Osmanlının son dönemlerinde doğup Cumhuriyetin ilk yıllarında yaşayan Tâhir Harîmî Balcıoğlu (ö. 1951), şer‘î ilimlerin tarihini anlatmak amacıyla bir eser kaleme almış ve Naklî İlimler Tarihi adını verdiği bu eserini on yılı aşkın bir sürede tamamlamıştır. Müellifin en meşhur eseri Tarihi Medeniyette Kütüphaneler, oldukça erken bir vakitte, 1931 senesinde yayımlansa da Naklî İlimler Tarihi’nin neşri için 2022 yılını beklemek gerekmiştir. Bir mukaddime ve altı bölümden oluşan eser, Kur’ân/Tefsir, Hadis, Fıkıh ve Kelâm ilimlerinin tarihlerini ele almaktadır. Bölümlerin dağılımları söz konusu olduğunda (...) eserin yarıdan fazlasının kelâm tarihine ayrıldığı görülmektedir. Fakat müellifin kelâm tarihi ile kastettiği esasında mezhepler tarihidir. Zira bu bölümde İslâm toplumundan neşet etmiş mezhep ve fırkalar ele alınmış, kelâm ilmine bölüm sonunda kısaca yer verilmiştir. Yazıldığı dönem ve bölge bağlamında değerlendirildiğinde eser; içerdiği konu çeşitliliği ve zengin kaynakçası sebebiyle oldukça kıymetli olup Cumhuriyetin ilk yıllarındaki İslâmî ilimlere dair bilgi birikimi göstermesi itibariyle de ayrıca önemlidir. (shrink)

Mağrib ve Mısır dönemi olarak ikiye ayrılan Fâtımî devleti tarihinin Mağrib devresi Mısır’a nazaran daha az incelenmiş görünmektedir. Bunun en önemli sebeplerinden bir tanesi bu dönemdeki muasır kaynakların Mısır dönemi kaynaklarına oranla fazla olmayışıdır. Bununla birlikte günümüzde Fâtımîler’in Mağrib dönemini kapsayan IV. (X.) yy.’a ait bazı muasır kaynakların bulunmuş olması, söz konusu döneme ait önemli bilgilerden haberdar olabilmemize imkân tanımıştır. Bu eserlerden olan ve Fâtımî devletinin Mağrib dönemindeki bürokrasisine ışık tutan Sîretü’l-Üstâz Cevzer adlı muasır kaynak, Fâtımîler’de halife ve veliahttan sonraki (...) üç numaralı devlet adamı olma şerefine nail olan slav asıllı Üstâz Cevzer’in ilk Halife Ubeydullâh el-Mehdî döneminde devlet hizmetine alınmasından, dördüncü Halife Mu‘izz’in hilâfet merkezini Mansûriye’den Kâhire’ye taşımasına değin gerçekleştirdiği önemli faaliyetlerini konu edinmektedir. Ele aldığımız çalışmada Fâtımîler’in Mağrib dönemindeki önde gelen devlet adamlarından bir tanesi olan Üstâz Cevzer’in hayatı detaylı bir şekilde incelenerek bu dönemin bürokrasisinin daha iyi anlaşılmasına katkı sunulması hedeflenmektedir. Başta Sîretü’l-Üstâz Cevzer adlı çağdaş kaynak olmak üzere Üstâz Cevzer hakkında bilgi veren az sayıda eserin incelenmesinin yanında batıda da yapılan araştırmalara değinilerek hazırlanan çalışma, literatüre sunacağı katkı itibarıyla özgündür. Ayrıca çalışma bazı araştırmacılarca Üstâz Cevzer’in, Mısır’ı ele geçiren komutan Cevher es-Sıkıllî ile aynı kişi olduğu yönündeki yanlış kanaatlerin ortadan kalkmasına yardımcı olacaktır. Yine bazı araştırmacılar tarafından Fâtımîler’in Mağrib dönemi veziri olarak kabul edilen Üstâz Cevzer’in gerçekten vezirlik görevini deruhte edip etmediği gibi sorulara çalışmada cevap aranacaktır. (shrink)

