{"id":5907,"date":"2025-10-24T17:55:00","date_gmt":"2025-10-24T14:55:00","guid":{"rendered":"http:\/\/test.ide.org.tr\/?p=5907"},"modified":"2026-09-25T17:57:36","modified_gmt":"2026-09-25T14:57:36","slug":"taha-abdurrahman-okumalari-ders-2","status":"publish","type":"post","link":"https:\/\/test.ide.org.tr\/index.php\/2025\/10\/24\/taha-abdurrahman-okumalari-ders-2\/","title":{"rendered":"Taha Abdurrahman Okumalar\u0131 | Ders 2"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Prof. Dr. Mehmet G\u00f6rmez hocam\u0131z bug\u00fcnk\u00fc dersinde ge\u00e7ti\u011fimiz haftaki konunun devam\u0131 olarak, Taha Abdurrahman\u2019\u0131n S\u00fbal\u00fc\u2019l-Amel isimli eserinden \u201c\u0130lim\/Bilim ve Fikir\/D\u00fc\u015f\u00fcnce Aras\u0131ndaki \u0130li\u015fkiye Bak\u0131\u015f\u0131 Nas\u0131l Yenileriz\u201d ba\u015fl\u0131kl\u0131 b\u00f6l\u00fcm\u00fc ele ald\u0131. Hocam\u0131z, \u00f6nceki dersin bir \u00f6zeti niteli\u011finde yapt\u0131\u011f\u0131 de\u011ferlendirmede, bilim ve bilginin yaln\u0131zca tek bir tasavvurdan ibaret olmad\u0131\u011f\u0131n\u0131 ve \u00fc\u00e7 farkl\u0131 tasavvur bi\u00e7imi bulundu\u011funu dile getirdi. Benzer \u015fekilde, fikir ve d\u00fc\u015f\u00fcncenin de \u00fc\u00e7 t\u00fcr\u00fc oldu\u011funu belirterek, ilim ile fikir aras\u0131ndaki ili\u015fkinin bu farkl\u0131 d\u00fczeyler \u00fczerinden anla\u015f\u0131lmas\u0131 gerekti\u011fini ifade etti.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hocam\u0131z\u0131n aktard\u0131\u011f\u0131 \u00fczere, Taha Abdurrahman\u2019a g\u00f6re ilmin her tasavvuru, e\u015fyan\u0131n hakikatini ara\u015ft\u0131rmay\u0131 hedeflemektedir. \u00c7\u00fcnk\u00fc hakikate ula\u015fmak, bilgiye misd\u00e2kiyeti yani do\u011fruluk kazand\u0131r\u0131r. Fikir ise, her t\u00fcr\u00fcyle e\u015fyan\u0131n faydas\u0131n\u0131 ara\u015ft\u0131r\u0131r ve bu faydan\u0131n ortaya konulmas\u0131, fikre me\u015fruiyet kazand\u0131r\u0131r.Buna g\u00f6re ilimle d\u00fc\u015f\u00fcnce aras\u0131ndaki ili\u015fki \u015fu \u015fekildedir:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Bilgi, me\u015fruiyet kazanmak i\u00e7in fikre muhta\u00e7t\u0131r ancakfaydal\u0131 hale gelmedik\u00e7e me\u015fruiyet kazanamaz.<\/li>\n\n\n\n<li>Fikir, do\u011frulu\u011fu elde etmek i\u00e7in ilme muhta\u00e7t\u0131r amai\u00e7inde bilgi bar\u0131nd\u0131rmad\u0131k\u00e7a hakikat bar\u0131nd\u0131rmaz.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Bilgi gibi d\u00fc\u015f\u00fcncenin de \u00e7e\u015fitli t\u00fcrleri bulundu\u011funa g\u00f6re, bilginin do\u011frulu\u011fu (misd\u00e2kiyeti) ve d\u00fc\u015f\u00fcncenin me\u015fruiyeti \u00fc\u00e7 a\u015famada ger\u00e7ekle\u015fir:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Dar \u0130lim ve Y\u00fczeysel D\u00fc\u015f\u00fcnce (Tefk\u00eer)<br>Dar tasavvurda ilim, yaln\u0131zca tabiattaki e\u015fyay\u0131 ara\u015ft\u0131r\u0131r ve her \u015feyi ona