Bu haftaki dersimizde Hadi Adanal\u0131 Hocam\u0131z, d\u00fc\u015f\u00fcnmenin bireysel bir etkinlik mi yoksa zorunlu olarak \u00e7o\u011ful bir s\u00fcre\u00e7 mi oldu\u011fu sorusundan hareketle, d\u00fc\u015f\u00fcncenin \u00e7o\u011fullu\u011fu meselesini ele ald\u0131. Ders, ge\u00e7en hafta Kur\u2019an-\u0131 Kerim ayetleri \u00e7er\u00e7evesinde \u00fczerinde durulan d\u00fc\u015f\u00fcncenin monolitik ve diyalektik boyutlar\u0131yla ba\u011flant\u0131l\u0131 olarak \u201cD\u00fc\u015f\u00fcnmek i\u00e7in neden ba\u015fkalar\u0131na ihtiya\u00e7 duyar\u0131z?\u201d sorusu etraf\u0131nda \u015fekillendi. Bu \u00e7er\u00e7evede \u201cIt Takes Two to Think\u201d (D\u00fc\u015f\u00fcnmek \u0130ki Ki\u015fi \u0130ster) ba\u015fl\u0131kl\u0131 makale \u00fczerinden birlikte d\u00fc\u015f\u00fcnmenin imk\u00e2nlar\u0131 ve s\u0131n\u0131rlar\u0131 tart\u0131\u015f\u0131ld\u0131.<\/p>\n\n\n\n
Hocam\u0131z, birlikte d\u00fc\u015f\u00fcnmenin en temel faydas\u0131n\u0131n, bireyin kendi d\u00fc\u015f\u00fcnme s\u00fcrecinde fark edemedi\u011fi kusur ve \u00e7eli\u015fkilerin muhataplar arac\u0131l\u0131\u011f\u0131yla g\u00f6r\u00fcn\u00fcr h\u00e2le gelmesi oldu\u011funu ifade etti. Psikoloji literat\u00fcr\u00fcnde de s\u0131kl\u0131kla vurgulanan bu k\u00f6r noktalar\u0131n, ki\u015finin fark\u0131nda olmadan d\u00fc\u015ft\u00fc\u011f\u00fc mant\u0131ksal hatalarla ili\u015fkili oldu\u011funu belirterek, tek ba\u015f\u0131na d\u00fc\u015f\u00fcnmenin bu t\u00fcr hatalara kar\u015f\u0131 her zaman yeterli bir g\u00fcvence sunmad\u0131\u011f\u0131n\u0131 dile getirdi. Bu \u00e7er\u00e7evede birlikte d\u00fc\u015f\u00fcnmenin, d\u00fc\u015f\u00fcnceyi tashih eden, de\u011ferlendirmeye t\u00e2bi tutan ve onu geni\u015fleten bir i\u015flev g\u00f6rd\u00fc\u011f\u00fcn\u00fc vurgulad\u0131.<\/p>\n\n\n\n
D\u00fc\u015f\u00fcnmenin \u00e7o\u011fullu\u011fu meselesi ele al\u0131n\u0131rken, felsefede \u201cm\u00fcsamaha ilkesi\u201d (principle of tolerance) olarak bilinen ilkeye de temas edildi. K\u00f6kleri Willard Quine\u2019a uzanan bu ilkenin, d\u00fc\u015f\u00fcnsel bir ili\u015fkiye girerken muhatab\u0131n d\u00fc\u015f\u00fcnce d\u00fcnyas\u0131n\u0131 ilk a\u015famada rasyonel kabul etmeyi gerektirdi\u011fini ifade eden Hocam\u0131z, birlikte d\u00fc\u015f\u00fcnmenin sa\u011fl\u0131kl\u0131 bi\u00e7imde ilerleyebilmesinin bu \u00f6n kabule ba\u011fl\u0131 oldu\u011funu belirtti. Ancak d\u00fc\u015f\u00fcnmenin \u00e7o\u011fullu\u011funun niceliksel olarak s\u0131n\u0131rs\u0131z bir art\u0131\u015f\u0131 da beraberinde getirmemesi gerekti\u011fine dikkat \u00e7ekerek, d\u00fc\u015f\u00fcnceye kat\u0131lanlar\u0131n say\u0131s\u0131 artt\u0131k\u00e7a d\u00fc\u015f\u00fcnsel etkile\u015fimin yerini monologlara ve \u201ctrib\u00fcnlere oynayan\u201d konu\u015fmalara b\u0131rakabildi\u011fini ifade etti. Bu nedenle, \u00f6zellikle ikili d\u00fc\u015f\u00fcnme s\u00fcre\u00e7lerinin, kar\u015f\u0131 taraf\u0131 anlama, ba\u011f\u0131ms\u0131z d\u00fc\u015f\u00fcnme ve ki\u015finin kendi d\u00fc\u015f\u00fcncesini derinle\u015ftirme a\u00e7\u0131s\u0131ndan daha verimli olabilece\u011fini vurgulad\u0131.<\/p>\n\n\n\n
