Anatolian Imam Hatip High Schools Teaching Programs for Vocational Courses T

T. R MINISTRY OF NATIONAL EDUCATION

Anatolian Imam Hatip High Schools Teaching Programs For Vocational Courses T. R MINISTRY OF NATIONAL EDUCATION

Anatolian Imam Hatip High Schools Teaching Programs For Vocational Courses

2019

TABLE OF CONTENTS

1. TEACHING PROGRAMS OF THE MINISTRY OF NATIONAL EDUCATION...... 7 1.1. PURPOSES OF TEACHING PROGRAMS...... 7 1.2. PERSPECTIVE OF TEACHING PROGRAMS ...... 7 1.2.1. OUR VALUES...... 8 1.2.2. QUALIFICATIONS...... 8 1.3. MEASUREMENT AND EVALUATION APPROACH IN TEACHING PROGRAMS...... 9 1.4. PERSONAL DEVELOPMENT AND TEACHING PROGRAMS...... 10 1.5. CONCLUSION...... 11 2. APPLICATION OF TEACHING PROGRAMS FOR VOCATIONAL COURSES OF ANATOLIAN IMAM HATIP HIGH SCHOOL...... 11 2.1. VISION OF VOCATIONAL RELIGIOUS EDUCATION...... 11 2.2. STRUCTURE OF TEACHING PROGRAMS FOR VOCATIONAL COURSES OF ANATOLIAN IMAM HATIP HIGH SCHOOL...... 11

TEACHING PROGRAM FOR FIQH COURSE...... 13 3. APPLICATION OF TEACHING PROGRAM FOR FIQH COURSE...... 14 3.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR FIQH COURSE ...... 14 3.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 14 3.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR FIQH COURSE...... 15

TEACHING PROGRAM FOR TAFSIR COURSE...... 21 4. APPLICATION OF TEACHING PROGRAM FOR TAFSIR COURSE ...... 22 4.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR TAFSIR COURSE ...... 22 4.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 22 4.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR TAFSIR COURSE...... 23

TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE...... 29 5. APPLICATION OF TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE ...... 30 5.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE...... 30 5.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 30 5.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE...... 31

TEACHING PROGRAM FOR HADITH COURSE...... 35 6. APPLICATION OF TEACHING PROGRAM FOR HADITH COURSE ...... 36 6.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR HADITH COURSE...... 36 6.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 36 6.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR HADITH COURSE...... 37

TEACHING PROGRAM FOR AQAID COURSE...... 43 7. APPLICATION OF TEACHING PROGRAM FOR AQAID COURSE...... 44 7.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR AQAID COURSE...... 44 7.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 44 7.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR AQAID COURSE...... 45

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TEACHING PROGRAM FOR KALAM COURSE...... 51 8. APPLICATION OF TEACHING PROGRAM FOR KALAM COURSE...... 52 8.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR KALAM COURSE...... 52 8.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 52 8.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR KALAM COURSE...... 53

TEACHING PROGRAM FOR ORATORY AND VOCATIONAL PRACTICE COURSE...... 57 9. APPLICATION OF TEACHING PROGRAM FOR ORATORY AND VOCATIONAL PRACTICE COURSE...... 58 9.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR ORATORY AND VOCATIONAL PRACTICE COURSE ...... 58 9.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 58 9.3. NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR ORATORY AND VOCATIONAL PRACTICE COURSE....59

TEACHING PROGRAM FOR BASIC RELIGIOUS KNOWLEDGE COURSE...... 65 10. APPLICATION OF TEACHING PROGRAM FOR BASIC RELIGIOUS KNOWLEDGE COURSE ...... 66 10.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR BASIC RELIGIOUS KNOWLEDGE COURSE...... 66 10.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 66 10.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR BASIC RELIGIOUS KNOWLEDGE COURSE ....66

TEACHING PROGRAM FOR SEERAH COURSE...... 73 11. APPLICATION OF TEACHING PROGRAM FOR SEERAH COURSE...... 74 11.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR SEERAH COURSE...... 74 11.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM...... 74 11.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR SEERAH COURSE...... 75

TEACHING PROGRAM FOR VOCATIONAL ARABIC COURSE...... 81 12. APPLICATION OF TEACHING PROGRAM FOR VOCATIONAL ARABIC COURSE...... 82 12.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF THE PROGRAM...... 82 12.2. VISION OF THE PROGRAM...... 82 12.3. THE PRINCIPLES AND EXPLANATIONS FOR APPLICATION OF THE TEACHING PROGRAM FOR VOCATIONAL ARABIC COURSE/WRITING OF THE COURSE BOOK (EDUCATIONAL INSTRUMENT)...... 83 12.4.STRUCTURE OF TEACHING PROGRAM FOR VOCATIONAL ARABIC COURSE...... 84 12.4.1. THEMES...... 84 12.4.2. LEARNING OUTCOMES...... 84 12.4.3. EXPLANATIONS ...... 84 12.4.4. CONTENTS AND LINGUISTIC STRUCTURE...... 84 12.5. THEMES AND CLASS HOURS OF VOCATIONAL ARABIC COURSE OF ANATOLIAN IMAM HATIP HIGH SCHOOLS...... 85 12.6. 11th GRADE CLASS- THEMES, LEARNING OUTCOMES AND RELATED EXPLANATIONS FOR VOCATIONAL ARABIC COURSE OF ANATOLIAN IMAM HATIP HIGH SCHOOLs...... 86 12.7. 12th GRADE CLASS- THEMES, LEARNING OUTCOMES AND RELATED EXPLANATIONS FOR VOCATIONAL ARABIC COURSE OF ANATOLIAN IMAM HATIP HIGH SCHOOLS...... 92

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1. TEACHING PROGRAMS OF THE MINISTRY OF NATIONAL EDUCATION

The fast transformation in science and technology, the changing needs of individuals and society and the innovati- ons and developments in the learning and teaching theories and approaches have affected the roles expected from individuals directly. Such a change defines an individual with the qualifications to produce knowledge and use it functionally in life and solve problem, think critically, be enterprising and determined, have communication skills, develop empathy and contribute to society and culture. The teaching programs which will serve raising the individuals with such qualifications have been created in a plain and comprehensible structure that considers the personal differences and aims to teach values and skills rather than just conveying knowledge. To that end, these teaching programs include the repetitive learning outcomes and explanations based on a cyclical approach on the one side and the learning outcomes targeted to be taught holistically and at once at different levels of subjects and classes on the other side. The learning outcomes and explanations in both groups have the qualifications of the related discipline that are competent, current, and applicable and that allow for establishing relationships with life during education process. These learning outcomes and the explanations that set their boundaries indicate a plain content from a holistic perspective covering values, skills and qualifications at the levels of classes and grades. Thus, the teaching programs that motivate the use of higher cognitive skills and enable meaningful and permanent learning and that are associated with the lasting and previous learning and become integrated with other disciplines and daily life around values, skills and qualifications have been created. 1.1.PURPOSES OF TEACHING PROGRAMS

The teaching programs have been prepared based on “the General Purposes of the Turkish National Education” and “the Basic Principles of the Turkish National Education” stated in Article 2 of the Basic Law of National Education numbered 1739. All studies performed through the education and teaching programs aim to achieve the following purposes in a way to complement one another at the levels of pre-school, primary school and secondary school: To support healthily the physical, mental and emotional development of the students who have completed their pre-school education, considering their personal development processes, 1. To enable the students who have completed their primary-school education to have self-confidence and self-discipline and acquire social skills and aesthetic sensitivity with verbal, 2. mathematical and scientific reasoning at the level required in daily life within the framework of moral integrity and self-awareness according their development level and individuality and become healthy life-o- riented individuals using these skills efficiently, 3. To enable the students who have completed their secondary-school education to become the individuals that adopt national and moral values, defend their rights, fulfil their responsibilities and acquire basic-level skills and qualifications in the scope of the “Turkish Qualifications Framework” and also discipline-specific fields by means of developing their qualifications acquired in primary school, 4. To enable the students who have completed their high-school education to become the individuals that adopt national and moral values as their life styles, contribute to the economic, social and cultural development of our country as productive and active citizens, acquire basic-level skills and qualifications in the scope of the “Turkish Qualifications Framework” and also discipline-specific fields and that are ready for a profession, higher education and life in line with their interests and skills by means of developing their qualifications acquired in primary and secondary school. 1.2. PERSPECTIVE OF TEACHING PROGRAMS

The basic aim of our education system is to raise individuals who have knowledge, skills and behaviours integrated with our values and qualifications. While the teaching programs try to enable students to acquire knowledge, skills and behaviours, our values and qualifications serve as the connection and horizon that ensure the integrity between these knowledge, skills and behaviours. Our values constitute our national heritage that has been distilled from the national and moral sources of our society and transferred from past to today and will be transferred to the future. Our

6 7 Introduction To Aihhs Teaching Programs For Vocational Courses qualifications mean our practical integrity which enables this heritage to join and contribute to life and humanity. From this perspective, our values and qualifications constitute the essential part consisting of theory and practice in an integral way. The knowledge, skills and behaviours that we try to enable students to acquire through the learning and teaching processes in an up-to-date way are the tools and platforms to render our values and qualifications which make us visible under current conditions, and they have varying structure under current conditions and hence they are occasional and updated and renewed by constant reviews. 1.2.1. OUR VALUES

Our values are the whole of principles constituting the perspective of teaching programs. These values having their roots in our traditions and past and their stem and branches fed from these roots reach to our current and world. Our values which form our basic human traits are the source of strength and power allowing us to go into action for coping with the problems we encounter in routine flow of our lives. It is an unquestionable fact that the future of a society depends on the people who have adopted their values and materialized them through the qualifications they have. Therefore, our education system aims to enable each of its members to acquire the competence to take ethical decisions and exhibit them in behaviours. An education system isn’t a structure which allows for gaining only academic success and certain knowledge, skills and behaviours. The essential duty of an education system is to raise individuals who have adopted the basic values and it should be able to affect the new generation’s values, habits and behaviours. The education system fulfils its function to allow for acquiring the values through the education program which covers also teaching programs. Education programs are created by taking into account all elements of the education system such as teaching programs, learning-teaching environment, educational tools, extracurricular activities and legislation. Based on such an understanding, our values haven’t been considered as a separate program or teaching area, unit and subject etc. in the teaching programs. Contrarily, our values that are the ultimate goal and spirit of the whole education process have been included in each and every unit of teaching programs. The “root values” included in the teaching programs are the following: justice, friendship, honesty, self-control, perseverance, respect, love, responsibility, patriotism and helpfulness. These values will be materialised by being addressed both alone and together with the associated sub-values and other root values during the learning and teaching process. 1.2.2. QUALIFICATIONS

Our education system aims to raise the individuals who have the knowledge, skills and behaviours integrated with qualifications. The qualifications that are the range of skills to be needed by students in their personal, social, academic and business life nationally and internationally have been defined based on the “Turkish Qualifications Framework” (TQF). TQF identifies eight key competences and defines them in the following way: 1. Communication in the mother tongue: It is the ability to express and interpret concepts, opinions, thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of social and cultural contexts such as education and training, working place, home and leisure etc. 2. Communication in foreign languages: It mostly has the basic skill aspects of communication in mother tongue and it is based on the ability to understand, express and interpret feelings, thoughts, concepts, facts and opinions in both oral and written form in a full range of societal and cultural context such as education and training, working place, home and entertainment etc. according to their desires and needs. Communi- cation in foreign languages also calls for skills such as mediation and intercultural understanding. Level of proficiency will vary between the dimensions of listening, speaking, reading and writing as well as different languages depending on the individual’s social and cultural background, environment, needs and interests. 3. Mathematical competence and basic competences in science/technology: Mathematical competence is to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. This process which is built upon a strong arithmetic skill is focused on action and knowledge. Mathematical competence involves the skill and willingness to use the mathematical modes, in different degrees, of thin-

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king (logical and spatial) and presentation (formulas, models, setups, graphics and tables.Competence in science refers to knowledge, skill and willingness to make use of methodology for explaining the natural world in order to define the questions and create evidence-based outcomes. Competence in technology is to apply knowledge and methodology for meeting the perceived human desires and needs. Competence in science and technology involves an understanding of the changes caused by human activity and responsibility as an individual citizen. 4. Digital competence: It involves the secure and critical use of information communication technologies for business, daily life and communication. This competence is supported by the basic skills such as use of computer, connection to common networks via internet and establishment of communication for access, assessment, storage, generation, presentation and exchange of knowledge. 5. Learning to learn: It is the competence of pursuing and persisting in learning, to organise one’s own learning both individually and in groups making use of efficient time and information management. This competence involves an individual’s ability to identify the existing opportunities and become aware of learning needs and processes and cope with the difficulties for successful learning. It means acquiring, processing and adjusting new knowledge and skills as well as seeking guidance support and making use of it. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts such as home, work, education and training. 6. Social and civic competences: These competences include personal, interpersonal and intercultural competences and cover all forms of behaviours that equip individuals to participate in an effective and constructive way in social and working life and resolve conflicts where necessary. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation. 7. Sense of initiative and entrepreneurship: Sense of initiative and entrepreneurship involves an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. It also includes awareness of ethical values and promotes good governance. 8. Cultural awareness and expression: It is appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. 1.3. MEASUREMENT AND EVALUATION APPROACH IN TEACHING PROGRAMS

Nobody is exactly identical to one another. Therefore, the fact that teaching programs and accordingly measurement and evaluation process are “suitable for everyone” or “applicable and standard for everyone” is contrary to the human nature. So, maximum diversity and flexibility should be ensured in measurement and evaluation process. From this perspective, teaching programs are a guiding factor. Expecting teaching programs to include all elements of measurement and evaluation cannot be considered realistic. Since diversity in education is extremely affected by the internal and external dynamics such as individuals, education level, course content, social environment and school opportunities, priority should be given firstly to teacher and education practitioners not teaching programs in order to ensure efficiency of measurement and evaluation practices. At this point, what is basically expected from teachers is authenticity and creativity. From this perspective, the guiding principles of measurement and evaluation practices in teaching programs can be summarized as follows: 1..Measurement and evaluation studies should fit into all constituents of teaching programs at maximum level. The boundaries of learning outcomes and related explanations should be taken as basis. 2..Teaching program doesn’t draw definite boundaries for practitioners in terms of measurement tools and methods that may be used in measurement process, and they just guide them. However, in the preferred

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measurement and evaluation tool and method, the required technical and academic standards should be met. 3..Measurement and evaluation practices in education are integral part of it and performed throughout the education. The measurement results are addressed not alone but in unity together with the processes being monitored. 4..Because of individual differences, it is not proper to consider a measurement and evaluation method which is universal and uniform for all students. A student’s academic development cannot be measured and evalu- ated by a single method or technique. 5..Education is provided for not only “knowing (thinking)” but also “feeling (emotion)” and “doing (action)” and hence only cognitive measurement cannot be considered sufficient. 6..Multifocal measurement and evaluation is essential. Measurement and evaluation practices are performed by active participation of teacher and students. 7..Individual traits such as interests, attitudes, values and success addressed by measurement and evaluation may vary in the course of time. Therefore, such traits shouldn’t be measured in a single time but several times taking into account the changes throughout the process. 1.4. PERSONAL DEVELOPMENT AND TEACHING PROGRAMS

During development of the teaching programs, a harmonic approach which takes into account the harmony between all constituents considering the existing scientific knowledge and background related to an individual’s versatile developmental traits has been adopted. In this context, it will be suitable to mention some basic development principles. The teaching programs have been prepared based on the principle that human development doesn’t stop in a certain time and it lasts life-long. Therefore, it is recommended to take supporting measures, in teaching programs, taking into account individual development traits in each age period. Although development lasts life-long, it doesn’t have a single and uniform structure. It proceeds in stages and the individual development traits vary in each stage. The stages aren’t homogeneous in terms of their beginning and ending. Therefore, the programs have been structured based on such a sensitivity that considers it. Teachers are expected to make the necessary adaptations while the objectives and learning outcomes of the programs are being realized. The development periods follow a successive and unvarying sequence. What happens in each stage affect the following stages. On the other side, this successiveness is characterised by certain orientations, e.g. from simple to complex; general to special and concrete to abstract. During development of the teaching programs, these orientations have been taken into account in terms of prerequisite and successiveness of the learning outcomes and skills which constitute qualification in a field, and with respect to distribution and interrelation of courses at class levels. The teaching programs are based on the principle that human development constitutes a whole. Human traits in different development areas interact with one another. For instance, language development affects thinking development and vice versa. Therefore, teachers are expected to consider that a learning outcome acquired by a student will be influential on another development area. The teaching programs have been structured taking into account the sensitivities related to individual differences. Arising from genetic, environmental and cultural factors, the individual differences become obvious in terms of interests, needs and orientations, as well. On the other side, this situation covers interpersonal and intrapersonal differences, too. Individuals are distinguished from others and their own traits are also different. For instance, a person’s ability to think abstractly may be strong while his/her drawing skill may be poor. While development lasts life-long, its speed is variable according to the stages. The stages when its speed is high are risky and critical for development. Therefore, teachers are expected to behave more sensitively to students’ situation during the periods when development speed is high. For instance, puberty is a critical period for acquisition of an identity and education increases and manages the social interactions that support the acquisition of identity in that period.

