The aim of this study was to examine the studies conducted in Turkey on the use of technology in religious education. The Turkish National Academic Network and Information Center and the Journal of Theology Religious Foundation of Turkey's Islamic Research Center databases and the literature on religious education were screened (in February 2019) using the keywords “technology in religious education,” “technology in formal religious education,” “technology in non-formal religious education,” and “technology in the religious culture and moral knowledge course.” Relevant articles were first classified into two as “formal religious education” and “non-formal religious education.” However, investigating the articles in both classes would be beyond the scope of one study; therefore, this study focused only on the 17 studies (published between 2000 and 2018) in the “formal religious education” class. The aim of this study was to determine the direction, trends, and problems of religious education studies in Turkey in terms of technology.

In this paper, the dimensions of religious development in the context of religious education in Turkey were tried to be revealed. In the process of religious development, there are local and cultural factors as well as universal dimensions. In the last 50 years, many scholars made both theoretical and practical studies on religious development. These studies were criticized both for the outcomes and for the methods that provided these results and they were criticised for the fact that they did not consider cultural and social structures and religious pluralism in the sample groups. In this context, it was tried to make a general ranking and evaluation of the processes affecting religious development in Turkey in the study.

çalışmalardaki olgu sayısı yeterli değildir. Çünkü klinik tabanlı çoğu çalışma hastanede yatmış yada polikliniğe başvurmuş hastalarla sınırlıdır. Klinik tabanlı çalışmaların toplumdaki obsesif kompulsif belirti yaygınlığını örnekleyemeyeceği göz önüne alındığında, epidemiyolojik alan çalışmalarının önemi ortaya çıkmaktadır. Ayrıca araştırmamız istatistik açısından 2007 yılına ait kesitsel veriler sunmaktadır. Bilimsel araştırmalardaki bilgi birikimi, kaynak ve metodoloji açısından bakıldığında araştırmamızın bu alanda yapılacak diğer çalışmalara katkı sağlayacağı ve kesitsel veriler açısından yeni çalışmalarla karşılaştırma ve değerlendirme imkanı sağlayacağı düşünülmektedir. Anahtar kelimeler: Obsesif kompulsif belirti, dini obsesyon ve kompulsiyonlar, din eğitimi, din psikolojisi, gençlik dönemi, Analysis of Obsessive Compulsive Symptom Seen in Youth Period in Terms of Some Variables Like Belief, Worship and Religious Knowledge Obsessive-compulsive symptoms both can occur in different ways in the individual's life and can manifest in an individual's religious thinking and behavior. Psychological aspects of the individual can cause panic, anxiety, fear and depression; It can seriously affect the quality of life when the family and professional life are taken into consideration. Obsessive-compulsive manifestations are important to know the causes and reach the pathological level as soon as they begin to appear in the individual, and to make the necessary arrangements in advance. The purpose of the research in this framework is to evaluate the obsessive-compulsive manifestation of the youth in terms of religious education according to the source of religious knowledge, religious beliefs, religious knowledge, prayer and prayer. The obsessive-compulsive symptom seen during adolescence will be examined in the light of the data obtained from the field study; Beliefs and worship will be interpreted. Scope of our study is formed with youngs who continued in 2006-2007 trainng-education years at yüzüncü yıl university of van. 571 students had been chosen with casual method as examplary within this scope. a personal information poll/survey, religious attitude/manner scale and moudsley obsessive compuslive question list (moudsley obsessional-compulsive questionnaire-moco) had been used for this study. ıt has been seen that there were obsessive compulsive pathological level in most of students participated in scope. significant relationship was found between obsessive compulsive pathological level and religious knowledge, religious beliefs and worship. Our research is the first field research in Turkey which deals with obsessive-compulsive symptom and religious education relations in youth with an interdisciplinary approach in the context of psychiatry and religious education. In this context, the fact that another work has not yet been published increases the importance of research. Our research has been characterized as a socially based research in terms of obsessive-compulsive symptoms. The number of cases in clinical-bas...

