Kazakistan Ortaöğretim Kurumlarında Din Eğitimini Olumsuz Yönde Etkileyen Faktörler
The Factors Affecting Negative Education in the Mediterranean Institutions in Kazakhstan
Yazar: Erpay, İlyas
Dergi: Bilimname, Vol. 2019 No. 37, 2019
Anahtar kelimeler: Religious Education,Kazakhstan,Formal Education. Negative Factors in Religious Education,Formal Religious Education ; Kazakistan,Din Eğitimi,Ortaöğretim,Din Eğitiminde Olumsuz Faktörler,Örgün Din Eğitimi

Bağımsızlık öncesi din eğitiminden yoksun bırakılmış olan Kazakistan halkının, bağımsızlığın ilk yılları ile birlikte dine karşı olan ilgisi artmıştır.  Bağımsızlığın bu ilk yıllarında ülkedeki misyoner sayısı ile misyonerlik faaliyetleri de hız kazanmıştır.  Gerek dine olan bu ilgi gerekse de misyonerlik faaliyetinin artışı ülkede, din ve din eğitimini önemli hale getirmiştir. Kazakistan için en önemli meselelerden biri laiklik çerçevesinde din devlet ilişkisini geliştirmek olarak görünmektedir. Bu bağlamda devlet, bağımsızlığın ilk yıllarında kendi haline bıraktığı din meselesine ilerleyen yıllarda müdahil olmuş, dinler ve mezheplerin birbirleriyle ve devletle olan ilişkilerini düzenlemekte önemli kararlar almış ve kanunlar çıkartmıştır. Kazakistan egemenliğini aldıktan sonra kendisini laik, demokratik, sosyal, din ve vicdan hürriyetine saygılı bir devlet olarak nitelendirmektedir. Ülkede anayasa ve kanunlar bu çerçevede oluşturulmuş, din ile devlet arasındaki ilişki bu temeller üzerine kurulmuştur.  Bu değerler aynı zamanda dini faaliyetler ve din eğitimi ile ilgili kanunların da alt yapısını oluşturmuştur. Kazakistan nüfusunun büyük oranı İslâm dini ile Hristiyanlığın  Ortodoks mezhebine mensuptur.  Ancak Kazakistan, diğer ulusların ve dinlerin de varlığını sürdürmekte olduğu, bu durumun bir zenginlik kaynağı olarak algılandığı çok uluslu ve çok dinli bir devlettir. Kazakistan Anayasası ve “Dini Hizmet ve Dini Kurumlar” kanunu, ülke içerisinde yaşayan çok çeşitli dini ve etnik gurup mensupları için en büyük güvence olmuştur. Bütün bunların neticesinde “din” “eğitim” perspektifinde ele alındığında ülkede din eğitimi, ortaöğretim kurumlarında “bütün dinlerin tarihini öğretme ve dini inançları tanıma” amacıyla da olsa yapılmaya başlanmıştır. Ancak ortaöğretim kurumlarında müstakil olarak, İslâm dininin öğretilmesi söz konusu değildir. Yüksek öğretim kurumlarında ise ilahiyatçı yetiştirilmesi için fakülteler ve bölümler açılmıştır. Bu çalışmada Kazakistan’daki dini durum ve ortaöğretimdeki din eğitimi incelenmiş, din eğitimini olumsuz yönde etkileyen etmenler ele alınarak, ortaya çıkan durum ile ilgili öneri ve gerekçeler sunulmuştur.

The first years of independence and the first years of independence In the Republic of Kazakhstan, the increase in the interest of the people deprived of religious education in religion and the intensification of the activities of the foreign missionaries revealed the importance of religious and religious education in the country. One of the most important issues for Kazakhstan seems to be the development of religion-state relations within the framework of secularism. In the first years of independence, associations and institutions in autonomous structures and the necessity of arranging religious relations with the state after the religious activities left to the people revealed the necessity of the state institutions to get the authority on religious education. In this context, the state intervened in the years leading up to the religion issue which was left behind in the first years of independence, and made important decisions in order to regulate the relations of religions and sects with each other and with the state. After its sovereignty, Kazakhstan has defined itself as a state that respects the freedom of secular, democratic, social, religious and conscientiousness. In recent years, Kazakhstan has been structuring religious activities and religious education in accordance with the constitution and laws of the state. In Kazakhstan, Kazakhstan is a multinational and multi-religious state, where the majority of the population belongs to İslâm and Orthodox Christianity, other nations and religions continue to exist, and this situation is perceived as a source of wealth. The Constitution of Kazakhstan and the ları Religious Service and Religious Institutions çok law have been the greatest guarantee for a wide range of religious and ethnic groups living within the country.As a result, when religion is examined in the perspective of gün education yapıl in the country, religious education has been started to be made in formal education institutions even though limited. In higher education institutions, faculties and departments were opened for the training of religious scholars. As a matter of fact, it is of particular importance that the studies carried out in Kazakhstan and the methods applied in other countries are examined and put forward. In this study, the current religious situation in Kazakhstan and the religious education in secondary education were examined and the factors affecting and influencing the making of formal religious education in secondary education institutions were discussed and suggestions and rationale were presented. Values that maintain societies need to be passed on from generation to generation. In this way, the connection between generations can be established and national culture and consciousness can be maintained. In this sense, the political pressure, which has been going on since three centuries in the territory of Kazakhstan, has been removed from the national character, thought and values. Along with independence, it makes an extraordinary effort to raise the language, history, civilization and religion of the people. The work done in this context is admirable.The political, legal and cultural reforms of independent Kazakhstan have been the main factor determining the religious policy and religious education in the country. The Constitution of Kazakhstan guarantees the rule of law, freedom of religion and conscience. Within the framework of the laws which are based on this constitution and related to it, official mechanisms have been set up to carry out the religious affairs in the country. Sub-organizations related to these mechanisms have been made operational. However, the point of re-evaluation of the situation and taking place in formal education institutions should be considered in terms of religious education. Teachers who teach Chemistry, Mathematics and History courses are educated through various pedagogical infrastructures and learn the concepts and methods of educational sciences. These areas are trying to provide the methods of education with the right methods. Teachers who teach gin religious education should also have sufficient qualifications, have a substructure of religious teaching methods, are away from superstitions, and should be qualified educators.The Republic of Kazakhstan has adopted the principle of secularism. There is nothing as natural as interpreting the laicism related to it in its own way and putting it into practice in its own way. However, the subject of religious education in the formal education is not against the principle of secularism. On the contrary, the state's religious education by placing it on a scientific basis provides a suitable environment for the understanding of religion as well as the implementation of secularism. The principle of religion and secularism has to carry out their functions in their own media without being superior to each other, preventing each other from obstructing or restraining. Only in this way can a healthy perception of secularism and religious understanding be established.