One of the basic denominators of Islamic jurisprudence is worship. Man's lifelong adventure of servitude gains meaning only through worship. I’tikāf is one of the acts of worship performed by human beings who want to fulfill their essential duties in this mortal world. In such a way that the servant retreats in seclusion in i’tikāf and approaches his Lord, free from worldly pleasures and desires. For such an act of worship to fulfill its purpose, it must be performed with its (...) conditions and rituals. In this study, the issues related to the worship of i’tikāf according to the Ḥanafī school are explained. The opinions of many jurists, especially the imams of the Ḥanafī sect, are included. This research, which is one of the first Turkish academic studies to examine the views of a sect on the worship of i’tikāf in a comprehensive and detailed manner, is also important because it explains the issues together with their basis in the usūl al-fiqh. Throughout the research, the fiqh sources of the Ḥanafī school were used, and the issues that the jurists agreed on were given from the source that explained the issue with its evidence and revealed its basis in the methodology. In addition, the narrations and procedural issues that are at the basis of the issues and that cause the jurists to disagree are mentioned. First, the definition of i’tikāf was made, then its ruling and its parts were explained. Then, the conditions of i’tikāf are examined and finally, the things that violate i’tikāf are analyzed. (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 article argues that Mariam uses its eponymous heroine's lived and embodied experiences of veiling to explore the impact of French secular legislation on Muslim schoolgirls' everyday lives in F...

Biobanks act as the custodians for the access to and responsible use of human biological samples and related data that have been generously donated by individuals to serve the public interest and scientific advances in the health research realm. Risk assessment has become a daily practice for biobanks and has been discussed from different perspectives. This paper aims to provide a literature review on risk assessment in order to put together a comprehensive typology of diverse risks biobanks could potentially face. (...) Methodologically set as a typology, the conceptual approach used in this paper is based on the interdisciplinary analysis of scientific literature, the relevant ethical and legal instruments and practices in biobanking to identify how risks are assessed, considered and mitigated. Through an interdisciplinary mapping exercise, we have produced a typology of potential risks in biobanking, taking into consideration the perspectives of different stakeholders, such as institutional actors and publics, including participants and representative organizations. With this approach, we have identified the following risk types: economic, infrastructural, institutional, research community risks and participant’s risks. The paper concludes by highlighting the necessity of an adaptive risk governance as an integral part of good governance in biobanking. In this regard, it contributes to sustainability in biobanking by assisting in the design of relevant risk management practices, where they are not already in place or require an update. The typology is intended to be useful from the early stages of establishing such a complex and multileveled biomedical infrastructure as well as to provide a catalogue of risks for improving the risk management practices already in place. (shrink)

Ruh (psykhe), uzun ve problematik bir tarihe sahiptir. Şaşırtıcı bir şekilde hala canlı bir güce sahiptir ve günümüzde de yankılanmaya devam etmektedir. Ruh, teologların, filozofların ya da psikologların özel ilgi alanı olmak şöyle dursun, insan olmanın ne olduğu konusundaki düşüncelerimizin merkezinde durmayı talep eden bir kavramdır. Ahlak felsefesinden din felsefesine, zihin felsefesinden felsefi psikolojiye kadar felsefenin birçok disiplininin konusudur ruh. Yine pek çok kültür tüm canlılardaki yaşam ya da hareket ilkesini ruh kavramıyla açıklamaya çalışmış, ruha dair çeşitli görüşler ortaya koymuşlardır. (...) Bunlardan biri de bu çalışmada ele alacağımız Herakleitos’un ruh anlayışıdır. Herakleitos ruhun ateşle ve logosla özdeş olduğunu kabul eder. Ruhun ateşle ve logosla özdeşliği, onun yaşam ve ölüme dair görüşlerini de şekillendirir. O, yaşamı ruhun kuruluğu ve sıcaklığı ile anlatırken ölümü ateşe karşıt olan yaş olmayla ifade eder. Bilgelik de yine Herakleitos’a göre metaforik bir ifadeyle ruh açısından yaş bir hayata karşıt olarak ruhtaki ateşin harlanmasıdır. (shrink)

