{"id":7477,"date":"2025-11-08T13:57:10","date_gmt":"2025-11-08T10:57:10","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7477"},"modified":"2025-11-08T13:57:10","modified_gmt":"2025-11-08T10:57:10","slug":"omer-turker-ihsaul-ulum-okumalari-5-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/omer-turker-ihsaul-ulum-okumalari-5-seminer-ozeti\/","title":{"rendered":"\u00d6MER T\u00dcRKER, \u0130HS\u00c2\u00dc’L- UL\u00dbM OKUMALARI 5. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

\u00d6MER T\u00dcRKER, \u0130HS\u00c2\u00dc’L- UL\u00dbM OKUMALARI 5. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/span><\/p>\n

Seminerin Amac\u0131<\/strong><\/span><\/p>\n

Bu seminerin amac\u0131, F\u00e2r\u00e2b\u00ee\u2019nin \u0130hs\u00e2\u00fc\u2019l-Ul\u00fbm<\/em> adl\u0131 eserinin yaln\u0131zca bir bilimler tasnifi de\u011fil, ayn\u0131 zamanda bilgi\u2013hakikat\u2013toplum ili\u015fkisini b\u00fct\u00fcnc\u00fcl bir \u015fekilde temellendiren felsefi bir proje oldu\u011funu ortaya koymakt\u0131r. Bu \u00e7er\u00e7evede bilimlerin epistemolojik d\u00fczeyi, y\u00f6ntemsel yeterlili\u011fi ve toplumsal i\u015flevleri aras\u0131ndaki ayr\u0131m detayland\u0131r\u0131lmakta; mant\u0131k, metafizik ve siyaset aras\u0131ndaki hiyerar\u015fik b\u00fct\u00fcnl\u00fck a\u00e7\u0131klanmaktad\u0131r.<\/span><\/p>\n

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

    \n
  1. Bilginin Gayesi ve Nedensel Yap\u0131s\u0131<\/strong><\/span>
    \nF\u00e2r\u00e2b\u00ee\u2019ye g\u00f6re hakikat bilgisi, e\u015fyan\u0131n nedenlerinin kavranmas\u0131d\u0131r. Bu nedenle bilginin en y\u00fcksek formu burhan\u00ee istidlaldir.<\/span><\/li>\n
  2. Be\u015f D\u00fc\u015f\u00fcnme Sanat\u0131<\/strong><\/span>
    \nBurhan, cedel, hitabet, \u015fiir ve safsata aras\u0131ndaki farklar a\u00e7\u0131klan\u0131r. Bu ayr\u0131m hem toplumsal tabakalara hem de insan zihninin tarihsel geli\u015fimine kar\u015f\u0131l\u0131k gelir.<\/span><\/li>\n
  3. Bilimlerin Hiyerar\u015fisi<\/strong><\/span>
    \nBilimler, hakikate yakla\u015ft\u0131rma derecelerine g\u00f6re tasnif edilir. Mant\u0131k t\u00fcm disiplinler i\u00e7in zorunlu \u00f6nc\u00fc; metafizik ise en y\u00fcksek bilgi alan\u0131d\u0131r.<\/span><\/li>\n
  4. Din\u2013Felsefe \u0130li\u015fkisi<\/strong><\/span>
    \nDin, burhan\u00ee hakikatlerin hayal g\u00fcc\u00fc arac\u0131l\u0131\u011f\u0131yla topluma aktar\u0131lm\u0131\u015f \u015feklidir. Dolay\u0131s\u0131yla n\u00fcb\u00fcvvet ve siyaset felsefeyle tamamlay\u0131c\u0131d\u0131r.<\/span><\/li>\n
  5. \u015eer\u2018\u00ee \u0130limlerin Konumu<\/strong><\/span>
    \nF\u0131k\u0131h ve kelam gibi disiplinler bilginin \u00fcretimi de\u011fil uygulan\u0131\u015f\u0131yla ilgilenir; toplumsal d\u00fczeni s\u00fcrd\u00fcrmeye hizmet eder.<\/span><\/li>\n
  6. \u0130hs\u00e2\u00fc\u2019l-Ul\u00fbm\u2019un Stratejik Rol\u00fc<\/strong><\/span>
    \nBu eser, F\u00e2r\u00e2b\u00ee\u2019nin mant\u0131k \u2192 nazar\u00ee ilimler \u2192 amel\u00ee ilimler \u00e7izgisini bir b\u00fct\u00fcn h\u00e2line getirir; sonraki b\u00fct\u00fcn tasnif teorilerinin temel referans\u0131 olur.<\/span><\/li>\n<\/ol>\n