From their founding to their collapse, the Andalusian Umayyads have been struggling with the Christian states which established in the north following Umayyads conquests of the region. During this long struggle period, the first name that ceased their progress and had authority over these states was Hakam II’s father Abd ar-Rahman III (300-350/912-961). The power provided by him continued in the periods of Hakam II (350-366/961-976) and Amirids (366-398/976-1008). In this process, Hakam II period was important because the obedience of (...) the states in question had been maintained, new conquests were achieved, and an uninterrupted eight-year peace was established. In this article, the sixteen-year long struggle process, including war and peace periods, of Hakam II against these states in the North of Andalusia has been discussed. The article consists of four chapters. In the first part, the Muslim control on the Kingdom of Leon, which attacked the Andalusian Umayyad lands at the beginning of this period, has been examined. In the second part, the battles with the Christian states in the north and the conquests carried out in this period have been discussed. In the third part, the peace process between the two sides, which had been continuing for eight years, has been examined. In the fourth part, the Christian states' attempt to recapture the Gormaz (Gurmâc) castle has been mentioned. The main purpose of the article is to contribute to the debate in modern western literature about the Umayyads' domination of these states, recorded by Muslim historians as well. (shrink)

In addition to the prose works that were copyrighted on the hadith method, poetry studies called Alfīyah also emerged. The main motive behind the naming of the Alfīyahs is to ensure that the information is easily memorized and remembered. For this purpose, Suyūṭī also wrote an Alfīyah named Naẓm al-Durar fī ʻilm al-asar on the method of hadith. Suyūṭī felt the need to write a new Alfīyah himself by considering Ibn al-Ṣalāḥ's ʻUlūm al-ḥadīth and al-ʻIrāqī's Alfīyah named al-Tabṣirah wa al-Tadhkirah. (...) Suyūṭī claimed that his Alfīyah is superior to al-ʻIrāqī's Alfīyah in terms of covering all subjects (Jamʻ), concise style (Ījāz) and composition (Ittisāq). When the Alfīyah is examined, it is seen that 17 subjects of hadith method, which is not included in the works of Ibn al-Ṣalāḥ and ʻIrāqī, has been added to the Alfīyah. On the other hand, it has been determined that the works of scholars such as Ibn Ḥajar were also used in Alfīyah, apart from Ibn al-Ṣalāḥ and ʻIrāqī's Alfīyahs. From this point of view, it should be noted that Alfīyah is not just a summary and poetry activity, but a work containing valuable information in terms of hadith science. In this article, after giving concise information about the Alfīyah literature, the place of Suyūṭī's Naẓm al-Durar fī ʻilm al-asar, who wrote works in almost every field of Islamic sciences, in the hadith literature has been emphasized and his work which became famous with the name Alfīyat al-Suyūṭī has been examined in terms of hadith methodology. (shrink)

Following the death of the Prophet, many different understandings have emerged in the Islamic world to make life meaningful. There is no doubt that understanding of Quran and Hadith texts is the basis of these understandings. The effort to understand Nass, sometimes, has opened the doors of constructive criticism; sometimes it has shown a destructive character. Understanding efforts in Islamic world has been more active on the hadiths in modern times. As a matter of fact, while the groups who claim (...) to live their lives as in the time of the Prophet were affected by modernity, the discourses that did not need any trace from the time of the Prophet paid attention to the hadith-sunnah. In this study, the idea of contradiction to the Qur'an is emphasized, whose traces go back to the classical period and which has moved in a different direction with the abuses of the Quranist-Mealist discourse in modern times. In the first period, the criticism activities which focused on isnad have led to the training of the specialists of jarh-tadîl over time and by this way, the defects that may have happened to isnad were eliminated to a certain extent. In parallel with isnad examinations, text-based critics have also been introduced in the evaluation of hadiths. One of the text-based criticism methods is submitting hadiths to the Qur'an. In this study, the abuse of “submitting hadiths to the Quran”, which has an important place in the Islamic science tradition, but reached a dimension contrary to its natural methodology in the modern period, will be discussed. (shrink)

