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{"work":{"id":103876768,"created_at":"2023-06-26T00:36:11.518-07:00","from_world_paper_id":null,"updated_at":"2024-11-25T00:54:41.222-08:00","_data":{"grobid_abstract":"Currently, numerous madrasas in Eastern Anatolia Region actively provide traditional education. These madrasas have managed to survive with community support without any state aid and have taken an important mission to guide the eastern community and direct their religious lifestyle. In this sense, Van is one of the provinces that has recently stood out with its madrasas. When the education curriculum of these madrasas in Van is examined, it is seen that the science of ḥadīth is also taught and the teachers have significant accumulation on ḥadīth and sunna. This research aims to examine the perceptions of some teachers on ḥadīth and sunna in these madrasas providing education in Van. The data of the research were collected through semi-structured interview forms consisting of open-ended questions addressed to a sample group of teachers selected from madrasas that actively operate in Van. In light of this data, meaningful findings have been shared about many issues such as the approach of the teachers to hadith and sunna, the position of sunnah in religion, whether sunna is a product of revelation, whether Prophet Muḥammad (PBuH) had the power to make things ḥalāl or ḥarām, and what comes to their mind first when Prophet Muḥammad's sunna is mentioned. An important finding identified in the research is that the teachers see ḥadīth and sunna as the interpretation and explanation of the Qur'ān. However, the teachers also exhibited different approaches to some issues related to hadith and sunna. For example, most of the teachers (14 people) think that ḥadīth and sunna have different meanings. Eight of the teachers who adopt this approach stated that there is a general-specific relationship between sunna and ḥadīth. On the other hand, it is revealed that the view that hadith and sunna mean the same thing is embraced by six participants. Some important views of the teachers regarding the relationship of ḥadīth and sunna with revelation have been identified. For example, while 13 of the teachers argue that all of the sunna and ḥadīth are a product of revelation, others stated that only some of them could be a product of revelation. More than half of those who hold this approach (11 people) experienced inconsistency in the thoughts they defended. Indeed, these participants stated that the whole sunna and ḥadīth are the source of revelation while giving an unexpected answer to the question directed to them about medical ḥadīths, and they claimed that some or all of the medical ḥadīths are based on experience. Almost all of the teachers argue that sunna is binding like the Qur'ān. Three of the participants do not see the whole sunna as binding. According to them, things that Prophet Muḥammad did with his human qualities or things he loved or disliked by creation do not have bindingness. Also, while some of the teachers prioritized moral sunan in their minds, others prioritized formal sunan. Almost half of the teachers (8 people) attached great importance to al-kutub al-sitta. The participants stated that they trust the ḥadīths in these works and that they would accept it if a ḥadīth is transmitted in one of these works. The remaining participants think that the authenticity of the ḥadīths will be determined after research on the isnād and the text. It is seen that madrasah teachers have an idea about the popular group called Kur'aniyyun today. According to them, the main purpose of this group is to destroy the message of the Qur'ān. Suyūṭī and Ghazālī seem to have an important place in the minds of the professors. 