Ensuring equal liberties requires neutral, i.e. impartial, settings where nobody would be deprived of freedom because of their personal characteristics. Religion and disability appear as characteristics which may clash with the existing social and physical environments. Therefore, the necessity of adjusting the existing environment, i.e., reasonable accommodation, is mostly discussed in reference to religion and disability. I aim to discuss reasonable accommodation from a different perspective and ask whether reasonable accommodation should be extended to age issues. I propose that age (...) can lead to differences in conscience or culture like religion. Age can also be a source of dis/ability so it can be compared to accustomed disabilities. Eventually, age may also clash with the existing social and physical environments. I further propose that age is not only similar to but also different from religion and disability when it comes to reasonable accommodation. Therefore, I defend, reasonable accommodation should be extended to age in a special way. The next question then is how age could be accommodated under the European Union (EU) law, especially when we consider that reasonable accommodation law does not have a wide scope in the EU, unlike in Canada. (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)

Tarih ilmi bir bütünlük ve süreklilik arz eder. Bir olay hakkında başlangıç ve bitiş tarihlendirmeleri izâfidir. Dolayısıyla olayın başlangıcı kabul edilen tarih öncesi bir doğuş ve gelişme sürecinin olduğu, aynı şekilde olayın bittiği zannedilen dönemde de etkilerinin bazen yıllarca devam ettiği görülmektedir. Ancak gerek araştırmacı gerekse okuyucu dikkate alınarak, araştırmanın kolaylaştırılması, derinliği/vukûfiyeti arttırma, anlama, anlamlandırmayı kolaylaştırma gibi sebep ve amaçlar göz önüne alınarak tarih, kısımlara ayrılmıştır. Tarihin kısımlara ayrılmasında savaşlar, bir devletin doğuşu veya yıkılışı gibi dönemin siyasî, sosyal veya dinî (...) hayatın akışını değiştiren, onlara yol veren olaylar veya coğrafya dikkat alınmaktadır. Bu bölümlere ayırma ameliyesinin sonraki araştırmacılar tarafından yapıldığını, geçmişe dönük bir tasarım, yaklaşım olduğunu da söylememiz gerekmektedir. (shrink)

The ayn-dayn distinction in Ḥanafī legal thought shapes directly many regulations related to the law of obligations, from the legitimacy conditions of the contracts to the principles of compensation obligation. Three aspects are important in understanding the formative function of this distinction. The first of them is what is the conceptual content of ayn and dayn in Ḥanafī terminology. The second of them is what kind of relationship there is between the qualities of goods and ayn and dayn. The third (...) of them is what kind of differences exist between ayn and dayn in terms of their effects on legal regulations. According to Ḥanafī terminology, in a debt relationship, dayn means goods that have not yet been delivered to the creditor, whether they are in the hands of the debtor or not, in terms of goods (gold, silver and money) that are not suitable for determination by determining. Dayn represents the identical goods that is under the responsibility of the debtor in terms of non-existing identical goods. In terms of existing identical goods, dayn represents the identical goods that exist in clusters but have not yet been determined individually. Non-standard goods are goods that are not suitable for dayn because they are not suitable for abstraction from their material existence. Ayn represents the existing and determined goods in terms of non-standard goods and existing identical goods. Ayn represents the goods received by the creditor in terms of gold, silver, money and identical goods that are in the debtor's obligation from the beginning. What stands out among the differences between ayn and dayn is that although destruction and damage can be considered for ayn, they cannot be considered for dayn. In terms of some legal regulations, establishing a relationship between strict liability and dayn and between fault liability and ayn is a result of this. The other important differences between ayn and dayn are the fact that dayn is only determined by delivery and that postponement and remittance are specific to the dayn. (shrink)

