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Kırgızistan 31 Ağustos 1991 tarihinde bağımsızlığına ulaşmış bir Orta Asya ülkesidir. Bu tarihten itibaren ülkede din-devlet ilişkileri yeniden yapılanma evresine girmiştir. Bağımsızlıkla birlikte Kırgızistan’ın tarihsel kimliği, dini inançları, örf ve adetleri konusunda toplumda bir farkındalık ortaya çıkmıştır. Demokrasi yolunda yeniden adım atmaya başlayan ülkede bir yandan “laiklik”, “din ve vicdan özgürlüğü” gibi yeni kavramlar etkin bir şekilde kullanılmaya başlanmış, diğer yandan ise, örgün eğitim kurumlarında din eğitiminin meşruiyeti akademik ve siyasi çevrelerin sıklıkla tartıştığı konuların içinde yer almıştır. Günümüz Kırgızistan’ında örgün din eğitimindeki birtakım gelişmelerden bahsetmek mümkündür. Özellikle, okulda din dersi denemeleri ayrıca incelemeye değer bir konudur. İşte bu makalede bağımsızlık sonrası Kırgızistan’daki dini durum genel olarak ele alındıktan sonra, devlet okullarındaki din dersi denemeleri incelenmiştir. İlk olarak, bağımsızlığın ilk yıllarında bazı okullarda verilen “Iyman” (İman) dersi ve günümüzde zorunlu ders olarak ülkenin tüm okullarında okutulan “Adep” (Edep) dersi amaç ve muhteva yönünden ele alınmıştır. Bunun yanı sıra, 2016-2017 eğitim-öğretim yılından itibaren pilot uygulama olarak okutulmakta olan “Din Madaniyatının Tarıhı” (Din Kültürü Tarihi) dersi amaç, muhteva, ders öğretmeni, derse ayrılan süre gibi konular açısından analiz edilmiştir.
Kyrgyzstan became independent on August 31, 1991. From this date, the religious-government relations in the country have entered the stage of rebuilding. With independence, a awareness in society has emerged about Kyrgyzstan’s historical identity, religious beliefs, religions and traditions. In the country, which began to re-step on the path of democracy, new concepts such as “religion”, “religion and freedom of conscience” have begun to be used effectively, and, on the other hand, the legitimacy of religious education in educational institutions has been included in the topics that academic and political environments often discuss. In today’s Kyrgyzstan, it is possible to talk about a number of developments in religious education. In particular, religious lesson trials in school are also a topic worth considering. Here in this article, after the religious situation in Kyrgyzstan after independence was discussed in general, religious lessons in state schools were studied. First, the "Iyman" (Iman) lesson given in some schools in the early years of independence and the "Adep" (Edep) lesson given in all schools in the country today as a mandatory lesson was addressed in the direction of purpose and purpose. In addition, the course "The History of Religious Meditation" (The History of Religious Culture), which is being studied as a pilot application from the 2016-2017 educational year, has been analyzed in terms of topics such as the purpose, the teacher, the course, the time of the course.
Kyrgyzstan is a Central Asian country that became independent on August 31, 1991. From this date, religion-state relations in the country have entered into a phase of restructuring. With independence, there has been an awareness of historical identity, religious beliefs, customs and traditions among Kyrgyz people. On the one hand, new concepts such as secularism and freedom of religion and conscience have begun to be used actively in the country, and on the other hand, the legitimacy of religious education in formal education institutions have begun to be discussed frequently by academics and politicians. Today we can see some developments in formal religious education in Kyrgyzstan. Especially, there have been several attempts of teaching religion courses at public schools of Kyrgyzstan. So in this article, religion courses in public schools of Kyrgyzstan are examined. In particular, the “Iyman” course, which was taught during the first years of independence and the “Adep” course which was introduced as a compulsory subject in public schools in 2004, were analyzed in terms of purpose and content. In addition, the "History of Religious Culture" course, which has been taught as a pilot project since the 2016-2017 academic year, is analyzed in terms of purpose, content, course teacher and time allocated to the course. [You may find an extended abstract of this article after the bibliography.]
Alan : İlahiyat
Dergi Türü : Ulusal
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