Sosyal yapılandırmacılıkla ekberî geleneğin epistemolojik bağlamda karşılaştırılması
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Dosyalar
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bolu Abant İzzet Baysal Üniversitesi İlahiyat Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yapılandırmacı öğrenme kuramı kendinden önceki davranışçı ve bilişselci kuramların aksine öznel bilgiye önem verir. Vygotsky’e göre, bireyin öğrenme faaliyeti çevresiyle olan iletişiminden etkilenir. Çünkü birey, dünyayı sosyal çevresinden edinmiş olduğu araçlar (dil, semboller, işaretler, aletler) vasıtasıyla kavrar. Dolayısıyla Vygotsky’e göre bilişin araçları bireyin içinde yaşamış olduğu kültüre ait bu araçlardır. İbnü’l-Arabî’nin son dönem şârihlerinden Ahmed Avni Konuk’a göre ise, insan varlığı kendisinde tezahür eden isimler aracılığıyla kavrar. Yani insana verilmiş “istidat” -ki kendisinde tezahür eden isimlerdir- onun dünyayı bilişini etkiler. İşte bu çalışmada Vygotskyci biliş araçlarıyla, Ahmed Avni Konuk’un biliş aracı –“istidat (esma)”- karşılaştırılmaktadır. Bu karşılaştırmanın ardından din eğitimi programları ile ilgili bir takım öneriler verilmektedir.
The constructivist learning theory in contrast to former behaviouralist and cognitive theories attaches a significance to subjective knowledge. According to Vygotsky, an individual's learning activity is affected by his/her communication with the surrounding environment; because, individual learns the world through the means, such as language, symbols, signs, tools acquired from his/her social environment. Therefore, tools of cognition, according to Vygotsky, are the ones that belong to culture, where individual lives in. On the other hand according to Ahmed Avni Konuk, one of Ibn al-'Arabi's late commentators, human being conceives the existence through the special features manifested in him. In other words, a "capability" given to him, which is indeed features manifested in him, affects the way of how he conceives the world. In the study, Vygotsky's cognitive tools are compared to those ("capability") of Ahmed Avni Konuk. As a result of comparison it's detected that Vygotsky's cognitive tools and Avni Konuk's "given capability" concept demonstrate resemblance in terms of subjective cognition of the world, while they differ on source of this subjectivity. In concluding part of the study number of recommendations on religious education programs are given.
The constructivist learning theory in contrast to former behaviouralist and cognitive theories attaches a significance to subjective knowledge. According to Vygotsky, an individual's learning activity is affected by his/her communication with the surrounding environment; because, individual learns the world through the means, such as language, symbols, signs, tools acquired from his/her social environment. Therefore, tools of cognition, according to Vygotsky, are the ones that belong to culture, where individual lives in. On the other hand according to Ahmed Avni Konuk, one of Ibn al-'Arabi's late commentators, human being conceives the existence through the special features manifested in him. In other words, a "capability" given to him, which is indeed features manifested in him, affects the way of how he conceives the world. In the study, Vygotsky's cognitive tools are compared to those ("capability") of Ahmed Avni Konuk. As a result of comparison it's detected that Vygotsky's cognitive tools and Avni Konuk's "given capability" concept demonstrate resemblance in terms of subjective cognition of the world, while they differ on source of this subjectivity. In concluding part of the study number of recommendations on religious education programs are given.
Açıklama
Anahtar Kelimeler
Vygotsky, İbnü’l Arabî, Avni Konuk, Sosyal Yapılandırmacılık, Psikolojik Araçlar, Social Constructivism, Psychological tools
Kaynak
Dergibant
WoS Q Değeri
Scopus Q Değeri
Cilt
5
Sayı
10
Künye
Öncü, A. (2017). Sosyal yapılandırmacılıkla ekberî geleneğin epistemolojik bağlamda karşılaştırılması. Abant İzzet Baysal Üniversitesi İlahiyat Fakültesi Dergisi, 5(10), 1-15.
