İslâm Mezhepleri Tarihi Öğretimi Açısından İmam-Hatip Lisesi Müfredatının Değerlendirilmesi
Evaluation of Imam-Hatip High School’s Curriculum in Terms of History of Islamic Sects Education
Yazar: Kubat, Mehmet
Dergi: e-Makalat Mezhep Araştırmaları Dergisi, Vol. 12 No. 2, 2019
Anahtar kelimeler: Religious Studies ; Din Araştırmaları ; İmam-Hatip Shools,Education,Cirriculum,Religion,Sect ; İmam Hatip Okulları,Eğitim,Müfredat,Din,Mezhep

İlahiyat ve İslâmîİlimler Fakültelerine öğrenci, Diyanet İşleri Başkanlığı’nın çeşitlikurumlarında istihdam edilmek üzere kalifiye eleman yetiştiren ortaöğretimkurumlarımızdan başında İmam-Hatip Liseleri gelmektedir. Ne var ki İmam-HatipLisesi öğrencilerinin, resmi öğretim programlarıyla çeşitli dinî konulardabilgi dünyaları şekillendirilirken, mezhepler konusunda istenen bilgi vedonanımda yetiştirilemedikleri bir gerçektir. Bunun temel nedenlerinden biriİmam-Hatip Lisesi müfredatında doğrudan İslâm Mezhepleri Tarihi dersininyer almaması ve konuyla ilgili diğer derslerde de mezhep mefhumunun yeterinceöğretilememesidir. Tabiat boşluk kabul etmez; bu alandaki boşluğun çoğunluklainformal alanda faaliyet gösteren ve dini istismar eden çevreler tarafındandoldurulduğu müşahede edilmektedir. Sonuçta İmam-Hatipli öğrenciler, zorunluolarak kendilerini bir mezhebin taraftarı yahut dinî bir grubun doğrudan içindebulmakta ve mensubu bulunduğu mezhebi din olarak algılayan, diğerlerini ise dindışı görüp ötekileştiren yanlış bir zihniyete sahip olabilmektedir. Oysagerçekte mezhep din değil, dinin yorumu sonucu doğan beşerî bir formdur. Bunedenle İmam-Hatip Lisesi müfredatında İslâm Mezhepleri Tarihi dersinin ihdasedilmesi, bu disipline ait öğretim programı ve yöntemin günümüz şartları içindeyeniden değerlendirilmesi ve geliştirilmesi, derslerde mezheplere dair objektifkriterlere bağlı kalınarak yazılmış ders kitapların okutulması, ayrıcamezheplerin ele alındığı konu başlıklarının öğrencilerin güncel dinî hâdiselerianlamlandırması ve kavramasına yardımcı olacak nitelikte yeniden dizaynedilmesi zorunludur. Bu makalede, İslâm Mezhepleri Tarihi öğretimi açısındaniçinde mezhep konularının ilk olarak yer aldığı 1963’ten günümüze İmam-HatipLisesi müfredatı değerlendirilecek, ilgili müfredatın yeniden düzenlenmesininyolları tartışılacak, bu bağlamda İmam-Hatip Liselerinin program geliştirmeçalışmalarına yeni bilgi ve bakış açısı sunma cihetiyle katkı sağlanmayaçalışılacaktır.

Imam-Hatip High Schools is one of the educationalinstitutions which educates students to the Faculties of Theology and IslamicSciences and educates qualified personnel to work in various institutions ofthe Presidency of Religious Affairs. However, it is a fact that the students ofImam-Hatip High School cannot be educated in the knowledge and equipmentrequired about sects while shaping the worlds of knowledge on various religioussubjects through official education programs. One of the main reasons for thisis that Imam-Hatip High School curriculum does not include the History ofIslamic Sects directly and that the notion of sect cannot be taughtsufficiently in other courses on the subject. Nature does not accept spaces; itis observed that the gap in this field is mostly filled by circles operating inthe informal field and exploiting religion. As a result, the students ofImam-Hatip necessarily find themselves directly in the support of a sect or areligious group and may have the wrong mentality that perceives the sect as areligion and the others as non-religious. The fact is, however, that the sectis not a religion, but a human form that arises from the interpretation ofreligion. For this reason, the establishment of the Islamic Sects Historycourse in the curriculum of Imam-Hatip High School, the re-evaluation anddevelopment of the teaching program and method of this discipline in today'sconditions, the teaching of the textbooks written according to the objectivecriteria related to the sects, and the teaching of the sects it must beredesigned to help make sense and comprehension of events. In this article, theImam-Hatip High School curriculum will be evaluated from 1963 to the present,which includes the first sectarian issues in terms of the teaching of theIslamic sects will be provided.Key words:İmam-Hatip Shools, Education,Cirriculum, Religion, Sect.SummaryOne of the foremost secondary educationalinstitutions that provide students for the Faculties of Theology and IslamicSciences and qualified personnel to be employed in various functions at thePresidency of Religious Affairs is Imam-Hatip High Schools.  