Course Name | Code | Semester | T+U Hours | Credit | ECTS |
---|---|---|---|---|---|
History Of Islamic Sects | DAO 304 | 6 | 4 + 0 | 4 | 8 |
Precondition Courses | |
Recommended Optional Courses | |
Course Language | Turkish |
Course Level | Bachelor's Degree |
Course Type | Compulsory |
Course Coordinator | Dr.Öğr.Üyesi MUHAMMED MÜCAHİD DÜNDAR |
Course Lecturers | |
Course Assistants | |
Course Category | |
Course Objective | This course´s main aims are to gain general notion to the students about various Islamic sects; to improve critical, comprehensive and coherent thinking on religion and sects; to constitute the idea that Islamic sects should be understood as different interpretations of Islam and they should not identified with Islam; to intensify the mentality that diversities are respected. |
Course Content | Description of "Islamic sects"; its aim, scope, and methodology; basic concepts and sources; reasons of the formation of Islamic sects ; the earliest political and theological diversifications in religious understanding and the process of institutionalize; the Kharijites, the Murjia, Mutazila sect and the schools of Basra and Baghdad, Shiite sects, Sunnism; the reasons which are effective in the emergence of these sects; their formative periods, fundamental principles; the sub-sects; the areas they lived. |
# | Course Learning Outcomes | Teaching Methods | Assessment Methods |
---|---|---|---|
1 | Define the description of "Islamic sects" and its aim, scope, and methodology | Lecture, Question-Answer, Discussion, | Testing, Homework, |
2 | Explain the religious, etnic, cultural, social and political diversity of Islamic sects and their reasons | Lecture, Question-Answer, Discussion, | Testing, Homework, |
3 | Evaluate having a general notion of basic Islamic sects and their formative periods | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
4 | Describe the fundamental principles of Islamic sects and their big scholars | Lecture, Question-Answer, Discussion, | Testing, Homework, |
5 | Analyse the Islamic sects carefully and scientifically | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
6 | Evaluate the description of the formative periods of the sects, their aims, scopes, methodologies, | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
7 | Analyse contributions of Islamic sects to the Islamic Thought | Lecture, Question-Answer, Discussion, | Testing, Homework, |
Week | Course Topics | Preliminary Preparation |
---|---|---|
1 | Course of the History of Islamic Sects aim, field, method, certain concepts | |
2 | Clasical sources of history of Islamic sects and their features, classification of sects and the judgement of sects separation | |
3 | The first controversies and reasons which cause sect separation | |
4 | The sect of Kharijites and Ibadiyyah | |
5 | The sect of Murjia and Mutazila | |
6 | The sect of Shia and basic information, Zaydism | |
7 | The school of Ismailism and Imamiyyah | |
8 | Nusayri and basic opinions | |
9 | Druze and basic opinions | |
10 | Yezidism and basic opinions | |
11 | Kadiyanism and basic opinions | |
12 | Wahhabism, emergence, basic opinions and influences | |
13 | Bahaism, emergence and basic opinions | |
14 | The Ahl al-Sunna; Salafiyya, Maturidism, Asharism, |
Resources | |
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Course Notes | |
Course Resources |
Order | Program Outcomes | Level of Contribution | |||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |||
1 | Recognizes the informations related to religious and moral and uses these informations in Primary Education Religious and Ethics Education. | X | |||||
1 | Recognizes the informations related to religious and moral and uses these informations in Primary Education Religious and Ethics Education. | X | |||||
2 | Defines, models and solves the problems of education in the field of Primary Education Religious and Ethics Education. | X | |||||
3 | Solves and desings a proces according to a defined target in the field of Primary Education Religious and Ethics Education in educations field definition towards one aim one duration analysis and designing ability | X | |||||
3 | Solves and desings a proces according to a defined target in the field of Primary Education Religious and Ethics Education in educations field definition towards one aim one duration analysis and designing ability | X | |||||
4 | Data solutions and implements a special teaching methods in the field of Primary Education Religious and Ethics Education, wins the sociological and psychological perspecti and reviews of social events. | X | |||||
4 | Data solutions and implements a special teaching methods in the field of Primary Education Religious and Ethics Education, wins the sociological and psychological perspecti and reviews of social events. | X | |||||
5 | Uses the necessary contemporary techniques and calculation tools for education practice. | ||||||
5 | Uses the necessary contemporary techniques and calculation tools for education practice. | X | |||||
6 | Makes the teamwork in disciplinary and interdisciplinary in education practices. | ||||||
6 | Makes the teamwork in disciplinary and interdisciplinary in education practices. | X | |||||
7 | Behaves independently, uses the initiative and creative exhibits behavior in education practices. | ||||||
7 | Behaves independently, uses the initiative and creative exhibits behavior in education practices. | X | |||||
8 | Gains in life-long learning behavior. | X | |||||
8 | Gains in life-long learning behavior. | ||||||
9 | Gains in oral and written communication skills. | ||||||
9 | Gains in oral and written communication skills. | X | |||||
10 | Gains understanding of professional and ethical responsibility. | ||||||
10 | Gains understanding of professional and ethical responsibility. | X | |||||
11 | Identifies national and international contemporary issues and indicates sensitive behavior to these issues. | ||||||
11 | Identifies national and international contemporary issues and indicates sensitive behavior to these issues. | X | |||||
12 | Defines the subjects of quality and uses these subjects related to the field | ||||||
12 | Defines the subjects of quality and uses these subjects related to the field | X |
Evaluation System | |
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Semester Studies | Contribution Rate |
1. Ara Sınav | 97 |
1. Kısa Sınav | 1 |
1. Ödev | 1 |
1. Performans Görevi (Seminer) | 1 |
Total | 100 |
1. Yıl İçinin Başarıya | 50 |
1. Final | 50 |
Total | 100 |
ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
---|---|---|---|
Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
Hours for off-the-classroom study (Pre-study, practice) | 16 | 5 | 80 |
Mid-terms | 1 | 5 | 5 |
Quiz | 1 | 10 | 10 |
Assignment | 1 | 25 | 25 |
Performance Task (Seminar) | 1 | 30 | 30 |
Final examination | 1 | 10 | 10 |
Total Workload | 192 | ||
Total Workload / 25 (Hours) | 7.68 | ||
dersAKTSKredisi | 8 |