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

    Bu seminer, \u0130hs\u00e2\u00fc\u2019l-Ul\u00fbm\u2019un<\/em> sadece teknik bir s\u0131n\u0131fland\u0131rma de\u011fil, ilm\u00ee kesinli\u011fi toplumsal faydayla birle\u015ftiren kapsaml\u0131 bir d\u00fc\u015f\u00fcnce modeli oldu\u011funu g\u00f6stermektedir. Hakikate uygun bilginin \u00fcretilmesi ve toplumda uygulanmas\u0131 aras\u0131ndaki ili\u015fkiyi felsefi temelde a\u00e7\u0131klayan bu yap\u0131, \u0130slam d\u00fc\u015f\u00fcncesinin sonraki d\u00f6nemlerinde otorite h\u00e2line gelmi\u015f; bilim, ahlak, siyaset ve din aras\u0131ndaki uyumu kuran paradigmay\u0131 belirlemi\u015ftir.<\/span><\/p>\n

     <\/p>\n

    Purpose of the Seminar<\/strong><\/span><\/p>\n

    The purpose of this session is to demonstrate that al-F\u0101r\u0101b\u012b\u2019s Ihs\u0101\u2019 al-\u2018Ul\u016bm<\/em> is not merely a taxonomy of sciences but a philosophical framework that grounds the relationship between truth, knowledge and the social order. It clarifies the methodological hierarchy of the sciences and their integration within the structure of rational and political life.<\/span><\/p>\n

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

      \n
    1. Aim and Causality of Knowledge<\/strong><\/span>
      \nTrue knowledge consists in grasping causes; demonstration (burh\u0101n) is its highest form.<\/span><\/li>\n
    2. Five Arts of Thinking<\/strong><\/span>
      \nThe distinction between demonstration, dialectic, rhetoric, poetry and sophistry corresponds to both intellectual development and social stratification.<\/span><\/li>\n
    3. Hierarchy of Sciences<\/strong><\/span>
      \nSciences are ranked according to their proximity to truth. Logic is foundational, while metaphysics is supreme.<\/span><\/li>\n
    4. Relation between Religion and Philosophy<\/strong><\/span>
      \nProphetic discourse transfers philosophical truths to society through imaginative forms; thus religion completes philosophy in the political realm.<\/span><\/li>\n
    5. Role of the Shar\u012b\u2018a-based Disciplines<\/strong><\/span>
      \nJurisprudence and theology organize collective life but do not directly pursue theoretical truth.<\/span><\/li>\n
    6. Strategic Function of the Work<\/strong><\/span>
      \nThe treatise unifies the path from logic to theoretical and practical sciences, forming the basis of later Islamic classifications.<\/span><\/li>\n<\/ol>\n

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

      This session shows that Ihs\u0101\u2019 al-\u2018Ul\u016bm<\/em> establishes a harmonized model binding demonstrative knowledge to social realization. It became the authoritative paradigm for Islamic intellectual tradition, integrating science, morality, politics and religion within a coherent pursuit of truth.<\/span><\/p>\n

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

      \u00d6MER T\u00dcRKER, \u0130HS\u00c2\u00dc’L- UL\u00dbM OKUMALARI 5. SEM\u0130NER \u00d6ZET\u0130 Seminerin Amac\u0131 […]<\/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-7477","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7477","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=7477"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7477\/revisions"}],"predecessor-version":[{"id":7478,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7477\/revisions\/7478"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7477"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}