TITLE

KUR'ÂN-I KERÎM'DE GENÇLERİN DUYGU GELİŞİMİ VE EĞİTİMİ

AUTHOR(S)
GÜNAY, İlhami
PUB. DATE
February 2015
SOURCE
Electronic Turkish Studies;Winter2015, Vol. 10 Issue 2, p435
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Title and Keywords: Our study has been conducted with the aim of identifying the way the Holy Quran guides people, who were created in a stainless nature, in the establishment of religious education and feeling, starting up from their childhood. The topic was reviewed upon the rich background of the various parables and examples in the Quran. The Quran, through its parables, looks into the quality of religious feelings of family members living naturally in their daily lives. It has been identified that the Quran examines such religious feelings mainly in terms of faith, religious service, morality and sexuality. It's been understood that the Quran examines morality, which means the outward projection of one's faith and religious service, so heavily that it could be the topic for an entirely separate article. Introduction and Purpose of Study: The study seeks to identify in what scale and context the Holy Quran, defining itself as the guide to all things good and beautiful, examines emotional development. What sparkled the idea to conduct such a study was also the quality of the Holy Quran in containing the absolute truth and guiding toward good. During the time of war when the Prophet needed all the manpower he could get, the fact that he refused to recruit people younger than 15 into the army indicated the importance put on emotional development by the Sunnah and the Holy Quran; because it is known that the prophet based the entirety of his actions upon the teachings of the Holy Quran. The study tries to show that an alternative is needed to the positivist education system that neglects children's moral needs and damages their spiritual worlds. In the current education system, young generations are being brought up to be selfish conformists against their true nature, and being kept away from certain virtues; which ultimately results in their unhappiness, lack of peace and lack of satisfaction. What needs to be put to practice is a kind of education that includes educational methods that lead children to becoming benignant, sharing individuals who recreate good virtues. The study aims to aid people working in education in terms of emotional education by reminding them of religious knowledge. Conceptual and Theoretical Scope of the Topic of Study: Various studies have been carried out in the past regarding the development and education of religious feelings, and it's also a topic that's viewed within the scope of pedagogics. However the mentioned studies examine the topic with the data gathered through human sciences, while the ones that examine the religious aspect of the issue mainly point at the hadith of the prophet and verses of the Holy Quran which view the theoretical basis of the topic. This study will not only include touch on the surface of the aforementioned studies' theoretical approaches, but will also differ in the way that many related examples from the Holy Quran will be provided. The reason in choosing this approach is the fact that emotional development and education are learned through experience rather than theoretical knowledge. The study provides for educators and parents numerous examples from humanity's experiences supporting the fact that children's positive emotional development can be drastically achieved by having them identifying with good role models. It is hoped that these examples will be constantly referenced during education, due to their generally accepted qualities. Method: The main approach in the preparation of this study was to identify the way the Holy Quran guides people in emotional development and education through its examples taken from daily lives of humanity. Priority in data collection is reserved directly for the Holy Quran itself, followed by sunnah based on the parables of the Quran, and then followed by classical Tafsir explanations. Pedagogical data is considered afterwards. The findings arrived at through the aforementioned sources were then evaluated alongside the findings of human and social sciences. This method was chosen based on the idea that it would be accurate to approach the human nature which consists of a body and a spirit, through religious data, as well as scientific data. Religious data has been gathered regarding faith, service, sexuality and the main connecting factors of these to religious senses. The achieved religious findings have been easy to fuse with rational data of educational sciences, due to them being parables having taken place in natural daily life settings. The endeavor was to connect the physical and the metaphysical to achieve a balance, and therefore rendering theory and practice compatible. Thus, the goal was to establish the fact that the admittedly fallible data of rational sciences could be revised by the aid of divine knowledge. Findings and Discussions: Emotional development and education is expressed in the Holy Quran through daily social and familial examples, and it coincides with the data gathered from human sciences. However, it differs in that it does not specifically use the names of the emotions while going over them. The emotional intensity in the parables are conveyed through the reader putting themselves into the characters' shoes, as if they're living through it themselves. The Holy Quran states that its verses are directed towards those who are relatable to them, and advises that such verses should be deeply considered and internalized. Details of this kind should be discovered, examined and put to practice in education. Conclusion and Recommendations: Emotions develop in the early stages of life. Since all actions stem from emotions, the development and education of said emotions hold great importance for a healthy individual as well as for the society. The Holy Quran states that one's feeling of learning about their god and loving and worshipping him is inborn, and advises that emotions in general should be balanced out with rationality and then made better through religious feelings. The complex and lively emotions of adolescence are what lightens up their lives, and should serve as spiritual nourishment that will lead them to becoming good individuals. Parables in the Holy Quran advise that these religious feelings should be passed on to a child through plain and exemplary behaviour, and points out that if good feelings aren't internalized, they might be replaced by bad virtues. Pushing sense of self to the foreground may result in children's emotional virtues to be dulled. Practicing emotional education in early ages will, by having been internalized by the person, later serve as a spiritual guardian and a healer. It is observed in the Holy Quran that young individuals taking place in the parables are initially affected in terms of emotional development in their lives by their families, sanctuary community and social environment. These individuals in the Holy Quran are shown to experience various emotions in their daily lives, sometimes being expressed through spiritual concepts, and are aided by these in the process of interacting with adults as well as being given both spiritual and material serenity as a result. The Holy Quran educates its readership by conveying its characters' emotions to the reader. It shows that, similarly to all other feelings, heritage plays no role in religious feelings either. By putting up its parables' characters as examples and conveying ideas in a general fashion, the Holy Quran is shown to be educating and improving its readership. It is taught through the parables that religious emotions can be enhanced and enriched through personal observation, rational deduction, discernment or through the guidance of wise individuals. Religious feelings are easier to pass on through love and affection, and the order of development should take place as faith first, and then good deeds; regardless of the gender. Once given the emotions of faith and good morals, generations can filter such ideas through their own inner conscience and construct their feelings and achieve their spiritual nourishments through experience. These young people will then move on to spread these good deeds in their social environments. It would sooner or later have a positive effect on society if said religious feelings are turned into a life style. The fact that adults in the Holy Quran's parables carry out their religious service and prayers alongside their children shows that they intended to further enrich their religious emotions. Adolescence parables of prophets mentioned in the Holy Quran shows that human beings are packed with various emotions and that these emotions are intertwined with one another. As stated earlier, in case good deeds are not reinforced, they might be replaced in time with worse virtues. The exposure of a number of negative actions of young persons in the Holy Quran before they're given their prophecy shows that they were, indeed, humans too. However, observing that the remorse and repentance of the said persons are being highlighted, it is understood that the goal of such parables is to educate and develop the inexperienced and fallible emotions of young people. The inherent tendency of young people to worship and pray has an important role in cleansing their spirits and thoughts. These emotions were internalized in social environments such as family and sanctuaries. Adults and younglings must also resort to prayer so that the sense of prayer and religious service is engraved in their hearts. Sexual feelings are inborn, and their education are disciplined regardless of gender from the early ages. In the Holy Quran the expression of such sexual feelings are spoken vaguely and figuratively, indicating that young people should use the same type of speech when discussing sexual matters among one another. The adolescent were encouraged to get married, resulting in a lawful satisfaction of their sexual feelings through marriage. People who do not have the means to get married, or are unable to do so are advised to live in chastity and religious service for the purpose of keeping themselves in good deeds. Based on the argument that the Holy Quran contains the absolute truth, it can be advised for the educators to compare the educational methods to those provided in the Holy Quran.
ACCESSION #
102826894

 

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