| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| The Relatıonshıp Between Kalâm and Logıc | KLM 524 | 0 | 3 + 0 | 3 | 6 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | YUKSEK_LISANS |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ZİYA ERDİNÇ |
| Dersi Verenler | |
| Dersin Yardımcıları | None |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | To examine how mutakallimun used efficiently the logic as a method and present the contributions of logic to kalam |
| Dersin İçeriği | 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. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 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, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 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 |
| Kaynaklar | |
|---|---|
| Ders Notu | 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 |
| Ders Kaynakları | |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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 | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | 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. |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 20 |
| 1. Ödev | 20 |
| 2. Ödev | 20 |
| 1. Performans Görevi (Seminer) | 40 |
| 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 | 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 |
| Toplam İş Yükü | 154 | ||
| Toplam İş Yükü / 25 (Saat) | 6,16 | ||
| dersAKTSKredisi | 6 | ||