Özet:

In the identification of pedagogical approaches, many factors are influential, such as the social structure, the political state of the country and the social structure. One of them is culture. It also affects the culture, way of thinking and learning that affects the individual’s way of life. This requires the study of the cultural-pedagogical relationship. In the pedagogical-cultural relationship, cultural, multicultural and intercultural pedagogical approaches can be discussed. What determines the pedagogical-cultural relationship and makes it possible to reflect it in the practical educational systems is the social-political situation of the country. In this case, the need for the cultural-pedagogical relationship to be interpreted by the countries in accordance with their own educational philosophies. Because culture affects general pedagogics, it has a natural impact on religious pedagogics as well. In addition, taking into account the inseparable integrity of culture and religion, the importance of the phenomenon of cultural religious pedagogy arises. This study aims to open the door to the creation of a more effective religious pedagogy by interpreting the relationship between culture and religious pedagogy from the point of view of Turkey. In line with this goal, the concepts of cultural pedagogics and cultural religious pedagogics have been introduced and the main issues in the development of cultural religious pedagogics in Turkey have been tried to be identified. Summary: Today it is observed that many societies are transformed into an open society. Education in open societies is not an endoctrination activity. This situation requires the development of appropriate pedagogies, taking into account all ideas, beliefs and cultures in education. If the influence of globalization considers that the multicultural structure is also seen in many societies, the reflections of ethnic, religious and cultural diversity in education have been observed and the need for cultural education has emerged. Considering the inseparable integrity of religion and culture, it can be said that the influence of culture in religious pedagogics should be observed. But when it comes to a cultural religious pedagogy, it is the question that is expected to be answered whether the religion in the definition of religious pedagogy should be treated as a fact or whether any religion is mentioned, what aspects should be observed in the research that is followed by the preference of one of them, whether a religious pedagogy should be developed by movement from the point of interaction with the culture, whether it should be treated by a intercultural approach or whether a single religion should be treated in the context of the relationship with the culture. With this research, the aim of the introduction of the concept of cultural religious pedagogics, discussing the impact of these questions on cultural religious pedagogics studies, is also to reveal the aspects that should be observed in cultural religious pedagogics studies. This research by literature scan method has left beyond the limits to submit any suggestions at the point of development of cultural religious pedagogy, which is limited to the study of the concept of cultural religious pedagogy in some paradigms. It is believed that the concept of the meaning expressed from the point of view of Turkey, along with the possibilities and limitations of the discussion, will keep the field light in terms of attracting attention to the principles of the development of cultural religious pedagogy. Since the field of education covers many subjects, facts and phenomena that enter the field of education, it can be said that it forms a general and universal structure related to the existence and nature of man. Although the individual has common characteristics in the direction of being a human being, it is part of the culture in which it is connected because of its social aspect, and in this regard individuals belonging to different cultures — in a different way, communities, communities — differ from each other. These characteristics, called cultural differences, are important in terms of education because they also influence and originalize learning. Within the multicultural and open social structure, the need to consider the pedagogical principles in order to maintain this diversity and facilitate learning according to the cultural characteristics of the individual in a environment in which the specific learning and behavior forms showing different cultural characteristics are gathered in the same class environment, the need to consider the pedagogical principles in order to maintain this diversity and facilitate learning according to the cultural characteristics of the individual is the main objective of the cultural pedagogical work. In countries with greater diversity in terms of ethnic, structural, religious and cultural aspects, a pedagogical approach is seen to provide the possibility of reconciliation through intercultural and religious partnerships with intercultural pedagogical approach, while in the points where culture and religion are separated, the differences are pointed out through the explanations brought by the members of that religion or culture. Cultural and religious differences are emphasized on the elements of co-life to prevent conflict, and thus, despite the differences, a developed pedagogical approach is emerged on the basis of respect for diversity. In Turkey, because the social structure requires an inter-cultural approach as well as a cultural pedagogy, it is necessary that religious pedagogy and cultural relationship be established differently from the West. From the point of view of Turkey, we can talk about an Islamic religious pedagogy where the Islamic theology is located in the center. But it is not necessary to consider it as an obligation. In the academic and written field, it will vary depending on the nature of the research to be considered as a religious fact or considered as an Islamic religion. When considered in the Islamic religious particularity, the basic sources of Islamic religion, the Qur’an and the Hadith-centered education will be created, but the appearance of differences in the interpretation of the verses and the hadiths, the cultural influence in these interpretations also leads to the formation of the cultural Islamic religious education. As a special field of religious pedagogy, from Islamic religious pedagogy to cultural influences, forms of coverage, religious accepted by the public but formed by cultural influences, etc. The rituals can be referred to as an example. It is also possible to mention that religious differences in the open parts of the interpretation of the religion have a great influence on the preference of the religions. In this context, it can be said that the disciples that are determined by different ways of thinking by following different methodologies will create different pedagogies. In this case, it can be said that Islamic religious pedagogy can be formed in two ways: by a general methodology and by more specific methodological approaches in the religious context. If a multicultural religious pedagogy is intended to be established, considering the influence of the religions on the multicultural structure of our country, it should be taken from the differences of the religions, not the differences of the religions, as in Europe. The differences between the disciples are not a separation element, but considering that it is a wealth of comments, it should not be a disadvantage in the emphasis of these differences between the disciples. From this point of view, we can talk about a cultural Islamic religion pedagogy. When it comes to fundamentalizing cultural or inter-cultural religious pedagogics, this subject is limited to the scope of the subject to be explained only on the basis of the disciples. Because it is possible to talk about building education through each of the differences between geographical areas, such as traditional or modern approaches. Identifying each of these differences, working on it will also contribute to a more effective religious education. In this context, it is necessary to take into account the structure of the religions that exist in society in order to be able to speak of a cultural religious pedagogy in our country and to establish the cultural pedagogy relationship, as well as the nature of cultural diversity.

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