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16. yy. Mısır’ında mutasavvıf kimliğinin yanı sıra dönemin eğitim problemlerine yönelik çözümleriyle de dikkat çeken, önde gelen Şafii alimlerden olan İbn Hacer el-Heytemî, Tahrîru’l-Mâkâl isimli eserinde; kadılıktan ayrılarak dönemin yetimhanelerinden birinde öğretmenlik yapmaya başlayan bir dostunun kendisine yönelttiği, eğitim öğretim sürecinde karşılaşılması muhtemel problemleri nasıl çözmesi gerektiğine yönelik soruları, büyük bir hassasiyetiyle cevaplamaya çalışmıştır. Bu çaba sonucu, bazıları çağımızda da güncelliğini koruyan eğitimle ilgili sorunlara dair kapsamlı tahliller ortaya çıkmıştır. İbn Hacer’in çözüm getirmeye çalıştığı eğitimle ilgili sorunlar arasında, çocukların öğretmen tarafından eğitim öğretim amacı dışında görevlendirilip görevlendirilemeyeceği, çocuğun çalıştırılması konusunda kimlerin yetki sahibi oldukları, öğrencinin okula devamı hususunda öğretmenin ve vakıf yöneticilerinin sorumluluklarının neler olduğu, dayağın çocuğun eğitiminde bir yöntem olarak kullanımıyla ilgili incelikler yer almaktadır. İbn Hacer’in verdiği cevapların satır aralarında 16. yy Mısır’ı ve dolayısıyla Osmanlı toplumsal yapısı ile ilgili bir takım bilgeler edinmek de mümkün görünmektedir. İbn Hacer tarafından cevaplandırılmaya çalışılan eğitime dair sorulardan bir kısmının aradan geçen yüzyıllara rağmen güncelliğini koruyor olması da dikkat çeken bir diğer husustu. Bu nedenle araştırmada, halen güncelliğini koruyan bu hususlarla ilgili çözümlemelere de yer verilmiştir. Eğitim ve disiplinle ilgili hususlar, derinlemesine olmasa da hukukun temel ilkelerinden olan masumiyet karinesi (the presumption of innocence), cezalandırmada delilin önemi gibi farklı bakış açılarıyla ele alınmaya çalışılmıştır. Araştırmanın yöntemi; Tahrîru’l-Mâkâl isimli eserin, Arapça asıl metnine sadık kalınarak sosyal bilimlerde sıkça kullanılan araştırma yöntemlerinden olan içerik analizine tabi tutulmasına dayanmaktadır.
The 16th Y. In Egypt, the mutasavvıf identity as well as the solutions to the educational problems of the period, the leading Shafi scientists, Ibn Hacer al-Heytemî, in his work named Tahrîru'l-Mâkâl; a friend who began to teach in one of the orphanages of the period, directed to him, tried to answer with great sensitivity the questions about how to solve the potential problems that he could encounter in the educational process. As a result of this effort, some have emerged in comprehensive assessments of the issues related to education that keeps its current in our time. The issues related to the education that Ibn Hacer tries to solve include the details regarding the use of the child as a method in the education of the child, whether or not the children are assigned by the teacher except for the purpose of education, who are authorized in the employment of the child, what the responsibilities of the teacher and the foundation managers are in relation to the continuation of the child to school, and how the child is used as a method in the education of the child. The line of answers given by Ibn Hacer appears possible to obtain a set of wisdom about the 16th century Egypt and therefore the Ottoman social structure. Some of the questions about the education that is trying to be answered by Ibn Hacer, despite the past centuries, keeps its up-to-date, and another thing that makes it noticeable is that some of the questions about the education that is trying to be answered by Ibn Hacer. Therefore, in the research, there are also discussions on these issues that remain up to date. The aspects of education and discipline, although not deeply, were attempted to be addressed by different points of view, such as the presumption of innocence, which is one of the fundamental principles of law, and the importance of evidence in punishment. The method of the research is based on the fact that the work called Tahrîru'l-Mâkâl is subject to the content analysis of the methods of research that are commonly used in social sciences, remaining faithful to the original Arabic text.
Ibn Hajar al-Haytami one of the leading shafii scholars in 16th century gained great importance not only with his sufi career also his analysis about educational problems of the period. In his work titled Tahrîru’l-Mâkâl, he tries to answer the questions of his friend, who left his profession after becoming a teacher that started to teach at one of the orphanages of the time, with great sensitivity about how he should behave regarding the problems that may be encountered during the education process. As a result of this effort, comprehensive analyzes have emerged regarding educational problems, some of which are still up to date. Among the problems related with education that Ibn Hajar tries to solve are whether the children can be assigned by the teacher outside the purpose of learning and teaching or not, who may have the authority to employ the child, what are the responsibilities of the teacher as well as the foundation administrators for the student's continuation to school and the use of the beating as a method in the education of the child. It is also possible to obtain some information about Egypt of the 16th century and therefore the Ottoman social structure between the lines of the answers given by Ibn Hajar. It was also noteworthy that some of the questions on education, which were tried to be answered by Ibn Hajar, were still up-to-date despite the passing centuries. For this reason, the article includes analyzes regarding these topics which are still actuel. Issues related to education and discipline, though not in depth, have been tried to be analyzed with different perspectives such as the presumption of innocence, which are among the basic principles of law, and the importance of evidence in punishment. The method of the research; it is based on the content analysis of the work named Tahrîru'l-Mâkâl, which is one of the frequently used research methods in social sciences, by adhering to the original Arabic text.
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