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Bu araştırmada örgün eğitimle birlikte hafızlık eğitiminin öğrencilerin sosyal ve özgüven gelişimlerine etkisi incelenmiştir. 2014 yılında uygulamaya konulan örgün eğitimle birlikte hafızlık, başta okul merkezinde olması ve akademik eğitimle bir arada yürütülmesi gibi farklılıklar olmak üzere geleneksel hafızlık eğitiminden ayrılmaktadır. Araştırma nitel bir yaklaşımla ve durum çalışması desenine dayalı olarak görüşme yöntemiyle gerçekleştirilmiştir. Çalışma grubu olarak İstanbul, Konya, Sivas ve Rize illerinden olmak üzere toplam 4 hafızlık proje okulu seçilmiş, katılımcılar ise bu okullarda hafızlık yapan öğrenci, hafızlık öğreticisi, veli ve öğretmenlerden seçilen toplam 35 kişidir. Araştırmada örgün eğitimle birlikte hafızlığın okul ortamından kaynaklı öğrencilerin sosyal gelişimlerine genel olarak olumlu yansıdığı, ancak yatılı olarak bu eğitimi gerçekleştirenlerde durumun olumsuz geliştiği, hafızlığı bitirebilme veya yarım bırakma durumuna göre özgüven gelişiminin değiştiği, hafızlığı tamamlama süresinin yetersizliğinin sosyal ve özgüven gelişimine etkide bulunduğu gibi bulgulara ulaşılmıştır. Sonuçta örgün eğitimle birlikte hafızlık eğitiminde okul ortamı öğrencilerin sosyal ve özgüven gelişimlerine geleneksel hafızlık ortamlarına göre daha fazla imkân ve fırsatlar sunmakta olmasına rağmen, bunun çocukların gelişim ihtiyaçları bakımından yeterli düzeyde olduğunu söylemek mümkün gözükmemektedir.
In this research, the effects of Quranic memorization education during formal education were examined on the social and self-confidence development of the students. The Quran memorization in formal education, which was put into practice in 2014, differs from traditional Quranic memorization education with details such as being in the center of the school and being together with academic education. The research was carried out with a qualitative approach, interview method and with case study design. For the study group, a total of 4 project schools were selected from Istanbul, Konya, Sivas and Rize provinces. The participants; a total of 35 people consisting of students, Quranic memorization teachers, parents and teachers. In the study, some findings have been reached such as Qur'anic memorization with formal education was generally reflected positively on the social development of students due to the school environment; however, the situation develops negatively in those who carry out this training on a boarding basis; self-confidence development changes depending on whether they can complete Qur'anic memorization or leave incomplete; insufficiency of the time to become unfaithful affects the development of social and self-confidence. As a result, although the school environment for Quranic memorization in formal education offers more opportunities and facilities in terms of the social and self-confidence development of the students compared to the traditional Quranic memorization education environments, it is not possible to say that the children have a sufficient level in terms of their developmental needs.
In this research, the effects of Qur'anic memorization education during formal education were examined on the social and self-confidence development of the students. Qur'an memorization in formal education, which was put into practice in 2014, differs from traditional Quranic memorization education with details such as being in the center of the school and being together with academic education. The research was carried out with a qualitative approach, interview method and with case study design. For the study group, a total of 4 project schools were selected from İstanbul, Konya, Sivas and Rize provinces. The participants; a total of 35 people consisting of students, Qur'anic memorization teachers, parents and teachers. In the study, some findings have been reached such as Qur'anic memorization with formal education was generally reflected positively on the social development of students due to the school environment; however, the situation develops negatively in those who carry out this training on a boarding basis; self-confidence development changes depending on whether they can complete Qur'anic memorization or leave incomplete; insufficiency of the time to become hâfız affects the development of social and self-confidence. As a result, although the school environment for Qur'anic memorization in formal education offers more opportunities and facilities in terms of the social and self-confidence development of the students compared to the traditional Qur'anic memorization education environments, it is not possible to say that the children have a sufficient level in terms of their developmental needs.
Alan : İlahiyat
Dergi Türü : Uluslararası
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