| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Hıstory Of Islamıc Educatıon | DAO 482 | 8 | 2 + 0 | 2 | 5 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ALİ VASFİ KURT |
| Dersi Verenler | |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | This course aims to provide a general knowledge ragarding to educational activities, educational institutions, educational policies and curriculum in Islamic history |
| Dersin İçeriği | Islam, education and science, institutionalization of education in Islamic history, educational ideas of some Muslim scholars, education and medrese in the Ottomans, educational reform attemps in the late Otoman Empire |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | To explain given importance for education and science in Islam | Lecture, | Testing, |
| 2 | To tell educational activities in the early Islamic history | Lecture, | Testing, |
| 3 | To evaluate the process of institutionalization of education and medrese in Islamic history | Lecture, Question-Answer, | Testing, |
| 4 | To compare some selected well-known Muslim scholars’s opinions on education in the history | Discussion, | Homework, |
| 5 | To analyse medrese system in the Ottomans and give reasons for detoriation in the education | Discussion, Lecture, | Homework, |
| 6 | To question the shift from medrese to modern schools in the late Ottoman Empire | Brain Storming, Question-Answer, | Testing, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction | |
| 2 | The importance of knowledge and education in Islam | |
| 3 | Evaluation of educational activities in the early Islamic period | |
| 4 | Institutionalization of educationand its reasons in Islamic history | |
| 5 | Critical evaluation of some Muslim scholars’s opinions regarding education (Ibn Sina, Farabi etc) | |
| 6 | Critical evaluation of some Muslim scholars’s opinions regarding education (Ibn Sina, Farabi etc) | |
| 7 | Medrese in the early Ottoman State | |
| 8 | Medrese in the early Ottoman State | |
| 9 | Curriculum, textbooks and educational approaches of medrese in the Ottoman Period | |
| 10 | Curriculum, textbooks and educational approaches of medrese in the Ottoman Period | |
| 11 | Detoriation of medrese education in the Ottamans | |
| 12 | Educational reform attemps in the late Ottomans | |
| 13 | Educational heritage of the Ottomans for Modern Turkey | |
| 14 | Overview |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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. | ||||||
| 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 | ||||||
| 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. | X | |||||
| 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. | ||||||
| 8 | Gains in life-long learning behavior. | X | |||||
| 9 | Gains in oral and written communication skills. | ||||||
| 10 | Gains understanding of professional and ethical responsibility. | X | |||||
| 11 | Identifies national and international contemporary issues and indicates sensitive behavior to these issues. | ||||||
| 12 | Defines the subjects of quality and uses these subjects related to the field | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 10 |
| 1. Ödev | 30 |
| 2. Kısa Sınav | 10 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 2 | 2 |
| Quiz | 2 | 6 | 12 |
| Assignment | 1 | 15 | 15 |
| Final examination | 1 | 2 | 2 |
| Toplam İş Yükü | 95 | ||
| Toplam İş Yükü / 25 (Saat) | 3,8 | ||
| Dersin AKTS Kredisi | 5 | ||