indirger. Bu anlay\u0131\u015fta tabiat, sadece zahiri y\u00f6n\u00fcyle ele al\u0131n\u0131r. Bu da \u201ctefk\u00eer\u201d, yani dar d\u00fc\u015f\u00fcnce d\u00fczeyine kar\u015f\u0131l\u0131k gelir. Dar anlamda ilim y\u00fczeysel d\u00fc\u015f\u00fcnceyle ayn\u0131 d\u00fczeydedir ve her ikisinin konusu da tabii e\u015fyan\u0131n zahiri y\u00f6n\u00fcd\u00fcr. Ancak ilim hakikatleri, fikir ise faydalar\u0131 ara\u015ft\u0131r\u0131r. Bu d\u00fczeyde ilim, me\u015fruiyetini y\u00fczeysel d\u00fc\u015f\u00fcnceden, y\u00fczeysel d\u00fc\u015f\u00fcnce de do\u011frulu\u011funu dar anlamda ilimden al\u0131r.<\/li>\n\n\n\n<li>Geni\u015f \u0130lim ve Geni\u015f D\u00fc\u015f\u00fcnce (\u0130ftik\u00e2r)<br>Geni\u015f tasavvurda ilim, yaln\u0131zca tabiattaki e\u015fyay\u0131 de\u011fil, insan ve toplum bilimlerini de inceler. Bu anlay\u0131\u015fta e\u015fyan\u0131n sadece zahiri de\u011fil, ayn\u0131 zamanda maksada dayal\u0131 nedenleri de ara\u015ft\u0131r\u0131l\u0131r. \u201c\u0130ftik\u00e2r\u201d olarak adland\u0131r\u0131lan geni\u015f d\u00fc\u015f\u00fcnce, insan\u0131n faydalar\u0131 ve e\u015fyan\u0131n gayelerini konu edinir. Bu d\u00fc\u015f\u00fcnce en geni\u015f anlamda ilmin baz\u0131 hakikatlerinden uzakt\u0131r. Ancak geni\u015f anlamda ilim, geni\u015f d\u00fc\u015f\u00fcnceyle birliktedir, \u00e7\u00fcnk\u00fc her ikisi de ahlaki meselelerle ilgilenir. Bu durumda geni\u015f ilim me\u015fruiyetini geni\u015f d\u00fc\u015f\u00fcnceden, geni\u015f d\u00fc\u015f\u00fcnce ise do\u011frulu\u011funu geni\u015f anlamda ilimden al\u0131r.<\/li>\n\n\n\n<li>En Geni\u015f \u0130lim ve Derin D\u00fc\u015f\u00fcnce (Tefekk\u00fcr)<br>En geni\u015f anlamda ilim, tabii ilimleri, insan ve toplum bilimlerini, dini ve metafizik ilimleri birlikte ele al\u0131r. Bu tasavvurda, sadece zahiri olgular de\u011fil, vicdani ve manevi haller de tedl\u00eel-i selb\u00ee (olumsuzlama yoluyla delillendirme) y\u00f6ntemiyle ara\u015ft\u0131r\u0131l\u0131r. \u201cTefekk\u00fcr\u201d olarak adland\u0131r\u0131lan derin d\u00fc\u015f\u00fcnce, insan\u0131n manevi faydalar\u0131 ve e\u015fyan\u0131n varolu\u015f sebepleriyle ilgilenir. Bu d\u00fczeyde ilim ile tefekk\u00fcr ayn\u0131 mertebede yer al\u0131r; ilim ruhi meselelerin hakikatini, fikir ise onlar\u0131n maslahatlar\u0131n\u0131 ara\u015ft\u0131r\u0131r. Dolay\u0131s\u0131yla en geni\u015f anlamda ilim me\u015fruiyetini tefekk\u00fcrden, tefekk\u00fcr de do\u011frulu\u011funu en geni\u015f anlamda ilimden al\u0131r.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u0130lim ve Fikrin Mertebeleri<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u0130lmin tasavvurlar\u0131 aras\u0131nda bir hiyerar\u015fi vard\u0131r. En geni\u015f ilim tasavvuru en y\u00fcce mertebeyi temsil eder; geni\u015f ilim orta mertebede, dar ilim ise en alt mertebededir. Ayn\u0131 \u015fekilde d\u00fc\u015f\u00fcncenin de kendi i\u00e7inde bir s\u0131ralamas\u0131 vard\u0131r: tefekk\u00fcr en y\u00fcksek, iftik\u00e2r orta, tefk\u00eer ise en a\u015fa\u011f\u0131 d\u00fczeydedir. \u00dcst mertebedeki ilim ve fikir, alt mertebeleri de i\u00e7ine al\u0131r.