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Currently, numerous madrasas in Eastern Anatolia Region actively provide traditional education. These madrasas have managed to survive with community support without any state aid and have taken an important mission to guide the eastern community and direct their religious lifestyle. In this sense, Van is one of the provinces that has recently stood out with its madrasas. When the education curriculum of these madrasas in Van is examined, it is seen that the science of ḥadīth is also taught and the teachers have significant accumulation on ḥadīth and sunna. This research aims to examine the perceptions of some teachers on ḥadīth and sunna in these madrasas providing education in Van. The data of the research were collected through semi-structured interview forms consisting of open-ended questions addressed to a sample group of teachers selected from madrasas that actively operate in Van. In light of this data, meaningful findings have been shared about many issues such as the approach of the teachers to hadith and sunna, the position of sunnah in religion, whether sunna is a product of revelation, whether Prophet Muḥammad (PBuH) had the power to make things ḥalāl or ḥarām, and what comes to their mind first when Prophet Muḥammad's sunna is mentioned. An important finding identified in the research is that the teachers see ḥadīth and sunna as the interpretation and explanation of the Qur'ān. However, the teachers also exhibited different approaches to some issues related to hadith and sunna. For example, most of the teachers (14 people) think that ḥadīth and sunna have different meanings. Eight of the teachers who adopt this approach stated that there is a general-specific relationship between sunna and ḥadīth. On the other hand, it is revealed that the view that hadith and sunna mean the same thing is embraced by six participants. Some important views of the teachers regarding the relationship of ḥadīth and sunna with revelation have been identified. For example, while 13 of the teachers argue that all of the sunna and ḥadīth are a product of revelation, others stated that only some of them could be a product of revelation. More than half of those who hold this approach (11 people) experienced inconsistency in the thoughts they defended. Indeed, these participants stated that the whole sunna and ḥadīth are the source of revelation while giving an unexpected answer to the question directed to them about medical ḥadīths, and they claimed that some or all of the medical ḥadīths are based on experience. Almost all of the teachers argue that sunna is binding like the Qur'ān. Three of the participants do not see the whole sunna as binding. According to them, things that Prophet Muḥammad did with his human qualities or things he loved or disliked by creation do not have bindingness. Also, while some of the teachers prioritized moral sunan in their minds, others prioritized formal sunan. Almost half of the teachers (8 people) attached great importance to al-kutub al-sitta. The participants stated that they trust the ḥadīths in these works and that they would accept it if a ḥadīth is transmitted in one of these works. The remaining participants think that the authenticity of the ḥadīths will be determined after research on the isnād and the text. It is seen that madrasah teachers have an idea about the popular group called Kur'aniyyun today. According to them, the main purpose of this group is to destroy the message of the Qur'ān. Suyūṭī and Ghazālī seem to have an important place in the minds of the professors. In particular, Suyūṭī's competence in Arabic grammar has been extended to the field of ḥadīth.