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1.5. CONCLUSION

It will be suitable to give information on what procedures and stages have been followed while updating the existing programs. In this context: • The teaching programs of different countries that have been renewed and updated for similar reasons recently have been examined, • The academic studies that have been conducted on education-training and programs nationally and internationally have been screened, • The documents including firstly our Constitution and also the related legislation, development plans, gover- nmental programs, council decisions, political parties’ programs and the reports drawn up by non-govern- mental organizations and civil research organizations have been analysed, • The teachers’ and directors’ opinions on programs and weekly course schedule have been collected through the questionnaires developed by the departments of programs and teaching materials of the Ministry of National Education, • The group reports related to each branch collected from cities have been examined, • The questionnaire data that consists of open-ended questions regarding branches and that is granted open access electronically has been collected, • The reports drawn up by the education faculties at the scale of branches have been examined. All opinions, suggestions, criticism and expectations have been assessed by the working groups consisting of spe- cialist personnel from the related units of our Ministry and teachers and academicians. In line with the findings, obtained our teaching programs have been reviewed, updated and renewed. Application of the programs will start altogether as from 2018-2019 academic year and then the necessary updates will be performed according to monitoring and assessment results to be obtained. Thus, parallelism of our programs with developments and scientific, social and technological etc. requirements will be ensured constantly. 2. APPLICATION OF TEACHING PROGRAMS FOR VOCATIONAL COURSES OF ANATOLIAN IMAM HATIP HIGH SCHOOL

2.1. VISION OF VOCATIONAL RELIGIOUS EDUCATION

The vision of Vocational Religious Education of Anatolian Imam Hatip High Schools is: to raise the individuals that internalize the faith, ibadah (worship) and ethical principles of the Islam; take Prophet Muhammad (s.a.w.) as model; research, question and create solutions using their mind in the light of their knowledge; have the skill to practising ibadahs; manage to ensure the balance between the world and afterlife; know the pillars of the Islam, acquire the skill to implement religious services, enlighten the society about religion and meet their needs related to religious knowledge. 2.2.STRUCTURE OF TEACHING PROGRAMS FOR VOCATIONAL COURSES OF ANATOLIAN IMAM HATIP HIGH SCHOOLS

Teaching Programs for Vocational Courses of Anatolian Imam Hatip High Schools consist of different courses that complement and support one another. In this framework, the teaching programs for vocational courses have been structured as units, subjects, learning outcomes and explanations in line with the new teaching programs. Units

The units have been created taking into account the course contents and its relevance with other courses and teaching objectives. The learning outcomes define the content of education that takes the new learning approaches as basis. The units have been structured by being divided into sub-subjects in order to enable teachers to apply the program better.

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Subjects

The subjects have been structured in a way to instil students the love of prophet, contribute their religious and ethical development and enable them to adopt culture of sunnah according to the characteristics of the unit and theme taking into account students’ cognitive, affective psycho-motor development. Learning Outcomes

Learning outcomes constitute the most important element of the programs. Learning outcomes refer to knowledge, skills, attitudes and values to be acquired by students during the education process. Therefore, they have been created considering students’ development levels and contents of the program. Students’ successful learning is based on the ability to have learning outcomes. Teachers’ task is to provide students with the necessary environment and opportunities and guide the learning process to allow for realization of these learning outcomes. During definition of the learning outcomes, the expressions such as “Students know …., explain …., compare ….., give examples, recognize ……” have been used and hence the behaviours that are expected from students while the subjects are being taught have been highlighted. For identification of the learning outcomes, not only subject integrity but also skills and concepts have been considered. The learning outcomes included in the program will be acquired by means of the activities to be performed by students under teachers’ guidance. Explanations

The points required to be particularly emphasized or limited have been given in the part “Explanations”.

CONCEPTS

Concept refers to imagination of an object in mind. Concepts are the representations of items, facts or events that bring together their common characteristics and subject them to a classification under a common name. The Islamic sciences have a specific structure with specific procedures and terms by which they form a conceptual framework. In this context, meaningful and permanent learning is based on the ability to enable students to learn these procedures and terms taking into account the characteristics and usage of language of religion. Accordingly, the Teaching Programs for Vocational Courses of Anatolian Imam Hatip High Schools aim to enable students to learn some concepts given in the part “Concepts” in the content of unit in line with the General Purposes of the Turkish National Education and the special purposes of the related courses.

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Teaching Program For Fiqh Course

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3.APPLICATION OF TEACHING PROGRAM FOR FIQH COURSE

3.1.BASIC PHILOSOPHY AND GENERAL PURPOSES OF FIQH COURSE

In its broadest meaning, fiqh means an individual’s awareness of his/her rights, powers and responsibilities. The science of fiqh studies an individual’s ibadah (worship) obligations toward Allah and halal-haram scale and the relationships between people. The main sources of the science of fiqh include the Qur’an, sunnah, ijma (consensus of Muslim scholars) and qiyas (analogic reasoning). The first two of them are primary sources. Proper reflection of the Qur’an and sunnah to individual and social life is based on correct comprehension of these sources. Understanding and comprehension of revelation is possible with reasoning. Therefore, reasoning has a very important function in the science of fiqh. If the Qur’an and sunnah are understood correctly, the aim of sending of the religion will be achieved and the revelation will be a happiness source for the humanity. Prophet Muhammad’s (s.a.w.) exemplary personality and method of understanding the Qur’an constitute an ideal model for the science of fiqh. Therefore, not only verses of the Qur’an but also Prophet Muhammad’s (s.a.w.) words, actions and consents are important for fiqh. The content of fiqh course includes the subjects about ibadahs (worships), ethics and social life. This course aims to give students theoretical knowledge and also enable them to develop behaviours. The background of fiqh course is formed by the Basic Religious Knowledge, Tafsir, Hadith and other vocational courses. Acquisition of the knowledge given in these courses will contribute to achievement of the purpose of fiqh course. The Teaching Program for Fiqh Course consists of five units. The Teaching Program for Fiqh Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To recognize the importance of the science of fiqh for the Muslims’ daily life, • To explain the basic principles and subjects of the science of fiqh, • To explain the historical development and main sources of the science of fiqh, • To explain the provisions related to performance of ibadahs (worships) and practise them, • To be sensitive to the issues in social life concerning individuals, • To interpret, under the guidance of the Qur’an and sunnah, the new situations arising from the change of social life by using our fiqh heritage. 3.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF TEACHING PROGRAM

1. The basis of Teaching Program for Fiqh Course is to ensure that students see and learn our fiqh heritage by a holistic view. This basis should be considered while the subjects and learning outcomes are being taught. 2. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 3. The subjects related to procedures in the courses such as Fiqh, Hadith and Tafsir should be explained by the up- to-date and concrete examples taking into account the students’ readiness and comprehension levels. 4. The course book/training material should be prepared according to the dimensions given in the following table.

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FORM NUMBER OF BOOK OF FIQH COURSE

Course Title The highest form number* Dimensions

Fiqh Course-10th Grade 14 19,5 cm x 27,5 cm

* The highest form number has been written. The course book/training materials to be prepared may have less number of forms.

3.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR FIQH COURSE

NUMBER OF LEARNING PERCENT OF CLASS HOURS UNITS OUTCOMES CLASS HOURS

1. Science of Fiqh 5 10 13,88

Emergence and Development of Science 2. 11 14 19,44 of Fiqh and İjtihad

3. Provisions and Sources of Fiqh 7 10 13,88

4. Ibadahs (Worships) 13 24 33,33

5. Muamalat and Uqubat 5 14 19,44

TOTAL 41 72 100

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Unit Subjects Learning Outcomes Explanations

1. Definition, Purpose At the end of this unit, At the end of the unit, brief information on maximum ten and Importance of Sci- students: books related to the Fiqh Procedure and Fiqh that were ence of Fiqh 1. explain the definition, written in the Turkish language or translated to it will be 2. Subject and Scope purpose and importance given. of Fiqh of science of fiqh. For the 1st learning outcome, different definitions of sci- 3. Relation between 2. explain the subject ence of fiqh will be given. While the purpose of science fiqh and fiqh procedure and scope of fiqh. of fiqh is being explained, mekâsidu’s-sharia (goals of the religion) will be emphasized. Also, the basic con- 4. Relation of sci- 3. ground the relation cepts included in the unit subjects will be mentioned and ence of fiqh with other between fiqh and fiqh the activities related to them will be performed. sciences procedure For the 2nd learning outcome, it will be emphasized that 5. Basic principles of 4. establish the relation ibadahs (worship) and social relations are included in science of fiqh of science of fiqh with the scope of science of fiqh. Also, the relation between 5.1. Facilitation of other sciences fiqh and law will be mentioned. taklifs (charge or 5. explain the basic prin- For the 4th learning outcome, the relation of fiqh with the

1. SCIENCE OF FIQH obligation) ciples of science of fiqh Basic Islamic Sciences, physical sciences, mathematics 5.2. Amplititude of with examples. and social sciences will be mentioned. Also, the relation halals between fiqh and ethics will be emphasized. 5.3. Protection of For the 5th learning outcome, it will be highlighted that public interest Allah and Hazrat Prophet have the authority to set halals and harams. 5.4. Protection of justice Concepts: Fiqh, faqih, fiqh procedure, justice, taklif (charge or obligation), maslahat (benefits), halal, haram, me- kâsidu’s-sharia (goals of the religion)

16 17 Teaching Program For Fiqh Course

Unit Subjects Learning Outcomes Explanations

1. Early Period of Fiqh and Ij- At the end of this unit, For the 1st learning outcome, not only the tihad students: examples of the ijtihads Prophet Muhammad 1.1. Period of Hazrat Mu- 1. explain the fiqh activi- (s.a.w.) but also the mujtahids in the period hammad ties of the early period. of sahabah and tâbi’în and their ijtihads will be given. Also, it will be mentioned that every 1.2. Period of Sahabah 2. ground the concept of sahabah doesn’t have ijtihad power. ijtihad by provisions. 1.3. Period of Tâbi’în For the 3rd learning outcome, it will be 1.4. Ijtihad 3. Explain the conditions emphasized that it is necessary to have and necessity of ijtihad. 1.4.1. Ijtihad and Sub- sufficient knowledge for expressing opinion ject of Ijtihad 4. establish a relation on fiqh subjects. between social change For the 4th learning outcome, it will be 1.4.2. Conditions of Ijti- and necessity of ijtihad. highlighted that halals won’t be considered had 5. consider the reasons as harams and vice versa, but ijtihads may 1.4.3. Requirement of of emergence of fiqh differ according to place, time and conditions Ijtihad sects. due to changing structure of social life over 2. Period of Emergence of the course of time. Also, it will be mentioned 6. list certain character- Sects that ijtihads cannot be contrary to the explicit istics of fiqh sects. 1.1. Reasons of Emergence provisions of the Qur’an and sunnah, and 7. explain mujtahids’ of Fiqh Sects ijtihad won’t be necessary in the presence of methods of creating solu- provisions. 1.2. Fiqh sects tions for problems by ex- For the 5th learning outcome, the disputes 1.2.1. Hanafi sects amples. related to certainty of the provisions, 1.2.2. Maliki sects 8. recognize the neces- comprehension of them, reconciliation of 2.2.3. Shafi sects sity of fiqh sects for living the contradicting provisions or preference of the Islam. them, and also the disputes regarding rules 2.2.4. Hanbali sects 9. explain the legislation of procedure, methods of judgement and 3. Developments in the science activities in the history of mujtahids’ inability to reach some hadiths will of fiqh after emergence of sects fiqh. be mentioned. 1.1. Legislation of fiqh For the 6th learning outcome, Jafari sect and 10. become aware of the differences of this sect from others in terms 1.2. New developments in the new developments in of procedure will be mentioned briefly. Also, the science of fiqh the science of fiqh. brief information on Zaidism will be given and 11. comprehend that the its closeness to Hanafi sect will be mentioned. current issues can be For the 7th learning outcome, it will be settled by principles of informed that the ijtihads of imams of the our fiqh heritage. sects are based on the procedures they define themselves. The basic sources on which the sects are based will be mentioned. Also, ijtihad examples of the mujtahids will be limited with the ijtihads of Hanafi and Shafi

2. EMERGENCE AND DEVELOPMENT OF SCIENCE FIQH IJTIHAD scholars. For the 8th learning outcome, it will be highlighted that fiqh sects offer diversity and provide convenience for living the Islam according to time, place and conditions. For the 9th learning outcome, the legislation activities, primarily Majalla, that have been performed in the Islamic world up to now will be exemplified. For the 10th learning outcome, the international congresses and symposiums on economy and health that have been held in the Islamic world recently will be mentioned briefly. Concepts: Ijtihadt, mujtahid, fatwa, majalla, sect, provision, sahabah, tâbi’în, tebeu’t-tâbiîn (those who saw tâbi’în), fukaha-i seb’a (seven major faqihs in Medina).