Imam-Hatip High Schools represents a new typeof educational institution that answers the needs of the society of the NewRepublican Turkey, which originates from the traditional education of Nizamiyah Madrasahs of Seljuks Dynastyand Ottoman Madrasahs. When Imam-Hatip High Schools establishedofficially for the first time, they had two official objectives: the first wasto reconcile the political and social demands of religious citizens with thatof the political and administrative structure of the Republic of Turkey whichadopted secularism as one of its foundational tenets. The second objective wasto train “imams” and “orators” in order to meet society’s needs of the“religious officials.” However, Imam-Hatip High Schools have always beeninstitutions that represented something beyond the official objectives forsociety. Since the perception of this institution in the society was“religious-moral education institutions” rather than vocational high schools,this laid the groundwork for the formation of two separate groups namely:  “supporters” and “opponents” of Imam-HatipHigh Schools. The main reason why these schools have always been at theforefront of political polemics stems from the extraordinary interest that wasshown by the religious and conservative sections of society, which constitutethe main body of society and the opposing voices coming from those who definethemselves as "secular" or "modern." This particular groupargues that Imam-Hatip High Schools go against the principles of the law on theunification of education.From its inception to this day, Imam HatipHigh Schools’ efforts on introducing the traditional side of the east alongwith the modern side of the west made these schools become a “model” for many otherMuslim countries in recent years. Hence, this unique educational method of theImam- Hatip Schools caught the attention of many countries in the Islamicworld. Pakistan, among other countries that follow this trend, leads themovement of following the curriculum of these schools. On the other hand, howthe classical and current structure of sect, disposition, and currentcorresponds in the world of students is a question that remains unanswered. Itis common knowledge that through the official curriculum, the students ofImam-Hatip High School learn about a variety of religious subjects but theirtraining and knowledge about sects is not yet where we desire.There are two main reasons why the students ofImam-Hatip High School are not educated in the desired level about sects: Thefirst one is because Imam-Hatip High Schools curriculum does not include aseparate History of Sects, History of Islamic Sects, Contemporary Islamic Sects or Modern Religious Movements and booksthat students read do not follow the discipline’s methodology. BecauseImam-Hatip High School’s curriculum does not include a separate History ofSects class and since there are no books that were written by experts thatadhere to the objective criteria, results in the inability to sufficientlyexplain to the students the significance of Islamic sects and make them betterunderstand the fact that sects are not separate religions by themselves butthey are different groups that occurred inevitably and even necessarily due tothe natural development of the religion. Therefore, it is beyond doubt that anaddition of a history of sects class that is built on the foundations of thetrue religion based on Quran and Hadith/Sunnah to the curriculum of Imam-HatipSchools will help the students to perceive the sects in a better way andinterpret the current religious issues in the best way possible. Theother reason is that in the courses such as Kalamand Fiqh the sufficient informationabout sects is not transmitted to students. This situation leads to havinginadequately informed graduates of Imam-Hatip High School who are appointed asofficial clergy with titles such as Imam, Hatip, and Qur'an CourseManager.  These graduates are not able toadequately fulfill their duties of informing, enlightening and leading thesociety concerning Islamic sects. However, a change in the Imam-Hatip HighSchool’s curriculum regarding a new course created to serve the purpose ofdisseminating knowledge about sects in accordance with the understanding of thetrue religion will help Imam-Hatip High School graduates to enlighten, informand lead the society.Nature does not allow a vacuum. It is observedthat the gap in this field is mostly filled by circles operating in the informalareas and they exploit the religion. As a result, the students of Imam-Hatipfind it necessary to support a particular sect or a religious group and thisleads to having pupils who wrongly perceive their sect as a religion andexclude other sects by arguing that they are outside of the religion. However,the reality is that sects are not separate religions, but they are naturaldevelopments of the religion which stems from different interpretations.Therefore, it is necessary to have a separate class in the name of History ofSects, History of Islamic Sects, Contemporary Islamic Sects or Modern ReligiousMovements and develop a methodology which is in accordance with the currentdevelopments of the world. In addition, it is vital to redesign the subjectheadings of the textbooks in order for the students to better understand andinterpret both the classical and current religious topics. This article reviews the curriculum ofImam-Hatip High Schools from 1963, when sectarian issues were first introduced inthe textbooks, to this day in terms of educational methods related to theHistory of Islamic Sects.  In addition,the article explores the ways of rearranging the curriculum of Imam-Hatip HighSchool in accordance with contemporary problems and in this context, thearticle offers new ways of developing the curriculum in the light of newinformation and ways of interpretation that is available for us today.