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":103760437,"attachmentType":"pdf","workUrl":"https://www.academia.edu/103876768/%C5%9Eark_M%C3%BCderrislerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_Van_%C3%96rne%C4%9Fi"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":103760437,"attachmentType":"pdf","workUrl":"https://www.academia.edu/103876768/%C5%9Eark_M%C3%BCderrislerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_Van_%C3%96rne%C4%9Fi"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="103760437" data-landing_url="https://www.academia.edu/103876768/%C5%9Eark_M%C3%BCderrislerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_Van_%C3%96rne%C4%9Fi" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="46581244" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/46581244/Gelene%C4%9Fin_Savunusu_T%C3%BCrkiye_de_Geleneksel_%C5%9Eark_Medreseleri_ve_M%C3%BCderrislerinin_Seydalar%C4%B1n_Modern_Din_E%C4%9Fitimine_Ele%C5%9Ftirileri">Geleneğin Savunusu: Türkiye’de Geleneksel Şark Medreseleri ve Müderrislerinin (Seydaların) Modern Din Eğitimine Eleştirileri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="12363727" href="https://beu.academia.edu/DenizA%C5%9Fk%C4%B1n">Deniz Aşkın</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi</p><p class="ds-related-work--abstract ds2-5-body-sm">Osmanlı Devleti’nin yıkılmasından sonra kurulan Türkiye Cumhuriyeti’nin toplumsal yapısının birçok alanında olduğu gibi eğitim politikasında da radikal değişiklikler meydana geldi. 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href="https://www.academia.edu/107644115/%C4%B0mam_Hatiplerin_Hadis_Bilgileri_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_U%C5%9Fak_%C4%B0li_%C3%96rne%C4%9Fi_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="85491667" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/85491667/Hadis_Us%C3%BBl%C3%BC_%C5%9Eerh%C3%A7ili%C4%9Fi_S%C3%BCy%C3%BBt%C3%AE_%C3%96rne%C4%9Fi">Hadis Usûlü Şerhçiliği: Süyûtî Örneği</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="58206820" href="https://independent.academia.edu/Necmeddin%C5%9Eeker">Necmeddin Şeker</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Kahramanmaraş Sütçü İmam Üniversitesi İlahiyat Fakültesi dergisi, 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Hadis Usûlü Şerhçiliği: Süyûtî Örneği","attachmentId":90174861,"attachmentType":"pdf","work_url":"https://www.academia.edu/85491667/Hadis_Us%C3%BBl%C3%BC_%C5%9Eerh%C3%A7ili%C4%9Fi_S%C3%BCy%C3%BBt%C3%AE_%C3%96rne%C4%9Fi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/85491667/Hadis_Us%C3%BBl%C3%BC_%C5%9Eerh%C3%A7ili%C4%9Fi_S%C3%BCy%C3%BBt%C3%AE_%C3%96rne%C4%9Fi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="115271310" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/115271310/%C3%87ocuklar%C4%B1n_Yedi_G%C3%BCnl%C3%BCkken_S%C3%BCnnet_Edilmesine_Y%C3%B6nelik_Hadislerin_Sened_ve_Metin_Y%C3%B6n%C3%BCnden_De%C4%9Ferlendirilmesi">Çocukların Yedi Günlükken Sünnet Edilmesine Yönelik Hadislerin Sened ve Metin Yönünden Değerlendirilmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="123797335" href="https://independent.academia.edu/NecmiSar%C4%B11">Necmi Sarı</a></div><p class="ds-related-work--metadata ds2-5-body-xs">İhya Uluslararası İslam Araştırmaları Dergisi, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Plagiarism / İntihal: This article has been reviewed by at least two referees and scanned via a plagiarism software. / Bu makale, en az iki hakem tarafından incelendi ve intihal içermediği teyit edildi. Etik Beyan / Ethical Statement: Bu çalışmanın hazırlanma sürecinde bilimsel ve etik ilkelere uyulduğu ve yararlanılan tüm çalışmaların kaynakçada belirtildiği beyan olunur / It is declared that scientific and ethical principles have been followed while carrying out and writing this study and that all the sources used have been properly cited.