| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| The Relationship Between Kalâm and Logic | KLM 524 | 0 | 3 + 0 | 3 | 6 |
| Precondition Courses | None |
| Recommended Optional Courses | None |
| Course Language | Turkish |
| Course Level | YUKSEK_LISANS |
| Course Type | OPTIONAL |
| Course Coordinator | Dr.Öğr.Üyesi ZİYA ERDİNÇ |
| Course Lecturers | |
| Course Assistants | None |
| Course Category | Other |
| Course Objective | To examine how mutakallimun used efficiently the logic as a method and present the contributions of logic to kalam |
| Course Content | In this course, it will be dealt with the definition theory, syllogism and knowledge theory in the kalam and how the logic affected on change of these theories. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Define the discipline of logic | Lecture, Question-Answer, Discussion, Motivations to Show, Role Playing, Lab / Workshop, Sightseeing, | |
| 2 | Analyze the logical structure of the early period of kalam | Lecture, Question-Answer, Brain Storming, Motivations to Show, Lab / Workshop, | |
| 3 | Evaluate the role of Ghazzali in the entrance of logic to kalam | Lecture, Question-Answer, Brain Storming, Motivations to Show, Lab / Workshop, | |
| 4 | Analyze the change in the definition theory of kalam after interaction with logic | Motivations to Show, Lab / Workshop, Sightseeing, Lecture, Question-Answer, Brain Storming, | |
| 5 | Explain the change in the inference methods of kalam after interaction with logic | Lecture, Question-Answer, Brain Storming, Motivations to Show, Lab / Workshop, Sightseeing, | |
| 6 | The contribution of logic to kalam in terms of defense of belief principals. | Lecture, Question-Answer, Brain Storming, Motivations to Show, Lab / Workshop, Sightseeing, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | The rising of logic and its entrance to Islamic world | |
| 2 | The logical structure of the early period of kalām | |
| 3 | The fıqhī and kalamic syllogism | |
| 4 | The inference methods of kalām in the early period of kalām | |
| 5 | The definition theory in the early period of kalām. | |
| 6 | The entrance of logic to kalām | |
| 7 | Ghazzālī and logic | |
| 8 | Kalāmic inference methods after Ghazzālī | |
| 9 | The differentiation of taṣawwur and taṣdīq | |
| 10 | The definition theory in the kalām after Ghazzālī | |
| 11 | The logic and knowledge theory of kalām | |
| 12 | Fakhr al-Dīn al-Rāzī and the logic | |
| 13 | Naṣīr al- Dīn al-Tūsī and the logic | |
| 14 | Taftāzānī and the logic |
| Resources | |
|---|---|
| Course Notes | Hilmi Demir, Delil ve İstidlalin Mantıki Yapısı: İlk Dönem Sünni Kelam Örneği, İstanbul: İSAM Yayınları, 2012; Gazzali, İlmin Ölçütü (Mi'yaru'l-ilm), Ankara: Türkiye Yazma Eserler Kurumu Başkanlığı Yayınları, 2013; Emine Öğük, Kelam Geleneğinde Temel Kaynaklardan İstifade Yöntemleri: Maturidi Örneği, İstanbul: Rağbet Yayınları, 2016, Ziya Erdinç, Teftâzânî’de Bilgi Teorisi, (Yayımlanmamış Doktora Tezi), Sakarya: Sosyal Bilimler Enstitüsü, 2019; Mehmet Özturan, İbn Sînâ Sonrası Kavram Mantığı: Kâtibî ve Kutbüddin Râzî Örneği, İstanbul: Klasik Yayınları, 2020 |
| Course Resources | |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To gain skill for data collection, consultation of the literature and analysis in relevant area To become skilled at knowledge of methods for the process of scientific research To gain the skill to make contribution to science, at least in one of the theoretical, methodic or practical areas, in the scientific researches To gain thorough competence in critical evaluation and synthesis To gain the skill for production of new ideas To have the capability of interdisciplinary study and gain the skill for adaptation of theory, method and applications of different branches to relevant branch To follow technical, scientific developments and information technologies in relevant area To publish at least an academically work related to the writing of history To gain the skill for communication with the national or international circles of the relevant branch To have behavioral and ethic sensitivity in accordance with academic life | X | |||||
| # | Contribution of Course Learning Outcomes to Program Outcomes | PÇ 1 |
|---|---|---|
| 1 | Define the discipline of logic | |
| 2 | Analyze the logical structure of the early period of kalam | |
| 3 | Evaluate the role of Ghazzali in the entrance of logic to kalam | |
| 4 | Analyze the change in the definition theory of kalam after interaction with logic | |
| 5 | Explain the change in the inference methods of kalam after interaction with logic | |
| 6 | The contribution of logic to kalam in terms of defense of belief principals. |
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 50 |
| 1. Performans Görevi (Seminer) | 50 |
| 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 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 1 | 16 |
| Mid-terms | 1 | 10 | 10 |
| Assignment | 2 | 10 | 20 |
| Performance Task (Seminar) | 1 | 20 | 20 |
| Final examination | 1 | 40 | 40 |
| Total Workload | 154 | ||
| Total Workload / 25 (Hours) | 6.16 | ||
| dersAKTSKredisi | 6 | ||