Hocam\u0131z, d\u00fc\u015f\u00fcncede derinle\u015fme ba\u011flam\u0131nda \u00f6ne \u00e7\u0131kan bir di\u011fer kavram\u0131n \u201cak\u0131\u015f\u201d oldu\u011funu belirtti. D\u00fc\u015f\u00fcnceyi harekete ge\u00e7iren ve s\u00fcrd\u00fcren bu h\u00e2lin, d\u00fc\u015f\u00fcnsel \u00fcretkenli\u011fin \u00f6nemli bir kayna\u011f\u0131 oldu\u011funu ifade ederek, ak\u0131\u015f h\u00e2linin d\u00fc\u015f\u00fcnceyi canl\u0131 ve vel\u00fbd k\u0131ld\u0131\u011f\u0131n\u0131 dile getirdi. Bu zihinsel ak\u0131\u015fkanl\u0131\u011f\u0131n ise do\u011fa\u00e7lama ve caz m\u00fczi\u011fi gibi alanlarda a\u00e7\u0131k bi\u00e7imde m\u00fc\u015fahede edilebilece\u011fini belirtti.<\/p>\n\n\n\n
Bu \u00e7er\u00e7evede Hocam\u0131z, birlikte d\u00fc\u015f\u00fcnmenin diyalekti\u011finin yaln\u0131zca \u201cevet\u201d ve \u201chay\u0131r\u201d kar\u015f\u0131tl\u0131\u011f\u0131na indirgenemeyece\u011fini; \u201cama\u201d, \u201cfakat\u201d ve \u201coysa\u201d gibi ara ba\u011fla\u00e7lar\u0131n d\u00fc\u015f\u00fcncenin \u00e7o\u011fullu\u011funu besleyen \u00f6nemli unsurlar oldu\u011funu ifade etti. \u0130slam d\u00fc\u015f\u00fcnce gelene\u011findeki \u015ferh ve ha\u015fiye gelene\u011finin de bu anlamda \u201cevet, ve\u2026\u201d diyerek ilerleyen, d\u00fc\u015f\u00fcnceyi \u00e7o\u011faltan bir yaz\u0131m ve d\u00fc\u015f\u00fcnme bi\u00e7imi olarak okunabilece\u011fini belirtti.
Bununla birlikte Hocam\u0131z, tek ba\u015f\u0131na d\u00fc\u015f\u00fcnmenin de d\u00fc\u015f\u00fcnceyi odaklama, ba\u011f\u0131ms\u0131zla\u015ft\u0131rma ve uzun de\u011ferlendirmelere t\u00e2bi tutarak tartma gibi, \u00e7o\u011ful d\u00fc\u015f\u00fcnmenin her zaman sa\u011flayamayaca\u011f\u0131 \u00f6nemli imk\u00e2nlar sundu\u011funu vurgulad\u0131. Bu y\u00f6n\u00fcyle bireysel d\u00fc\u015f\u00fcnmenin, \u00e7o\u011ful d\u00fc\u015f\u00fcnceyle kar\u015f\u0131tl\u0131k i\u00e7inde de\u011fil, onu tamamlayan bir i\u015flev g\u00f6rd\u00fc\u011f\u00fcn\u00fc ifade etti.<\/p>\n\n\n\n
Hadi Hocam\u0131z, dersin devam\u0131nda ak\u0131l teorilerine y\u00f6nelerek, kelamc\u0131lar ve filozoflar aras\u0131nda bu konuda tam bir uzla\u015f\u0131 bulunmasa da \u0130bn S\u00een\u00e2\u2019n\u0131n ak\u0131l tasnifinin alanda ayr\u0131cal\u0131kl\u0131 bir konuma sahip oldu\u011funu belirtti. Bu ba\u011flamda teorik akl\u0131n d\u00f6rt a\u015famal\u0131 bir yap\u0131 i\u00e7inde ele al\u0131nabilece\u011fini ifade etti.<\/p>\n\n\n\n
1.Hey\u00fbl\u00e2n\u00ee ak\u0131l: Hen\u00fcz \u015fekillenmemi\u015f, potansiyel h\u00e2lde bulunan akl\u0131 temsil eder.