Meşrutiyetin yeniden ilan edilmesiyle birlikte Osmanlı fikir hayatı farklı bir boyut kazanmıştır. Dönemin düşünürleri, problemlere ilişkin çözüm yollarını aramışlardır. Söz konusu arayış, düşünürler arasında görüş farklılıklarının doğmasına neden olmuştur. Görüş ayrılıklarından doğan entelektüel motivasyon önemli bir bilgi mirasının oluşmasına kaynaklık etmiştir. Özellikle maarif konusunda Mehmet Akif Ersoy, Ziya Gökalp, Tevfik Fikret, İsmail Hakkı Baltacıoğlu, Halil Fikret Kanad ve Emrullah Efendi gibi düşünürler din, ahlak ve eğitimle ilgili çalışmalarıyla bu döneme katkı sağlamışlardır. Bu anlamda II. Meşrutiyet dönemi maarif tarihimizde eğitim üzerine ciddi ve derinlikli tartışmaların yaşandığı bir dönem olarak tarihteki yerini almıştır. Eserleri ve faaliyetleriyle II. Meşrutiyet dönemi eğitim anlayışının gelişmesinde etkili olan düşünürlerden biri de Mustafa Sâtı Bey’dir. İkdam, Tarik, Malumat, Servet-i Fünûn, Ulûm-u İktisadiye, Ulûm-u İçtimaiye, Mülkiye, Yeni Mektep, Neyyir-i Hakikat, Tedrisat-ı İbtidaiye Mecmuası, Envâr-ı Ulum, Terbiye Encümeni, Düşüne, Vakit, Ahlaki Duygular, Uzviyetler ve Cemiyetler, Tanin, Aşiyan, Muallim, Terbiye Mecmuası ve Terbiye gibi etkili yayın organlarında dönemin eğitim konularına ilişkin önemli yazılar kaleme almıştır. Sâtı Bey kaleme aldığı yazılarında zaman zaman dönemin eğitimcilerine eleştiriler de yöneltmiştir. Maarif Nazırı Emrullah Efendi’nin “Tuba Ağacı Nazariyesi”ne ve Ziya Gökalp’in “Milli Terbiye” konusundaki görüşlerine eleştiriler yönelttiği bilinmektedir. Ancak İsmail Hakkı Bey’in görüşlerine yönelttiği eleştiriler diğerleri kadar bilinmemektedir. Bu anlamda çalışmanın amacı, Sâtı Bey’in İsmail Hakkı Bey’in eserine yönelttiği eleştirileri din eğitimi bağlamında incelemektir.

Higher religious education institutions in Turkey were established for purposes such as religious-scientific research or vocational training. Higher religious education institutions have preserved their existence by transforming/diversifying under the influence of formal/informal elements in the historical context. In this context, the quality, purpose and institutionalization problems of the faculty, the employment and qualification problems of the faculty members and students, and the academic structuring problems of the faculties were also discussed. The discussion point of methodological problems related to higher religious education starts from the academic structuring form of faculties. Due to the fact that the Faculties of Theology/Islamic Sciences continue their education and their graduates are employed, the problems are thought to have been solved or not. In this framework, the problem of academic structuring of the Faculties of Theology/Islamic Sciences stands out as a problem that remains off the agenda but does not lose its depth. In this context, the main problem of the study is the course of the academic structuring process of higher religious education throughout the history of the Republic. The sub-problems of the study are which factors come to the fore in the creation of departments and branches of Theology/Islamic Sciences Faculties, and for what process and purpose the departments in the faculty were established. In addition, whether the academic structuring form of higher religious education is compatible with the mission of producing scientific knowledge of the faculties has been accepted as a sub-problem. Again, it has been accepted as a problem how the departments can be structured in the field of scientific knowledge production and employment around the aforementioned problems. In this study, which deals with the problem of academic structuring of higher religious education, literature review method was used. As a result of scanning and interpreting the literature, new evaluations were tried to be reached. In this context, studies on Higher Religious Education have been scanned. The obtained studies were tried to be described in the context of the history and problems of higher religious education. Among the studies on higher religious education, studies on the academic structuring of the faculty were tried to be interpreted based on document analysis. As a result of these evaluations, the department proposals brought to the problem of academic structuring in Higher Religious Education from 1924 to the 2020s in Turkey were classified under the headings of Non-formal and Formal Religious Education. In the context of non-formal religious education, it has been determined that the departments of Ministership and Mufti, Religious Counseling and Guidance, Theology and Social Service, Hafiz and Muezzin, Foreign Religious Services, Imam-Hatip and Preacher, World Religions Culture, Spiritual Counseling and Guidance are recommended. In the context of formal religious education, it has been determined that Imam Hatip Schools Vocational Courses Teaching, Secondary Education Religious Culture and Moral Education Teaching, Primary Education Religious Culture and Moral Education Departments are recommended. When the studies in the literature are examined, it is understood that legal arrangements should be made for an academic structure aimed at producing knowledge and training professional staff in higher religious education. In this context, the research is expected to contribute to studies on higher religious education in Turkey and to shed light on higher religious education policies.