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Çocukların Yedi Günlükken Sünnet Edilmesine Yönelik Hadislerin Sened ve Metin Yönünden Değerlendirilmesi","attachmentId":111727327,"attachmentType":"pdf","work_url":"https://www.academia.edu/115271310/%C3%87ocuklar%C4%B1n_Yedi_G%C3%BCnl%C3%BCkken_S%C3%BCnnet_Edilmesine_Y%C3%B6nelik_Hadislerin_Sened_ve_Metin_Y%C3%B6n%C3%BCnden_De%C4%9Ferlendirilmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/115271310/%C3%87ocuklar%C4%B1n_Yedi_G%C3%BCnl%C3%BCkken_S%C3%BCnnet_Edilmesine_Y%C3%B6nelik_Hadislerin_Sened_ve_Metin_Y%C3%B6n%C3%BCnden_De%C4%9Ferlendirilmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="86543843" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86543843/Meslek_Y%C3%BCksekokulu_%C3%96%C4%9Frencilerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1s%C4%B1_%C3%9Czerine_Bir_Ara%C5%9Ft%C4%B1rma_Seben_%C4%B0zzet_Baysal_Meslek_Y%C3%BCksekokulu_%C3%96rne%C4%9Fi">Meslek Yüksekokulu Öğrencilerinin Hadis ve Sünnet Algısı Üzerine Bir Araştırma: Seben İzzet Baysal Meslek Yüksekokulu Örneği</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43762679" href="https://ibu.academia.edu/AR%C4%B0FDUR%C4%9EUN">ARİF DURĞUN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Abant İzzet Baysal Üniversitesi İlahiyat Fakültesi Dergisi, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmanın amacı üniversite öğrencilerinin hadis ve sünnet algılarını ve maneviyatlarının hadis ve sünnet algıları üzerindeki etkisini incelemektir. Araştırmada Seben İzzet Baysal Meslek Yüksekokulu'nda eğitim gören 322 öğrenciye ulaşılmıştır. Araştırma için gerekli etik kurul kararları alınarak internet üzerinden öğrencilere anket linki gönderilmiştir. Gönüllülük esasına göre 178 ön lisans öğrencisi ankete katılmıştır. Katılımcıların %78,1'i kız, %21,9'u erkektir ve yaş ortalaması 20,47± 1,877'dir. Katılımcıların cinsiyet, yaş, sınıf, bölüm, yaşanılan yer, aile yapısı, ailenin ikamet birimi ve baba eğitim düzeyi değişkenlerine göre hadis ve sünnet algısı ile maneviyat düzeyleri arasında anlamlı bir farklılık bulunmamıştır. Öğrencilerin anne eğitim düzeyi değişkeninde hadis ve sünnet algısı toplam puanı ve bilgi alt boyutunda; öğrencilerin öğrenim gördükleri lise türü değişkeninde hadis ve sünnet algısı bilgi alt boyutunda; dini bilgilerini edinim şekli değişkenine göre hadis ve sünnet algısı biliş alt boyutu ve toplam puanında anlamlı ilişki bulunmuştur. Katılımcıların hadis ve sünnet algısı ile maneviyatları arasında pozitif yönlü (r=0,461 p=0,000) %46,1'lik korelasyon tespit edilmiştir. Maneviyatın sünnet ve hadis algısı üzerindeki etkisini belirlemek için yapılan regresyon analizinde maneviyatın hadis ve sünnet algısındaki etkisinin 0.117 birim olduğu saptanmıştır. Öğrencilerin Hadis ve sünnet algısı düzeylerinin (38,59±7,67) ve maneviyat düzeylerinin (107,09±14,96) yüksek olduğu bulunmuştur. Ayrıca bu çalışmada 10 madde ve iki alt boyuttan oluşan Hadis ve Sünnet Algısı Ölçeği (HSÖ) geliştirilmiştir. Geliştirilen ölçeğin geçerliğini sınamak amacıyla açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin toplam varyansın %63,86'sını açıkladığı ve ardından yapılan doğrulayıcı faktör analizinde ise ölçeğin uyum endekslerini karşıladığı sonucuna ulaşılmıştır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Meslek Yüksekokulu Öğrencilerinin Hadis ve Sünnet Algısı Üzerine Bir Araştırma: Seben İzzet Baysal Meslek Yüksekokulu