16 17 Teaching Program For Fiqh Course

Unit Subjects Learning Outcomes Explanations

1. Competence At the end of this unit, 1.1. Conditions of competence students: The activities related to basic concepts given in the whole 1.2. Situations that restrict competence 1. explain the conditions of competence and the unit will be included. 2. Provision situations that restrict it. For the 3rd learning outcome, 2.1. Imposed provisions: Ef’âl-i Mükellefin 2. explain the concepts of the types of provision (fard, (The acts imposed on mukallafs) taklif and provision. wajib, sunnah, mubah, 3. Azimah (Determination) and rukhsah (permit ) haram, makruh and its types 3. classify the provisions as well as mufsid concepts) 4. Evidence of fiqh provisions related to Ef’âl-i Mükellefin will be explained by 4.1. Primary evidence (The acts imposed on the examples. Also, regarding mukallafs). 4.1.1. Holy Book the subject of sunnah, the 4.1.2. Sunnah 4. explain the conditions of concepts of shouldahab, liability and the situations 4.2. Secondary evidence mandub and supererogatory that remove it. will be mentioned. 4.2.1. Ijma 5. comprehend that For the 6th learning outcome, 4.2.2. Qiyas different provisions may the evidences except edille-i 4.2.3. Sahabah’s words be present according to erbaa (four evidences) will 4.2.4. Istihsan (juristic discretion) obligatory situations. be explained without details. 4.2.5. Maslahah mursalah (considera- 6. explain the evidence of tion of public interest) fiqh provisions. Concepts: 7. Comprehend the 4.2.6. Customs Mukallaf (accountable principles of inferring fiqh 4.2.7. Sedd-i Zerâî (prohibition of the Muslim), competence,

3. PROVISIONS AND SOURCES OF FIQH provisions from sources. deeds leading to forbidden acts) provision, ikrah (menace), 4.2.8. Istishâb (presumption of continui- fard, wajib, sunnah, ty) shouldahab, superrogatory, mubah, haram, makruh, 4.2.9. Şer’u Men Kablena (Previous sha- mandup, mufsid, azimah rias) and rukhsah, ijma, qiyas, istihsan, maslahah mursalah, sedd-i zerâî, istishâb, şer’u men kablena.

18 19 Teaching Program For Fiqh Course - - - Explanations learning outcome, the concept of jihad will be addressed by all its aspects taking into account its broad mean broad its account into taking aspects its all by addressed be will jihad of concept the outcome, learning learning outcome, the concepts of hajj, umrah, al-Bayt al-Atiq, of istilaam, Tashriq, mataf, savt, waqfa, Takbir learning outcome, the sharia history (the fact that it was ordered in Mecca and made institutional Medina) learning outcome, the divide wisdom of sacrifice will be mentioned and it will also be informed that sacrifice hassacrifice that informed be also will it and mentioned be will sacrifice of wisdom divide the outcome, learning th learning outcome, the sharia history and divine wisdom of salat will be highlighted. learning outcome, the concepts related to zakat and sadaqah as well people who will give/be given th learning outcome, the concepts of seeing crescent, imsaak, iftar, suhur, Yawm al-Shakk (doubtful day), itikaf, Yawm suhur, learning outcome, the concepts of seeing crescent, imsaak, iftar, learning outcome, the concepts of lahiq, mudriq and masbooq as well fiqh provisions related to Friday learning outcome, the following will be mentioned without giving details: pillars and rukns (obligatory elements)details: pillars and rukns giving the following will be mentioned without learning outcome, learning outcome, the fact that hajj is a mark/sign and its history of sharia and divine wisdom will be mentioned. be will wisdom divine and sharia of history its and mark/sign a is hajj that fact the outcome, learning learning outcome, the fact that azan is a mark/sign will be mentioned. learning outcome, the fact that azan is a mark/sign will be mentioned. th th learning outcome, Prophet Muhammad’s fast in Mecca as well the sharia history and divine wisdom of fasting learning outcome, Prophet Muhammad’s th th th st nd rd th th been an ibadah since Hazrat Adam (a.s.). Also, the features of animals to be sacrificed, sacrifice by proxy and takbirs Adam (a.s.). been an ibadah since Hazrat It will be highlighted that sacrifice is one of the solutions poverty. of tashriq will be introduced briefly. 12 the For For the 10 the For Sadaqatul Fitr, fidya, qada and kaffara will be explained. The fard, wajib and supererogatory fast will be introduced briefly. briefly. introduced be will fast supererogatory and wajib fard, The explained. be will kaffara and qada fidya, Fitr, Sadaqatul For the 9 Salat will be introduced. For the 5 The su bjects The of the unit will be addressed by being Also, associated Shafi opinions with sect’s on the iba fiqh evidences. dahs will be mentioned briefly. For the 1 fard is jihad which in situations The currently. misused is concept this that emphasized be will It war. to limitation without ing al-ayn and fard al-kifayah will be mentioned. In this scope, the concepts of seerah, megazi, exertion (ceht), mujahadah, Anil Munker (trying to stop wrong acts), and Nehyi Truth/Allah) invitation, tabligh, irshad, Emri bil Maruf (ordering for the irtidat (abjuration of religion) and terror will be Also, introduced. the principles such as avoiding touching, during the war, bewill ibadah in engaged man religious and worship of places guns, use cannot who those women, children, elderly, the The examples from Hazrat Omar’sexplained by examples in the scope of Islamic war law and ethics. Jerusalem, Mehmet the Conqueror’s (security assurance certificate) will be given. Istanbul and Bosna amanname’s Concepts: istinja, istibra, Taharat, istihaza (non-menstrual bleeding), hayız (menstruation), nifas (post-natal bleeding), lahiq, mudriq nisab (minimum amount), havelân -i havl (passing of one year to be and masbooq, legislation, fidya, qada kaffara, jamarat, sa’y, waqfa, tawaf, savt, mataf, istilaam, suhur, iftar, (tithe),imsaak, ushr animals), (grazing saima zakat), to subject invi mujahadah, (ceht), exertion megazi, seerah, (slaughtering), zebh eid-al-adha), of (sacrifice nahr sacrifice), (Hajj hedy irtidat and terror. Anil Munker, tation, tabligh, irshad, Emri bil Maruf and Nehyi of salat; taharat subjects (ablution, ghusl and tayammum); wajibs, sunnahs and makruhs of salat; the situations that disrupt that situations the salat; of makruhs and sunnahs wajibs, tayammum); and ghusl (ablution, subjects taharat salat; of the salat; tadili arkan (performance of salat rukns properly); sajdah of forgetfulness and tilawah; forbidden times of salat (karahath); salat and taharat subjects in case of illness, travelling and the situations specific to women and The fiqh qada provisions salat.related to leaving the salat will be Also, informed. the fard, wajib and supererogatory salats (tarawih, tahajjud, duha, awwabin, khusuf and kusuf) will be introduced b riefly performance of them won’t mentioned. For the 4 and the property whose zakat will be given will be addressed. Also, the zakat of companies, commercial goods, mines and and the property whose zakat will be given addressed. luxurious consumer goods will be mentioned briefly. For the 7 and divine wisdom of zakat will be mentioned and it will be highlighted that zakat is one of the solutions of poverty. Also, the and divine wisdom of zakat will be mentioned it highlighted that is one the solutions poverty. provisions related those who avoid giving zakat will be explained by the examples from Islamic history. For the 6 will be mentioned. For the 8 Also, hajj by proxy and umrah will be mentioned. sa’y and jamarat will briefly be introduced. 11 the For For the 2 For the 3 explain the fiqh pro - ev - fiqh the explain explain the basic explain the ibadah of Learning Outcomes explain the divine wis - andfard the ground explain the fiqh provi - comprehend the fiqh andfard the ground the conceptsexplain andfard the ground the conceptsexplain andfard the ground 1. dom of azan and the fiqh provisions related to it. 2. bysalat of importance fiqh evidences. 3. sions related to salat. 4. provisions related to congregationwith salat (jamaah) and imamate. 5. importance of zakat by fiqh evidences. 6. provisions related toand zakat and sadaqah. 7. importance of fasting by fiqh evidences. 8. provisions related toand fasting. 9. importance of hajj (pil - grimage) by fiqh evi - dences. 10. 11. 12. 13. At the end of this unit, students: visions related to and umrah. hajj idences and provisions related to fasting. provisionsand concepts related to jihad. jihad in the light of vers - es of the Qur’an. Subjects Azan Impor - and Fard Provisions related of salat Type Imamate and Impor - and Fard Concepts and Impor - and Fard Concepts and of fast Types Impor - and Fard Concepts, Places Wajib and Impor - Provisions related Basic Concepts Jihad in Meccan Salat Zakat Ramadan and Hajj (pilgrimage) Sacrifice Jihad

Fasting 1. 1.1. 1.2. 1.3. 1.4. 1.5. 2. 2.1. 2.2. 3. 3.1. 3.2. 3.3. 4. 4.1. 4.2. 5. 5.1. 5.2. 6. 6.1. 6.2. tance of Salat to salat Salat with Congrega - tion (jamaah) tance of Zakat provisions related to zakat and sadaqah tance of Fasting provisions related to fasting tance of Hajj and Provisions related to Hajj and Umrah tance of Sacrifice to sacrifice and Provisions related to Jihad and Medinan Verses 4. IBADAHS (WORSHIPS) IBADAHS 4. Unit

18 19 Teaching Program For Fiqh Course

Unit Subjects Learning Outcomes Explanations

1. Social life At the end of this unit, The subjects of the unit will be addressed by 1.1. Family life and relat- students: being associated with the fiqh evidences. Also, ed provisions 1. explain the concepts Shafi sect’s opinions on ibadahs will be mentioned briefly. 1.1.1.Nikah (Mar- and provisions related to st riage) nikah (marriage) and ta- For the 1 learning outcome, nikah and the con- laq (right to divorce). ditions related to nikah, wali (Islamic legal guardi- 1.1.2.Divorce 2. explain the concepts an), wilayat (guardianship), kufuv (equivalence in 1.1.3. Inheritance and provisions related to marriage), mahr (mandatory payment to bride), 2. Economic life inheritance with its evi- talaq (with authentic and sarcastic utterances), 2.1. Law of property dences. nafaqah, muharramat (forbidden for marriage), milk kinship and milk bank provisions will be men- 2.2. Halal earning 3. explain the provisions tioned briefly. of the Islam related to 2.3. Agreements rd property with verses of For the 3 learning outcome, the relation be- 2.4. Loan the Qur’an and hadiths. tween Islam and property will be addressed in 2.5. Expenditure terms of reason and wisdom. It will be mentioned 4. explain the regula- that Allah is the proprietor of everything and His 2.6. Interest tions of the Islam relat- servants take in consignment of them. 2.7. Stock exchange edto economic life. For the 4th learning outcome, the subjects will be 2.8. Insurance 5. comprehend the basic addressed with the fiqh provisions and evidenc- principles and concepts 2.9. Inflation es. The following will be mentioned: “banking of the Islamic Penal 2.10. Misselling system” regarding “Interest” and halal trade re- Code. 2.11. Black marketing garding “Halal Earning” as well as halal food, the harms of genetically-modified food and the food 2.12. Juggling prices ar- with modified attributes. The hadiths that advise tificially to keep away from the doubtful things will be ex- 3. Islamic Penal Code: emplified. Uqubat For the 4th learning outcome, the concepts of offence, punishment, hadd, tazir, qisas, diyet (blood money) and kazif (aspersion of adultery) will be mentioned. The details regarding hadd and tazir punishments won’t be given. The sanctions in the Islamic Penal Code will be addressed in terms

5. MUAMALAT AND 5. MUAMALAT AND UQUBAT of reason and wisdom. The basic principles such as justice, beraet-i zimmet (everyone is innocent until his/her offence is proven), personality principle and offence-punishment balance will be mentioned.

Concepts : Nikah, wali, waliyat, kufuv, mehr, talaq, tafriq (separation), nafaqah, muharramat, radâ, loan, expenditure, ribâ, hadd, tazir, qisas, diyet, kazif, beraat-i zimmet.

20 21 Teaching Program For Tafsir Course

Teaching Program For Tafsir Course

20 21 Teaching Program For Tafsir Course

4. APPLICATION OF TEACHING PROGRAM FOR TAFSIR COURSE

4.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TAFSIR COURSE

Science of Tafsir that endeavors to present the will of Allah (c.c.) insofar as human can comprehend aims to enable the Qur’an to be understood and to suggest the methods and techniques for it. Tafsir interprets the Qur’an in a systematic way and hence it serves as a source for other religious sciences. In this respect, tafsir has a special place among the disciplines developed in order to enable comprehension of the Islam. Correct understanding of the Qur’an necessitates knowing sunnahs of our Prophet, sahabah’s way of comprehending the Qur’an, the historical conditions of the period when the revelation was descended and the characteristics of the Arabic language. By performing them, the science of tafsir intends to present the meanings of the verses of the Qur’an correctly. Thanks to the data given by the science of tafsir, Muslims have the chance to understand the Qur’an and internalize it easily. The Teaching Program for Tafsir Course aims to enable the students of Anatolian Imam Hatip High Schools to acquire the basic skills required for knowing and understanding the Qur’an by benefiting from the tafsir tradition which constitutes one of the important elements of the Islamic culture and to comprehend other religious sciences better. The Teaching Program for Tafsir Course has been structured as five units. The Teaching Program for Tafsir Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To comprehend that the Qur’an is a book required to be read, understood and taken as basis for actions, • To know the historical and sociological background of the period when the Qur’an was descended. • To explain the main subjects of the Qur’an, • To comprehend that tafsir is a discipline that explains and interprets the Qur’an, • To comprehend the method of benefiting from the tafsir sources, • To establish the relationship between tafsir and other basic Islamic and human sciences, • To guide life based on the principles and values of the Qur’an. 4.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF TEACHING PROGRAM FOR TAFSIR COURSE

1. The subjects and learning outcomes should be supported by the activities intending to enable students to comprehend the Qur’an holistically and develop a Qur’an-centred perspective. 2. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 3. The sunnahs of our Prophet, sahabah’s way of comprehending the Qur’an, the historical conditions of the period when the revelation was descended, the characteristics of the Arabic language and the data presented by the human sciences should be used in the Tafsir Course for better comprehension of the main subjects of the Qur’an. 4. In the Tafsir Course, it should be paid attention to performing the activities intending to enable students to interpret the Qur’an at their own level and benefit from the references of the tafsir tradition (e.g. Taberî, İbni Kesir, Zemahşerî, Razî, Kurtubî, Âlûsi, Celaleyn, Fi Zilali’l-Kur’an, Safvetü’t-Tefasir). The basic tafsir sources should be introduced to the students. 5. In the activities related to the tafsir texts, firstly the meanings and then interpretations of verses/surahs should be introduced under the supervision of teacher. Before activities, the students should be asked to make research on the relevant verses/surahs from different tafsirs. 6. The course book/training material should be prepared according to the dimensions given in the following table.

22 23 Teaching Program For Tafsir Course

FORM NUMBER OF BOOK OF TAFSIR COURSE

Course Title The highest form number* Dimensions

Tafsir Course- 11th Grade 10 19,5 cm x 27,5 cm

*The highest form number has been written. The course book/training materials to be prepared may have less number of forms.

