{"id":7505,"date":"2025-11-08T14:08:43","date_gmt":"2025-11-08T11:08:43","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7505"},"modified":"2025-11-08T14:08:43","modified_gmt":"2025-11-08T11:08:43","slug":"mustakim-arici-ilimler-tasnifi-problemi-7-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/mustakim-arici-ilimler-tasnifi-problemi-7-seminer-ozeti\/","title":{"rendered":"M\u00dcSTAK\u0130M ARICI, \u0130L\u0130MLER TASN\u0130F\u0130 PROBLEM\u0130 7. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

M\u00dcSTAK\u0130M ARICI, \u0130L\u0130MLER TASN\u0130F\u0130 PROBLEM\u0130 7. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/span><\/p>\n

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

Bu dersin amac\u0131, ilimler tasnifi tart\u0131\u015fmas\u0131n\u0131n yaln\u0131zca disiplinlerin s\u0131n\u0131fland\u0131r\u0131lmas\u0131 de\u011fil, ayn\u0131 zamanda bilgi otoritesi, hakikat anlay\u0131\u015f\u0131 ve epistemik me\u015fruiyetin belirlenmesine ili\u015fkin bir s\u00fcre\u00e7 oldu\u011funu ortaya koymakt\u0131r. Ders, \u00f6zellikle modern d\u00f6nemde ortaya \u00e7\u0131kan \u201cbilgi bunal\u0131m\u0131\u201d tart\u0131\u015fmalar\u0131n\u0131 ba\u011flam\u0131na yerle\u015ftirerek, gelene\u011fin devaml\u0131l\u0131\u011f\u0131 ile modernle\u015fmenin zorunluluklar\u0131 aras\u0131ndaki denge aray\u0131\u015f\u0131n\u0131 ele almaktad\u0131r.<\/span><\/p>\n

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

    \n
  1. Bilginin Me\u015fruiyet Sorunu<\/strong><\/span>
    \nModern bilimsel epistemolojinin h\u00e2kimiyeti, geleneksel ilimlerin me\u015fruiyetini sorgulatm\u0131\u015f; bilginin kayna\u011f\u0131, y\u00f6ntemi ve ge\u00e7erlili\u011fi yeniden tart\u0131\u015fmaya a\u00e7\u0131lm\u0131\u015ft\u0131r.<\/span><\/li>\n
  2. Epistemik Yer De\u011fi\u015ftirme<\/strong><\/span>
    \nF\u0131k\u0131h, kelam ve tasavvuf gibi klasik disiplinler merkezdekikonumlar\u0131n\u0131 kaybederken, pozitif bilimlere dayal\u0131 bilgi ve teknoloji yeni otorite alanlar\u0131 olu\u015fturmu\u015ftur.<\/span><\/li>\n
  3. \u0130slami D\u00fc\u015f\u00fcncede Yeniden Kurulum \u00c7abalar\u0131<\/strong><\/span>
    \n\u0130limleri yeniden d\u00fczenleme giri\u015fimleri, hem vahiy temelli bilgiyi koruma hem de modern bilimin getirilerini g\u00f6z ard\u0131 etmeme hedefi ta\u015f\u0131r. Bu \u00e7abalar, yeni bir epistemik sentez aray\u0131\u015f\u0131n\u0131n g\u00f6stergesidir.<\/span><\/li>\n
  4. E\u011fitim ve Kurumsal D\u00f6n\u00fc\u015f\u00fcm<\/strong><\/span>
    \nModern okul sistemi medresenin belirleyici rol\u00fcn\u00fc zay\u0131flatm\u0131\u015f; bilgi \u00fcretimi \u00e7ok merkezli h\u00e2le gelmi\u015ftir. Kurumlar aras\u0131 bu ayr\u0131\u015fma tasnif problemini daha g\u00f6r\u00fcn\u00fcr k\u0131lm\u0131\u015ft\u0131r.<\/span><\/li>\n
  5. Ahlaki ve Varl\u0131kbilimsel Boyut<\/strong><\/span>
    \n\u0130slam gelene\u011fi i\u00e7in bilgi, insan\u0131n kemalini ve kullu\u011funu ger\u00e7ekle\u015ftirme arac\u0131d\u0131r. Modern bilgi ise \u00e7o\u011funlukla pragmatik ve materyal ba\u015far\u0131ya y\u00f6neliktir. Bu ama\u00e7 fark\u0131 tasnif meselesinin temel gerilimlerinden biridir.<\/span><\/li>\n
  6. \u201c\u0130slam\u00ee \u0130lim\u201d Kavram\u0131n\u0131n G\u00fcncellenmesi<\/strong><\/span>
    \nModern d\u00f6nemde \u0130slam\u00ee ilim kategorileri, yaln\u0131zca tarihsel disiplinleri de\u011fil, ayn\u0131 zamanda \u0130slam\u2019\u0131n bak\u0131\u015f a\u00e7\u0131s\u0131yla geli\u015ftirilmi\u015f modern bilim alanlar\u0131n\u0131 da i\u00e7erebilecek bi\u00e7imde yeniden d\u00fc\u015f\u00fcn\u00fclmektedir.<\/span><\/li>\n<\/ol>\n

