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Din eğitimi tarihi çalışmalarında Osmanlının 1700 yılından önceki dönemiyle ilgili çok fazla inceleme yapılmadığı ve ileri seviye Kur’an öğretim kurumları olan dârülkurralarla ilgili neredeyse hiçbir araştırmanın gerçekleştirilmediği ileri sürülmektedir. Evliya Çelebi yaklaşık elli yıl boyunca Osmanlı coğrafyasının dört bir tarafına seyahat etmiş, dünyanın en uzun ve en ayrıntılı seyahat kitabını kaleme almıştır. O, Seyahatname olarak tanınan bu eserinde Osmanlı coğrafyasındaki medrese, mektep, dârülhadis ve dârülkurra gibi dinî eğitim kurumlarıyla ilgili oldukça tatmin edici bilgiler aktarmış, çok ciddi gözlem ve değerlendirmelere yer vermiştir. Çalışmanın ana konusu olan Osmanlı dârülkurralarına dair Evliya Çelebi’nin verdiği malumatı daha da anlamlı hale getiren, kendisinin de bu kurumlarda ileri seviye Kur’an eğitimi almış bir iç paydaş olmasıdır. Makalede 17. yüzyıl Osmanlı dârülkurralarının fiziki yapısı, eğitimin mahiyeti, eğitim programları, okutulan kitaplar, hoca, öğrenci, finansman ile mezuniyet sınavları ve törenleri üzerinde durulmuştur. Bütün bunların öncesinde İslamî din eğitimi tarihinde dârülerkamdan Osmanlı dârülkurralarına kadar Kur’an öğretiminin tarihsel ve kurumsal gelişimi üzerinde durulmuştur. Seyahatname’deki bilgilerden de anlaşılacağı üzere Osmanlı dârülkurraları, Kur’an’ı yüzünden tecvidli okuma, hafızlık, tecvid ve kıraat ilimlerinin öğretildiği ileri seviye Kur’an eğitim merkezleridir. Adı geçen kurumlarda gerçekleştirilen eğitim faaliyetlerinin içeriğine bakıldığında yüzünden okuma, hafızlık, tecvid ve kıraat ilimlerinin programın temelini oluşturduğu görülmektedir. Evliya Çelebi, Kur’an okunan her mekânı dârülkurra olarak nitelendirdiği için müstakil dârülkurraların dışında, Kur’an öğretiminin gerçekleştirildiği cami ve mescitler ile medreseleri de dârülkurra kategorisinde zikretmiştir. Dârülkurraların her birinde aynı programının uygulandığını söylemek zordur. İlmi, ticari, sosyal, kültürel, pedagojik vb. nedenlerden ötürü farklı Kur’an öğrenme programları tatbik edilmiştir. Bazı yerleşim yerlerinde halkın hafızlığa ya da kıraat ilmine rağbet etmemesi veya öğrencilerin akademik ilgisizliği ve yetersizlikleri dârülkurralardaki eğitimin mahiyetini ve programlarını etkilemiştir. Ders kitabı olarak özellikle tecvid ve kıraat ilimlerinin öğretiminde ezberlemeyi kolaylaştıracağı düşüncesiyle genellikle manzum olarak yazılmış belli başlı temel eser niteliğindeki kitaplar okunmuştur. Ancak Kur’an’ın anlamına yönelik her herhangi bir faaliyetin eğitim sürecine dâhil edilmediği de anlaşılmaktadır. Çalışma nitel yönteminin bir türü olan doküman incelemesi tekniğiyle gerçekleştirilmiştir. Bu bağlamda birincil kaynak olarak Seyahatname baştan sonuna kadar okunmuş, ilgili bilgiler fişlenmiş, diğer yan kaynaklarla da konu bir bütün olarak sunulmaya çalışılmıştır. Araştırmada ulaşılan bulgulardan hareketle birtakım sonuçlara varılarak, bazı hususlar tartışılmıştır.