We study implications of Leibnizian ideas such as the identity of indiscernibles, and variety (due to Barbour and Smolin) in the context of Wolfram Model, which has been put forward in 2020. We have provided (at the moment) speculative interpretations for Leibnizian and non-Leibnizian hypergraphs. We introduced an action based on variety, to select paths where it is maximized. The specific universe which is of concern here is the one with name ‘wm1268’ from the Registry of Notable Universe Models, which (...) is used as a test case in the present study. (shrink)

This study shows that the Turkish expression _hani_ exhibits interesting properties for the study of the semantics and pragmatics interface, because, on the one hand, its function is merely pragmatic, but on the other hand, it is subject to the truth-conditional effect of other constituents at LF. This notwithstanding, studies on this expression are remarkably scarce. The only attempts to describe its properties are Erguvanlı-Taylan (Studies on Turkish and Turkic languages; proceedings of the ninth international conference on Turkish linguistics, 133–143, (...) 2000 ), Akar et al. (Discourse meaning, 57–78, 2020 ), and Akar and Öztürk (Information-structural perspectives on discourse particles, 251–276, 2020 ). In the present study, we introduce the first formal semantic and pragmatic treatment of clauses containing _hani_. Unlike previous accounts, we claim that _hani_ can have one of the following two major pragmatic functions: making salient a proposition in the Common Ground or challenging one in a past Common Ground, therefore requiring a Common Ground revision. Despite its variety of occurrences, we argue that _hani_ has a uniform interpretation and provide a compositional analysis of the different construals that it is associated with. Furthermore, we show that a formally explicit and accurate characterization of _hani_ clauses requires operating on indexical parameters, in particular the context time. Therefore, if our proposal is on the right track, _hani_ clauses may provide indirect empirical evidence in favour of the existence of “monstrous” phenomena, adding to the accumulating cross-linguistic evidence in this domain (see Schlenker in Linguistics and Philosophy 26(1):29–120, 2003 and much work since then). The definition of monsters is intended as in Kaplan (Themes from Kaplan, 481–563, 1989 ). (shrink)

Eş‘arî kelâmında, kadîm ve hâdis varlıklar için sürekliliği ifade eden bekâ kavramının mâhiyeti hakkında ihtilâf edilmiştir. Bekânın, bâkīnin varlığına zâit bir sıfat olduğunu kabul eden İmâm Eş‘arî (öl. 324/935-36) bu ihtilâflı meselenin bir tarafıdır. Bekâyı bir mâna olarak ispat konusunda İmâm Eş‘arî’ye, Ebû İshâk el-İsferâyînî’nin (öl. 418/1027) katıldığı görülmektedir. Meselenin diğer tarafını ise hayatının ilk dönemlerinde, Eş‘arî gibi düşünüp, bekânın mâna olarak ispatı görüşünü benimseyen ve sonrasında bu görüşü terk ederek bekânın varlığa döndüğünü ilk defa savunan Ebû Bekr el-Bâkıllânî (öl. (...) 403/1013) temsil etmektedir. Bâkıllânî’den sonra mütekaddim dönem Eş‘arîlerinden İmâmü’l-Haremeyn el-Cüveynî (öl. 478/1085) ve müteahhir dönemden Fahreddin er-Râzî (öl. 606/1210), Seyfeddin el-Âmidî (öl. 631/1233), Kâdî Beyzâvî (öl. 685/1286) ve Seyyid Şerîf el-Cürcânî’ninde (öl. 816/1413) bekânın zâta zâit bir mâna olmasını nefyetmeleri ve bekâyı varlığın kendisi olarak görmeleri söz konusudur. Yani Eş‘arî kelâmında bekâ hakkındaki yaygın kanaat, bekânın zâit bir mâna olduğunun reddedilmesi olmuştur. Bu çalışmada Eş‘arî kelâmcıların, eserlerinden hareketle, bekânın mâhiyeti konusundaki görüşleri ortaya konacak ve bekânın zâit bir mâna olarak ispatı ve nefyi hakkında yürütülen tartışma yeniden kurgulanacaktır. Söz konusu tartışma, bekâyı zâta zâit bir sıfat olarak ispat eden Eş‘arî kelâmcıların ortaya koydukları “üç delil” ve bekânın zâit varlığını nefyedenler Eş‘arîlerin ispat durumunda ortaya çıkacağını belirttikleri “dört imkânsız durum” üzerinden işlenecektir. “Delil-itiraz-cevap” kurgusuyla ortaya konacak tartışmanın akabinde, bu tartışmada güçlü olan taraf hakkında bir tercihte bulunularak çalışma nihayete erdirilecektir. (shrink)