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

    Bu ders, ilimler tasnifi probleminin bug\u00fcn h\u00e2l\u00e2 s\u00fcren epistemik bir m\u00fccadele alan\u0131 oldu\u011funu vurgulamaktad\u0131r. Modern bilimsel paradigma kar\u015f\u0131s\u0131nda geleneksel ilim anlay\u0131\u015f\u0131n\u0131n d\u00f6n\u00fc\u015f\u00fcm ge\u00e7irmesi, bilginin hem teorik hem kurumsal d\u00fczeyde yeniden yap\u0131land\u0131r\u0131lmas\u0131n\u0131 zorunlu k\u0131lm\u0131\u015ft\u0131r. Tasnif tart\u0131\u015fmalar\u0131, hangi bilginin merkezde olaca\u011f\u0131na dair rekabetin \u00f6tesinde, M\u00fcsl\u00fcman toplumlar\u0131n entelekt\u00fcel y\u00f6neli\u015flerini ve kimlik in\u015fas\u0131n\u0131 belirleyen kurucu bir rol \u00fcstlenmi\u015ftir.<\/span><\/p>\n

     <\/p>\n

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

    This lesson aims to demonstrate that the classification of sciences is directly connected to the negotiation of epistemic authority, legitimacy and conceptions of truth. It situates the contemporary debate on \u201ccrisis of knowledge\u201d within the broader struggle to reconcile modern scientific paradigms with the Islamic intellectual tradition.<\/span><\/p>\n

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

      \n
    1. Legitimacy of Knowledge<\/strong><\/span>
      \nThe dominance of empirical science generates new questions regarding the validity and credibility of traditional disciplines.<\/span><\/li>\n
    2. Shifts in Epistemic Centrality<\/strong><\/span>
      \nClassical religious sciences lose their structural centrality, while positivistic knowledge and technology ascend as new forms of authority.<\/span><\/li>\n
    3. Projects of Intellectual Reconstruction<\/strong><\/span>
      \nContemporary attempts seek to maintain the foundational role of revelation while integrating scientific advancements into a unified epistemic vision.<\/span><\/li>\n
    4. Institutional Fragmentation<\/strong><\/span>
      \nThe bifurcation of education between schools and seminaries reflects a deeper epistemological split and intensifies classification debates.<\/span><\/li>\n
    5. Ethical and Ontological Aims of Knowledge<\/strong><\/span>
      \nThe Islamic view associates knowledge with human perfection and spiritual fulfillment, in contrast with modern utilitarian tendencies.<\/span><\/li>\n
    6. Rearticulation of \u201cIslamic Sciences\u201d<\/strong><\/span>
      \nModern perspectives increasingly include new disciplines inspired by Islamic principles, expanding the scope of what constitutes Islamic knowledge.<\/span><\/li>\n<\/ol>\n

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

      This lesson reveals that the classification of sciences remains a vibrant site of negotiation in the modern Islamic world. Traditional epistemologies face new pressures from secular scientific frameworks, compelling fresh inquiries into the aims and authority of knowledge. Consequently, classification emerges as a decisive arena shaping intellectual transformation and the cultural future of Muslim societies.<\/span><\/p>\n

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

      M\u00dcSTAK\u0130M ARICI, \u0130L\u0130MLER TASN\u0130F\u0130 PROBLEM\u0130 7. 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-7505","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7505","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=7505"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7505\/revisions"}],"predecessor-version":[{"id":7506,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7505\/revisions\/7506"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7505"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}