4.3 UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR TAFSIR COURSE

NUMBER OF CLASS HOURS PERCENT OF UNITS LEARNING CLASS HOURS OURCOMES

1. History of the Qur’an 8 10 13,88

2. Science of Tafsir and Related Concepts 7 14 19,44

3. History of Tafsir 7 12 16,66

4. Understanding and Interpreting the Qur’an 7 14 19,44

5. Tafsir of the Qur’an with Sample Texts 3 22 30,55

TOTAL 32 72 100

22 23 Teaching Program For Tafsir Course

UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNDERSTANDING AND HISTORY OF THE SCIENCE OF TAFSIR AND TAFSIR OF THE QUR’AN HISTORY OF TAFSIR INTERPRETING THE QUR’AN RELATED CONCEPTS WITH SAMPLE TEXTS QUR’AN

1. The Qur’an and 1. Definition and Purpose of 1. Early Period of Taf- 1. Understanding and In- 1. Main Subjects of Reason of Descent Science of Tafsir sir terpreting the Qur’an the Qur’an in Sample of it. 2. Basic Concepts of Science 1.1. Period of 2. Basic Principles for the Texts 2. The Back- of Tafsir Hazrat Muham- Method of Understand- 1.1. Allah ground of Descent 2.1. Tafsir mad ing and Interpreting the 1.2. Human of the Qur’an Qur’an 2.2. Tawil (allegorical inter- 1.2. Period of Sa- 1.3. Prophethood 3. Descending Pe- habah 2.1. Having a Good pretation) 1.4. World riod of Revelation 1.3. Period of Command of Arabic 2.3. Meaning and Transla- 1.5. Afterlife 4. Writing and Pro- tion Tâbiî’n 2.2. Tafsir of the tection of Revela- Qur’an with the Qur’an 2. Arabic Tafsir Texts 3. Other Terms and Sciences 2. Compilation (Tad- tion Surah Al-Asr related to Tafsir win) Period and De- 2.3. Tafsir of the 2.1. 5. From Tafsir to velopments after it. Qur’an with Sunnah Surah Al-Ka- 3.1. Meccan and Medinan 2.2. Tafakkur firun Surahs 3. Turkish Tafsir Stud- 2.4. Tafsir of the 5.1. Surah ies Qur’an with the Views Verses 23-29 3.2. Asbab Al Nuzul ( Rea- 2.3. Al-Fatihah and of Sahabah and Tâ- of Surah Al-Isra sons of revelation’s de- 4. From Tafsir to Taf- its Tafsir bi’în scent) akkur 2.4. Verses 1-11 5.2. Vers- 2.5. Consideration of of Surah Mu’minun 3.3. Nasikh and Mansukh 4.1. Surah Al- es 1-5 of Surah Ma’un and its Taf- the Descending Back- From Tafsir to Taf- 3.4. Muḥkam and Mutash- 3. Al-Baqarah and sir ground akkur their Tafsir abih 4.2. Surah Al-Ka- 2.6. Using the Scien- Surah Al- 3.5. Gharib al-Quran 3.1. 5.3. Verses wthar and its Tafsir tific Data Falaq and its Tafsir 1-5 of Surah Al- I’djâz al-Qur’an 3.6. Verses 285- 3. From Tafsir to Tafakkur Alaq and their 4.3. 3.2. Surah An- 3.7. Vucuuh and Nazair 286 of Surah Surah An-Nasr Tafsir 3.1. Nas and its Tafsir 3.8. Huruf al Mukattaa Al-Baqarah and and its Tafsir 3.9. Adages their Tafsir 3.2. Surah Al-Lahab 3.10. Parables and its Tafsir 3.11. Metaphors and Idi- 3.3. Verses 21-24 of oms Surah Al-Hashr and their Tafsir 4. From Tafsir to Tafakkur 4.1. Surah Al-Fil and its Tafsir 4.2. Surah Al-Quraish and its Tafsir 4.3. Verses 10-12 of Surah Al-Hujurat and their Tafsir

24 25 Teaching Program For Tafsir Course

Unit Subjects Learning Outcomes Explanations

1. The Qur’an and At the end of this unit, stu- For the 1st learning outcome, the definitions of the Reason of Descent dents: Qur’an will also be given. of it. 1. explain the names of For the 4th learning outcome, the descending ways of 2. The Background the Qur’an. revelation will be mentioned. of Descent of the 2. comprehend the reason For the 5th learning outcome, the period of compila- Qur’an of descent of the Qur’an. tion, reproduction, punctuation and accentuation of the 3. Descending Peri- 3. interpret the character- Qur’an will be mentioned briefly. Also, it will be high- od of Revelation istics of the environment lighted that the Qur’an has been preserved and un- 4. Writing and Pro- where the Qur’an was re- changed. In this framework, our Prophet’s submission tection of Revelation vealed. of the Qur’an to Angel Gabriel, recitation of the Qur’an in salats, raise of hafızs and mukabala (recitation of 5. From Tafsir to Ta- 4. explain the descending Qur’an) will be informed. fakkur period of revelation. For the 6th, 7th and 8th learning outcomes, Arabic texts 5.1. Surah Al-Fa- 5. explain the period of of the verses will be written. Different tafsir texts, par- tihah and its Tafsir writing, protection and re- ticularly the classical tafsirs, will be used for the expla- production of revelation. 5.2. Verses 1-5 of nation and interpretation of verses.

1. HISTORY OF THE QUR’AN Surah Al-Baqarah 6. consider the tafsirs of Concepts: and their Tafsir Surah Al-Fatihah. Revelation, tafsir, tafakkur, Asbab Al Nuzul, inzal 5.3. Verses 1-5 of 7. consider the tafsirs (sending down), tanzil (descent), tedric (gradation), Surah Al-Alaq and of Verses 1-5 of Surah submission, mukabala their Tafsir Al-Baqarah. 8. consider the tafsirs of Verses 1-5 of Surah Al- Alaq.

Unit Subjects Learning Outcomes Explanations

1. Definition and Purpose of Sci- At the end of this At the end of the unit, minimum five books written ence of Tafsir unit, students: on the tafsir procedure in the Turkish language will 2. Basic Concepts of Science of 1. explain the defi- be introduced. Tafsir nition and purpose For the 3rd learning outcome, it will be mentioned 2.1. Tafsir of science of tafsir. that instead of “tafsir and tawil”, the concept of “in- 2.2. Tawil (allegorical interpreta- 2. explain the ba- terpretation” is also used in the Turkish language. tion) sic concepts relat- It will be highlighted that the Qur’an cannot be 2.3. Meaning and Translation ed to tafsir. translated to any language literally, and its mean- 3. Other Terms and Sciences relat- 3. establish rela- ing isn’t the Qur’an itself, and there are reasons ed to Tafsir tionship between for the differences between the sample texts and 3.1. Meccan and Medinan Su- the concepts of meanings, and also salat cannot be performed rahs tafsir, tawil, mean- with the meaning. Moreover, the conditions re- 3.2. Asbab Al Nuzul ( Reasons ing and transla- quired to be satisfied by a mufassir will be men- of revelation’s descent) tion. tioned. 3.3. Nasikh and Mansukh 4. Recognize the For the 4th learning outcome, the difference be- 3.4. Muḥkam and Mutashabih importance, for tween i’jaz (miraculousness) and ijaz (concision) 3.5. Gharib al-Quran interpretation of will be emphasized. It will be mentioned that some 3.6. I’djâz al-Qur’an the Qur’an, of the concepts such as qafir, fasiq and qiyamah may 3.7. Vucuuh and Nazair terms and disci- have different meanings according to different 3.8. Huruf al Mukattaa plines related to disciplines. Also, various words that are used to 3.9. Adages tafsir. express the concept of “creation” in the Qur’an will 3.10. Parables 5. consider the be introduced. It will be mentioned that some of 3.11. Metaphors and Idioms tafsirs of Surah these words can be used only for Allah and some 4. From Tafsir to Tafakkur Al-Fil. for human, as well. 4.1. Surah Al-Fil and its Tafsir 6. consider the Concepts: 2. SCIENCE OF TAFSIR AND RELATED CONCEPTS 4.2. Surah Al-Quraish and its tafsirs of Surah Al- Tafsir, mufassir, mufassar, tawil, muawwal, mean- Tafsir Quraish. ing, translation. 4.3. Verses 10-12 of Surah 7. consider the Al-Hujurat and their Tafsir tafsirs of Verses 10-12 of Surah Al-Hujurat.

24 25 Teaching Program For Tafsir Course

Unit Subjects Learning Outcomes Explanations

1. Early Period of Tafsir At the end of this unit, stu- At the end of the unit, minimum five tafsirs that 1.1. Period of Hazrat dents: were translated to Turkish will be introduced brief- Muhammad 1. give examples of the ly. 1.2. Period of Sa- Qur’an tafsir of Hazrat Mu- For the 3rd learning outcome, the difference be- habah hammad (s.a.w.). tween riwaya and diraya tafsirs in the Period of 1.3. Period of Tâbiî’n 2. explain the characteristics Tadwin will be addressed without giving details. 2. Compilation (Tadwin) of the tafsir studies in the Pe- Major works of that period will be mentioned brief- Period and Develop- riod of Shabah and Tabi’in. ly. ments after it. 3. classify the studies, by For the 4th learning outcome, the examples of Turk- 3. Turkish Tafsir Studies their characteristics, on sci- ish tafsir studies will be given from the mufassirs 4. From Tafsir to Tafak- ence of tafsir that were con- such as Elmalılı M. Hamdi Yazır, Omer Nasuhi kur ducted during and after the Bilmen and Celal Yildirim and their works. Also, 4.1. Surah Al-Ma’un Period of Tadwin. the Turkish mufassirs and their works (Imam Ma- and its Tafsir 4. recognize the importance turidi, Zemahseri, Ebu’s-Suud Efendi and Ismail 4.2. Surah Al-Kaw- of Turkish tafsir studies in Hakki Bursevi) will be mentioned briefly. thar and its Tafsir terms of comprehension of For the 5th, 6th and 7th learning outcome, Arabic 4.3. Verses 285-286 the Qur’an. texts of the verses will be written. Different tafsir of Surah Al-Baqarah 5. consider the tafsirs of Su- texts, particularly the classical tafsirs, will be used

3. HISTORY OF TAFSIR and their Tafsir rah Al-Ma’un. for the explanation and interpretation of verses. 6. consider the tafsirs of Su- Concepts: rah Al-Kawthar. Sahabah, tâbi’în, tadwin, hafız, qurra, riwaya, 7. consider the tafsirs of diraya. Verses 285-286 of Surah Al-Baqarah.

Unit Subjects Learning Outcomes Explanations

1. Understanding and Interpreting the At the end od this unit, students: For the 5th, 6th and th Qur’an 1. comprehend the importance of under- 7 learning outcome, 2. Basic Principles for the Method of standing and interpreting the Qur’an. Arabic texts of the Understanding and Interpreting the verses will be written. 2. explain the basic principles for under- Qur’an Different tafsir texts, standing and interpreting the Qur’an. 2.1. Having a Good Command of Ar- particularly the clas- abic 3. explain the descending reasons of the sical tafsirs, will be 2.2. Tafsir of the Qur’an with the verses of the Qur’an and also the impor- used for the explana- Qur’an tance of knowing hadiths in understand- tion and interpretation 2.3. Tafsir of the Qur’an with Sunnah ing the Qur’an. of verses. 2.4. Tafsir of the Qur’an with the Views 4. recognize the role of sahabah and ta- For the 7th learning of Sahabah and Tâbi’în bi’in in understanding and interpreting the outcome, Asmaul 2.5. Consideration of the Descending Qur’an. Husna “99 Names of Background 5. Consider the tafsirs of Surah An-Nasr. Allah” will be men- 2.6. Using the Scientific Data 6. Consider the tafsirs of Surah Al-Lahab. tioned briefly. 3. From Tafsir to Tafakkur 3.1. Surah An-Nasr and its Tafsir 7. Consider the tafsirs of Verses 21-24 of Concepts: 3.2. Surah Al-Lahab and its Tafsir Surah Al-Hashr. Sunnah, hadith, sarf, 3.3. Verses 21-24 of Surah Al-Hashr syntax, rhetoric, de- and their Tafsir scending reason. 4. UNDERSTANDING AND INTERPRETING THE QUR’AN

26 27 Teaching Program For Tafsir Course

Unit Subjects Learning Outcomes Explanations

1. Main Subjects of the At the end of this unit, For the 1st learning outcome, the following will be used: Qur’an in Sample Texts students: Surah Al-Ikhlas and Verse 255 of Surah Al-Baqarah 1.1. Allah 1. Explain the main regarding “Allah”; Verses 6-14 of Surah Al-Infitar adn Verses 15-16 of Surah Al-Fajr regarding “human”; Vers- 1.2. Human subjects of the Qur’an with its verses. es 164-165 of Surah An-Nisa and Verse 36 of Surah 1.3. Prophethood An-Nahl regarding “prophethood”; Verse 32 of Surah 2. Read and interpret 1.4. World Al-an’am, Verse 37 of Surah Al-Mu’minun and Verse 60 the Arabic tafsir texts. 1.5. Afterlife of Surah Al-Qasas regarding “World” and Verses 6-9 of 3. Consider the tafsirs Surah Al-A’raf adn Verses 78-81 of Surah Yasin regard- 2. Arabic Tafsir Texts of Surah Al-Falaq and ing “afterlife”. 2.1. Surah Al-Asr Surah An-Nas. For the 2nd learning outcome, sample texts from the 2.2. Surah Al-Kafirun tafsirs titled as Taberi, İbni Kesir, Râzi, Kurtubi, 2.3. Verses 23-29 of Zemahşeri, Âlûsi, Celaleyn ve Safvetü’t-Tefasir will be Surah Al-Isra selected, in the field of “Arabic Tafsir Texts”, suitably for 2.4. Verses 1-11 of the level of students. Surah Mu’minun For the 3rd learning outcome, Arabic texts of the vers- 3. From Tafsir to Tafak- es will be written. Different tafsir texts, particularly the kur classical tafsirs, will be used for the explanation and interpretation of verses. 3.1. Surah Al-Falaq and its Tafsir Concepts: 5. TAFSIR OF THE QUR’AN WITH SAMPLE TEXTS 3.2. Surah An-Nas Divinity, lordship, prophethood, afterlife, mebde (be- and its Tafsir ginning), maad (afterlife), qiyamah, creation, khalifa, pact, asr, israa.

26 27 Teaching Program For History Of Religions Course

28 29 Teaching Program For History Of Religions Course

Teaching Program For History Of Religions Course

28 29 Teaching Program For History Of Religions Course

5. APPLICATION OF TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE

5.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE

Today, in a world where interaction among cultures has accelerated, it is highly important to have knowledge about other religions. Those who will render religious service need to know the certain living religions across the world in addition to having general knowledge. The course which will satify this need in the most efficient way is the History of Religions. The History of Religions Course is important for religious officers in terms of general knowledge and also professional aspects. Current development of communication and transportation means has increased the possibility of gathering and encountering of members of different religions and cultures. Even, cultures live together. Therefore, those who will enlighten the society in the field of religion and render religious services should have sufficient knowledge about the religions other than the Islam. The History of Religions is a discipline that aims to address the faith, ibadah and ethical aspects of religions objectively due to its method and purpose and to introduce the religious phenomenon by a descriptive method. The Teaching Program for History of Religions Course intends to enable the students of Anatolian Imam Hatip High Schools to know the faith, ibadah and ethical aspects of religions and acquire the culture of living together and internalize their own faits based on a phenomenological approach. The Teaching Program for History of Religions Course consists of five units. The Teaching Program for History of Religions Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Tur- kish National Education” stated in the Basic Law of National Education numbered 1739: • To comprehend the importance, method and purpose of History of Religions Course, • To have knowledge about the concept of religion and religions, • To comprehend the place and importance of the Islam among other religions, • To classify religions by the geographical regions where they emerged and spread, • To know religions by their main characteristics (faith, ibadah, ethical doctrines, symbols etc.), • To know the religions and religious groups in Turkey, • To acquire the skill of establishing a healthy communication with members of different religions and living together with them, • To know abusive religious movements and understandings. 5.2. THE POINTS TO BE CONDSIDERED FOR APPLICATION OF TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE

1. In History of Religions Course, the subjects and learning outcomes should be taught by a phenomenological approach with the activities to enable students to know religions with their general characteristics and learn the basic knowledge about other religions. 2. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 3. In History of Religions Course, religions should be addressed based on their own texts. 4. The course book/training material should be prepared according to the dimensions given in the following table.

FORM NUMBER OF BOOK OF HISTORY OF RELIGIONS COURSE

Course Title The highest form number* Dimensions

History of Religions-12th Grade 10 19,5 cm x 27,5 cm

*The highest form number has been written. The course book/training materials to be prepared may have less number of forms.

