Functional Approach in Teaching Faith: Fate and Destiny Sample

Yıl 2021, Cilt: 8 Sayı: 1, 20 - 47, 30.06.2021

İrfan Erdoğan

https://doi.org/10.17859/pauifd.825261

Öz

Structured Abstract: It is important to carry out a religious education that will help to overcome the problems he/she encounters in life and be happy by looking at life with hope. Religious education makes people strong against hopelessness, anxiety, doubt, and all kinds of fear. On the other hand, it can help people to make sense of events and facts by providing new motivations that can establish a concern between humans and being.
The correct definition and understanding of destiny, which is one of the principles of faith in Islam, enables us to orient our lives in a more orderly and planned way psychologically and sociologically, to make the world and our environment more prosperous and liveable, and to look at life confidently and optimistically. Because the correct understanding of fate in the social and cultural field gives people the opportunity and vision to review traditional thinking patterns, to change the conditions, and to initiate new regulations. Thus, human being tries to perceive and evaluate his environment and the world in a more accurate and consistent way. When we look at the Quran, it is seen that the word destiny is used for both the measure, order, and ‘physical, biological, and social laws’ that Allah has set for the universe and the laws regarding the creation, life, and death of people. While what is happening in the universe takes place within a certain order and laws, there is nothing that Allah's knowledge does not encompass, and these are also recorded. “Those who are unbelievers say, 'The Hour will never come.' Say: 'Yes, by my Lord, it certainly will come!' He is the Knower of the Unseen, Whom not even the weight of the smallest particle eludes, either in the heavens or in the earth; nor is there anything smaller or larger than that which is not in a Clear Book." (Saba 34/3) verse related to this situation. The problem of our research is that concept teaching is not enough in order to teach predestination in a meaningful way. The purpose of this study is to discuss the approaches that can be adopted while the concepts of predestination are subject to religious education. This issue, which is mostly the subject of theology, was discussed in this study, as far as possible away from theological discussions, emphasizing the importance of correct teaching and how it can be taught, and especially the functional approach was emphasized.
It is possible to distinguish between "the concept teaching approach" and "functional approach" in belief teaching. In this distinction, while the concept learning approach tries to answer the question of "what?" and “how?", the functional approach tries to answer the question of "why?". In this context, it is possible to answer the question of "What does destiny mean?" and “How does it work?” by using the concept teaching approach. The issue of predestination will be more understandable when considered together with God's attributes. On the other hand, “Why everything is recorded by God?” and "Why do we believe in predestination?" questions indicates the function of belief in predestination and can be given answer with a functional approach. It can be said that while the concept teaching approach leads to learning at the level of knowledge, the functional teaching approach can be lead to learning at the level of comprehension. According to the findings we obtained as a result of our research, it is possible to list the functions of belief in destiny as follows: Coping with the sadness of the lost, not being spoiled for what has been gained, being destiny is a consolation in the face of death, requiring effort for sustenance, and being sustenance is a test matter, being destiny is a consolation in the face of disasters, necessity to act in accordance with the laws of the universe to be successful, it is the responsibility of the human to protect their health and to seek treatment, the belief in destiny supports patience when they are helpless in the face of diseases, predestination keeps people in balance in the face of success and failure, teaches to be hopeful depending on not knowing what is good and what is bad. When we teaching the subject of predestination within the teaching faith, emphasizing these issues will enable the learners to find answers to some questions in their minds.

Anahtar Kelimeler

Religious Education, teaching faith, fate and destiny, the concept teaching, the functional approach in teaching

İNANÇ ÖĞRETİMİNDE FONKSİYONEL YAKLAŞIM: KADER ve KAZA ÖRNEĞİ

Öz

Çalışmanın amacı, kader ve kaza kavramlarını din öğretimine konu ederken benimsenebilecek yaklaşımları ele almaktır. Daha çok kelam ilminin konusu olan kader ve kaza konusu, bu çalışmada mümkün olduğunca kelamî tartışmalardan uzak olarak, doğru öğretiminin önemine vurgu yapılarak ve nasıl öğretilebileceği ele alınmış, özellikle fonksiyonel yaklaşım üzerinde durulmuştur. Bu bağlamda inanç öğretiminde “kavram öğretimi yaklaşımı” ve “fonksiyonel yaklaşım” şeklinde bir ayrıma gitmek mümkündür. Kavram öğretimi yaklaşımı kullanılırken dikkate alınması gereken iki hususun “ezeli ilim meselesi” ve “ilim maluma tabidir” ilkesi olduğu üzerinde durulmuştur. Fonksiyonel yaklaşımla konunun öğretiminde “kaybedilenin üzüntüsüyle başa çıkma” ve “kazanılandan dolayı şımarıklığa kapılmama” gibi çeşitli fonksiyonları tek tek ele alınmıştır.

Anahtar Kelimeler

Din Eğitimi, İnanç Öğretimi, Kavram Öğretimi, Fonksiyonel Öğretim, Kader ve Kaza

Kaynakça

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