Teolojik din eğitimi yaklaşımı: Johannes Hofinger örneği
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Date
2019-09-04
Authors
Asaroğlu, Hatice
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Akademik bir çalışma alanı olarak din eğitimi biliminin mevcut disiplinler arasında nerede yer alması gerektiği hususu günümüzde hâlâ tartışılan konular arasındadır. Bu konudaki tartışmaların özü, din eğitimini temellendirmede insanüstü bir varlığın veya inanç sisteminin mi yoksa insanın kendisinin mi esas alınması gerektiği, başka bir deyişle teolojik yaklaşımın mı yoksa sosyal bilimsel din öğretimi yaklaşımının mı kalkış noktası kabul edilmesi gerektiği problemine dayanmaktadır. Bu araştırmada, söz konusu iki yaklaşımdan biri olan teolojik din eğitimi yaklaşımının, Johannes Hofinger örneği üzerinden, teorik çerçevesinin ortaya konulması amaçlanmaktadır. Johannes Hofinger'ın kim olduğu, teolojik yaklaşım zaviyesinden din, eğitim, öğretim, din eğitimi, din öğretimi gibi temel kavramların hangi anlamlarda kullanıldığı, Hofinger'in din eğitimi yaklaşımının temel dayanakları ve esaslarının neler olduğu, bu yaklaşımın hangi yönlerinin sosyal bilimsel yaklaşım tarafından eleştiri konusu yapıldığı, geleneksel Müslüman toplumlarda pratik bir karşılığının olup olmadığı, varsa eğer, benzeşen ve ayrışan yönlerinin neler olduğu sorularına bu araştırmada cevaplar aranmaktadır. Yazın taraması yöntemi, tarihsel inceleme ve betimsel analiz yoluyla gerçekleştirilen bu araştırmada Hofinger'ın din eğitimi görüşleri incelenmiş, karşıt teoriler cephesinden kritiği yapılmaya çalışılmıştır. Araştırma neticesinde, Hofinger'in kerigmatik / evanjelik din eğitim modelini savunan, "Tanrı-merkezli" ve "Mesih Merkezli" olarak ifade edilen bir din öğretimi metodunu benimseyen hem akademik hem de pratik boyutta yaşayarak öğrenme yanında yaşayarak öğretmeyi metodik bir ilke edinen, her türlü dinî yaşantıda birincil unsur olarak gördüğü Kutsal Ruh'a din öğretiminde de son derece önemli bir rol atfeden bir din eğitimi yaklaşımına sahip olduğu tespit edilmiştir.
The issue of the place of Religious Education, as an academic field, among the existing disciplines is still being discussed. The essence of the debate on this issue is based on the question of whether a transcendental entity or belief system or the human being himself, should be the basis for the foundation of religious education. In other words, whether the theological approach or the social-science approach to religious education should be accepted as a starting point? In this study, it is aimed to reveal the theoretical framework of the theological approach, one of the two main approaches to religious education, through the case of Johannes Hofinger. This study also seeks answers to these questions: Who is Johannes Hofinger? What are the meanings of the basic terms such as religion, education, instruction, religious education, and religious instruction used in the theological approach? What are the main pillars and essentials of Hofinger's approach to religious education? What aspects of this approach have been criticized by the advocates of the social-science approach? Is there any practical equivalent of Hofinger's approach to religious education in traditional Muslim societies, and if so, what are the similar and diverging aspects? In this study conducted through literature review, historical analysis, and descriptive analysis, Hofinger's views on religious education were examined and criticized from the perspective of opposing theories. The study concludes that Hofinger advocated the kerygmatic / evangelical religious education model, he adopted a method of teaching which was referred to as "God-centered" and "Christ-centered," he embraced a methodological principle of teaching by living as well as learning by living in both academic and daily-life dimension, he retained an approach to religious education which gave the Holy Spirit, regarded as the primary element in any religious life, an important role in teaching religion.
The issue of the place of Religious Education, as an academic field, among the existing disciplines is still being discussed. The essence of the debate on this issue is based on the question of whether a transcendental entity or belief system or the human being himself, should be the basis for the foundation of religious education. In other words, whether the theological approach or the social-science approach to religious education should be accepted as a starting point? In this study, it is aimed to reveal the theoretical framework of the theological approach, one of the two main approaches to religious education, through the case of Johannes Hofinger. This study also seeks answers to these questions: Who is Johannes Hofinger? What are the meanings of the basic terms such as religion, education, instruction, religious education, and religious instruction used in the theological approach? What are the main pillars and essentials of Hofinger's approach to religious education? What aspects of this approach have been criticized by the advocates of the social-science approach? Is there any practical equivalent of Hofinger's approach to religious education in traditional Muslim societies, and if so, what are the similar and diverging aspects? In this study conducted through literature review, historical analysis, and descriptive analysis, Hofinger's views on religious education were examined and criticized from the perspective of opposing theories. The study concludes that Hofinger advocated the kerygmatic / evangelical religious education model, he adopted a method of teaching which was referred to as "God-centered" and "Christ-centered," he embraced a methodological principle of teaching by living as well as learning by living in both academic and daily-life dimension, he retained an approach to religious education which gave the Holy Spirit, regarded as the primary element in any religious life, an important role in teaching religion.
Description
Keywords
Din eğitimi, Mesih-merkezli eğitim, Tanrı-merkezli eğitim, Johannes Hofinger, Kateşez, Kerigma, Katolik din eğitimi, Religious education, Christ-centered education, God-centered education, Catechesis, Kerygma, Catholic religious education
Citation
Asaroğlu, H. (2019). Teolojik din eğitimi yaklaşımı: Johannes Hofinger örneği. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.