Fatimids, bound up the Shiite/Ismaili sect, have pursued a policy of expansion towards the east since they were established in Ifrîkiye. Within the framework of this political goal, the Turkish dynasty made various attempts to seize the Egyptian lands owned by the Ikhshidids. The relations between the two sides, which lasted for more than thirty years, ended with the Fatimids seizing Egypt and then Syria. In this process, various political and military encounters took place between the Fatimids and the Ikhshidids. (...) In this article, the relations of the Fatimids with the Ikhshidids are discussed. The relations between the two sides included remarkable events in a medium where the Fatimids in the east of the Islamic world and the Ikhshidid in the west increased their political power. The fact that these developments were closely related to the Islamic world of that period increases the importance of this research. Therefore, it would be beneficial to reveal the panorama of the thirty-five-year period by examining the sources that shed light on the relevant period. Ourstudy, which deals with the Fatimid-Ikhshidid relations, consists of three parts. In the first part, the beginning of the Fatimid-Ikhshidid relations will be examined. In the second part, the subject of the Fatimids taking Egypt from the Ikhshidids will be discussed. Finally, in the third chapter, the issue of the Fatimids capturing Syria and putting an end to the Ikhshidids will be discussed. The primary goal of the study in question will be to try to give a clear idea about the subject by addressing the reflections and effects of Fatimid-Ikhshidid relations in the Islamic world. (shrink)

İslâm ilim geleneğinde Hz. Peygamber’e ait olanla olmayan bilginin sahih bir şekilde tespit edilmesi büyük önem arz etmektedir. Bu bağlamda haberlerin doğruluğunu ve güvenilirliğini belirlemek için çeşitli metodolojiler geliştirilmiştir. Hanefî fukahâsı, bu metodolojiler arasında kendine özgü bir yaklaşım benimsemiş ve haber-i vâhidlerin kabul edilebilirliğini dört temel ölçüt üzerinden değerlendirmiştir. Bu dört asıldan birisi de sahâbe ihticâcına arz prensibidir. Hanefî usulcüler, sahâbe arasında bir konuda ihtilaf çıktığında o konuyla alakalı rivâyetin ihtilaf anında delil olarak sunulmamasını o haberin makbul olmadığının alameti olarak (...) değerlendirmişlerdir. Hanefîlerin benimsemiş olduğu bu prensip oryantalistlerin e silentio/sessizlik delilini çağrıştırttığı ifade edilmektedir. e Silentio delili “Bir hadisin belirli bir zaman diliminde bulunmadığını ispatlamanın en iyi yolu, eğer hadis gerçekten o dönemde mevcut olsaydı, o dönemdeki fıkhî tartışmalarda delil olarak kullanılması gerektiği halde kullanılmadığını ortaya koymaktır” şeklinde açıklanmıştır. Bu sebeple Hanefî usûlcülerin bu haber-i vâhid tenkit kriterinden neyi kastettiklerinin, bunun nasıl anlaşılması ve uygulandığının doğru bir şekilde tespit edilmesi gerekmektedir. Çalışmanın en önemli amacı ise bu prensibin e silentio deliliyle ilişkisi ve karşıtlıklarının ortaya çıkarılmasıdır. Bu sebeple araştırmada hem literatür taraması hem de mukayeseli bir yöntem takip edilmiştir. Hanefî usûl eserleri ve e silentio delilini daha çok kullanan Schacht (1902-1969) ve Juynboll’un (1935-2010) eserleri çalışmanın ana kaynaklarını oluşturmaktadır. Cessâs'tan (ö. 370/981) itibaren bu asla atıfta bulunan Hanefî usûlcülerin bakış açıları incelendiğinde, her iki delilin görünüşte benzer yaklaşımlar sergilediği düşünülse de ayrıntılarda farklı amaçlara sahip oldukları sonucuna ulaşılmıştır. (shrink)