<br>Buna g\u00f6re, en geni\u015f ilmin do\u011frulu\u011fu (misd\u00e2kiyeti), en derin d\u00fc\u015f\u00fcncenin me\u015fruiyetiyle birle\u015fti\u011finde, geni\u015f ilim ve geni\u015f d\u00fc\u015f\u00fcncenin ili\u015fkisinden daha y\u00fcce bir d\u00fczey ortaya \u00e7\u0131kar. Ayn\u0131 \u015fekilde geni\u015f ilim ile geni\u015f d\u00fc\u015f\u00fcnce aras\u0131ndaki ili\u015fki de, dar ilim ve y\u00fczeysel d\u00fc\u015f\u00fcnce aras\u0131ndaki ili\u015fkiden daha y\u00fcksek bir mertebeye sahiptir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u0130lim ile Fikir Aras\u0131ndaki \u0130li\u015fkiye \u0130lim Taraf\u0131ndan Bak\u0131ld\u0131\u011f\u0131nda;<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Fikir olmadan ilim olmaz. \u00c7\u00fcnk\u00fc fikir, ilmin me\u015fruiyetini sa\u011flar.<\/li>\n\n\n\n<li>\u0130lim olmadan fikir olmaz. \u00c7\u00fcnk\u00fc fikir do\u011frulu\u011funu ilimden elde eder.<\/li>\n\n\n\n<li>Dar anlamda ilim, yaln\u0131zca y\u00fczeysel (tefkir\u00ee) d\u00fc\u015f\u00fcn\u00fcr; geni\u015f (iftikar\u00ee) ya da derin (tefekk\u00fcr\u00ee) d\u00fc\u015f\u00fcnemez. Me\u015fruiyeti, faydas\u0131 kadard\u0131r.<\/li>\n\n\n\n<li>Geni\u015f ilim, hem y\u00fczeysel hem geni\u015f d\u00fc\u015f\u00fcn\u00fcr; fakat derin d\u00fc\u015f\u00fcnceye ula\u015famaz. Me\u015fruiyeti dar ilimden daha b\u00fcy\u00fckt\u00fcr.<\/li>\n\n\n\n<li>En geni\u015f ilim ise hem y\u00fczeysel, hem geni\u015f, hem de derin d\u00fc\u015f\u00fcn\u00fcr; me\u015fruiyeti en \u00fcst d\u00fczeydedir. \u0130lmin gayesi en y\u00fcksek me\u015fruiyete ula\u015fmakt\u0131r. Bu da d\u00fc\u015f\u00fcncenin tefekk\u00fcr seviyesine y\u00fckselmesiyle m\u00fcmk\u00fcnd\u00fcr.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Heidegger\u2019e G\u00f6re Bilim\/\u0130lim ve D\u00fc\u015f\u00fcnce\/Fikir<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Heidegger\u2019in \u201c\u0130lim d\u00fc\u015f\u00fcnmez, d\u00fc\u015f\u00fcnce bilgi \u00fcretmez, dolay\u0131s\u0131yla bilimde d\u00fc\u015f\u00fcnce olmaz\u201d s\u00f6z\u00fcn\u00fc Taha Abdurrahman iki farkl\u0131 bi\u00e7imde yorumlar. \u0130lk yorum, bilimin hi\u00e7bir \u015fekilde d\u00fc\u015f\u00fcnce i\u00e7ermedi\u011fi y\u00f6n\u00fcndedir. Ancak bu yakla\u015f\u0131m do\u011fru de\u011fildir. Zira her bilim, fayday\u0131 g\u00f6zetir ve me\u015fruiyetini bu faydadan al\u0131r. Bu nedenle bilim, \u00f6z\u00fcnde her zaman d\u00fc\u015f\u00fcnceyle ba\u011flant\u0131l\u0131d\u0131r ve ondan tamamen ayr\u0131 d\u00fc\u015f\u00fcn\u00fclemez.