İlahiyat Fakültesi son sınıf öğrencilerinin yaygın din eğitimine bakışları

Abstract

Bu çalışmada, yaygın din eğitimi alanına birer eğitimci olarak katılacak olan İlahiyat Fakültesi öğrencilerinin, yaygın din eğitimine bakışları ve alana dâir görüşleri incelenmiştir. Yapılan inceleme, Türkiye’de eğitim veren İlahiyat Fakülteleri içerisinden seçilen on fakültede öğrenim gören son sınıf öğrencilerine konuyla ilgili anket uygulanarak gerçekleştirilmiştir. Elde edilen verilere göre İlahiyat Fakültesi son sınıf öğrencileri büyük ölçüde (%66.4) bu alanda görev almayı istemelerine rağmen, alana dâir bazı tereddütlere sahip görünmektedir. Bunların giderilmesi alanda belirlenen amaçların gerçekleştirilmesi açısından fayda sağlayacaktır.

In this study, I examine the opinions of the students of Theology Faculties, who will work as educators in the field of religious education, on common religious education. In doing this, I interviewed the last year’s students about the subject in ten selected Theology Faculties in Turkey. According to results of the interview, although they largely (approximately 66 %) wanted to take a place in the common religious education system; they have some hesitations about it. Removing these hesitations will help the achievment of the objectives defined in that area. While 20.9% of the sample find themselves inadequate for common religious education, 56.3% of them find adequate for it. Thus, the hypothesis that “students find themselves adequate for common religious education” was confirmed. With respect to the adequacy of Theology Faculties 55.6% of the students have negative opinions whilst 26% of them have positive opinions. Thus, the hypothesis that “students have positive opinions the adequacy of theology faculties that they have studied” was not confirmed. According to 18.1% is no other training institutions are needed for the development of common religious education while 70% of the sample stated that there is a need. Therefore, the hypothesis “students consider that another training programme after Theology Faculties for development common religious education is not need” was not confirmed. While 56.7% of the sample have negative opinions about producing the meaning and value the common religious education institutions, 21.3% of them have positive opinions about doing so. Therefore, the hypothesis “students consider producing the meaning and value of the common religious education institutions” was not confirmed. About taking part in common religious education after graduation, 13% of the sample have negative opinions while 66.4 % of them have positive opinions. Therefore, the hypothesis that “The senior class of Theology Faculties have positive opinions that they will take part in the common religious education after graduation” was confirmed. While 53.1% of the sample have negative opinions about being treated objectively in the employment of the Department of Religious Affairs, 22.4% of them have possitive opinions about it. Therefore, the hypothesis that “senior class students of Theology Faculties have positive opinions about treated objectively in the employment of staff for common religious education” was not confirmed. Additionally, while 36.7% of the male students consider the mosque as the most important institution of common religious education, 36.7% of the female students considering Qur’an Courses as the most important institution of common religious education. While 32.1 % of the male students consider preaching as the most important means of common religious education, 31% of the female students consider teaching of the Qur’an as the most important institution of common religious education. While 43.1 % of the male students consider ethics as the most important topic of common religious education, 57.1 % of the female students consider ethics as the most important topic of common religious education. Male students see themselves are being more adequate for working in common religious education than female students. In total, 56.3% of the sample see themselves adequate for common religious education. According to 18.1% is no other training institutions are needed for the development of common religious education while 70% of the sample stated that there is a need. Therefore, the hypothesis “students consider that another training programme after Theology Faculties for development common religious education is not need” was not confirmed. While 56.7% of the sample have negative opinions about producing the meaning and value the common religious education institutions, 21.3% of them have positive opinions about doing so. Therefore, the hypothesis “students consider producing the meaning and value of the common religious education institutions” was not confirmed. About taking part in common religious education after graduation, 13% of the sample have negative opinions while 66.4 % of them have positive opinions. Therefore, the hypothesis that “The senior class of Theology Faculties have positive opinions that they will take part in the common religious education after graduation” was confirmed. While 53.1% of the sample have negative opinions about being treated objectively in the employment of the Department of Religious Affairs, 22.4% of them have possitive opinions about it. Therefore, the hypothesis that “senior class students of Theology Faculties have positive opinions about treated objectively in the employment of staff for common religious education” was not confirmed. Additionally, while 36.7% of the male students consider the mosque as the most important institution of common religious education, 36.7% of the female students considering Qur’an Courses as the most important institution of common religious education. While 32.1 % of the male students consider preaching as the most important means of common religious education, 31% of the female students consider teaching of the Qur’an as the most important institution of common religious education. While 43.1 % of the male students consider ethics as the most important topic of common religious education, 57.1 % of the female students consider ethics as the most important topic of common religious education. Male students see themselves are being more adequate for working in common religious education than female students. In total, 56.3% of the sample see themselves adequate for common religious education.