Atheism, which does not accept belief in God, criticizes all religions that include this belief. Especially modern period atheism tries to make many of its criticisms in the name of scientific and tries to spread its ideas with this method. The same method is followed in our country. Atheism is tried to be spread through publications such as many websites, social media accounts, articles, journals and books. The religion on which atheists focus their activi-ties in our country and make various (...) criticisms is naturally Islam. Atheists try to use science and highlight freedom of thought while voicing their claims against Islam, which the majority of the society believes in, since atheism does not have a serious equivalent in Turkish society. Criticisms of atheism regarding religion in our country are gathered in the center of Islam, Hz. Muhammad and Quran. Especially It is claimed that Hz. Muhammad never lived, therefore it is impossible to talk about an Islam and the Quran that he preached, and that the Umayyads, who became a great empire, invented Islam and Quran in their current sense in order to ensure the continuity of the state. Atheists relate these and similar claims to some parts of the Prophet's life. Therefore, there are many claims about Sîrah and they need to be examined. Until today, no Turkish study in the field of Sîrah has been determined regarding these claims made about the life of the Prophet. In this study, in order to fill the mentioned gap in the field, firstly, some claims of atheists regarding Mecca period were determined; These claims were classified according to their subjects and evaluated in terms of sîrah. Atheists, who attach importance to freedom of belief and thought and express these frequently, when turn into their ideas about Islam and Muslims from thought to action, writing, etc.; It has been observed that these sensitivities have disappeared. Specific to the period examined, it has been determined that atheists aimed to reject the Prophet and Islam completely and shaped his writings accordingly, and often did not include important details about the subjects on which they made claims. In addition, there is a lack of scientific literature and information; It is seen that many topics are distorted from their main media. (shrink)

Mahmad Fadlallah al-Sivāsī as well as important in terms of political and social history of Turkey, he is also is an important person for Turkish literature. Realizing the late Ottoman period and the first years of the republic, Mahmad Fadlullāh, is a momentous person who taught in many different cities of Turkey and participateded in Erzurum Congress -where there have been made decisions for development and prosperity of the country-as delegate of Sivas. That the literary personality of these features, as (...) well as the foreground. By the pieces he indited he took part in the last authors of Divan Literature. Wrote many pieces, he has shown that he is a prolific author. One of these works al-Itidal fī-Mohabbati'l-Āl which expresses the love to ahl al-beyt. In this article, the aforementioned work will be presented to the realm of science by introducing full text of the work. (shrink)

This study aims to compare the hafiz training in imam hatip secondary schools and the hafiz training processes carried out in the Qur'an courses affiliated to the Presidency of Religious Affairs, based on student views, within the scope of the "Hafiz Project with Formal Education in Imam Hatip Secondary Schools", which is currently being implemented. The model of the study, which is based on the quantitative research method, is the comparative relational survey model, which is based on determining the relationship (...) between two or more variables and the presence or degree of change. The universe of the research is four imam hatip secondary schools and four Qur'an courses located in the European side of Istanbul, and the sample is 160 students who receive hafiz training in these institutions. In the research, first of all, hafiz education and its development in the historical process are included. Then, the data obtained as a result of the questionnaires applied to the participant students within the scope of the research were analyzed according to the institution and gender variable. In this context, the students' views on the hafiz process, the hafiz training together with the formal education, the post hafiz process, the hafiz teachers and the physical opportunities in the hafiz process were consulted, and the significant differences between the relevant views were determined and evaluated. As a result of the study, especially in terms of gender variable, significant differences were found in subjects such as memorization, other occupations in the hafiz process, teachers' understanding of education, and the desire to quit memorization. (shrink)

