{"id":5050,"date":"2025-05-08T16:49:39","date_gmt":"2025-05-08T13:49:39","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=5050"},"modified":"2025-05-08T16:49:39","modified_gmt":"2025-05-08T13:49:39","slug":"ercan-alkan-kelabazi-et-taarruf-1-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ercan-alkan-kelabazi-et-taarruf-1-seminer-ozeti\/","title":{"rendered":"ERCAN ALKAN-KEL\u00c2B\u00c2Z\u00ce-et-TA’ARRUF 1. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

ERCAN ALKAN-<\/strong>KEL\u00c2B\u00c2Z\u00ce-et-TA’ARRUF 1. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/span><\/p>\n

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

Bu ders, tasavvufun erken d\u00f6nem d\u00fc\u015f\u00fcn\u00fcrlerinden Kel\u00e2b\u00e2z\u00ee\u2019nin et-Ta\u2019arruf li-Mezhebi Ehli\u2019t-Tasavvuf adl\u0131 eseri \u00fczerinden y\u00fcr\u00fct\u00fclmektedir. Ama\u00e7, tasavvufun ilmi bir disiplin olarak kurulu\u015f s\u00fcrecini ve temel meselelerini kavramsal bir \u00e7er\u00e7evede ele almakt\u0131r. Ders, tasavvufun bilgiyle kurulmas\u0131, akli ve \u015fer\u2019i temellere dayand\u0131r\u0131lmas\u0131 gerekti\u011fini vurgulayan klasik yakla\u015f\u0131mlar\u0131 inceleyerek \u00f6\u011frencileri tasavvufi d\u00fc\u015f\u00fcnce tarihinde bir yolculu\u011fa \u00e7\u0131kar\u0131r.<\/p>\n

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

    \n
  1. Tasavvufun \u0130lmi Mahiyeti ve S\u0131n\u0131rl\u0131l\u0131\u011f\u0131<\/strong><\/li>\n<\/ol>\n

    Tasavvufun Kur\u2019an ve s\u00fcnnetle s\u0131n\u0131rl\u0131 oldu\u011fu, ki\u015fisel sezgi ve deneyimlerin bu iki kaynakla teyit edilmedi\u011fi s\u00fcrece muteber say\u0131lamayaca\u011f\u0131 vurgulanmaktad\u0131r. C\u00fcneyd-i Ba\u011fd\u00e2d\u00ee\u2019nin “Bu ilim Kur\u2019an ve s\u00fcnnetle kay\u0131tl\u0131d\u0131r” s\u00f6z\u00fc temel referanst\u0131r.<\/p>\n

      \n
    1. Z\u00fchd Hareketinin Toplumsalla\u015fmas\u0131 ve Ele\u015ftirisi<\/strong><\/li>\n<\/ol>\n

      \u0130lk d\u00f6nem z\u00e2hidlerin bireysel tepkileri zamanla kurumsalla\u015fm\u0131\u015f ve \u015fehir hayat\u0131na etki etmeye ba\u015flam\u0131\u015ft\u0131r. Ancak bu tav\u0131r, \u015feriat bilgisine dayanmadan ortaya \u00e7\u0131kt\u0131\u011f\u0131 i\u00e7in ele\u015ftirilmi\u015ftir. Zenginli\u011fi t\u00fcm\u00fcyle reddedip miskinle\u015fmenin tasvip edilmedi\u011fi, bunun yerine c\u00f6mertli\u011fe ve ahlaki duru\u015fa dayal\u0131 bir yakla\u015f\u0131m\u0131n benimsendi\u011fi ifade edilir.<\/p>\n

        \n
      1. \u00dc\u00e7l\u00fc \u0130deal \u0130nsan Modeli: Bilgi, Stat\u00fc, Mal<\/strong><\/li>\n<\/ol>\n

        C\u00fcneyd \u00f6rne\u011finde oldu\u011fu gibi, ideal s\u00fbf\u00ee hem \u00e7al\u0131\u015f\u0131r, hem \u00f6\u011fretir hem de topluma fayda sa\u011flar. Bu ba\u011flamda, s\u00fbf\u00eenin toplumdan kopuk de\u011fil, i\u00e7inde ve yap\u0131c\u0131 olmas\u0131 gerekti\u011fi anlat\u0131l\u0131r. Zahidlik ele\u015ftirisi, pasifle\u015fmeye ve sosyal sorumluluktan ka\u00e7maya kar\u015f\u0131 bir uyar\u0131 i\u00e7erir.<\/p>\n

