This study aims to compare the hafiz training in imam hatip secondary schools and the hafiz training processes carried out in the Qur'an courses affiliated to the Presidency of Religious Affairs, based on student views, within the scope of the "Hafiz Project with Formal Education in Imam Hatip Secondary Schools", which is currently being implemented. The model of the study, which is based on the quantitative research method, is the comparative relational survey model, which is based on determining the relationship (...) between two or more variables and the presence or degree of change. The universe of the research is four imam hatip secondary schools and four Qur'an courses located in the European side of Istanbul, and the sample is 160 students who receive hafiz training in these institutions. In the research, first of all, hafiz education and its development in the historical process are included. Then, the data obtained as a result of the questionnaires applied to the participant students within the scope of the research were analyzed according to the institution and gender variable. In this context, the students' views on the hafiz process, the hafiz training together with the formal education, the post hafiz process, the hafiz teachers and the physical opportunities in the hafiz process were consulted, and the significant differences between the relevant views were determined and evaluated. As a result of the study, especially in terms of gender variable, significant differences were found in subjects such as memorization, other occupations in the hafiz process, teachers' understanding of education, and the desire to quit memorization. (shrink)

Le film Mille soleils de la cinéaste Mati Diop (Grand prix du FID de Marseille 2013) nous convie aujourd’hui à revoir le film de Djibril Diop Mambety, son premier long-métrage, Touki Bouki, le voyage de la hyène, considéré comme un classique du cinéma après avoir reçu le prix de la critique internationale du festival de Cannes en 1973. Par ses caractéristiques formelles très audacieuses et par les thèmes toujours actuels qu’il traite, ce film continue à nous questionner : que nous (...) dit-il sur l’histoire du cinéma depuis lors? De quelles manières Mati Diop le convoque-t-elle? Comment dialogue-t-il avec le Sénégal contemporain? Mais également avec les relations France-Afrique? Ou avec l’Occident? (shrink)