: When we look at the research done on the history of education, it is possible to come across different ideas about personality-education relation, approaches and theories. Human feelings, thoughts, behaviours, material structure and personality characteristics that are evolving making it necessary to handle him in multi-dimensions. As a result of this situation both in Islamic geography and in the West, many thinkers elaborate the affecting factors on personality development and education, they evaluate the physcial environment and the conditions that (...) change depending on it as an active element influencing personality education. In this our study, we try to put out the ideas that point to the place of physcial environment in personality education of Muhammad Iqbal who has a distinct place in the tradition of Islamic thought with unique ideas about man. In this context, the starting points of our research will be determination the conceptual framework of the personality word and to recognize the physcial environment that Iqbal brings to the agenda in personality education and pointing to the move of the school and the teacher in the personality education process instead of Ikbal's views in connection with the physical environment and to determine the role give place by Iqbal in the physcial environment in terms of its impact on the development of human personality will be the starting points of our research. Summary: The education aims to develop the human being as a whole by the mental characteristics, emotions, personality and spiritual structure. Man is in a network of dialectical relationships with an environment that surrounds him from physical, social and cultural aspects constantly. Personality forms the center of human structure. Therefore throughout history, the way of thinkers, writers, systems and theorists who have developed ideas about education has intersected the concept of personality at some point in the efforts to understand people. The word "personality", which is a infinitive derived from the root of "şhs" which means "ascending, seeing, growing, growing" in Arabic, comes to mean "individuality". The concept of personality, "the structure of a person's whole attributes, attitudes, abilities, appearance and appearance of adaptation to the environment"; "Consistent patterns of behaviors stemming from the individual and intrapersonal processes", "a person's view of other people and their behavior as a whole" etc. differently defined. According to this, it’s possible to say that there is no common definition of the concept of personality, which is the subject of modern psychology and pedagogy. What is the element that has the primary influence in shaping and training the personality is discussed; in this sense, various factors such as "environment, inheritance and cultural values" are emphasized. The history of research on personality education in the West does not go very far. Whereas in the Islamic thought tradition, the examination of laws related to personality is much older and rooted than in the West, and the starting point of these examinations is accepted as the beginning of the analysis of the nafs. Eventually, the reality is that it is a being that can transform the material periphery of a person be accepted. Muhammad Iqbal, a Pakistani thinker, is one of the Islamic thinkers who stand out with their own ideas about personality development and education. Iqbal prefers "human" in education and deals with all these determinative elements in human education because human beings do not live in a space and in general have the characteristics of the material circumstance, culture, understanding and system in which the personality is developed and shaped. To make the people conscious, to prepare actions, to make them equipped; to make arrangements for its change, development and transformation is the common point of education philosophies and understandings in general terms. Accordingly, thinkers have historically dealt with humanity in their approach to education throughout history and moved from its reality. Muhammad Iqbal's view of humanity and imagination is nourished from this point. While putting forth his ideas about humanity, Iqbal has put concepts such as "personality, individuality, self, what is human being ie matter-spirit relation, person-society relation" and his understanding of education has built on this basis. According to Iqbal, education should give individual personality and should show ways of using mind and constructing personality. Iqbal sees personality as the center of the organization of human life and sees the most important goal of education as developing personality. Although individual basis takes, education should not isolate it from the concrete environment. Iqbal strongly opposes the educational attitude which removes the person from the concrete environment. Because human personality has a tendency to invade and dominate the environment. According to Iqbal, this direction must be used in person's personal education. "Concrete environmental knowledge" for personality development is an undeniable reality. The only way to obtain the knowledge of the concrete environment is through the struggle from confrontation to confront with his powers freely. According to İqbal, the most important thing that is indispensable for human beings is to be able to communicate with the concrete environment freely in this process. However, this freedom is not limitless freedom but also includes a certain discipline. It is a concrete environmental relationship that can pass on these principles for human should be seen as an area of activity that allows for a series of observations and experiments in order to build personality According to İqbal, the main thing for the human being is not to adapt to the environment but to dominate it. The constant change in the material world forces the person to rebuild and renew his personality continuously. The most important task to be undertaken human to research material world because nature is created in accordance with human nature. The mind, the senses, the imagination, the desires, the aesthetic values are the most important motivation sources of man in observing and realizing the material world. By observing nature, human beings embrace both the reality of their personality and the divine qualities of its founding elements. In addition, the mental and aesthetic values to be achieved through the discovery of the material circle should be seen as very valuable and important for personality education. The concrete environment, which renews itself again and again with each creation, inspires man to constantly renew himself and to have an active, dynamic personality. Discussing the effects of the school on the personality education perspective, Iqbal takes a stand against an independent, individualized school building. The most important characteristic of Iqbal's dream school is that it can be trained in material and spiritual education. Iqbal recommends implementation in schoools methods such as "project method, learning method by doing, active method" and liken the teacher a skillful gardener who raises children delicately as a delicate flower. According to him, the teacher is a soul architecture that guiding students, removing obstacles in front of their personality development, and not locking their freedoms. Through such teachers, dynamic individuals and perfect people who will discover the secrets of nature, obtain personality integrity and create a new world will surely exist at all times. (shrink)

