{"id":8341,"date":"2025-11-30T17:03:24","date_gmt":"2025-11-30T14:03:24","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=8341"},"modified":"2025-11-30T17:03:24","modified_gmt":"2025-11-30T14:03:24","slug":"omer-turker-seyyid-serif-curcani-serhul-mevakif-3-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/omer-turker-seyyid-serif-curcani-serhul-mevakif-3-seminer-ozeti\/","title":{"rendered":"\u00d6MER T\u00dcRKER, SEYY\u0130D \u015eER\u0130F C\u00dcRC\u00c2N\u00ce, \u015eERHU\u2019L-MEV\u00c2KIF 3. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

\u00d6MER T\u00dcRKER, SEYY\u0130D \u015eER\u0130F C\u00dcRC\u00c2N\u00ce, \u015eERHU\u2019L-MEV\u00c2KIF 3. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu seminerin amac\u0131 tan\u0131m\u0131n mahiyetini belirlemek, zat\u00ee ve araz\u00ee \u00f6zellikler aras\u0131ndaki ayr\u0131m\u0131 a\u00e7\u0131kl\u0131\u011fa kavu\u015fturmak, mahiyetin ara\u015ft\u0131r\u0131lmas\u0131nda kullan\u0131lan y\u00f6ntemi ortaya koymak ve bu \u00e7er\u00e7evede illet, k\u0131yas, burhan ve bilimsel y\u00f6ntemin temel kavramlar\u0131n\u0131n nas\u0131l i\u015fledi\u011fini g\u00f6stermektir.<\/p>\n

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

    \n
  1. Tan\u0131m\u0131n mahiyeti ve kapsam\u0131<\/strong><\/li>\n<\/ol>\n

    Tan\u0131m bir \u015feyin zat\u0131n\u0131, yani onu o yapan \u00f6zsel unsurlar\u0131 ortaya \u00e7\u0131karmay\u0131 ama\u00e7lar. Ancak zat\u0131n do\u011frudan bilinmesinin zor oldu\u011fu durumlarda tan\u0131m, nesnenin araz\u00ee \u00f6zelliklerinden hareketle yap\u0131l\u0131r. Zat\u0131n bilinmesi her zaman m\u00fcmk\u00fcn olmad\u0131\u011f\u0131 i\u00e7in tan\u0131m \u00e7o\u011fu zaman arazlar \u00fczerinden y\u00fcr\u00fct\u00fclen bir ara\u015ft\u0131rma faaliyetidir. Bu nedenle tan\u0131m, \u00f6zsel unsurlara ula\u015fma \u00e7abas\u0131n\u0131 temsil eder fakat \u00e7o\u011funlukla arazlar arac\u0131l\u0131\u011f\u0131yla tamamlan\u0131r.<\/p>\n

      \n
    1. Zat\u00ee ve araz\u00ee \u00f6zelliklerin ay\u0131rt edilmesi<\/strong><\/li>\n<\/ol>\n

      Bir \u015feyin zat\u00ee \u00f6zellikleri onun mahiyetini olu\u015fturan zorunlu unsurlard\u0131r; bu unsurlar kald\u0131r\u0131ld\u0131\u011f\u0131nda nesne ortadan kalkar. Araz\u00ee \u00f6zellikler ise nesnenin varl\u0131\u011f\u0131na i\u00e7kin olmayan, sonradan bulundu\u011fu h\u00e2llerdir. Ara\u015ft\u0131rma esnas\u0131nda \u00f6zellikler tek tek kay\u0131t alt\u0131na al\u0131n\u0131r, hangi \u00f6zellik kald\u0131r\u0131ld\u0131\u011f\u0131nda nesnenin h\u00e2l\u00e2 ayn\u0131 kald\u0131\u011f\u0131 veya de\u011fi\u015fti\u011fi incelenir. B\u00f6ylece mahiyeti olu\u015fturan as\u0131l unsurlar ile ona ba\u011fl\u0131 ger\u00e7ekle\u015fen sonu\u00e7lar birbirinden ayr\u0131l\u0131r.<\/p>\n

        \n
      1. K\u0131yas\u0131n yap\u0131s\u0131 ve orta terimin rol\u00fc<\/strong><\/li>\n<\/ol>\n