: When we look at the research done on the history of education, it is possible to come across different ideas about personality-education relation, approaches and theories. Human feelings, thoughts, behaviours, material structure and personality characteristics that are evolving making it necessary to handle him in multi-dimensions. As a result of this situation both in Islamic geography and in the West, many thinkers elaborate the affecting factors on personality development and education, they evaluate the physcial environment and the conditions that (...) change depending on it as an active element influencing personality education. In this our study, we try to put out the ideas that point to the place of physcial environment in personality education of Muhammad Iqbal who has a distinct place in the tradition of Islamic thought with unique ideas about man. In this context, the starting points of our research will be determination the conceptual framework of the personality word and to recognize the physcial environment that Iqbal brings to the agenda in personality education and pointing to the move of the school and the teacher in the personality education process instead of Ikbal's views in connection with the physical environment and to determine the role give place by Iqbal in the physcial environment in terms of its impact on the development of human personality will be the starting points of our research. Summary: The education aims to develop the human being as a whole by the mental characteristics, emotions, personality and spiritual structure. Man is in a network of dialectical relationships with an environment that surrounds him from physical, social and cultural aspects constantly. Personality forms the center of human structure. Therefore throughout history, the way of thinkers, writers, systems and theorists who have developed ideas about education has intersected the concept of personality at some point in the efforts to understand people. The word "personality", which is a infinitive derived from the root of "şhs" which means "ascending, seeing, growing, growing" in Arabic, comes to mean "individuality". The concept of personality, "the structure of a person's whole attributes, attitudes, abilities, appearance and appearance of adaptation to the environment"; "Consistent patterns of behaviors stemming from the individual and intrapersonal processes", "a person's view of other people and their behavior as a whole" etc. differently defined. According to this, it’s possible to say that there is no common definition of the concept of personality, which is the subject of modern psychology and pedagogy. What is the element that has the primary influence in shaping and training the personality is discussed; in this sense, various factors such as "environment, inheritance and cultural values" are emphasized. The history of research on personality education in the West does not go very far. Whereas in the Islamic thought tradition, the examination of laws related to personality is much older and rooted than in the West, and the starting point of these examinations is accepted as the beginning of the analysis of the nafs. Eventually, the reality is that it is a being that can transform the material periphery of a person be accepted. Muhammad Iqbal, a Pakistani thinker, is one of the Islamic thinkers who stand out with their own ideas about personality development and education. Iqbal prefers "human" in education and deals with all these determinative elements in human education because human beings do not live in a space and in general have the characteristics of the material circumstance, culture, understanding and system in which the personality is developed and shaped. To make the people conscious, to prepare actions, to make them equipped; to make arrangements for its change, development and transformation is the common point of education philosophies and understandings in general terms. Accordingly, thinkers have historically dealt with humanity in their approach to education throughout history and moved from its reality. Muhammad Iqbal's view of humanity and imagination is nourished from this point. While putting forth his ideas about humanity, Iqbal has put concepts such as "personality, individuality, self, what is human being ie matter-spirit relation, person-society relation" and his understanding of education has built on this basis. According to Iqbal, education should give individual personality and should show ways of using mind and constructing personality. Iqbal sees personality as the center of the organization of human life and sees the most important goal of education as developing personality. Although individual basis takes, education should not isolate it from the concrete environment. Iqbal strongly opposes the educational attitude which removes the person from the concrete environment. Because human personality has a tendency to invade and dominate the environment. According to Iqbal, this direction must be used in person's personal education. "Concrete environmental knowledge" for personality development is an undeniable reality. The only way to obtain the knowledge of the concrete environment is through the struggle from confrontation to confront with his powers freely. According to İqbal, the most important thing that is indispensable for human beings is to be able to communicate with the concrete environment freely in this process. However, this freedom is not limitless freedom but also includes a certain discipline. It is a concrete environmental relationship that can pass on these principles for human should be seen as an area of activity that allows for a series of observations and experiments in order to build personality According to İqbal, the main thing for the human being is not to adapt to the environment but to dominate it. The constant change in the material world forces the person to rebuild and renew his personality continuously. The most important task to be undertaken human to research material world because nature is created in accordance with human nature. The mind, the senses, the imagination, the desires, the aesthetic values are the most important motivation sources of man in observing and realizing the material world. By observing nature, human beings embrace both the reality of their personality and the divine qualities of its founding elements. In addition, the mental and aesthetic values to be achieved through the discovery of the material circle should be seen as very valuable and important for personality education. The concrete environment, which renews itself again and again with each creation, inspires man to constantly renew himself and to have an active, dynamic personality. Discussing the effects of the school on the personality education perspective, Iqbal takes a stand against an independent, individualized school building. The most important characteristic of Iqbal's dream school is that it can be trained in material and spiritual education. Iqbal recommends implementation in schoools methods such as "project method, learning method by doing, active method" and liken the teacher a skillful gardener who raises children delicately as a delicate flower. According to him, the teacher is a soul architecture that guiding students, removing obstacles in front of their personality development, and not locking their freedoms. Through such teachers, dynamic individuals and perfect people who will discover the secrets of nature, obtain personality integrity and create a new world will surely exist at all times. (shrink)