Geçmişte yazılan ve kütüphanelerimizde çoğu yazma hâlinde duran pek çok ilmî eserin isim, müellif ve mütercimlerinin tespiti konusunda ciddî hatalar yapıldığı görülmektedir. Bu da bir kısım önemli eserlerin gün yüzüne çıkmasını engelleyerek sahip olduğumuz hazineden gereği gibi istifade etme imkânını elimizden almaktadır. Bu minvalde bazı araştırma ve kütüphane kayıtlarında 15. yüzyıl Osmanlı âlimlerinden Mûsâ İznikī’nin (öl. 838/1434-35 [?]), Ali b. Muhammed el-Hâzin’in (öl. 741/1341) Lübâbü’t-teʾvîl fî meʿâni’t-Tenzîl adlı tefsirini tercüme ettiği bilgisi yer almıştır. Aynı şekilde yine 16. Yüzyılda yaşamış bir (...) Osmanlı âlimi ve divan şâiri olan Muslihuddin Mustafa Sürûrî’nin (öl. 969/1562) tam bir Türkçe tefsir yazdığı iddia edilmektedir. Bu iki iddia, sonuçta aynı mütercim üzerinde birleşmeleri sebebiyle ortak bir noktaya sahiptirler. Bu makalede, bahsedilen iki eserin asılları ve tercümeleri etrafında bir araştırma yapılarak bunların gerçekte kime ait oldukları ve isimlerinin ne olduğu ortaya çıkarılmaya çalışılacaktır. Bu tür araştırmaların kütüphanelerimizdeki binlerce eser için âcilen yapılmasının bir zaruret hâlini aldığı âşikârdır. Zira bazı araştırmacıların bu tür yanlış bilgiler üzerine yüksek lisans ve doktora tezleri binâ ettikleri ve çeşitli makaleler yazdıkları görülmektedir. Bu makalenin maksadı, yukarıda zikredilen ve haklarında yanlış bilgiler ile bazı kapalı noktalar bulunan iki eserle ilgili bir takım yeni tespitleri ortaya koyarak hem ilim dünyasına katkıda bulunmak hem de bu alanda yapılacak çalışmalara olan ihtiyaca dikkat çekmektir. Doküman tarama, veri toplama ve veri analizi yöntemi kullanılan bu araştırma neticesinde şu sonuçlara varılmıştır: Mûsâ el-İznikī’nin tercüme ederek Tefsîru’l-Lübâb ismini verdiği eser aslında Hâzin’in Lübâbü’t-te’vîl’i değil Necmeddîn-i Dâye’nin (öl. 654/1256) Baḥrü’l-ḥaḳāʾiḳ ve’l-meʿânî isimli tefsirinin muhtasarıdır. Bundan hareketle tespit edilen diğer bir nokta da şu olmuştur ki günümüzde et-Teʾvîlâtü’n-Necmiyye ismiyle meşhur olan eser Dâye’nin kaleme aldığı tefsirin orijinal hâli değildir. Dâye zâhiri ve işârî tefsîri cem eden mufassal bir tefsir telif etmiş, müridlerinden biri olan Şemseddin Muhammed es-Savcı da, zâhirî tefsir kısımlarını çıkarıp sadece işârî yorumları bırakmak sûretiyle bu eseri telhis etmiştir. İznikī de işte bu telhisi tercüme etmiş ve eserine Tefsîru’l-Lübâb ismini vermiştir. Sürûrî’ye nispet edilen tefsirin de onun tarafından telif edilmediği tespit edilmiştir. Yapılan mukayeseler neticesinde bu eserin Ebü’l-Leys Semerkandî’nin (öl. 373/983) Tefsîrü’l-Ḳurʾâni’l-Kerîm veya Tefsîru Ebi’l-Leys̱ es-Semerḳandî diye anılan ve bugün Baḥrü’l-ʿulûm ismiyle basılan kitabının tefsîrî bir tercümesi olduğu ortaya çıkmıştır. Bu tercüme bazı kaynaklar ile kütüphane kayıtlarında aynı anda hem Ahmed-i Dâî’ye (öl. 824/1421’den sonra), hem İbn Arabşah’a (öl. 854/1450) ve hem de İznikī’ye nispet edilmektedir. Farklı kişilere nispet edilen nüshalar karşılaştırıldığında hepsinin aynı eser olduğu görülmüştür. Bazı kadîm nüshalarda görülen ferağ kayıtları ile yazma nüshalar üzerinde yapılan incelemeler bu tercümenin de yine İznikī tarafından yapıldığını göstermektedir. İznikī bu ikinci tercümesine Enfesü’l-Cevâhir ismini vermiştir. İlim dünyasında bu isim konusunda da bir karışıklık olmuş, bazı araştırmacılar onun Hâzin tefsirinin tercümesine verildiğini zannetmişlerdir. Ancak ilk devir yazmalarında bu ismin Semerkandî tefsirinin tercümesine verildiği açıkça görülmektedir. Kütüphanelerimizde Enfesü’l-Cevâhir’in muhtasar nüshalarına da rastlanmış ancak bu ihtisar faaliyetinin kimin tarafından yapıldığı tespit edilememiştir. (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)