<br>\u0130kinci yorum ise, bilimin d\u00fc\u015f\u00fcncenin y\u00fcce d\u00fczeylerinden yani iftik\u00e2r (manev\u00ee idrak) ve tefekk\u00fcr (derin d\u00fc\u015f\u00fcnme) alanlar\u0131ndan pay almad\u0131\u011f\u0131 y\u00f6n\u00fcndedir. Bu yorum k\u0131smen do\u011frudur; zira bilimin de kendi i\u00e7inde farkl\u0131 mertebeleri vard\u0131r ve alt mertebeler, \u00fcst d\u00fczeylerdeki d\u00fc\u015f\u00fcnce boyutlar\u0131ndan yoksun olabilir. Bu anlamda ilim, yaln\u0131zca kendisinin \u00fcst\u00fcnde yer alan fikir d\u00fczeylerinden ayr\u0131labilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u0130lim ile Fikir Aras\u0131ndaki \u0130li\u015fkiye D\u00fc\u015f\u00fcnce Taraf\u0131ndan Bak\u0131ld\u0131\u011f\u0131nda;<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>\u0130limsiz fikir olmaz, bilimsiz d\u00fc\u015f\u00fcnce olmaz. D\u00fc\u015f\u00fcnce olmadan ilim eksik, ilim olmadan d\u00fc\u015f\u00fcnce temelsizdir.<\/li>\n\n\n\n<li>Y\u00fczeysel d\u00fc\u015f\u00fcnce, e\u015fyay\u0131 sadece zahiri y\u00f6n\u00fcyle bilir; bat\u0131n\u00ee hakikatleri ve ilahi emirleri kavrayamaz.<\/li>\n\n\n\n<li>Geni\u015f d\u00fc\u015f\u00fcnce, zahiri bilgilere ek olarak bat\u0131ni y\u00f6n\u00fc de bilir; ancak e\u015fyan\u0131n ard\u0131ndaki ilahi emirleri yine idrak edemez.<\/li>\n\n\n\n<li>Tefekk\u00fcr ise hem zahiri hem bat\u0131ni hakikatleri hem de e\u015fyan\u0131n ard\u0131ndaki ilahi emirleri kavrar.<\/li>\n\n\n\n<li>En y\u00fcce bilgi\/ilim tefekk\u00fcr ile birle\u015fmi\u015f bilgidir\/ilimdir.<br>Taha Abdurrahman\u2019a g\u00f6re d\u00fc\u015f\u00fcncenin vazifesi, en y\u00fcksek do\u011frulu\u011fu (misd\u00e2kiyeti) aramakt\u0131r.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">G\u00f6rmez hocam\u0131z son olarak \u015fu hususlara de\u011finerek dersi tamamlad\u0131:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u0130lim tek bir tasavvurdan ibaret de\u011fildir; dar, geni\u015f ve en geni\u015f olmak \u00fczere \u00fc\u00e7 d\u00fczeyde ele al\u0131n\u0131r.<\/li>\n\n\n\n<li>D\u00fc\u015f\u00fcncenin de \u00fc\u00e7 mertebesi vard\u0131r: tefk\u00eer (maddi faydalar), iftik\u00e2r (ahl\u00e2k\u00ee ve ruh\u00ee faydalar) ve tefekk\u00fcr (hak\u00eekate y\u00f6nelme).<\/li>\n\n\n\n<li>Dar ilim tefk\u00eeri, geni\u015f ilim iftik\u00e2r\u0131, en geni\u015f ilim ise tefekk\u00fcr\u00fc kapsar.<\/li>\n\n\n\n<li>\u0130lim, me\u015fruiyetini fikirden al\u0131rken fikir, do\u011frulu\u011funu ilimden al\u0131r.<\/li>\n\n\n\n<li>D\u00fc\u015f\u00fcnce olmadan ilim, ilim olmadan da d\u00fc\u015f\u00fcnce olamaz.<\/li>\n\n\n\n<li>En y\u00fcce bilgi tefekk\u00fcrle birle\u015fmi\u015f ilimdir.<br>\u0130lim a\u00e7\u0131s\u0131ndan vacip olan, bilgiyi en y\u00fcce d\u00fc\u015f\u00fcnceyle, yani tefekk\u00fcrle birlikte elde etmektir. B\u00f6ylece en fazla faydaya ula\u015f\u0131l\u0131r. D\u00fc\u015f\u00fcnce a\u00e7\u0131s\u0131ndan vacip olan ise, d\u00fc\u015f\u00fcnceyi en geni\u015f ilim tasavvuruyla birle\u015ftirmektir ki en y\u00fcksek hakikatlere ula\u015f\u0131labilsin.