İslâm tarihi boyunca Müslümanların üzerinde özenle durdukları temel meselelerden biri Kur’ân-ı Kerîm’i öğrenme ve başkalarına öğretme konusudur. Zira İslâm’ın emirlerinin doğru bir şekilde anlaşılması ve yaşanması için Kur’ân’ın orijinal haliyle öğrenilip öğretilmesi zaruri kılınmıştır. Konuyla ilgili öncelikli sorumluluk, Kur’ân’ın ilk muhatabı ve uygulayıcısı olan Hz. Peygamber (s.a.v.) tarafından alınmıştır. O, ashâbına âyetlerin hem mesajlarını hem de okunuş şekillerini (lafızlarını ve kelime telaffuzlarını) öğretmiş ve bunların uygulamalarını bizzat göstermiştir. Bu bağlamda araştırmanın konusu, Hz. Peygamber’in (s.a.v.) ilk muhataplarına Kur’ân’ı öğretirken dikkate aldığı (...) bazı pedagojik esasları ortaya koyup değerlendirmektir. Buradan hareketle araştırmada, kaynaklarda zikredilen bilgiler ışığında Hz. Peygamber’in (s.a.v.) Kur’ân’ı okuma tavrı, talim etme usûlleri ve öğrencilerine yaklaşımlarına dair tespitlerde bulunmak; bu sayede günümüz Kur’ân öğreticilerine yol gösterecek bir yöntemin ve iletişim dilinin oluşmasına katkı sağlamak hedeflenmiştir. Bu yaklaşım ve anlayış aynı zamanda makalemizin de hareket noktasını oluşturmaktadır. Ayrıca araştırmada Hz. Peygamber’in (s.av.) Kur’ân öğretimi esnasında hayata geçirdiği pedagojik esasları, bir ilke veya metodu doğrudan konu edinmeksizin, süreç odaklı yaklaşımla tahlil etmek amaçlanmıştır. Dolayısıyla İslâm tarihinde Kur’ân öğretimi yapılan başka bir zaman diliminde bu işle meşgul olan şahısların uyguladıkları pedagojik ilke ve metotlar araştırmanın kapsamı dışındadır. Ancak çalışmada yer yer Hz. Peygamber’in (s.a.v.) Kur’ân öğretim metotlarının kendisinden sonraki döneme etkisine dair örneklerin verildiği de olmuştur. Konuya ilişkin literatüre göz atıldığında dikkat çeken ilk husus, Hz. Peygamber’in (s.a.v.) eğitimciliğini genel anlamda ana hatlarıyla ele alıp değerlendiren birçok çalışmanın varlığıdır. Bununla birlikte onun, Kur’ân eğitimi-öğretimini özel olarak ele alıp irdeleyen araştırmalar çok fazla değildir. Bu çalışma böyle bir düşüncenin ürünü olarak ortaya konulmuştur. Araştırmanın konuyla ilgili diğer çalışmalardan farkı, eğitici-öğretici ilişkileri bağlamında ve pedagojik ilkeler çerçevesinde Hz. Peygamber’in (s.a.v.) Kur’ân öğretimini ele almasıdır. Bu çerçevede çalışma kapsamında ilk aşamada verilerin elde edilmesi için kapsamlı literatür taraması gerçekleştirilmiştir. Bunun sonucunda elde edilen verilerin analiz ve değerlendirmesinde nitel araştırma yöntemlerinden doküman analizi tekniği kullanılmıştır. Çalışma neticesinde Hz. Peygamber’in (s.a.v.) Kur’ân öğretiminde uyguladığı pedagojik esaslar “kabiliyetli olanları özel olarak seçip yetiştirmesi, Kur’ân öğretiminde fırsat eşitliği sunması, aceleci davranmaması, öğrenmede güçlük yaşayanları gözetmesi, hayata aktararak öğretmesi, alfabeden ziyade ezber yoluyla öğretimi benimsemesi, öğrencilerinden dönüt alması, bireysel ve toplu öğrenime imkân sunması, örgün ve yaygın Kur’ân öğretimini aynı anda uygulaması, Kur’ân’ın lafızlarını bizzat tatbik ederek öğretmesi, yazı ve ezberi birlikte kullanması, Kur’ân öğreniminde başarılı olanları teşvik ve takdir etmesi” şeklinde tespit edilmiştir. (shrink)