2.Meleke ak\u0131l: Zaruri bilgileri kavrama ve kavrayabilme yetisini ifade eder.
3.Fiil\u00ee ak\u0131l: Mant\u0131k, \u00e7\u0131kar\u0131m ve nazar\u00ee faaliyetlerle akl\u0131n etkin h\u00e2le geldi\u011fi a\u015famad\u0131r.
4.M\u00fcstef\u00e2d ak\u0131l: Bu ak\u0131l mertebesi \u00fczerine filozoflar taraf\u0131ndan farkl\u0131 a\u00e7\u0131klamalar yap\u0131lsa da \u00f6zetle akl\u0131n ula\u015fabilece\u011fi en yetkin mertebesini temsil eder. \u0130bn S\u00eena ve Farabi\u2019de m\u00fcstef\u00e2d ak\u0131l ahiret hayat\u0131nda elde edilebilecek bir ak\u0131l t\u00fcr\u00fcd\u00fcr.<\/p>\n\n\n\n
Hocam\u0131z, bu a\u015famalar aras\u0131nda faal akl\u0131n belirleyici bir rol oynad\u0131\u011f\u0131n\u0131 ve bu ak\u0131l t\u00fcrlerinin birbirinden kopuk de\u011fil, \u00f6rt\u00fc\u015fen ve birbirinin omuzlar\u0131nda y\u00fckselen merhaleler olarak d\u00fc\u015f\u00fcn\u00fclmesi gerekti\u011fini vurgulad\u0131.<\/p>\n\n\n\n
Hadi Hocam\u0131z, Teh\u00e2nev\u00ee\u2019nin Ke\u015f\u015f\u00e2f\u00fc \u0131st\u0131l\u00e2h\u00e2ti\u2019l-f\u00fcn\u00fbn ve\u2019l-\u02bful\u00fbm adl\u0131 eserindeki \u201cak\u0131l\u201d maddesine de temas ederek, Teh\u00e2nev\u00ee\u2019ye g\u00f6re pratik akl\u0131n da teorik ak\u0131l gibi a\u015famal\u0131 bir yap\u0131ya sahip oldu\u011funu ifade etti. Bu \u00e7er\u00e7evede pratik akl\u0131n; fiillerde ahl\u00e2k\u00eelik, i\u00e7sel ve manev\u00ee melekelerin ar\u0131nmas\u0131 ve nihayetinde gayb \u00e2lemiyle irtibat ve ilah\u00ee olanla ittisal gibi merhaleler \u00fczerinden kem\u00e2le y\u00f6nelen bir s\u00fcre\u00e7 olarak tasvir edildi\u011fini belirtti.<\/p>\n\n\n\n
Dersin ilerleyen b\u00f6l\u00fcmlerinde Hocam\u0131z, End\u00fcl\u00fcs d\u00fc\u015f\u00fcncesine dair de\u011ferlendirmelerde bulundu ve bu gelenekte bireysel hakikat aray\u0131\u015f\u0131n\u0131n belirgin bir \u015fekilde vurguland\u0131\u011f\u0131n\u0131 ifade etti. \u00d6zellikle \u0130bn Tufeyl\u2019in Hayy b. Yakzan adl\u0131 eserinde, hakikate ula\u015fman\u0131n bireysel \u00e7aba ile m\u00fcmk\u00fcn oldu\u011fu fikri \u00f6ne \u00e7\u0131kmaktad\u0131r. Hocam\u0131z, ayn\u0131 \u015fekilde \u0130bn B\u00e2cce\u2019nin Tedb\u00eer\u00fc\u2019l-M\u00fctevahhid adl\u0131 eserinin ve \u0130bn R\u00fc\u015fd\u2019\u00fcn d\u00fc\u015f\u00fcncelerinin, bireysel hakikat aray\u0131\u015f\u0131n\u0131 zirveye ta\u015f\u0131yan \u00f6nemli \u00f6rnekler sundu\u011funu belirtti.
Hocam\u0131z, akl\u0131n s\u0131n\u0131rl\u0131 bir yeti olmas\u0131na ra\u011fmen hakikate ula\u015fma imk\u00e2n\u0131 sundu\u011funu vurgulad\u0131. \u00d6n\u00fcm\u00fczdeki hafta Kur\u2019an-\u0131 Kerim\u2019deki “tefekk\u00fcr” kavram\u0131n\u0131 ayr\u0131nt\u0131l\u0131 bir \u015fekilde ele alaca\u011f\u0131n\u0131 belirterek, \u00f6\u011frencilerden gelen sorular\u0131 yan\u0131tlayarak dersi tamamlad\u0131.<\/p>\n\n\n\n