| 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 | |
|---|---|
| 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 | |
|---|---|
| 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 | ||