The aim of this study is to obtain information about the awareness of social studies teacher candidates about the refugee problem in Turkey. In this regard, a group of teacher candidates are asked their opinion on the subject of refugees in Turkey and as to how they perceive the problem. Interview method is used in the study for data collection. The obtained data is subjected to content analysis via Nvivo 8 software package. As a result of the study, it is (...) observed that the participants residing in provinces with high refugee population have a more negative attitude towards refugees, whereas the ones in areas with no refugee population have a more positive attitude towards them. It is also observed that, in general, teacher candidates do not pay any special effort to acquire information about the subject. (shrink)

This study investigates the possible effects of self-concept, self-monitoring, and moral development level on dimensions of consumers' ethical attitudes. "Actively benefiting from illegal activities," "actively benefiting from deceptive practices," and "no harm/no foul 1—2" are defined by factor analysis as four dimensions of Turkish consumers' ethical attitudes. Logistic regression analysis is applied to data collected from 516 Turkish households. Results indicate that self-monitoring and moral development level predicted consumer ethics in relation to "actively benefiting from questionable practices" and "no harm/no (...) foul" dimensions. Actual selfconcept is also a predictor variable in relation to "no harm/no foul" dimension. Age and gender make significant differences in consumers' ethical attribute dimensions. (shrink)

China has undergone a rapid process of modernization since 1949. The modernization process has accelerated with the development of the market economy and rural-to-urban migration after the 1980s. Nevertheless, Chinese regions still exhibit substantial differences in terms of individualist/collectivist cultural orientations. The rice theory and the climato-economic theory have attempted to explain this variation by analyzing provincial-level data. Based on a quantitative analysis of more granular, county-level variables spanning from the early 1990s until 2010, we offer an alternative account of (...) this cultural variety based on lineage development in different Chinese regions. Using the ArcGIS geographic information system, we first present the regional distribution of individualism/collectivism indicators at the county level through descriptive statistics and spatial analysis. We also run a regression model to analyze county-level data on individualism/collectivism that includes three periods. Our multi-level analysis shows that lineage development is a critical variable that explains more regional variation of culture in China when compared to other variables. While rice farming, the key variable of the rice theory, is a significant variable, its explanatory power is less than the lineage variable. Finally, our analysis shows that the climato-economic theory fails to explain the regional variation of culture. (shrink)

In recent years, the number of foreign students studying at universities in Turkey has been increasing. Recent studies show that foreign students experience problems such as social exclusion and loneliness in city and university life. Loneliness is a concept that has a direct impact on psychosocial well-being. For this reason, it seems important to examine loneliness and religious coping skills in foreign students. The aim of this study is to reveal the loneliness and religious coping levels of foreign university students (...) in terms of socio-demographic variables. Correlational research method, one of the quantitative research designs, was used in the research. The sample of the study consists of 139 students, 121 of whom are Syrian nationals and 18 Africans. On the other hand, this research is important in that it is conducted in Kilis, one of the provinces where the Syrian population is the most dense, and mostly with Syrian university students. As a result of the research, it was determined that the positive religious coping levels of university students under the age of 20 were higher than those of students over the age of 20. It was found out that the prolongation of the residence period in Turkey positively increased the religious coping levels of the students, and the family types of the students (parents together, separate, loss of parents, etc.) did not have an effect on the levels of religious coping and loneliness. On the other hand, it was showed that there was no significant relationship between the number of siblings and religious coping and loneliness in foreign students, and lastly, the religious coping levels of the engineering faculty students were higher than the students studying in other departments. (shrink)

Organizational changes are common in elder care today. Such changes affect caregivers, who are essential to providing good quality care. The aim of the present study was to illuminate caregivers’ experiences of working in elder care while under threat of organizational change and termination notice. Qualitative content analysis was used to examine interview data from 11 caregivers. Interviews were conducted at three occasions during a two‐year period. The findings show a transition in their experiences from ‘having a professional identity and (...) self‐confidence’, to ‘being a professional in a threatening situation caused by someone else’ and to ‘struggling to adapt to a changed working environment as a person and a professional’. The caregivers experienced a loss of pride and satisfaction. Previous literature indicates that this may have consequences for the quality of care and that employees may be at risk of negative health effects. However, the caregivers continued to struggle, doing their best to complete their duties. The study has implications for high‐level decision‐makers, managers and caregivers in similar work–life situations in that it deals with factors that facilitate or impede similar transitions. (shrink)

