. Bu nedenle tasavvufta duygular ve hayaller kat’ul al\u00e2ik (ba\u011f koparma) yoluyla a\u015f\u0131l\u0131r.<\/p>\n

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

          Bu ders, tasavvufta a\u015fk\u0131n bilgiye dayal\u0131 bir iman hali oldu\u011funu, tasavvufun kelam ve felsefeyle ayn\u0131 d\u00fczlemde, bilgi-eylem ili\u015fkisi ba\u011flam\u0131nda kuruldu\u011funu g\u00f6stermektedir. KDO\u2019nun pedagojik modeli i\u00e7inde bu t\u00fcr kavramsal yo\u011funluklar\u0131n yaz\u0131 ve tebli\u011f \u00fcretimiyle desteklenmesi gerekti\u011fi vurgulanm\u0131\u015ft\u0131r. Bu ders, teorik \u00e7\u00f6z\u00fcmlemelerin pratikte nas\u0131l eyleme d\u00f6n\u00fc\u015ft\u00fcr\u00fclebilece\u011fini g\u00f6stermesi a\u00e7\u0131s\u0131ndan serinin en kritik derslerinden biridir.<\/p>\n

           <\/p>\n

          Purpose and Content of the Seminar<\/strong><\/p>\n

          This final seminar in the analysis of Kel\u00e2b\u00e2z\u00ee\u2019s at-Ta’arruf explores the relationship between knowledge and action in Sufism, centering on the concept of love (\u02bfishq) as a deepening form of faith. Ekrem Demirli presents love not merely as an emotional state, but as a cognitive and ethical transformation in which knowledge leads to action. The session also includes reflections on the pedagogical framework of the Classical Thought School (KDO), encouraging systematic listening, writing practice, and textual engagement from students.<\/p>\n

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

            \n
          1. The Relationship Between Knowledge, Action, and Faith<\/strong><\/li>\n<\/ol>\n

            In Sufi thought, \u02bfishq (love) is interpreted as the transformation of knowledge into action. This is compared to Plato\u2019s view on the link between knowing and doing, and is integrated into the Islamic discourse on \u012bm\u0101n (faith) and \u02bfamal (deeds). Love becomes the point at which faith, practice, and morality converge.<\/p>\n

              \n
            1. A Conceptual Analysis of Love<\/strong><\/li>\n<\/ol>\n

              Love is redefined beyond its everyday emotional connotations and is associated with concepts such as will, intention, determination, orientation, and devotion. Figures like Mevl\u00e2n\u00e2 and Yunus Emre are not seen as emotional lovers but as perfected agents of intentional spiritual direction.<\/p>\n

                \n
              1. The Concepts of Wajd, Ghalabah, and Taw\u0101jud<\/strong><\/li>\n<\/ol>\n

                Wajd is the intense state caused by divine fear or awareness, ghalabah refers to its complete domination over one\u2019s being, and taw\u0101jud is the deliberate striving for such states. These terms reveal the epistemological dimension of Sufi spiritual experience.<\/p>\n

                  \n
                1. Overcoming Emotions and Imagination<\/strong><\/li>\n<\/ol>\n

                  Love is described as a rational and cognitive state, not an emotional one. The heart is not the seat of feelings, but of deep intellect and faith. Thus, emotions and imaginative attachments must be cut off (qat\u02bf al-\u02bfal\u0101\u02beiq) to achieve true spiritual discipline.<\/p>\n

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

                  This seminar reframes love as an act of knowledge-based faith, and situates Sufism alongside kal\u0101m and philosophy through its treatment of the knowledge-action relationship. Within KDO\u2019s educational model, this conceptual intensity must be reinforced through writing and presentation. It stands as one of the most pivotal lectures, showing how theoretical insights can transform into spiritual and intellectual practice.<\/p>\n

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

                  EKREM DEM\u0130RL\u0130-KEL\u00c2B\u00c2Z\u00ce-et-TA’ARRUF 13. SEM\u0130NER \u00d6ZET\u0130 Dersin Amac\u0131 ve \u0130\u00e7eri\u011fi Bu […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-5042","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/5042","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=5042"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/5042\/revisions"}],"predecessor-version":[{"id":5043,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/5042\/revisions\/5043"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=5042"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}