19. yüzyıl, Avrupa’da siyasi, sosyal ve ekonomik açıdan önemli değişikliklerin meydana geldiği bir dönemdir. Bu dönemde, bir taraftan mevcut düzenin değişmesine yönelik devrimci, özgürlükçü ve milliyetçi girişimler gerçekleşirken diğer taraftan dünyayı ve varlıkları anlamada daha önce var olan dinî bakış açısına alternatif olarak seküler bir bakış açısı gelişmiştir. Doğayı ve canlıları, akıl ve bilim yoluyla değerlendiren bu yeni bakış açısı, önce ırk teorilerini, ardından bilimsel ırkçılığı ve nihayetinde antisemitizmi ortaya çıkarmıştır. Bu dönemde Avrupa, eski ile yeni karşıtlığına dayalı bir düzen (...) problemiyle karşılaşmıştır. Avrupa’daki yeni gelişmeler karşısında mevcut düzeni koruma taraftarı olanlar, antisemitizmi bir araç olarak kullanmıştır. Bu yaklaşım tarzı bir süre sonra Rusya’ya taşınmıştır. Çok sayıda Yahudi’ye ev sahipliği yapan, siyasi, sosyal ve ekonomik problemler yaşayan Rusya, Avrupalılarla benzer bir yöntem izleyerek antisemitizmi araçsallaştırmış ve bir propaganda metni olan Siyon Liderlerinin Protokolleri’ni üretmiştir. Bu girişim gerçekleştirilirken daha önce Avrupa’da yaygınlaşmış olan Yahudi komplosu literatüründen faydalanılmıştır. Yahudilerin Yahudi olmayanlara düzenlendikleri bir komplo olarak sunulan Siyon Liderlerinin Protokolleri, dünyadaki en önemli ve en popüler antisemit propaganda metnidir. Onun bu önemi ve popülerliği, doğru zamanda ve etkili yöntemlerle sunulmasından kaynaklanmaktadır. Toplumsal bunalımların yaşandığı sıralarda korku psikolojisi üzerinden yaygınlaştırılan Protokoller, bu yöntem sayesinde pek çok insan tarafından gerçek bir metin olarak algılanmış ve onların Yahudilere yönelik bakış açısını yönlendirmiştir. Protokoller, Rusya’da monarşi karşıtlarını bastırmak ve Çar rejimini devam ettirmek amacıyla kullanılmıştır. Ancak monarşinin Bolşevikler tarafından yıkılması ve Çarın ailesiyle birlikte öldürülmesi, ABD ve Avrupa’da Bolşevizm korkusu oluşturmuş, bu korku Protokollerin bu bölgelerde yaygınlaşmasına neden olmuştur. Protokoller, ABD ve Avrupa’dan sonra hatalı bir yaklaşımın sonucunda Türkiye’de de ortaya çıkmıştır. Türkiye’nin Yahudilere yönelik yaklaşımı bu ülkelerden farklı olsa da antisemitizmin ve Protokollerin sahip olduğu anlamların kavranamaması, Türkiye’yi de haksız bir şekilde onlarla aynı kategoriye yerleştirmiştir. Türkiye’nin böyle bir kategoriye yerleştirilmesi, onun Yahudilere yönelik hoşgörülü tavrının antisemitizmin gölgesine düşmesine neden olmuştur. Bu çalışmada, Rusya’da Siyon Liderlerinin Protokolleri’ne neden ihtiyaç duyulduğu, nasıl ortaya çıktığı, içeriğinin ne olduğu, nerelerde yaygınlaştığı ve Türkiye’de hangi hataların sonucunda ortaya çıktığı sorularına cevap verilmiştir. Bu sorulara cevap verilirken Protokollerin anlamı, kapsamı ve sonuçlarının Türkiye’nin dışında olduğu, Türkiye’de bu metne ihtiyaç olmadığı ve Yahudilere yönelik eleştirilerde bu metinden kaçınılması gerektiği üzerinde durulmuş, Türk-Yahudi ilişkilerinin antisemitizminden farklı olan boyutuna dikkat çekilmek amaçlanmıştır. (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)