30 31 Teaching Program For History Of Religions Course

5.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR HISTORY OF RELIGIONS COURSE

PERCENT OF CLASS NUMBER OF LEARNING OUTCOMES CLASS HOURS UNITS HOURS

Introduction to History of Religions 7 12 16,66 1.

The Islam 5 12 16,66 2.

Judaism and Christianity 8 16 22,22 3.

Indian, Chinese and Iranian Religions 12 16 22,22 4.

Certain Religious Groups in Turkey 4 16 22,22 5.

TOTAL 36 72 100

UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 INTRODUCTION JUDAISM AND INDIAN, CHINESE AND IRANIAN CERTAIN RELIGIOUS GROUPS TO HISTORY OF THE ISLAM CHRISTIANITY RELIGIONS IN TURKEY RELIGIONS

1. Definition of 1. History of 1. Judaism 1. Hinduism 1. Armenian Church Religion the Islam 1.1. History 1.1. History of Hinduism 2. Assyrian Church 2. Religion as a 2. Faith Fun- of Judaism 1.2. Faiths, Rituals, Sym- 3. Fener Greek Patri- Organizational damentals of 1.2. Faith bols and Sacred Places archate Structure the Islam Fundamen- of Hinduism 4. Turkish Orthodox 3. Place and 3. Ibadahs tals of Juda- 2. Buddhism Church Importance of (Worships) in ism 2.1. History of Buddhism 5. Jewish Chief Rab- Religion in Hu- the Islam 1.3. Rituals, 2.2. Faiths, Rituals, Sym- binate man Life 4. Ethical Symbols and bols and Sacred Places 6. Yezidism 4. Definition, Values in the Sacred Plac- of Buddhism 7. Jehovah’s Witness- Subject and Islam es of Juda- 3. Sikhism es Method of His- ism 5. The View 3.1. History of Sikhism 8. Bahaism tory of Religions of the Islam 2. Christianity 3.2. Faiths, Rituals, Sym- 9. Missionary Activi- 5. Main Sourc- towards Oth- 2.1. History bols and Sacred Places ties in Turkey es of History of er Religions of Christian- of Sikhism 10. New Religious Religions ity 4. Confucianism Movements 6. Importance 2.2. Faith 4.1. History of Confucian- of Learning Re- Fundamen- ism ligions for the tals of Chris- Islam tianity 4.2. Faiths, Rituals, Sym- bols and Sacred Places 7. Geographical 2.3. Rituals, of Confucianism Distribution of Symbols and Religions Sacred Plac- 5. Taoism es of Christi- 5.1. History of Taoism anity 5.2. Faiths, Rituals, Sym- bols and Sacred Places of Taoism 6. Magianism 6.1. History of Magianism 6.2. Faiths, Rituals, Sym- bols and Sacred Places of Magianism

30 31 Teaching Program For History Of Religions Course

Unit Subjects Learning Outcomes Explanations

1. Definition of Re- At the end of this unit, stu- For the 1st learning outcome, different meanings of the ligion dents: concept of “religion” that are specified in the Qur’an will be mentioned. The definitions of religion made by the Is- 2. Religion as a Or- 1. compare different opin- lamic scholars and different disciplines will be introduced. ganizational Struc- ions related to definition of ture religion. For the 5th learning outcome, the works of Islamic scholars such as Al-Biruni, Al-Shahrastani and Ibn Hazm 3. Place and Im- 2. explain the concept of re- as well as the works such as Tarih-i Edyan (History of portance of Reli- ligions in terms of elements Religions) of the Ottoman Period will be introduced. The gion in Human Life that constitute its core. concepts of al-milal (religions) and al-nihal (sects) will be 4. Definition, Sub- 3. recognize the importance mentioned. The activities related to history of religions in ject and Method of religion for human life. the West will also be introduced briefly. of History of Reli- 4. comprehend the defini- For the 6th learning outcome, it will be mentioned that gions tion, subject and method of history of religions is important for correct understanding 5. Main Sources history of religions. of the expressions related to Ahl al-Kitāb (People of the of History of Reli- Book) specified in the Qur’an and hadiths. 5. know the main sourced of gions history of religion. For the 7th learning outcome, the regions where the reli- 6. Importance of gions emerged and spread will be shown on the map. 6. recognize the role of hav- Learning Religions ing knowledge about reli- Concepts: for the Islam gions in understanding the religion, Tarih-i Edyân, Ahl al-Kitab, al-milal, al-nihal. 7. Geographical Islam. 1. INTRODUCTION TO HISTORY OF RELIGIONS Distribution of Re- 7. explain the regions where ligions the religions emerged and spread.

Unit Subjects Learning Outcomes Explanations

1. History of the At the end of this unit, For the 1st learning outcome, it will be emphasized that the Islam students: Islam has been the common faith and message of all prophets from Hazrat Adam (a.s.) to Hazrat Muhammad (s.a.w.). The 2. Faith 1. explain the geographical regions where the Islam emerged and spread will Fundamentals historical process be shown on the map. of the Islam of emergence and development of the For the 2nd learning outcome, only general fundamentals will be 3. Ibadahs Islam. menditoned and the details won’t be given. Also, the faith in holy (Worships) in book and prophet in the Islam will be mentioned. The role of the Islam 2. explain the faith the Qur’an and sunnah in creation of the Islamic faith will be Fundamentals of the 4. Ethical emphasized. Islam. Values in the For the 3rd learning outcome, the ibadahs (worships) will be Islam 3. know the ibadahs limited with only main ones. (worships) and 5. The View religious ceremonies For the 5th learning outcome, the view of the Islam towards of the Islam 2. THE ISLAM of the Islam. Judaism and Christianity will be given in detail, but its view towards Other towards other religions will be mentioned without details. Also, Religions 4. explain the ethical the position of other religions according to the Islam will be values of the Islam. addressed with verses of the Qur’an and hadiths. 5. Explain the view of the Islam towards Concepts: other religions. Faith, ibadah, ethics, Ahl al-Kitab.

32 33 Teaching Program For History Of Religions Course

Unit Subjects Learning Outcomes Explanations

1. Judaism At the end of this For the 1st and 6th learning outcomes, the geographical regions unit, students: where Judaism and Christianity emerged and spread will be 1.1. History of shown on the map. Judaism 1. explain the historical process of For the 1st learning outcome, the concepts of Hebrew, Israeli, 1.2. Faith Fun- emergence and Jewish and Judaic will be introduced. The view of the Islam to- damentals of development of Ju- wards these concepts will be mentioned. Also, the Ancestors’ Judaism daism. Period will be introduced briefly. The understanding of superior 1.3. Rituals, race and excellence in Judaism will be mentioned. 2. list the faith Fun- Symbols and damentals of Juda- For the 2nd learning outcome, the faith in holy book and prophet Sacred Places ism. in Judaism will be mentioned. of Judaism 3. know main For the 3rd learning outcome, the main schools of Judaism will 2. Christianity schools of Judaism. be limited with those of the modern world. Also, Zionism will be 2.1. History of mentioned. 4. know the rituals, Christianity symbols and sa- For the 3rd and 7th learning outcomes, the difference between 2.2. Faith Fun- cred places of Ju- the schools of Judaism and Christianity and the phenomenon of damentals of daism. sect in the Islam will be mentioned. Christianity 5. explain the his- For the 5th learning outcome, Paul the Apostle’s role in institu- 2.3. Rituals, torical process of tionalization of Christianity will be highlighted. Symbols and emergence and de- For the 6th learning outcome, the faith in holy book and prophet Sacred Places velopment of Chris- in Christianity will be mentioned. The view of the Islam towards of Christianity tianity. 3. JUDAISM AND CHRISTIANITY it will be given. 6. list the faith Fun- For the 7th learning outcome, the main schools of Christianity will damentals of Chris- be limited with Catholism, Orthodoxy and Protestantism. Also, tianity. evangelism and locak churches will be mentioned briefly. 7. know main For the 8th learning outcome, the understanding of revelation schools of Christi- and theory of salvation in Christianity as well as the view of the anity. Islam towards them will be mentioned. 8. know the rituals, symbols and Concepts: sacred places of Jehovah, Elohim, sabbath, the Old Testament, the New Tes- Christianity. tament, Holy Scripture, tempe, synagogue, ritual, trinity, haç, cross, sakrament, missionary.

32 33 Teaching Program For History Of Religions Course

Unit Subjects Learning Outcomes Explanations

1. Hinduism At the end of this unit, students: 1.1. History of Hinduism 1. explain the historical Across the unit, the history, faiths and rituals of religions will be told 1.2. Faiths, Rituals, Symbols process of Hinduism. without giving details. The penetration and Sacred Places of 2. know the faiths, rituals, of the Islam into the regions where Hinduism symbols and sacred places of these religions are dominant and the Hinduism. 2. Buddhism encountering of Muslims with these 2.1. History of Buddhism 3. explain the historical cultures will be mentioned briefly. The process of Buddhism. 2.2. Faiths, Rituals, Symbols current demographical characteristics and Sacred Places of 4. know the faiths, rituals, of the Muslim in these regions will Buddhism symbols and sacred places of also be introduced. The geographical Buddhism. regions where these religions emerged 3. Sikhism 5. explain the historical and spread will be shown on the map. 3.1. History of Sikhism process of Sikhism. Across the unit, the view of the Islam 3.2. Faiths, Rituals, Symbols 6. know the faiths, rituals, towards the law of karma, tanasuh and Sacred Places of Sikhism symbols and sacred places of and reincarnation will be mentioned in 4. Confucianism Sikhism. the related subjects in the light of the verses of the Qur’an and hadiths. 4.1. History of Confucianism 7. explain the historical th 4.2. Faiths, Rituals, Symbols process of Confucianism. For the 11 learning outcome, the general situation of Magianism during and Sacred Places of 8. know the faiths, rituals, Confucianism and after emergence of the Islam will symbols and sacred places of be mentioned briefly. 5. Taoism Confucianism. Concepts: 5.1. History of Taoism 9. explain the historical Law of karma, tanasuh, reincarnation, 4. INDIAN, CHINESE AND IRANIAN RELIGIONS process of Taoism. 5.2. Faiths, Rituals, Symbols meditation, yoga. and Sacred Places of Taoism 10. know the faiths, rituals, 6. Magianism symbols and sacred places of Taoism. 6.1. History of Magianism 11. explain the historical 6.2. Faiths, Rituals, Symbols process of Magianism. and Sacred Places of Magianism 12. know the faiths, rituals, symbols and sacred places of Magianism.

Unit Subjects Learning Outcomes Explanations

1. Armenian At the end of this unit, stu- The organization and activities of these religious out- Church dents: side Turkey will not be mentioned in this unit. 2. Assyrian 1. know the religious minori- For the 1st learning outcome, the concept and scope Church ties and groups with their gen- of minority and the place of Armenian, Assyrian and 3. Fener Greek eral characteristics in Turkey. Turkish Orthodox churches as well as Fener Greek Patriarchate 2. explain the claims of ecu- Patriarchate among other Christian churches will be explained. Moreover, it will be informed that “Yezidi” is 4. Turkish Ortho- menism of Fener Greek Patri- also called as “Ezidi”. dox Church archate. For the 3rd learning outcome, the meanings that the 5. Jewish Chief 3. Know the missionary concept of missionary has acquired over the historical Rabbinate groups that are active in Tur- key. process will be explained. Exploitative missionary ac- 6. Yezidism tivities and the arguments suggested by them will be 4. Know the new religious 7. Jehovah’s Wit- addressed. movements with their outlines nesses th and common characteristics. For the 4 learning outcome, the common characteris- 8. Bahaism tics of the movements classified with the names such 9. Missionary Ac- as “Millenium Sects” or “Qiyamah Sects” will be men- tivities in Turkey tioned. The elements influential on emergence and spread of them and their reflections in our country will 5. CERTAIN RELIGIOUS GROUPS IN TURKEY 10. New Reli- be introduced with current examples. gious Movements Concepts: Church, ecumenism, patriarch, rabbi, missonary.

34 35 Teaching Program For Hadith Course

Teaching Program For Hadith Course

34 35 Teaching Program For Hadith Course

6. APPLICATION OF TEACHING PROGRAM FOR HADITH COURSE

6.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR HADITH COURSE

Hadith is a concept that expresses Hazrat Muhammad’s words, actions and statements. “Hadith” is also the name of the discipline that aims to identify, transmit and understand the hadiths. Understanding our Prophet’s exemplariness is highly important for correct comprehension of the Islam and transferring it to life. Hadith and sunnah that constitute the main structure of our religious life together with the Qur’an are a rich source to contribute to ethical development of individuals and especially secondary-school students. Hadith incorporates many subjects of religious life currently as it did in the past. Therefore, it is clear that the religious officers who will engage in dialogue with the society continuously due to their profession need correct knowledge in this field more than anyone. The Teaching Program for Hadith Course aims to define the concepts of hadith and sunnah, introduce their development within historical process and allow for comprehension of their place in the religious culture and their importance in social life. For preparation of the program, the information obtained from hadith and the related disciplines have been taken into account. The Teaching Program for Hadith Course to be used in Anatolian Imam Hatip High Schools consists of six units. The Teaching Program for Hadith Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To comprehend Hazrat Muhammad’s position in the Qur’an, • To explain the basic concepts related to the science of hadith, • To comprehend the science of hadith and its development within the historical process, • To classify the hadiths by their sources, number of narrators and authenticity, • To comprehend the importance of integrity of the Qur’an and sunnah for understanding and interpretation of the religion, • To comprehend the shape-essence relationship in Hazrat Muhammad’s sunnah, • To comment on current events in light of hadiths, • To learn the method of interpreting the hadith texts and sunnah properly, • To reflect the values stated in the hadiths to life. 6.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF TEACHING PROGRAM FOR HADITH COURSE

1. The Teaching Program for Hadith Course is based on the principle that students see and learn hadith and sunnah by a holistic perspective. In this framework, such perspective should be considered while teaching the subjects. 2. The Teaching Program for Hadith Course aims to ensure that students know Hazrat Muhammad, comprehend the place of hadith and sunnah in our religious life and keep away from wrong viewpoints regarding hadith and sunnah 3. While the units are being formed in Hadith Course, the discourse should reflect the love for prophet and sincerity of loyalty to him. In this scope, different expressions of the love and respect for our Prophet should be mentioned. 4. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 5. Within the hadith texts that are the last subject of units, seven hadiths will be given together with their Arabic texts and Turkish translation in each unit. What is essential in hadiths is to comprehend the messages given in them. Students should be encouraged to memorize the original texts and meanings of hadiths, but they shouldn’t be forced to do it. 6. A hadith that is suitable for the subject integrity, and its Arabic text and Turkish translation together with a brief explanation will be given as reading text at the end of units. 7. The course book/training material should be prepared according to the dimensions given in the following table.

36 37 Teaching Program For Hadith Course

FORM NUMBER OF BOOK OF HADITH COURSE

Course Title The highest form number* Dimensions

Hadith- 10th Grade 11 19,5 cm x 27,5 cm

*The highest form number has been written. The course book/training materials to be prepared may have less number of forms.

6.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR HADITH COURSE

NUMBER OF LEARNING PERCENT OF UNITS OUTCOMES CLASS HOURS CLASS HOURS

The Science of Hadith and Basic Concepts 5 10 13,88 1.

2. Position of Sunnah 5 10 13,88

3. History of Hadith 7 12 16,66

Types of Hadith 6 16 22,22 4.