In the history of religious education studies it is stated that there was not much study of the period before the 1700th century of the Ottoman, and that there was almost no study of the currents of advanced Qur’an teaching institutions. Evliya Çelebi has travelled around the four sides of the Ottoman geography for about fifty years and has the longest and most detailed travel book in the world. In this work known as Travelname, he has transmitted very satisfactory information about religious educational institutions such as medrese, mektep, dârülhadis and dârülkurra in the Ottoman geography, and has placed very serious observations and evaluations. The main subject of the study is that an internal stakeholder who makes the gifts given by the Ottoman currents even more meaningful, who has also received the advanced level of Quran education in these institutions. The article focuses on the physical structure of the 17th century Ottoman curricula, the skill of education, educational programs, lectures, teachers, students, funding and graduation exams and ceremonies. Before all this, Islamic religious education was focused on the historical and institutional development of the teaching of the Qur’an in history from the Dharulam to the Ottoman Dharulam. As it is clear from the information in travelname, the Ottoman curricula is the advanced level of the Qur'an training centers where the Qur'an is taught because of the Qur'an, the teaching of the teaching of the teaching of the teaching of the teaching of the teaching of the teaching of the teaching of the teaching of the teaching. When it comes to the content of the educational activities carried out in the institutions, it appears that reading, memory, tecvid and crater sciences are the basis of the program. In the words of the Holy Prophet (peace and blessings of Allah be upon him), the Holy Prophet (peace and blessings of Allah be upon him) said: “Everyone who gives the Holy Prophet (peace and blessings of Allah be upon him) the Holy Prophet (peace and blessings of Allah be upon him) and the Holy Prophet (peace and blessings of Allah be upon him) the Holy Prophet (peace and blessings of Allah be upon him) and the Holy Prophet (peace and blessings of Allah be upon him). It’s hard to say that the same program is applied in each of the currents. Scientific, commercial, social, cultural, pedagogical etc. For this reason, different curriculum learning programs have been practiced. In some settlements, the public's failure to keep in mind or in mind, or the academic insufficiency and insufficiency of students, has affected the quality and programs of education in the curriculum. As a teaching book, especially with the idea that it will make it easier to remember in the teaching of the tecvid and crater sciences, books in the character of a certain main basic work, often written as manzum, are read. But it is also clear that any activity toward the meaning of the Qur’an is not included in the process of education. It is performed by a document examination technique, which is a type of quality method of work. In this context, as the primary source, travel has been read from the beginning to the end, the relevant information has been filed, and other side sources have been tried to present the subject as a whole. From the findings found in the study to the results, some aspects have been discussed.
It is claimed that in the studies on the history of religious education, there has not been much research on the period of the Ottoman Empire before 1700 and that almost no research has been carried out on the dârülkurras, which are advanced Qur'an education institutions. Evliya Çelebi traveled all over the Ottoman geography for nearly fifty years and wrote the longest and most detailed travel book in the world. In this work known as Seyahatname, he conveyed very satisfactory information about religious education institutions such as madrasah, school, darülhadis and darülkurra in the Ottoman geography, and included very serious observations and evaluations. What makes the information given by Evliya Çelebi more meaningful about the Ottoman darülkurra, which is the main subject of the study, is that he is an internal stakeholder who has received advanced Qur'anic education in these institutions. The article focuses on the physical structure of the 17th century Ottoman darülkurras, the nature of education, the educational programs, the books taught, the teacher, the student, the financing, and the graduation exams and ceremonies. Prior to all this, the historical and institutional development of Qur'an teaching in the history of Islamic religious education, from dârüllerkam to Ottoman darülkurra, was emphasized. As it can be understood from the information in the Seyahatname, Ottoman darülkurras are advanced Qur'an education centers where tecvid reading, hafiz, tecvid and qiraat sciences are taught because of the Qur'an. When we look at the content of the educational activities carried out in the aforementioned institutions, it is seen that the sciences of reading, hafiz, tecvid and qiraat form the basis of the program. Since Evliya Çelebi describes every place where the Qur'an is read as dârülkurra, he also mentioned the mosques, masjids and madrasas where the Qur'an is taught in the category of dârülkurra, apart from the detached darülkurra. It is difficult to say that the same program was applied in each of the darülkurras. Scientific, commercial, social, cultural, pedagogical etc. Different Qur'an learning programs have been applied for various reasons. In some settlements, people's lack of interest in hafiz or recitation science or the academic indifference and inadequacies of students affected the nature and programs of education in darülkurras. As a course book, the main books, which were written in verse, were read, with the thought that they would facilitate memorization, especially in the teaching of tajvid and qiraat sciences. However, it is understood that any activity regarding the meaning of the Qur'an is not included in the education process. The study was carried out with the document analysis technique, which is a type of qualitative method. In this context, the Travelogue was read from the beginning to the end as the primary source, the relevant information was recorded, and the subject was tried to be presented as a whole with other secondary sources. Based on the findings of the research, some conclusions were reached and some issues were discussed.
Alan : Eğitim Bilimleri; Güzel Sanatlar; İlahiyat; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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