FĂRĂBÎ, MĂTURÎDÎ AND AḤMAD YASAWÎ'S UNDERSTANDING OF EDUCATION IN THE TURKESTAN TURKISH-ISLAMIC TRADITION TÜRKİSTAN TÜRK-İSLAM DÜŞÜNCESİNDE FĂRĂBÎ, MĂTURÎDÎ VE AHMED YESEVÎ'NİN EĞİTİM ANLAYIŞI
Turk Kulturu ve Haci Bektas Veli - Arastirma Dergisi, sa.1, ss.355-379, 2026 (Scopus, TRDizin)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.60163/tkhcbva.1706271
- Dergi Adı: Turk Kulturu ve Haci Bektas Veli - Arastirma Dergisi
- Derginin Tarandığı İndeksler: Scopus, MLA - Modern Language Association Database, Directory of Open Access Journals, TR DİZİN (ULAKBİM), MLA International Bibliography
- Sayfa Sayıları: ss.355-379
- Anahtar Kelimeler: Aḥmad Yasawī, Fārābī, Māturīdī, Philosophy of Education, Turkestan Turkish-Islamic Intellectual Tradition
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Ankara Üniversitesi Adresli: Evet
Özet
Contemporary education systems often face a tension between exam-oriented expectations and the aim of integrating cognitive development with moral, social, and spiritual formation. This study examines the educationally relevant ideas found in the works of Fārābī and Māturīdī and in the Dīwān-i Ḥikmat tradition associated with Aḥmad Yasawī within their historical and intellectual contexts. It aims to identify their principal concepts, shared concerns, and differences and to assess their historical relevance to contemporary educational debates. The study employs qualitative document analysis. Its primary sources are Fārābī's al-Madīnat al-Fāḍila and Taḥṣīl al-Saʿāda, Māturīdī's Kitāb al-Tawhīd and Taʿwīlāt al-Qurʾān, and the Dīwān-i Ḥikmat. The findings reveal three distinct approaches to human formation. Fārābī relates education to happiness, virtue, practical competence, and civic cooperation. Māturīdī's theological and exegetical discussions connect human formation with reason, revelation, free choice, knowledge, action, and justice. The Yasawī tradition emphasises the disciplining of the nafs, servitude, intention, action, poetic counsel, and spiritual guidance. These perspectives do not offer directly transferable educational models, but they provide historically grounded resources for discussing educational purpose, moral formation, and the relationship between knowledge and conduct.