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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | TİB614 | CONTROVERSIAL TOPICS OF SUFISM | Compulsory | 1 | 2 | 5 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | This course is concerned with the criticisms of Sufism directed by other Islamic scholars, the critics of Sufis against Sufism, the question of foreign influence on Sufi, Shiism and Sufism, the structure and basic characteristics of Sufi knowledge. | | Name of Lecturer(s) | | Dr.Öğr. Üyesi Hatice Çubukcu | | Learning Outcomes | | 1 | to recognize the mystic problems | | 2 | recognize the source books in this subject | | 3 | discuss issues thoroughly |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Sufi criticism of Sufi mysticism and melamat thought Mysticism is a critique from the inside Mysticism The debate about the origin of mysticism Shiism and Sufism Seyr Suluk, inrisab and bey'at Sheikh-Murshid, Silsile Zikir, ayin, sema Mukhede and Riyazet Rabita Ledün Science Tevekkül, kesb Knowledge understanding, Discovery and miracles Ricalü-l-Gayb | | Weekly Detailed Course Contents | |
| 1 | Sufis' sufism critique and melamet thought | | | | 2 | An example of criticism from inside | | | | 3 | Discussions on the origin of mysticism | | | | 4 | Shiism and Sufism | | | | 5 | Seyr u Suluk, inrisab and bey'at | | | | 6 | Sheikh-Mursid, Silsile | | | | 7 | Dhikir, ayin, sema | | | | 8 | Reincarnation and Riyazet | | | | 9 | Nexus (Rabıta) | | | | 10 | Ledün İlmi | | | | 11 | Thanks, kesb | | | | 12 | Understanding of knowledge, ingenuity | | | | 13 | Keşf ve keramet | | | | 14 | Ricalü-l-Gayb | | | | 15 | | | | | 16 | | | |
| | Recommended or Required Reading | | H. Kamil Yılmaz, Tasavvuf Meseleleri, Erkam yay.
İbrahim Sarmış, Tasavvuf ve İslam, İstanbul, 1997.
Ahmet Ögke, “Tasavvufa Yöneltilen Eleştiriler ve İbrahim Sarmış’ın “Tasavvuf ve İslam” Adlı Kitabı”, İlim ve Sanat, Nisan-1996, ss. 70-76.
Ercüment Özkan, Tasavvuf ve İslam, İst. 1996.
Ferit Aydın, Tarikatta Rabıta ve Nakşibendilik, İst. 1996.
Mustafa Aşkar, Tasavvuf Tarihi Literatürü, İst. 2006.
Süleyman Uludağ, “Şiilik’te Tasavvuf”, Milletler Arası Tarihte ve Günümüzde Şiilik Semp., İst. 1993.
Erol Güngör, İslam Tasavvufunun Meseleleri.
Ali Bolat, Bir Tasavvuf Okulu Olarak Melametilik, İnsan yay. İst. 2003.
Mustafa Kara, Tasavvufi Hayat ve Düşünceyi Tenkit (İsmail Hakkı Bursevi Örneği), Bursa’da Dünden Bugüne Tasavvuf Kültürü , 2003, cilt: II, sayı: , s. 195-203.
Mehmet Bayrakdar, Tasavvufa Yabancı Tesir meselesi.
İrfan Gündüz, Tasavvufi Bir Terim Olarak Rabıta.
Süleyman Uludağ, Ruhbanlık ve Tasavvuf.
Süleyman Uludağ, Keşif ve Keramet.
Ali Bolat, Muhasibi’ye Göre Marifetin Unsurları.
Ahmet Ögke, Bir Tasavvuf Terimi Olarak Ricâlü’l-Gayb -İbn Arabî’nin Görüşleri-, Tasavvuf: İlmîve Akademik Araştırma Dergisi, 2001, cilt: II, sayı: 5, s. 161-201. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Final Examination | 1 | 3 | 3 | | Attending Lectures | 14 | 3 | 42 | | Writing Paper | 3 | 10 | 30 | | Self Study | 15 | 5 | 75 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 2 | | | 3 | | | | | | | 3 | | | | | 3 | | | LO2 | | 2 | | | | | | 4 | | | | | 4 | | | | | | LO3 | | | 4 | | 5 | | | | | | 3 | | | | 3 | | |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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