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Hocam\u0131z\u0131n da vurgulad\u0131\u011f\u0131 \u00fczere, ilim ve d\u00fc\u015f\u00fcnce birbirinden ba\u011f\u0131ms\u0131z de\u011fil, birbirini tamamlayan iki boyuttur. En y\u00fcksek do\u011frulu\u011fa ve en kapsaml\u0131 faydaya ancak ilmin tefekk\u00fcrle, d\u00fc\u015f\u00fcncenin ise en geni\u015f ilim tasavvuruyla birle\u015fti\u011fi noktada ula\u015f\u0131labilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hocam\u0131z bu dersi, Taha Abdurrahman\u2019\u0131n \u201cilim-fikir\/bilim-d\u00fc\u015f\u00fcnce\u201d ili\u015fkisine dair bu yakla\u015f\u0131m\u0131nda bilginin yaln\u0131zca zihinsel bir faaliyet olarak g\u00f6r\u00fclmemesi gerekti\u011fi vurgusu \u00fczerinden g\u00f6r\u00fc\u015flerini \u00f6zetleyerek sona erdirdi.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Prof. Dr. Mehmet G\u00f6rmez hocam\u0131z bug\u00fcnk\u00fc dersinde ge\u00e7ti\u011fimiz haftaki konunun devam\u0131 olarak, Taha Abdurrahman\u2019\u0131n S\u00fbal\u00fc\u2019l-Amel isimli eserinden \u201c\u0130lim\/Bilim ve Fikir\/D\u00fc\u015f\u00fcnce Aras\u0131ndaki \u0130li\u015fkiye Bak\u0131\u015f\u0131 Nas\u0131l Yenileriz\u201d ba\u015fl\u0131kl\u0131 b\u00f6l\u00fcm\u00fc ele ald\u0131. Hocam\u0131z, \u00f6nceki dersin bir \u00f6zeti niteli\u011finde yapt\u0131\u011f\u0131 de\u011ferlendirmede, bilim ve bilginin yaln\u0131zca tek bir tasavvurdan ibaret olmad\u0131\u011f\u0131n\u0131 ve \u00fc\u00e7 farkl\u0131 tasavvur bi\u00e7imi bulundu\u011funu dile getirdi. Benzer &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/test.ide.org.tr\/index.php\/2025\/10\/24\/taha-abdurrahman-okumalari-ders-2\/\" class=\"more-link\"><span class=\"screen-reader-text\"> &#8220;Taha Abdurrahman Okumalar\u0131 | Ders 2&#8221;<\/span>devam\u0131n\u0131 oku<\/a><\/p>\n","protected":false},"author":1,"featured_media":5908,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_eb_attr":"","postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"footnotes":""},"categories":[9,16],"tags":[],"class_list":["post-5907","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ders-ozetleri","category-taha-abdurrahman-okumalari"],"gutslider_comments":0,"_links":{"self":[{"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/posts\/5907","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/comments?post=5907"}],"version-history":[{"count":1,"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/posts\/5907\/revisions"}],"predecessor-version":[{"id":5909,"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/posts\/5907\/revisions\/5909"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/media\/5908"}],"wp:attachment":[{"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/media?parent=5907"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/categories?post=5907"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/test.ide.org.tr\/index.php\/wp-json\/wp\/v2\/tags?post=5907"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}