Örneği","attachmentId":90971752,"attachmentType":"pdf","work_url":"https://www.academia.edu/86543843/Meslek_Y%C3%BCksekokulu_%C3%96%C4%9Frencilerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1s%C4%B1_%C3%9Czerine_Bir_Ara%C5%9Ft%C4%B1rma_Seben_%C4%B0zzet_Baysal_Meslek_Y%C3%BCksekokulu_%C3%96rne%C4%9Fi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/86543843/Meslek_Y%C3%BCksekokulu_%C3%96%C4%9Frencilerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1s%C4%B1_%C3%9Czerine_Bir_Ara%C5%9Ft%C4%B1rma_Seben_%C4%B0zzet_Baysal_Meslek_Y%C3%BCksekokulu_%C3%96rne%C4%9Fi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="81960316" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/81960316/%C3%96%C4%9Frencilerin_S%C3%B6zl%C3%BC_Tarih_Y%C3%B6ntemine_%C4%B0li%C5%9Fkin_G%C3%B6r%C3%BC%C5%9Fleri_Van_D%C3%BC%C4%9F%C3%BCnleri_%C3%96rne%C4%9Fi">Öğrencilerin Sözlü Tarih Yöntemine İlişkin Görüşleri: Van Düğünleri Örneği</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42413558" href="https://independent.academia.edu/r%C3%BCstem%C3%A7urku">rüstem çurku</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmada, "Van'da düğünler" konulu sözlü tarih uygulamasının, öğrencilere sağladığı katkıların ortaya çıkarılması amaçlanmıştır. Araştırma, nitel çalışma kapsamında yer alan durum çalışması (case study) deseninde gerçekleştirilmiş ve çalışmada amaçlı örneklem kapsamında kolay ulaşılabilir durum örneklemesi kullanılmıştır. Öğrencilerden, Van düğün geleneklerine ilişkin gönüllü katılımcılarla görüşme yapmaları istenmiş, öğrenciler yaşları 50 ve üzeri olan aile üyelerinden 60 kişiyle görüşme yapmıştır. Öğrenciler katılımcı beyanları doğrultusunda rapor hazırlamış, etkinliğe katılanlara ve etkinliğe katılmayıp takip edenlere yönelik görüşmeler de yapılmıştır. Veri toplama araçları olarak yarı yapılandırılmış görüşme ve odak grup görüşmesi gibi yönteme uygun araştırma teknikleri kullanılmıştır. Çalışmada sözlü tarih çalışmasının öğrencilere sağladığı katkılara ilişkin bulgular, odak grup görüşmesinden ve etkinliği takip eden öğrencilerle gerçekleştirilen mülakatlardan elde edilmiştir. Elde edilen veriler, içerik analizine tabi tutulmuştur. Bu araştırmayla sözlü tarihin klasik ders işleme yöntem ve teknikleriyle kıyaslandığında öğrenci merkezli olduğu, ezberden ziyade yorum gerektirdiği için sıkıcı olmadığı ve tarihe duyulan merakı geliştiren bir yöntem olduğu ortaya çıkmıştır. Araştırma yapmayı gerektiren, eleştirel düşünmeyi geliştiren ve tarihte sıradan insanların yer aldığını gösteren bir yöntem olduğu belirlenmiştir. Bunun yanı sıra sözlü tarihin öğrencinin tarihsel olayları kendi deneyimi ve bakış açısıyla değerlendirmesini sağladığı, teknoloji kullanmayı gerektirdiği ve etkinlik temelli bir yöntem olduğu da anlaşılmıştır. Sözlü tarihin ders içi katkılarının ise araştırmacı kimliği kazanma, tarihe olan merakın artması, tarih bilinci kazandırma ve tarihi gerçeklerin farkına varma olduğu belirlenmiştir. Ders dışı katkıları yönüyle de sosyalleşmeyi sağlama, empati becerisini geliştirme, nezaketli, sabırlı olma ve büyüklerle diyalog kurabilme becerilerini geliştirme olduğu da anlaşılmıştır. Ayrıca, sözlü tarihin birçok alanda yapılabilen ve konu sınırlaması olmayan bir yöntem olması nedeniyle farklı yönlerinin olduğu, öğrencilere bir bilim adamı veya tarihçi bilinci kazandırdığı sonucu da ortaya çıkmıştır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Öğrencilerin Sözlü Tarih Yöntemine İlişkin Görüşleri: Van Düğünleri Örneği","attachmentId":87821790,"attachmentType":"pdf","work_url":"https://www.academia.edu/81960316/%C3%96%C4%9Frencilerin_S%C3%B6zl%C3%BC_Tarih_Y%C3%B6ntemine_%C4%B0li%C5%9Fkin_G%C3%B6r%C3%BC%C5%9Fleri_Van_D%C3%BC%C4%9F%C3%BCnleri_%C3%96rne%C4%9Fi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/81960316/%C3%96%C4%9Frencilerin_S%C3%B6zl%C3%BC_Tarih_Y%C3%B6ntemine_%C4%B0li%C5%9Fkin_G%C3%B6r%C3%BC%C5%9Fleri_Van_D%C3%BC%C4%9F%C3%BCnleri_%C3%96rne%C4%9Fi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="2020166" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2020166/Goldziherden_Schachta_Oryantalist_Literat%C3%BCrde_Hadis_ve_S%C3%BCnnet_Bir_Okulun_Ya%C5%9Fayan_Gelene%C4%9Fi">Goldziher'den