          \n
        1. Akademik Tutumun \u00d6nemi<\/strong><\/li>\n<\/ol>\n

          Ders, bilgiyi merkeze alan, sorgulay\u0131c\u0131 ve sistemli bir yakla\u015f\u0131m\u0131 benimsemeyi te\u015fvik eder. E\u011fitimin amac\u0131, bireyin mevcut sorunlara bilgi temelinde \u00e7\u00f6z\u00fcm arayan bir d\u00fc\u015f\u00fcnme bi\u00e7imi kazanmas\u0131d\u0131r.<\/p>\n

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

          Ders, tasavvufu bireysel tecr\u00fcbeden ilmi bir disipline ta\u015f\u0131yan erken d\u00f6nem \u00e7abalar\u0131 Kel\u00e2b\u00e2z\u00ee \u00f6zelinde kavramsalla\u015ft\u0131rmaktad\u0131r. \u00d6\u011frencilerden, bu metin \u00fczerinden hem d\u00fc\u015f\u00fcnsel hem de tarihsel bir bilin\u00e7 geli\u015ftirmeleri beklenmektedir.<\/p>\n

           <\/p>\n

           <\/p>\n

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

          This seminar is based on Kel\u00e2b\u00e2z\u00ee\u2019s foundational work at-Ta\u02bfarruf li-Madhhab Ahl al-Ta\u1e63awwuf, one of the earliest treatises on Sufism. The aim is to explore how Sufism was established as a scholarly discipline, focusing on its conceptual development and intellectual legitimacy. The course emphasizes that Sufism must be grounded in both rational inquiry and religious sources, guiding students through the early intellectual history of Islamic mysticism.<\/p>\n

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

            \n
          1. The Scholarly Nature and Boundaries of Sufism<\/strong><\/li>\n<\/ol>\n

            Sufism is presented as limited by the Qur\u2019an and the Sunnah; personal experiences and mystical insights are not valid unless they align with these sources. Junayd al-Baghd\u0101d\u012b\u2019s statement\u2014\u201cThis knowledge is confined to the Qur\u2019an and Sunnah\u201d\u2014serves as the foundational principle.<\/p>\n

              \n
            1. Social Integration and Critique of Early Asceticism<\/strong><\/li>\n<\/ol>\n

              The solitary reactions of early ascetics later evolved into institutionalized movements influencing urban life. However, without grounding in Sharia, this form of asceticism was criticized. Total renunciation of wealth and passive poverty are discouraged, whereas moral strength and generosity are encouraged.<\/p>\n

                \n
              1. The Triple Ideal of the Sufi: Knowledge, Status, Wealth<\/strong><\/li>\n<\/ol>\n

                An ideal Sufi, like Junayd, is one who works, teaches, and contributes to society. The seminar emphasizes that Sufis should not retreat from the world but engage with it constructively. The critique of extreme asceticism is also a warning against avoiding social responsibility.<\/p>\n

                  \n
                1. The Importance of an Academic Attitude<\/strong><\/li>\n<\/ol>\n

                  The seminar promotes an intellectual approach centered on knowledge, critical inquiry, and systematic thinking. Education is framed as a process of equipping individuals with the tools to confront contemporary problems through deep understanding.<\/p>\n

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

                  This session conceptualizes the early efforts to establish Sufism as a scholarly discipline, particularly through Kel\u00e2b\u00e2z\u00ee\u2019s work. Students are expected to gain both historical awareness and intellectual maturity through engagement with this foundational text.<\/p>\n","protected":false},"excerpt":{"rendered":"

                  ERCAN ALKAN-KEL\u00c2B\u00c2Z\u00ce-et-TA’ARRUF 1. 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-5050","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/5050","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=5050"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/5050\/revisions"}],"predecessor-version":[{"id":5051,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/5050\/revisions\/5051"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=5050"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}