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İncelenen “Ateist Çevrelere Göre S/Zorunlu Din Dersleri” isimli eser Erciyes Üniversitesi İlahiyat Fakültesi Din Eğitimi Anabilim Dalı Dr. Öğretim Üyesi Muhammed Esat Altıntaş tarafından kaleme alınmıştır. Ateist çevrelerin sorunlu gördüğü zorunlu din derslerine getirdikleri eleştirileri inceleyen eser Türkiye’de bu alanda yapılmış ilk müstakil çalışma olma özelliğine sahiptir. Nitel araştırma metotlarından durum çalışmasının kullanıldığı araştırmada ikincil veriler kullanılmıştır. Buna göre 2014 yılında Ateizm Derneği’nin başlattığı imza kampanyasına yapılan yorumlar araştırmanın verilerini oluşturmaktadır. Kitabın üçüncü bölümünde ateist çevrelerin zorunlu din derslerine getirdikleri eleştiriler sekiz başlık altında incelenmiştir. Yazarın ateist çevrelerin yaptığı eleştirileri genelde haksız bulduğu ya da uygulamadaki eksiklere yorduğu görülmektedir. Eserin son bölümünde yazar dersin programlarının daha iyi hale getirilebileceğini belirtmiş ancak dersin zorunluluğunun kaldırılmasına karşı çıkmıştır. Alana önemli katkılar sunan, dili sade ve anlaşılır olan eserin eksikleri de bulunmaktadır. Kaynakçadaki bir kısım hatalar, kamuya açık imza kampanyasına katılıp yorum yazan herkesin “ateist çevre” olarak adlandırılması ve eserde ders programlarında ve kitaplarında ateizmin nasıl öğretildiğinin eleştirel bir incelemesinin olmaması görülen eksikliklerdir. Bu eksikler eserin bundan sonraki baskılarında düzeltilebilecek düzeydedir. Eser din eğitimi alanına önemli bir katkı sunacak, konuya ilgi duyanlar için ise faydalı olacaktır.
The reviewed "Ateist Environments According to S/Zorunlu Religious Lessons" work was made by the Professor Mohammed Esat Altıntaş of the Erciyes University Theological Faculty of Religious Education and Anabolic Department. The work that studies the criticisms they bring to the compulsory religious lessons that the atheist environments consider problematic has the characteristic of being the first special work done in this field in Turkey. Secondary data were used in the study of quality research methods used for the study of state. According to this, the comments on the signature campaign launched by the Atheism Association in 2014 are the data of the research. In the third part of the book, the criticisms brought by the atheist circles to the compulsory religious lessons are studied under eight titles. It appears that the writer often finds the criticism of the atheist circles wrong or is tired of the lack of practice. In the last part of the work, the author stated that the programmes of the course could be improved but opposed the elimination of the obligation of the course. There is also a lack of work that provides significant contribution to the field, which is simple and understandable. Some of the errors in the source are the shortcomings that all who participate in the public signature campaign and commentate are called "the atheist environment" and that there is no critical review of how atheism is taught in the curriculum and books in the work. These deficiencies can be corrected in the subsequent pressures of the work. The work will provide a significant contribution to the field of religious education and will be useful for those interested in the subject.
The reviewed book, entitled “Problematic/Compulsory Religious Courses According to Atheist Circles” was written by Muhammed Esat Altıntaş, Dr. Lecturer in Religious Education at the Faculty of Theology, Erciyes University, Turkey. The book is the first study which explores the criticisms of atheist circles levelled at, what they deemed problematic compulsory religious courses in Turkey. Case study, which is one of the qualitative approaches, and secondary data were used in the study. Accordingly, the comments made to the signature campaign initiated by the Atheism Association in 2014 constituted the data of the research. In the third chapter, the criticisms of atheist circles aimed at compulsory religious courses are examined under eight titles. It can be seen that the author either deemed the criticisms unfair or attributed them to deficiencies in teachers’ practice. In the last part of the book the author hinted that religious education programs could be improved, but opposed the abolition of compulsory religious education courses. The book, which is easy to understand, makes a significant contribution to the field, but it has also some shortcomings, such as some problems in the bibliography, calling everyone who commented on the public signature campaign “atheist circles” and a need for critical examination of how atheism is presented in religious education programs and books. These shortcomings can be compensated in the future editions of the book. The book is an important contribution to the field and will be useful for those interested in the subject.
Alan : İlahiyat
Dergi Türü : Uluslararası
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