5. Criticism of Hadiths 4 12 16,66

6. Understanding of Hadiths and Sunnahs 5 12 16,66

TOTAL 32 72 100

36 37 Teaching Program For Hadith Course - - UNIT 6 Taking the Taking Protection of Qur’an as basis for understanding of Hadiths and Sun - nahs Integrity for under Hadiths standing of and Sunnahs 2.1. 2.2. Conventional Conventional The Principles re - Benefiting from dif - of Hadiths re - Texts UNDERSTANDING OF Sciences of Hadith that study understand - and Hadiths ing of Sunnahs quired to be consid understandered for - and Hadiths ing of Sunnahs ferent disciplines for understanding Ha - of diths and Sunnahs andLearning to lated Understanding of Ha - diths and Sunnahs 1. 2. 3. 4. HADITHS AND SUNNAHS UNIT 5 Rawis’ Justice Rawis’ Record Rawis’ Compatibility Compatibility Compatibility Compatibility Consistency in with the Qur’an with Sahih Hadiths with Sound Reason with Historical Data Language and Style 1.1. 1.2. 2.1. 2.2. 2.3. 2.4. 2.5. Criteria for Criticism Criteria for Criticism CRITICISM OF HADITHS 3. of Hadits re - Texts lated to Science of Sanad of Matns (Texts) 1. 2. UNIT 4 TYPES OF HADITH Qudsi (Divine) Hadith Marfu (Elevated) Hadith Mauquf (Stopped) Hadith Maqtu (Severed) Hadith Mutawatir (Consecutive) Ha - Mash’hur (Famous) Hadith Ahad (Isolated) Hadith Sahih (Authentic) Hadiths Hasan (Good) Hadiths Hadiths Da’if (Weak) The Reasons for Emergence Measures taken against Ha - Maudu by caused Harms of Hadiths related to Texts dith of Maudu Hadiths Maudu Hadiths diths 5. Muamalat 1.1. 1.2. 1.3. 1.4. 2.1. 2.2. 2.3. 3.1. 3.2. 3.3. 4.1. 4.2. 4.3. Types of Hadiths by Their Sources of Hadiths by Types rawisof Hadith by number Types Authen - of Hadiths by their Types Maudu (Fabricated) Hadiths (narrators) ticity Degree 1. 2. 3. 4. - Compila - Qutb-i UNIT 3 tion and Clas - sification of Hadith Sourc - es in situ (Six Books) and their Musan - (Classifi nifs er/sorter) 4.1. 4.2. Hadith in the Hadith in the Hadith in the Compilation Hadith Stud - Period of Hazrat Period of Muhammad Period of Sa - habah Period of Tâbi’în and Classifica - tion of Hadiths ies After Compi - lation and Classi - fication 6. of Ha - Texts dits related to Ethics 1. 2. 3. 4. 5. HISTORY OF HADITH UNIT 2 The Need for Place of Sun - Bindingness of Universality of The Difference Hadiths of Texts Hazrat Muham - mad (s.a.w) nah in the Religion Hadith and Sun - nah Sunnah between Taking as Model and Imi - tation related to Adher - the Qur’anence to and Sunnah 1. 2. 3. 4. 5. 6. POSITION OF SUNNAH UNIT 1 Hadiths Sunnah (Narra - RiWAYAT (sequenceSanad Matn (text) BASIC CONCEPTS tion)-Rawi (Narrator) of rawis)-Isnad (chain of narration) 3.1. 3.2. 3.3. 3.4. 3.5. Subject and Impor - Relation of the Sci - Basic Concepts of the of Hadiths re - Texts tance of the Science of Hadith Hadith with Oth - ence of er Islamic Sciences Science of Hadith Faith and Good lated to Acts 1. 2. 3. 4. THE SCIENCE OF HADITHS AND

38 39 Teaching Program For Hadith Course

Unit Subjects Learning Outcomes Explanations

1. Subject and Importance At the end of this unit, At the end of the unit, minimum five books written of the Science of Hadith students: on the hadith procedure in the Turkish language will 2. Relation of the Science 1. explain the subject be introduced, and also a collection of hadiths that of Hadith with Other Islamic and importance of the are suitable for the subject integrity, and its Arabic Sciences science of hadith. text and Turkish translation together with a brief explanation will be given as reading text. 3. Basic Concepts of the 2. interpret the relation nd Science of Hadith of the ccience of Hadith The 2 learning outcome will be associated with tafsir, fiqh, aqaid, kalam, seerah, history of the Islam 3.1. Hadiths with other Islamic Sciences. and linguistics. 3.2. Sunnah rd 3. recognize the For the 3 learning outcome, the role of basic 3.3. Riwayat (Narration)- importance of concepts of the science of hadith in determination of Rawi (Narrator) basic concepts of authenticity of hadiths and interpretation of them will 3.4. Sanad (sequence science of hadith for be highlighted. of rawis)-Isnad (chain of understanding the For the 5th learning outcome, seven hadiths related narration) hadiths. to faith and good acts together with their Arabic texts 3.5. Matn (text) 4. Distinguish between and Turkish translation will be given. 4. Texts of Hadiths related hadith and sunnah. Concepts: to Faith and Good Acts 5. interpret the hadiths Hadith, sunnah, rawi, riwayat, sanad, isnad, matn, 1. THE SCIENCE OF HADITH AND BASIC CONCEPTS related to faith and ikhlas. good acts.

Unit Subjects Learning Outcomes Explanations

1. The Need for At the end of this units, stu- Hazrat Muham- dents: At the end of the unit, a collection of hadiths that are mad (s.a.w) 1. explain, with verses and suitable for the subject integrity, and its Arabic text and 2. Place of Sun- hadiths, the need for Hazrat Turkish translation together with a brief explanation will nah in the Religion Muhammad (s.a.w.) for un- be given as reading text. nd 3. Bindingness of derstanding and living the For the 2 learning outcome, Hazrat Muhammad’s du- Hadith and Sun- religion. ties of conveying (tabligh), statement, legislation, pres- nah 2. explain, with verses and entation, strengthening and purification will be emphazied. These duties will be explained by the examples from 4. Universality of hadiths, the place of hadiths Hazrat Muhammad’s life. Also, protection of sunnah and Sunnah and sunnahs within the religion and their bindingness. its role in finding the true path will be mentioned. 5. The Difference For the 5th learning outcome, seven hadiths related to between Taking 3. give examples of univer- adherence to the Qur’an and sunnah, and their Arabic as Model and Imi- sal aspect of sunnah and texts and Turkish translation will be given. tation certain universal principles introduced by sunnah. 6. Texts of Hadiths Concepts : related to Adher- 4. distinguish between imita- conveying, statement, legislation, presentation, ence to the Qur’an tion and taking as model. strengthening and purification, adherence and Sunnah 5. interpret the hadiths re- 2. POSITION OF SUNNAH lated to adherence to the Qur’an and sunnah

38 39 Teaching Program For Hadith Course

Unit Subjects Learning Outcomes Explanations

1. Hadith in the At the end this unit, students: At the end of the unit, a collection of hadiths that Period of Hazrat 1. explain the studies related are suitable for the subject integrity, and its Arabic Muhammad to the hadiths in the period of text and Turkish translation together with a brief 2. Hadith in the Hazrat Muhammad. explanation will be given as reading text. st Period of Sahabah 2. recognize the role and For the 1 learning outcome, the studies performed 3. Hadith in the sensitivity of Sahabah and in the period of Hazrat Muhammad will be mentioned Period of Tâbi’în Tabi’in in narration of hadiths. and it will be highlighted that our Prophet gave permission to soma sahabahs for writing of hadiths. 4. Compilation and 3. explain the historical th Classification of process of compilation and For the 4 learning outcome, Muwatta, Musnad and Hadiths classification of hadiths. Sunan al-Darimi will be mentioned briefly. th 4.1. Compilation 4. classify the main sources of For the 5 learning outcome, the resources such as and Classification hadith by their characteristics. Riyadh as-Salihin (The Meadows of the Righteous) and Forty Hadiths will be introduced. Also, the hadith of Hadith Sources 5. give examples of the exegesis and interpretation studies that have been 4.2. Qutb-i in situ studies performed after conducted in our country recently will be mentioned (Six Books) and compilation and classification 3. HISTORY OF HADITH briefly. their Musannifs of the main sources of hadiths. For the 7th learning outcome, seven hadiths related to (Classifier/sorter) 6. explain the importance of lie, truthfullness, gossip and rightful share, and their 5. Hadith Studies main sources of hadiths in Arabic texts and Turkish translation will be given. After Compilation understanding the Qur’an. Concepts: and Classification 7. interpret the hadiths related 6. Texts of Hadits to ethics. Sahabah, muhadram, tabi’al tabiin, tâbi’în, related Ethics compilation, classification, musannif, musannaf, muhaddis, mosque, sunan, musnad, mustadrak.

Unit Subjects Learning Outcomes Explanations

1. Types of Hadiths by Their Sourc- At the end of this Across the unit, the terms and concepts related es unit, students: to hadiths will be taught shortly taking into ac- 1.1. Qudsi (Divine) Hadith 1. classify the count the students’s level. Also, while the da’if and 1.2. Marfu (Elevated) Hadith hadits by their maudu hadiths are being taught, such a discourse 1.3. Mauquf (Stopped) Hadith source, number that will damage the students’ sense of trust in our Prophet’s hadiths and sunnahs will be avoided. 1.4. Maqtu (Severed) Hadith of narrators and 2. Types of Hadith by number of authenticity de- At the end of the unit, a collection of hadiths that rawis (narrators) grees. are suitable for the subject integrity, and its Arabic text and Turkish translation together with a brief 2.1. Mutawatir (Consecutive) 2. distinguish explanation will be given as reading text. Hadith between sahih, nd 2.2. Mash’hur (Famous) Hadith hasan and da’if For the 2 learning outcome, the details of da’if hadiths. hadiths will not be given and this subject will be 2.3. Ahad (Isolated) Hadith 3. comprehend limited with mursal (hurried) and munqati (broken) 3. Types of Hadiths by their Au- hadiths. thenticity Degree the reasons for emergence of For the 4th learning outcome, the measures re- 3.1. Sahih (Authentic) Hadiths Maudu hadiths. quired to be taken against maudu hadiths current- 3.2. Hasan (Good) Hadiths 4. explain the ly will be introduced. 4. TYPES OF HADITHS 3.3. Da’if (weak) Hadiths measures taken For the 6th learning outcome, seven hadiths re- 4. Maudu (Fabricated) Hadiths against fabrication lated to nikah, talaq, commercial life, interest and 4.1. The Reasons for Emer- of hadiths. offence-punishment balance together with their gence of Maudu Hadiths 5. explain the Arabic texts and Turkish translation will be given. 4.2. Measures taken against harms caused by Concepts: Maudu Hadiths Maudu hadiths to justice, qudsi, marfu, mauquf, maqtu, mutawatir, 4.3. Harms caused by Maudu the Islam. ahad, sahih, hasan, maudu, muamalat, talaq. Hadiths 6. interpret the 5. Texts of Hadiths related to Mua- hadiths related to malat muamalat.

40 41 Teaching Program For Hadith Course

Unit Subjects Learning Outcomes Explanations

1. Criteria for Criticism of At the end of this unit, At the end of the unit, a collection of hadiths that are Sanad students: suitable for the subject integrity, and its Arabic text and 1.1. Rawis’ Justice 1. explain the criteria Turkish translation together with a brief explanation will be given as reading text. 1.2. Rawis’ Record for criticism of sanads and texts. For the 1st learning outcome, it will be emphasized that 2. Criteria for Criticism of the criteria for criticism of texts constitute a method Matns (Texts) 2. comprehend the importance of criti- having been implemented since the period Sahabah. 2.1. Compatibility with cism of sanads and For the 3rd learning outcome, it will be highlighted that the Qur’an texts for determina- criticism of text doesn’t mean criticizing our Prophet 2.2. Compatibility with tion of authenticity of and also analysis and cricitism of hadiths is an area of Sahih Hadiths hadiths. specialization. 2.3. Compatibility with 3. distinguish be- For the 4th learning outcome, seven hadiths related Sound Reason tween criticism and to merit of science and value of scholars together with denial of hadiths their Arabic texts and Turkish translation will be given. 2.4. Compatibility with

5. CRITICISM OF HADITHS Historical Data 4. interprets the ha- Concepts: diths related to sci- 2.5. Consistency in Justice, recod, disaffirmation, al-taʻdīl (accrediting), ence. Language and Style sound reason. 3. Texts of Hadits related to Science

Unit Subjects Learning Outcomes Explanations

1. Conventional Sciences of At the end of this unit, At the end of the unit, a collection of hadiths Hadith that study understanding students: that are suitable for the subject integrity, of Hadiths and Sunnahs 1. know the sciences that and its Arabic text and Turkish translation 2. The Principles required to be study understanding of together with a brief explanation will be considered for understanding of hadiths and sunnahs. given as reading text. st Hadiths and Sunnahs 2. recognize that the For the 1 learning outcome, it will be limited 2.1. Taking the Qur’an as Qur’an is the main criterion with having a good command of the Arabic basis for understanding of for understanding of language and asbab al-wurud al-hadith Hadiths and Sunnahs hadiths and sunnahs. (the occasions, reasons and contexts for hadith). 2.2. Protection of Integrity for 3. consider a holistic rd understanding of Hadiths and approach to understanding For the 3 learning outcome, it will be Sunnahs of hadiths and sunnahs. highlighted that it is important to consider all hadiths related to the subject for 3. Benefiting from different 4. Recognize the consideration of the events. The hadith disciplines for understanding of contribution of different related to it will be given. Hadiths and Sunnahs disciplines to correct For the 5th learning outcome, seven hadiths 4. Texts of Hadiths related to understanding of hadiths and sunnahs. related to learning and understanding of Learning and Understanding of hadiths together with their Arabic texts and Hadiths and Sunnahs 5. interpret the hadiths Turkish translation will be given. related to learning and understanding of hadiths Concepts:

6. UNDERSTANDING OF HADITH ADN SUNNAH and sunnahs. asbab al-wurud al-hadith, comprehension, fiqh, Maqasid al-Shariah (Objectives of Islamic Law)

40 41 Teaching Program For Aqaid Course

42 43 Teaching Program For Aqaid Course

Teaching Program For Aqaid Course

42 43 Teaching Program For Aqaid Course

7. APPLICATION OF TEACHING PROGRAM FOR AQAID COURSE

7.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR AQAID COURSE

According to the Qur’an, the foundation of the aqaid that is conveyed by all prophets is based on the faith in tawhid. In the Qur’an, the backbone of this faith called as “Islam” is formed by the faith in tawhid, prophethood and afterlife. Aqaid means the fundamentals and provisions of the Islam that are obligatory to be believed. Aqaid is also the name of the science studying these fundamentals. The purpose of science of aqaid is to ground the faith fundamentals by means of transmitted and mental evidences and keep people’s faith from imitation and guide them to investigate and also show them the true way. In this scope, the science of aqaid is one of the disciplines that contribute highly to correct understanding and interpretation of the Islam. The science of aqaid has an important place in shaping of religious thought and Muslims’ view of phenomenon and event. The Teaching Program for Aqaid Course aims to enable the students of Anatolian Imam Hatip High Schools to have true knowledge about the faith. This teaching program consists of seven units. The Teaching Program for Aqaid Course aims to enable students to do the following in accordance with “the Gene- ral Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To comprehend that the sense of religion is an innate need, • To ground the faith fundamentals by means of provisions, • To internalize the faith fundamentals as a whole, • To recognize the characteristics of the Islamic aqaid, • To comprehend the tawhid aqaid with its evidences. 7.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM

1. In the Aqaid Course, the subjects and learning outcomes should be supported by the activities that aim to enable students to internalize the faith fundamentals of the Islam as a whole and develop a perspective centred on the Qur’an and sunnah. 2. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 3. The disciplines of tafsir, hadith, kalam, philosophy and psychology should be used so that the subjects and learning outcomes can be comprehended better in the Aqaid Course. 4. The course book/training material should be prepared according to the dimensions given in the following table.