Haji Mustafa Efendi, also known as Şeyh-i Şirani, is a Sufi and scholarly figure. He was born in 1254/1838 in Sarıca village of Şiran district of Gümüşhane province. His father's name was Ömer Efendi and his mother was Havva Hatun. After receiving madrasah education in his hometown for about fifteen years, he continued his education in Trabzon, Tokat and Uşak. While advancing on the path of knowledge, he was inclined towards Sufism and went to Mecca, where he became affiliated with (...) Yahya Dagestani (d. 1319/1899), one of the sheikhs of the Naqshbandi sect. He served his sheikh for seven years and received Sufi training from him. Then, with the sign and permission of his sheikh, he returned to Anatolia and carried out guidance activities first in Niksar and then in Çorum. In Çorum, where he came in the 1870s, he built a lodge, trained dozens of khalifas and sent these students to various parts of Anatolia on a mission of guidance. Sultan II. Abdulhamit wanted to give him a gift, but since he did not accept this offer, he was exiled from Çorum to Afyon. Haji Mustafa Efendi from Şiran, who died in Medina in 1317/1899 as a result of his sixth pilgrimage, was buried in the Cennetü’l-Baki cemetery. In addition to his qualities as a scholar, murshid and guardian, Haji Mustafa Efendi was also interested in literature. There are ghazals, rubai and some couplets attributed to him. However, there is a lineage belonging to the Naqshbandi sect. Silsile, whose dictionary meaning is "succession, continuation of each other, genealogy", is a concept in Sufism that refers to the list of sheikhs of an order who continue by taking the icazet from each other. The document in which the nâmes that make up the lineage are recorded is called silsile-nâme. The tradition of writing silsile-nâme first appeared in Arab culture, and then passed on to Turkish culture. The first known example of this type in the history of Sufism is the silsila linking Ja'far al-Huldī (d. 348/959) to the Prophet (pbuh). In our culture, verse and prose series of orders belonging to various sects have been written. One of these is the verse series listing the genealogy of the Nakşibendî sect belonging to Haji Mustafa Efendi from Şiran. In the paper, after giving information about the life of Haji Mustafa Efendi from Şiran and his spiritual activities in Çorum, his lineage will be examined in terms of form and content. (shrink)

Securitization of Islam: A Vicious Circle: Counter-Terrorism and Freedom of Religion in Central Asia By Lenz-RaymannKathrin, 324 pp. Price PB €39.99. EAN 978–3837629040.