        K\u0131yas\u0131n g\u00fcc\u00fc orta terimin durumuna ba\u011fl\u0131d\u0131r. Bir k\u0131yasta orta terim k\u00fc\u00e7\u00fck terimle b\u00fcy\u00fck terim aras\u0131ndaki ba\u011f\u0131 kuruyorsa zorunlu bilgi elde edilir. Yani hem k\u00fc\u00e7\u00fck terimin b\u00fcy\u00fck terime ba\u011flanmas\u0131n\u0131 sa\u011flayan hem de bu ba\u011f\u0131 zorunlu k\u0131lan unsur orta terimdir. Orta terim bazen illet, bazen sonu\u00e7, bazen de e\u015flik eden bir i\u015faret olabilir; ancak hangi konumda olursa olsun k\u0131yas\u0131n bilgi \u00fcretme kapasitesi onun ta\u015f\u0131d\u0131\u011f\u0131 fonksiyona ba\u011fl\u0131d\u0131r.<\/p>\n

          \n
        1. Burhan ve bilimsel y\u00f6ntemin temel ilkeleri<\/strong><\/li>\n<\/ol>\n

          Burhan bilgiye zorunlu olarak ula\u015ft\u0131ran k\u0131yas bi\u00e7imidir. Bunun i\u00e7in sebep\u2013sonu\u00e7 ili\u015fkisi bilinmelidir. Bir \u015feyin bilgisi d\u00f6rt illetin (madde, suret, fail, gaye) bilinmesiyle tamamlan\u0131r. Bilimsel ara\u015ft\u0131rma da ayn\u0131 s\u0131ralamay\u0131 izler: \u00f6nce \u201cvar m\u0131d\u0131r?\u201d sorusuna (hel), sonra \u201cnedir?\u201d sorusuna (mah\u00fb), son olarak \u201cni\u00e7in?\u201d sorusuna (lime) cevap aran\u0131r. Sebepler bilinmedi\u011finde bilgi eksiktir ve burhan tamamlanm\u0131\u015f say\u0131lmaz.<\/p>\n

            \n
          1. Kelam ve felsefenin y\u00f6ntem farklar\u0131n\u0131n temeli<\/strong><\/li>\n<\/ol>\n

            Felsefenin y\u00f6ntemi t\u00fcm bilim alanlar\u0131na uygulanabilir nitelikte geneldir; botanikten astronomiye kadar ayn\u0131 mant\u0131ksal yap\u0131 kullan\u0131l\u0131r. Kelam ise fizik ve metafizik kapsam\u0131ndaki meselelerle s\u0131n\u0131rl\u0131 bir ara\u015ft\u0131rma y\u00f6ntemi geli\u015ftirir. Kelamc\u0131lar nazar\u0131 daha \u00e7ok dini hakikatin tahkik edilmesi i\u00e7in kullan\u0131rken filozoflar hakikatin kendisine ula\u015fmak i\u00e7in burhan y\u00f6ntemini merkeze al\u0131rlar. Bu ay\u0131r\u0131m bilgi anlay\u0131\u015f\u0131ndaki temel farkl\u0131l\u0131klardan kaynaklan\u0131r.<\/p>\n

              \n
            1. Mutezile\u2019nin s\u0131fat teorisi ve mahiyet ara\u015ft\u0131rmas\u0131yla ili\u015fkisi<\/strong><\/li>\n<\/ol>\n

              Mutezile\u2019nin s\u0131fat teorisi \u015feylerin yokluk h\u00e2linde bile bilgiye konu olabilmesini sa\u011flayan \u201cmadumun \u015feyli\u011fi\u201d ilkesine dayan\u0131r. Bu ilke varl\u0131k\u2013mahiyet ayr\u0131m\u0131na farkl\u0131 bir yakla\u015f\u0131m sunar ve mahiyet ara\u015ft\u0131rmas\u0131nda \u00f6zelliklerin nas\u0131l s\u0131n\u0131fland\u0131r\u0131laca\u011f\u0131n\u0131 etkiler. S\u0131fatlar\u0131n varl\u0131kla, faille, hudusla veya hayatla ili\u015fkisine g\u00f6re s\u0131n\u0131fland\u0131r\u0131lmas\u0131, klasik ara\u015ft\u0131rma d\u00fczeninin temel ta\u015flar\u0131ndan biridir.<\/p>\n