44 45 Teaching Program For Aqaid Course

FORM NUMBER OF THE BOOK OF AQAID COURSE

Course Title The highest form number* Dimensions

Aqaid- 11th Grade 13 19,5 cm x 27,5 cm

*The highest form number has been written. The course book/training materials to be prepared may have less number of forms. 7.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF THE TEACHING PROGRAM FOR AQAID COURSE.

NUMBER OF LEARNING PERCENT OF CLASS CLASS HOURS UNITS OUTCOMES HOURS

1. Science of Aqaid 4 8 11,11

Faith and its Nature 6 10 13,88 2.

3. Faith in Allah 6 10 13,88

4. Faith in Angels 5 6 8,33

5. Faith in Prophets and Holy Books 8 14 19,44

6. Faith in Afterlife 4 12 16,66

7. Faith in Destiny and Predestination 5 12 16,66

TOTAL 38 72 100

44 45 Teaching Program For Aqaid Course UNIT 7 Reason Will Responsibility of Death Time Livelihood Disaster Health and Success and Failure Prayer and Tawakkul Persevarance Submis - Good and Evil Misguid - and Guidance PREDESTINATION FAITH IN DESTINY AND 3.1. 3.2. 3.3. 4.1. 4.2. 4.3. 4.4. 4.5. 4.6. 4.7. 4.8. 4.9. sion and Consent ance Destiny and Predestination The Foundations of Faith in Human-Destiny Relationship Some Concepts associated 1. 2. inPredestionation and Destiny the Qur’an and hadiths. 3. 4. with destiny Explanations Life of Qiyamah Resuscita - lastThe Sirat Paradise UNIT 6 3.1. 3.2. 3.3. 3.4. 3.5. 3.6. Barzakh tion judgement Reckoning and Balance Scale al-Mustaqim and Hell Eartly Life and Af - Eartly Life and Evidences of Ex - Stages of Afterlife of The Effects FAITH IN AFTERLIFE 1. terlife 2. istence of Afterlife 3. 4. onAfterlife in Faith our Life Explanations Explanations learning outcome, the tawhid faith will be highlighted and learning outcome, the actual attributes of Allah will be mentioned learning outcome, the actual attributes of rd th learning outcome will be explained within the framework of Asmaul of framework the within explained be will outcome learning th For the 3 subject will be associated with the concepts related to tawhid. subject will be associated with the concepts related to tawhid. 4 The Husna “99 Names of Allah”, Verse 180 of Surah Al-A’raf, Verse 110 of Surahof 110 Verse Al-A’raf, Surah of 180 Verse Allah”, of Names “99 Husna Al-Hashr and the 22-24 of Surah Verses Taha, 8 of Surah Al-Isra, Verse Allah), Also, the concept of marifatullah (knowledge related hadiths. importance of Asmaul Husna, praying (munajaat) with Asmaul Husna and guiding the life based on meanings of these names will be mentioned. For the 5 briefly. Also, the opinions of sects related to attributes will not be given Also, the opinions of sects related to attributes will not be given briefly. Concepts: Asmaul Husna, benevolence, Ikhlas, taqwa, marifatullah,innateness, tawhid, munajaat. UNIT 5 BOOKS Need for Prophets ofCharacteristics The Prophets whose Prophets and their Acquisitions People’s The Books sent to the Torah Psalms Bible Qur’an Acquisitions People’s Prophethood, Messen - Prophethood, gerhood and Revelation 1.1. 1.2. 1.3. 1.4. 1.5. 2.1. 2.2. 2.3. 2.4. 2.5. Prophets names are written in the Qur’an Struggle Tawhid Proph - in Faith from Arising ets in HolyFaith Arising from Books FAITH IN PROPHETS AND HOLY Prophets 1. 2. learning outcome, the opinions of sects will not be detailed. learning outcome, the subject will be explained in the context of kalima tawhid, kalima sha - learning outcome, the impossibility of considering ahl al-qibla (those who face Qibla in salat)of considering ahl al-qibla (those impossibility the outcome, learning learning outcome, the concepts related to faith will be explained together. In this context, the In will be explained together. learning outcome, the concepts related to faith learning outcome, the related verses of Qur’an and hadiths will be exemplified the learning outcome, it will be highlighted that the Islamic aqaid is a faith system centered onIslamic aqaid the highlighted that will be outcome, it learning learning outcome, the concept of innateness will be mentioned and definition of religion willreligion of definition and mentioned be will innateness of concept the outcome, learning st th st th th rd st For the 6 concepts of faith, aqaid, acknowledgement, profession, imitated and verified faith, ijmal (total obser - vance) and tafsil (detailed observance) will be explained. For the 1 hadat and amantu. The examples of usage faith and Islam concepts will be given from the Qur’an.hadat and amantu. For the 4 For the 1 Concepts, sinner, polytheist, acknowledgement, benevolence, mumin, munafiq,faith, profession, Ikhlas, qafir, al-ku - alfâz (certainty), (intimidation), yaqin iqrah deeds,good religion), of (obligations diniyye zarûrât-ı alfâ al-kufr. fr, as qafir and its drawbacks well general characteristics of munafiq people types Also, the words and deeds leading to blas - shirk and hypocrisy will be mentioned briefly. blasphemy, phemy (alfâz al-kufr and alfâ al-kufr) will be mentioned and the importance of religious signs emphasized. At the end of the unit, minimum five books written on aqaid which were written in the Turkish language Turkish At the end of unit, minimum five books written on aqaid which were in or translated into it will be introduced briefly. 1 the For Concepts: religion, Islam, faith, innateness. aqaid, the Qur’an and sunnah. Also, the first studies that were performed in field of Islamic aqaid will the Qur’an and sunnah. be mentioned briefly. be given according to the Islamic scholars. It wil also highlighted that Islam is a religion which has Adam to Hazrat Muhammad. been conveyed by all prophets from Hazrat For the 3 importance of sound reason for understanding the revelation will be emphasized. For the 4 UNIT 4 Existence Existence Duties An - of Ac - People’s Jinn ac - Satans ac - 1. of Angels and their Nature 2. gels 3. Aris - quisitions Faithfrom ing in Angels 4. theto cording Qur’an 5. theto cording Qur’an FAITH IN ANGELS Learning Outcomes Personal Personal - Affirma UNIT 3 recognize the place of faith in Allah in the recognize the place of faith in Allah with explain the innateness of faith in Allah for creation and ground the oneness of pay attention to reflecting the meanings of Allah with their basic explain the attributes of acquisitions arising from faith explain people’s 5.1. 5.2. Attributes tive Attributes Faith Allahin ofInnateness Existence and Names of Allah Attributes of Ac - People’s FAITH IN ALLAH Islamic aqaid. examples. ordering. Asmaul Husna on their behaviours. characteristics. Allah using mental and transmitted evidences. in At the end of this unit, students: 1. 2. 3. 4. 5. 6. 1. its Place inand the Islamic Aqaid 2. Faith in Allah 3. Oneness of Allah 4. 5. Allah 6. Arisingquisitions Allah in Faith from Learning Outcomes Learning Outcomes ground the source ofsource the ground explain the definition, basicthe comprehend explain the sources of explain the concept of faith. comprehend the nature of ground the relationship be - explain the conditions of ac - el - the that comprehend classify people by their faith. - faith. tween faith and deeds. ceptable faith. ements of faith constitute a whole. 1. 2. 3. 4. 5. 6. At the end of this unit, stu - dents: At the end of this unit, students: religion with the verses of Qur’an and hadiths. subject and science of aqaid. purpose of the characteristics of the Islamic aqaid. Islamic aqaid. 1. 2. 3. 4. - People by Mumin Munafiq Qafir UNIT 2 4. 4.1. 4.2. 4.3. their Faith (believer) (hypocrite) (non-believer) Faith and its The Relation The Conditions 1. Nature 2. ship between Faith and Deeds 3. of Acceptable Faith Subjects FAITH AND ITS NATURE Subjects Mumin (believ - (hypo - Munafiq Qafir (non-be Personal Attributes Attributes Affirmative Subjects Source of Definition, Basic Sources of the er) crite) 4.1. 4.2. 4.3. liever) Faith in Allah and its Place in Faith in Allah Innateness of Faith in Existence and Oneness of Names of Allah Attributes of Allah Acquisitions Arising People’s Faith and its Nature RelationshipThe be - The Conditions of People by their Faith 5.1. 5.2.

tween Faith and Deeds Acceptable Faith 1. 2. 3. 4. Religion Subject and Purpose of Aqaid of theCharacteristics Islamic Aqaid Islamic Aqaid 1. 2. 3. 4. the Islamic Aqaid Allah Allah from Faith in 1. 2. 3. 4. 5. 6.

UNIT1

2. FAITH AND ITS NATURE ITS AND FAITH 2. 1. SCIENCE OF AQAID OF SCIENCE 1. Source ofSource Definition, Basic Char - ofSources ALLAH IN FAITH 3. 1. 2. 3. 4. Religion Subject Purpose of and Aqaid ofacteristics Islamicthe Aqaid Islamicthe Aqaid Unit SCIENCE OF AQAID Unit Unit

46 47 Teaching Program For Aqaid Course UNIT 7 Reason Will Responsibility of Death Time Livelihood Disaster Health and Success and Failure Prayer and Tawakkul Persevarance Submis - Good and Evil Misguid - and Guidance PREDESTINATION FAITH IN DESTINY AND 3.1. 3.2. 3.3. 4.1. 4.2. 4.3. 4.4. 4.5. 4.6. 4.7. 4.8. 4.9. sion and Consent ance Destiny and Predestination The Foundations of Faith in Human-Destiny Relationship Some Concepts associated 1. 2. inPredestionation and Destiny the Qur’an and hadiths. 3. 4. with destiny Explanations Life of Qiyamah Resuscita - lastThe Sirat Paradise UNIT 6 3.1. 3.2. 3.3. 3.4. 3.5. 3.6. Barzakh tion judgement Reckoning and Balance Scale al-Mustaqim and Hell Eartly Life and Af - Eartly Life and Evidences of Ex - Stages of Afterlife of The Effects FAITH IN AFTERLIFE 1. terlife 2. istence of Afterlife 3. 4. onAfterlife in Faith our Life Explanations Explanations learning outcome, the tawhid faith will be highlighted and learning outcome, the actual attributes of Allah will be mentioned learning outcome, the actual attributes of rd th learning outcome will be explained within the framework of Asmaul of framework the within explained be will outcome learning th For the 3 subject will be associated with the concepts related to tawhid. subject will be associated with the concepts related to tawhid. 4 The Husna “99 Names of Allah”, Verse 180 of Surah Al-A’raf, Verse 110 of Surahof 110 Verse Al-A’raf, Surah of 180 Verse Allah”, of Names “99 Husna Al-Hashr and the 22-24 of Surah Verses Taha, 8 of Surah Al-Isra, Verse Allah), Also, the concept of marifatullah (knowledge related hadiths. importance of Asmaul Husna, praying (munajaat) with Asmaul Husna and guiding the life based on meanings of these names will be mentioned. For the 5 briefly. Also, the opinions of sects related to attributes will not be given Also, the opinions of sects related to attributes will not be given briefly. Concepts: Asmaul Husna, benevolence, Ikhlas, taqwa, marifatullah,innateness, tawhid, munajaat. UNIT 5 BOOKS Need for Prophets ofCharacteristics The Prophets whose Prophets and their Acquisitions People’s The Books sent to the Torah Psalms Bible Qur’an Acquisitions People’s Prophethood, Messen - Prophethood, gerhood and Revelation 1.1. 1.2. 1.3. 1.4. 1.5. 2.1. 2.2. 2.3. 2.4. 2.5. Prophets names are written in the Qur’an Struggle Tawhid Proph - in Faith from Arising ets in HolyFaith Arising from Books FAITH IN PROPHETS AND HOLY Prophets 1. 2. learning outcome, the opinions of sects will not be detailed. learning outcome, the subject will be explained in the context of kalima tawhid, kalima sha - learning outcome, the impossibility of considering ahl al-qibla (those who face Qibla in salat)of considering ahl al-qibla (those impossibility the outcome, learning learning outcome, the concepts related to faith will be explained together. In this context, the In will be explained together. learning outcome, the concepts related to faith learning outcome, the related verses of Qur’an and hadiths will be exemplified the learning outcome, it will be highlighted that the Islamic aqaid is a faith system centered onIslamic aqaid the highlighted that will be outcome, it learning learning outcome, the concept of innateness will be mentioned and definition of religion willreligion of definition and mentioned be will innateness of concept the outcome, learning st th st th th rd st For the 6 concepts of faith, aqaid, acknowledgement, profession, imitated and verified faith, ijmal (total obser - vance) and tafsil (detailed observance) will be explained. For the 1 hadat and amantu. The examples of usage faith and Islam concepts will be given from the Qur’an.hadat and amantu. For the 4 For the 1 Concepts, sinner, polytheist, acknowledgement, benevolence, mumin, munafiq,faith, profession, Ikhlas, qafir, al-ku - alfâz (certainty), (intimidation), yaqin iqrah deeds,good religion), of (obligations diniyye zarûrât-ı alfâ al-kufr. fr, as qafir and its drawbacks well general characteristics of munafiq people types Also, the words and deeds leading to blas - shirk and hypocrisy will be mentioned briefly. blasphemy, phemy (alfâz al-kufr and alfâ al-kufr) will be mentioned and the importance of religious signs emphasized. At the end of the unit, minimum five books written on aqaid which were written in the Turkish language Turkish At the end of unit, minimum five books written on aqaid which were in or translated into it will be introduced briefly. 1 the For Concepts: religion, Islam, faith, innateness. aqaid, the Qur’an and sunnah. Also, the first studies that were performed in field of Islamic aqaid will the Qur’an and sunnah. be mentioned briefly. be given according to the Islamic scholars. It wil also highlighted that Islam is a religion which has Adam to Hazrat Muhammad. been conveyed by all prophets from Hazrat For the 3 importance of sound reason for understanding the revelation will be emphasized. For the 4 UNIT 4 Existence Existence Duties An - of Ac - People’s Jinn ac - Satans ac - 1. of Angels and their Nature 2. gels 3. Aris - quisitions Faithfrom ing in Angels 4. theto cording Qur’an 5. theto cording Qur’an FAITH IN ANGELS Learning Outcomes Personal Personal - Affirma UNIT 3 recognize the place of faith in Allah in the recognize the place of faith in Allah with explain the innateness of faith in Allah for creation and ground the oneness of pay attention to reflecting the meanings of Allah with their basic explain the attributes of acquisitions arising from faith explain people’s 5.1. 5.2. Attributes tive Attributes Faith Allahin ofInnateness Existence and Names of Allah Attributes of Ac - People’s FAITH IN ALLAH Islamic aqaid. examples. ordering. Asmaul Husna on their behaviours. characteristics. Allah using mental and transmitted evidences. in At the end of this unit, students: 1. 2. 3. 4. 5. 6. 1. its Place inand the Islamic Aqaid 2. Faith in Allah 3. Oneness of Allah 4. 5. Allah 6. Arisingquisitions Allah in Faith from Learning Outcomes Learning Outcomes ground the source ofsource the ground explain the definition, basicthe comprehend explain the sources of explain the concept of faith. comprehend the nature of ground the relationship be - explain the conditions of ac - el - the that comprehend classify people by their faith. - faith. tween faith and deeds. ceptable faith. ements of faith constitute a whole. 1. 2. 3. 4. 5. 6. At the end of this unit, stu - dents: At the end of this unit, students: religion with the verses of Qur’an and hadiths. subject and science of aqaid. purpose of the characteristics of the Islamic aqaid. Islamic aqaid. 1. 2. 3. 4. - People by Mumin Munafiq Qafir UNIT 2 4. 4.1. 4.2. 4.3. their Faith (believer) (hypocrite) (non-believer) Faith and its The Relation The Conditions 1. Nature 2. ship between Faith and Deeds 3. of Acceptable Faith Subjects FAITH AND ITS NATURE Subjects Mumin (believ - (hypo - Munafiq Qafir (non-be Personal Attributes Attributes Affirmative Subjects Source of Definition, Basic Sources of the er) crite) 4.1. 4.2. 4.3. liever) Faith in Allah and its Place in Faith in Allah Innateness of Faith in Existence and Oneness of Names of Allah Attributes of Allah Acquisitions Arising People’s Faith and its Nature RelationshipThe be - The Conditions of People by their Faith 5.1. 5.2.