Schacht'a Oryantalist Literatürde Hadis ve Sünnet: Bir Okulun Yaşayan Geleneği</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1126697" href="https://yalova.academia.edu/FatmaKIZIL">Fatma Kızıl</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The Present study emphasizes the continuity of Islamic studies in the West. By borrowing Joseph Schacht’s term of “living tradition of ancient schools of law”, it aims to show that there is a skeptical line of thought as a living tradition towards hadīth and Prophetic Sunnah starting from Ignaz Goldziher up to Schacht. It is argued that Schacht realized the full implications of the theories of his predecessors and concluded the process which started with Goldziher by depriving the Prophetic sunnah of its legal meaning in all entirety during the first century.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Goldziher'den Schacht'a Oryantalist Literatürde Hadis ve Sünnet: Bir Okulun Yaşayan Geleneği","attachmentId":29359669,"attachmentType":"pdf","work_url":"https://www.academia.edu/2020166/Goldziherden_Schachta_Oryantalist_Literat%C3%BCrde_Hadis_ve_S%C3%BCnnet_Bir_Okulun_Ya%C5%9Fayan_Gelene%C4%9Fi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2020166/Goldziherden_Schachta_Oryantalist_Literat%C3%BCrde_Hadis_ve_S%C3%BCnnet_Bir_Okulun_Ya%C5%9Fayan_Gelene%C4%9Fi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="8530468" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/8530468/Fazlurrahman_ve_Schacht%C4%B1n_Hadis_S%C3%BCnnetle_%C4%B0lgili_G%C3%B6r%C3%BC%C5%9Flerinin_Mukayesesi">Fazlurrahman ve Schacht'ın Hadis/Sünnetle İlgili Görüşlerinin Mukayesesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1126697" href="https://yalova.academia.edu/FatmaKIZIL">Fatma Kızıl</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Hâlihazırdaki makalede, Fazlur Rahman’ın sünnet/hadis anlayışı, Joseph Schacht’ın sünnet/hadis anlayışıyla karşılaştırmalı olarak incelenmektedir. İki ilim adamının hadis literatürü ile ilgili görüşlerinin yaşayan sünnet kavramı etrafında dönmesi, ikisi arasında karşılaştırmalara neden olmaktadır. Makalede Fazlur Rahman ve Schacht’ın konumlarını daha iyi anlamaya yardımcı olacağı umulan somut örnekler vermek amaçlanmıştır. Ayrıca çalışmada benzerliklerin yanı sıra aralarındaki farklılıklara da işaret edilerek, bu farklılıkların muhtemel nedenleri ve pratikte hadisleri değerlendirmelerine ne ölçüde yansıdığı gösterilmeye çalışılmıştır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Fazlurrahman ve Schacht'ın Hadis/Sünnetle İlgili Görüşlerinin Mukayesesi","attachmentId":34907706,"attachmentType":"pdf","work_url":"https://www.academia.edu/8530468/Fazlurrahman_ve_Schacht%C4%B1n_Hadis_S%C3%BCnnetle_%C4%B0lgili_G%C3%B6r%C3%BC%C5%9Flerinin_Mukayesesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/8530468/Fazlurrahman_ve_Schacht%C4%B1n_Hadis_S%C3%BCnnetle_%C4%B0lgili_G%C3%B6r%C3%BC%C5%9Flerinin_Mukayesesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="93353478" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/93353478/%C5%9Eark_Meselesi_ve_Vanda_Ermeni_%C4%B0syanlar%C4%B1na_Bat%C4%B1l%C4%B1_Devletlerin_Etkileri">Şark Meselesi ve Van'da Ermeni İsyanlarına Batılı Devletlerin Etkileri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="99696974" href="https://independent.academia.edu/Erg%C3%BCn%C3%96zAK%C3%87ORA">Ergün Öz AKÇORA</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Fırat Üniversitesi Sosyal Bilimler Dergisi, 1990</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Şark Meselesi ve Van'da Ermeni İsyanlarına Batılı Devletlerin