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

              Bu seminerde tan\u0131m teorisinin temel problemleri, mahiyet\u2013araz ayr\u0131m\u0131, k\u0131yas\u0131n bilgi \u00fcretme fonksiyonu, burhan\u0131n yap\u0131s\u0131 ve kelam\u2013felsefe y\u00f6ntem farklar\u0131n\u0131n temelleri ele al\u0131nm\u0131\u015ft\u0131r. B\u00f6ylece klasik d\u00fc\u015f\u00fcncede bilginin mahiyetini belirleyen epistemik ilkelerin nas\u0131l \u00f6rg\u00fctlendi\u011fi ve tan\u0131m\u0131n bu yap\u0131n\u0131n merkezindeki rol\u00fc a\u00e7\u0131kl\u0131\u011fa kavu\u015fmu\u015ftur.<\/p>\n

               <\/p>\n

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

              The purpose of this seminar is to determine the nature of definition, to clarify the distinction between essential and accidental attributes, to present the method used in the investigation of essence, and to explain how cause, syllogism, demonstration, and the scientific method function within this framework.<\/p>\n

              Ma\u0131n Themes<\/strong><\/p>\n

                \n
              1. The nature and scope of definition<\/strong><\/li>\n<\/ol>\n

                Definition aims to reveal the essence of a thing\u2014the constitutive elements that make it what it is. When the essence cannot be directly known, definition proceeds through accidental attributes. Thus definition represents the effort to reach essential elements, though it is often completed through accidents.<\/p>\n

                  \n
                1. Distinguishing essential and accidental attributes<\/strong><\/li>\n<\/ol>\n

                  Essential attributes constitute the essence of a thing; when removed, the thing ceases to be what it is. Accidental attributes are not intrinsic to the thing and occur contingently. During investigation, each attribute is recorded and tested by removing it to determine whether the thing remains the same or changes. This separates essential constituents from mere consequences.<\/p>\n

                    \n
                  1. The structure of syllogism and the role of the middle term<\/strong><\/li>\n<\/ol>\n

                    The strength of a syllogism depends on the status of the middle term. When the middle term establishes and necessitates the link between the minor and major terms, necessary knowledge is obtained. The middle term may be a cause, a result, or an accompanying sign, but its function determines the epistemic value of the syllogism.<\/p>\n

                      \n
                    1. Demonstration and the principles of scientific method<\/strong><\/li>\n<\/ol>\n

                      Demonstration is the syllogism that yields necessary knowledge. This requires knowing the four causes: material, formal, efficient, and final. Scientific inquiry follows the sequence: \u201cIs it?\u201d (existence), \u201cWhat is it?\u201d (essence), and \u201cWhy is it?\u201d (cause). Knowledge is incomplete without knowing the causes.<\/p>\n

                        \n
                      1. The basis of methodological differences between kal\u0101m and philosophy<\/strong><\/li>\n<\/ol>\n

                        Philosophy employs a universal method applicable across all sciences, while kal\u0101m develops a method limited to physics and metaphysics. Theologians use nazar to verify religious truth, whereas philosophers use demonstration to reach the truth itself. This difference stems from their distinct conceptions of knowledge.<\/p>\n

                          \n
                        1. Mu\u2018tazilite attribute theory and its relation to essence inquiry<\/strong><\/li>\n<\/ol>\n

                          The Mu\u2018tazilite theory of attributes is based on the principle that non-existent things have \u201cthingness,\u201d which shapes how attributes are classified. Attributes are categorized according to their relation to existence, agency, origination, or life, and this organization parallels classical research structures concerning essence and accident.<\/p>\n

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

                          This seminar examined the main issues of definition theory, the essence\u2013accident distinction, the epistemic function of syllogism, the structure of demonstration, and the foundations of methodological differences between kal\u0101m and philosophy. Thus the epistemic principles shaping the nature of knowledge in classical thought and the central role of definition were clarified.<\/p>\n

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

                          \u00d6MER T\u00dcRKER, SEYY\u0130D \u015eER\u0130F C\u00dcRC\u00c2N\u00ce, \u015eERHU\u2019L-MEV\u00c2KIF 3. SEM\u0130NER \u00d6ZET\u0130 Seminerin […]<\/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-8341","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/8341","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=8341"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/8341\/revisions"}],"predecessor-version":[{"id":8342,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/8341\/revisions\/8342"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=8341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}