Universally recognized as bringing about a revolutionary transformation of the notions of space, time, and motion in physics, Einstein's theory of gravitation, known as "general relativity," was also a defining event for 20th century philosophy of science. During the decisive first ten years of the theory's existence, two main tendencies dominated its philosophical reception. This book is an extended argument that the path actually taken, which became logical empiricist philosophy of science, greatly contributed to the current impasse over realism, (...) whereas new possibilities are opened in revisiting and reviving the spirit of the more sophisticated tendency, a cluster of viewpoints broadly termed transcendental idealism, and furthering its articulation. It also emerges that Einstein, while paying lip service to the emerging philosophy of logical empiricism, ended up siding de facto with the latter tendency. Ryckman's work speaks to several groups, among them philosophers of science and historians of relativity. Equations are displayed as necessary, but Ryckman gives the non-mathematical reader enough background to understand their occurrence in the context of his wider philosophical project. (shrink)

This paper looks at the relationship between spacetime functionalism and Harvey Brown’s dynamical relativity. One popular way of reading and extending Brown’s programme in the literature rests on viewing his position as a version of relationism. But a kind of spacetime functionalism extends the project in a different way, by focussing on the account Brown gives of the role of spacetime in relativistic theories. It is then possible to see this as giving a functional account of the concept of (...) spacetime which may be applied to theories that go beyond relativity. This paper explores the way in which both the relationist project and the functionalist project relate to Brown’s work, despite being incompatible. Ultimately, these should not be seen as two conflicting readings of Brown, but two different directions in which to take his project. (shrink)

It has been repeatedly argued, most recently by Nicholas Maxwell, that the special theory of relativity is incompatible with the view that the future is in some degree undetermined; and Maxwell contends that this is a reason to reject that theory. In the present paper, an analysis is offered of the notion of indeterminateness (or "becoming") that is uniquely appropriate to the special theory of relativity, in the light of a set of natural conditions upon such a notion; (...) and reasons are given for regarding this conception as (not just formally consistent with relativity theory, but also) philosophically reasonable. The bearings upon Maxwell's program for quantum theory are briefly considered. (shrink)

This collection of original papers on the special and general theories of relativity constitutes an indispensable part of a library on relativity. Here are the 11 papers that forged the general and special theories of relativity: seven papers by Einstein, plus two papers by Lorentz and one each by Minkowski and Weyl.

Is the objective passage of time compatible with relativistic physics? There are two easy routes to an affirmative answer: (1) provide a deflationary analysis of passage compatible with the block universe, or (2) argue that a privileged global present is compatible with relativity. (1) does not take passage seriously. (2) does not take relativity seriously. This paper is concerned with the viability of views that seek to take both passage and relativity seriously. The investigation proceeds by considering (...) how traditional A-theoretic conceptions of passage might be generalized to relativistic space-times without incorporating a privileged global present. I argue that the most promising position marries the idea that open possibilities for the future are settled as time passes with a ‘non-standard’ interpretation of the relevant formal models. (shrink)

But this picture of a ‘block universe’, composed of a timeless web of ‘world-lines’ in a four-dimensional space, however strongly suggested by the theory of relativity, is a piece of gratuitous metaphysics. Since the concept of change, of something happening, is an inseparable component of the common-sense concept of time and a necessary component of the scientist's view of reality, it is quite out of the question that theoretical physics should require us to hold the Eleatic view that nothing (...) happens in ‘the objective world’. Here, as so often in the philosophy of science, a useful limitation in the form of representation is mistaken for a deficiency of the universe. (shrink)