Etkileri","attachmentId":96114191,"attachmentType":"pdf","work_url":"https://www.academia.edu/93353478/%C5%9Eark_Meselesi_ve_Vanda_Ermeni_%C4%B0syanlar%C4%B1na_Bat%C4%B1l%C4%B1_Devletlerin_Etkileri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/93353478/%C5%9Eark_Meselesi_ve_Vanda_Ermeni_%C4%B0syanlar%C4%B1na_Bat%C4%B1l%C4%B1_Devletlerin_Etkileri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="40525097" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40525097/%C4%B0mam_Hatiplerin_Hadis_Bilgileri_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_U%C5%9Fak_%C4%B0li_%C3%96rne%C4%9Fi_Hadith_Knowledge_of_Imams_and_His_Perceptions_of_Sunnah_U%C5%9Fak_Province_Example_">İmam Hatiplerin Hadis Bilgileri ve Sünnet Algıları (Uşak İli Örneği) = Hadith Knowledge of Imams and His Perceptions of Sunnah (Uşak Province Example)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="116631923" href="https://independent.academia.edu/MevzuSosyalBilimlerDergisi">Mevzu Sosyal Bilimler Dergisi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Mevzu Sosyal Bilimler Dergisi, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">The imam orators perform a very important task for society. Today, it is not enough to have a high school level education and to use only traditional methods in order to carry out this task successfully. For this reason, it is imperative for the imams to have sufficient culture in religious sciences and have a culture above the average of society in order for them to perform their duties successfully and maintain their dignity in society. In this context, one of the most necessary religious sciences is the science of hadith. In recent years, the negative propaganda made against the hadiths through the media necessitates that the imam hatipers should be better equipped in the field of hadith science. Because the hadith of Hz. Muhammed are the documents that convey the Sunnah of the our Prophet to us. Rejecting the hadiths also means rejecting the circumcisions that have been accepted for fourteen centuries. Today, community members, who are the target audience of imam orators, have easy Access to information and question everything they hear. They think more rationally and expect scientific explanations, especially in the middle age and under religious issues. Information transferred from a book by reading only does not convince this segment sufficiently. It is extremely important for imam orators to receive education at the highest level, to satisfy the target audience in terms of knowledge and culture, and to lead the society outside the mosque with their projects and activities in order to meet the expectations of the target audience. In this article, information and perceptions of imam orators about hadiths and sunnah, deficiencies and expectations were tried to be determined according to the survey answers applied to 135 imam hatip in charge of Uşak province.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"İmam Hatiplerin Hadis Bilgileri ve Sünnet Algıları (Uşak İli Örneği) = Hadith Knowledge of Imams and His Perceptions of Sunnah (Uşak Province Example)","attachmentId":60799209,"attachmentType":"pdf","work_url":"https://www.academia.edu/40525097/%C4%B0mam_Hatiplerin_Hadis_Bilgileri_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_U%C5%9Fak_%C4%B0li_%C3%96rne%C4%9Fi_Hadith_Knowledge_of_Imams_and_His_Perceptions_of_Sunnah_U%C5%9Fak_Province_Example_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40525097/%C4%B0mam_Hatiplerin_Hadis_Bilgileri_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_U%C5%9Fak_%C4%B0li_%C3%96rne%C4%9Fi_Hadith_Knowledge_of_Imams_and_His_Perceptions_of_Sunnah_U%C5%9Fak_Province_Example_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":103760437,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":103760437,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_103760437" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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