UNIT1

46 47 Teaching Program For Aqaid Course Explanations learning outcome, the concept of learning outcome, the concept of conceptthe learning outcome, learning outcome, the subject will th rd th Explanations For the 3 suhuf (sacred scrolls) and the prophets to whom suhufs were sent will be mentioned. It will also be emphasized that Torah and Bible are falsified. miracle will be mentioned and prophets’ miracles miracle will be mentioned and prophets’ will be exemplified. For the 5 be limited with ulu’l azm prophets (who have will be highlightedHazrat it that Also, strong will). message is universal (s.a.w.) Muhammad’s and he is a model for the humanity last prophet. 6 the For Concepts: guardianship, vigilance, Sidq (Truthfulness), conveying, prophethood, messengerhood, chastity revelation, miracle, suhuf. learning outcomes, the fact that angels and jinn are th learning outcome, satanism and conjuration will also be and 4 th learning outcome, it will be mentioned that jinn are subject to jinn are will be mentioned that learning outcome, it st th mentioned. taklifs (charge or obligation) as people. For the 5 Concepts: satanism. demon, satan, angel, jinn, different beings onthologically will be explained by means of the verses different of the Qur’an and hadiths. the 4 For For the 1 the For Learning Outcomes explain the concepts of prophethood, ground the goal of sending prophets by means explain the common characteristics of prophets. know the prophets whose names are written in meansby tawhid of struggle prophets’ the explain explain the concept of Holy Book. comprehend the authenticity of Qur’an. acquisitions arising from faith in consider people’s At the end of this unit, students: 1. messengerhood and revelation. 2. of mental and transmitted evidences. 3. 4. Qur’an. 5. of the examples from Qur’an. 6. 7. 8. prophets and Holy Books. Learning Outcomes explain existence of angels and their nature by Explain the duties of angels based on verses of faith in angels on individual recognize the effect comprehend the goal of creation jinn and satans. question the superstitious beliefs about invisible beings. transmitted evidences. Qur’an and hadiths. behaviours. 1. 2. 3. 4. 5. At the end of this unit, students: Subjects Need for Prophets Characteristics of Prophets thein written are names whose Prophets The Struggle Tawhid Prophets and their Arising from Faith in Acquisitions People’s Torah Psalms Bible Qur’an Arising from Faith in Acquisitions People’s Subjects Qur’an Prophets Holy Books 1.1. 1.2. 1.3. 1.4. 1.5. 2.1. 2.2. 2.3. 2.4. 2.5. Prophethood, Messengerhood and Revelation The Books sent to the Prophets Existence of Angels and Existence of Duties of Angels Acquisitions People’s Jinn according to the Satans according to the

1. 2. their Nature Angels in Faith from Arising Qur’an Qur’an 1. 2. 3. 4. 5.

5. FAITH IN PROPHETS AND HOLY BOOKS HOLY AND PROPHETS IN FAITH 5. 4. FAITH IN ANGELS IN FAITH 4. Unit Unit

48 49 Teaching Program For Aqaid Course

Unit Subjects Learning Outcomes Explanations

1. Eartly Life and Afterlife At the end of this unit, students: While the unit is being taught, a relation 2. Evidences of Existence of 1. Explain the goal of earthly between afterlife and justice will be Afterlife life. established. rd 3. Stages of Afterlife 2. Ground the faith in afterlife For the 3 learning outcome, certain signs of doomsday will be addressed 3.1. Life of Barzakh by means of mental and transmitted evidences. by means of verses of the Qur’an and 3.2. Qiyamah hadith without giving details. Also, the 3. Ground the stages of 3.3. Resuscitation concepts of araf (purgatory), sur (the afterlife by means of mental and last trump) and intercession will be 3.4. The last judgement transmitted evidences. mentioned. Reckoning and Balance 4. Recognize the contribution Scale of faith in afterlife to giving Concepts:

6. FAITH IN AFTERLIFE 3.5. Sirat al-Mustaqim meaning to life. justice, qiyamah, Resuscitation, the 3.6. Paradise and Hell last judgement, reckoning, balance scale, Sirat al-Mustaqim, paradise, 4. The Effects of Faith in Afterlife hell, araf, sur, intercession. on our Life

Unit Subjects Learning Outcomes Explanations

1. Destiny and Predestination At the end of this unit, stu- While the concepts related 2. The Foundations of Faith in Destiny and dents: to destiny are being taught Predestionation in the Qur’an and hadiths. 1. explain the concepts of in the unit, the relationship of 3. Human-Destiny Relationship destiny and predestination. these concepts with respons- bility will be focused. 3.1. Reason 2. ground the faith in des- 3.2. Will tiny and predestination by Concepts: 3.3. Responsibility means of verses of the perseverance, azimah (de- 4. Some Concepts associated with desti- Qur’an and hadiths. termination), destiny, predes- ny 3. establish a relationship tination, will, time of death, 4.1. Time of Death between human posses- livelihood, tawakkul, perse- 4.2. Livelihood sion of reason, will and re- verance, good, evil, guidance, misguidance. 4.3. Disaster sponsibility and destiny. 4.4. Health and 4. consider the concept of 4.5. Success and Failure will by its all aspects. 4.6. Prayer and Tawakkul 5. interpret some concepts 4.7. Persevarance Submission and Con- associated with destiny in the light of verses of the 7. FAITH IN DESTINY AND PREDESTINATION sent Qur’an and hadiths. 4.8. Good and Evil 4.9. Guidance and Misguidance

48 49 Teaching Program For Aqaid Course

50 51 Teaching Program For Kalam Course

Teaching Program For Kalam Course

50 51 Teaching Program For Kalam Course

8. APPLICATION OF TEACHING PROGRAM FOR KALAM COURSE

8.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR KALAM COURSE

Kalam is a discipline that defines the faith fundamentals and basic principles related to human mentality and cla- rifies and supports them by means of mental methods and also criticizes and replies the opposite thoughts based on the Islamic provisions. It is possible to gather the fundamental subjects of faith in the Islam under three headings as divinity, prophethood and afterlife. The science of kalam makes mental clarifications about these subjects within the framework of those conveyed by the revelation. Accordingly, in terms of its subject matter, kalam is a science that mentions about the self and attributes of Allah (c.c.), the subjects related to prophethood and beginning and ending of the created ones in the light of revelation. Kalam firstly grounds the existence, oneness, attributes and acts of Allah (c.c.) by means of evidences. In this context, science of kalam demonstrates the existence of Allah (c.c.) based on the verses of the Qur’an, human characteristics and the nature that is accepted as the verse of Allah (c.c.). The Teaching Program for Kalam Course aims to enable the students of Anatolian Imam Hatip High Schools to acquire the skills of grounding the faith fundamentals and basic principles, explaining them by means of mental methods and criticizing and replying the opposite thoughts based on the Islamic provisions. The Teaching Program for Kalam Course consists of four units. The Teaching Program for Kalam Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To comprehend the goal, subject and method of science of kalam, • To comprehend the basic subjects of faith in the Islam by means of reason and in the light of revelation, • To explain the reasons of emergence of interpretation differences between the past and now in the field of faith, • To know certain interpretations on faith and politics that have emerged in the thought of Islam and also their current reflections, • To explain the approaches of different schools in the thought of Islam to the issues of faith, being and knowledge, • To consider the current issues related to faith according to the principle of tawhid. 8.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM

1. In the Kalam Course, the subjects and learning outcomes should be supported by the activities that aim to enable students to internalize the faith fundamentals of the Islam as a whole and develop a perspective centred on tawhid. 2. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 3. The disciplines of aqaid, philosophy, sociology and psychology should be used so that the subjects and learning outcomes can be comprehended better in the Kalam Course. 4. The course book/training material should be prepared according to the dimensions given in the following table.

52 53 Teaching Program For Kalam Course

FORM NUMBER OF BOOK OF KALAM COURSE

Course Title The highest form number* Dimensions

Kalam 12th Grade 9 19,5 cm x 27,5 cm *The highest form number has been written. The course book/training materials to be prepared may have less number of forms. 8.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF THE TEACHING PROGRAM FOR KALAM COURSE

NUMBER OF PERCENT OF CLASS UNITS CLASS HOURS LEARNING OUTCOMES HOURS 1. Science of Kalam 5 16 22,22

2. Main Issues in the Science of Kalam 7 16 22,22

3. Different Interpretations in Understanding of Religion 6 20 27,77

4. Science of Kalam and Current Issues 3 20 27,77

TOTAL 21 72 100

52 53 Teaching Program For Kalam Course

UNIT 1 UNIT 2 UNIT 3 UNIT 4

DIFFERENT INTERPRETATIONS IN SCIENCE OF KALAM AND SCIENCE OF KALAM MAIN ISSUES INTHE SCIENCE OF KALAM UNDERSTANDING OF RELIGION CURRENT ISSUES

1. Definition, 1. Issue of Existence 1. Religion and Religious Inter- 1. Current Science of Subject and 1.1. Allah-World Relationship pretation Kalam Purpose of 1.2. Material 2. Some Concepts and Ap- 2. Science of Kalam Science of proaches on Religious Interpre- and Current Issues 1.3. Life Kalam tations 2.1. Deism 1.4. Human 2. Emer- 3. Reasons of Interpretation Dif- 2.2. Polytheism gence and 2. Issue of Knowledge ferences 2.3. Agnosticism Development 2.1. Definition of Knowledge 4. Faith and Politic Interpreta- 2.4. Positivism of Science of 2.2. Sources of Knowledge tions Kalam 2.5. Atheism 2.2.1. Sound reason 4.1. Ahl al-sunnah (followers 3. The Re- 2.6. Nihilism 2.2.2. True News of the Prophet) lationship of 4.1.1. Salafism 2.7. Secularism Science of 2.2.3. Sound Feelings 2.8. Satanism Kalam with Is- 2.3. Faith-Knowledge Rela- 4.1.2. Asharism lamic Scienc- tionship 4.1.3. Maturidism 2.9. Tenasuh and es 2.4. Reason-Revelation Rela- 4.2. Haricism Reincarnation 4. The Re- tionship 4.3. Murjiah 2.10. Malignance lationship of Problem 3. Evidence 4.4. Shia Science of 2.11. False 3.1. Transmitted Evidences 4.5. Mutazila Kalam with Prophethood other Scienc- 3.2. Mental Evidences 4.6. Jabariyah es 4. Provision 5. Method 4.1. Religious Provisions of Science of 4.2. Mental Provisions Kalam

Unit Subjects Learning Outcomes Explanations

1. Definition, Subject At the end of this unit, At the end of the unit, minimum five books written on and Purpose of students: kalam which were written in the Turkish language or Science of 1. comprehend the translated into it will be introduced briefly. Kalam definition, subject, While subjects of the unit are being taught, the 2. Emergence and importance and purpose of concepts of revelation and sound reason will be Development of the science of kalam. focused. When required, the authentic hadiths and Science of Kalam 2. explain emergence and the Islamic scholars’ opinions related to the subject will be mentioned. 3. The Relationship development of the science rd th of Science of Kalam of kalam. For the 3 and 4 learning outcomes, the relationship with other Islamic 3. consider the relationship of kalam with the sciences such as aqaid, tafsir, Sciences between the science of hadith, ethics, philosophy, sociology, psychology, astronomy, physics, biology and geography will be 4. The Relationship of kalam and other Islamic addressed without giving details. Science of Kalam with sciences. th other Sciences 4. Explain, by means of For the 5 learning outcome, it will be highlighted that 1. SCIENCE OF KALAM the science of kalam uses a normative method. 5. Method of Science examples, the relationship of Kalam of the science of kalam with Concepts: other sciences. Science of kalam, science of tawhid, AI-Fiqh aI-Akbar 5. comprehend the methods (The Greater Knowledge), mebde (beginning), meâd adopted by the science of (ending), reason, transmission, revelation. kalam.

54 55 Teaching Program For Kalam Course

Unit Subjects Learning Outcomes Explanations

1. Issue of Existence At the end of this unit, While the unit is being taught, 1.1. Allah-World Relationship students: the concepts of revelation and sound reason will be focused. 1.2. Material 1. ground Allah-world relationship by means of The authentic hadiths and 1.3. Life Islamic provisions. the Islamic scholars’ opinions 1.4. Human related to the subject will be 2. interpret the issue mentioned. 2. Issue of Knowledge of existence within the th 2.1. Definition of Knowledge framework of “creator- For the 5 learning outcome, the principle of “absence 2.2. Sources of Knowledge created relationship”. of contradiction between 3. explain the sources of 2.2.1. Sound reason authentic transmission knowledge based on the 2.2.2. True News and sound reason” will be Qur’an. 2.2.3. Sound Feelings highlighted. 4. discuss the relationship For the 6th learning outcome, 2.3. Faith-Knowledge Relationship between faith and knowledge. the sources such as 2.4. Reason-Revelation Relation- 5. explain the relationship experiment, experience, ship between reason and observation and visual data 3. Evidence revelation. etc. will be mentioned. 3.1. Transmitted Evidences 6. recognize importance of 2. MAIN ISSUES IN THE SCIENCE OF KALAM Concepts: 3.2. Mental Evidences the transmitted and mental evidences for explanation of 4. Provision kalam subjects. world, divinity, science, wajib, 4.1. Religious Provisions sound reason, true news, 7. Explain the religious and evidence, provision, sound 4.2. Mental Provisions mental provisions. feelings.

Unit Subjects Learning Outcomes Explanations

1. Religion and Reli- At the end of this unit, students: In the unit, the subjects will be taught taking into gious Interpretation 1. distinguish between re- account the students’ levels and cultural back- 2. Some Concepts and ligion and religious interpreta- ground. Also, main sources of Maturidism and Approaches on Reli- tion. Asharism will be mentioned and the reading texts related to the sources will be used consid- gious Interpretations 2. explain the concepts and ering the students’ level. 3. Reasons of Interpre- approaches on religious inter- nd tation Differences pretations. For the 2 learning outcome, the concepts will be limited with faith, aqaid, kalam, fiqh, sect and 4. Faith and Politic In- 3. explain the reasons of firqa while the approaches will be limited with terpretations emergence of interpretation dif- faith/political, fiqh, philosophical and sufi ones. 4.1. Ahl al-sunnah ferences in the thought of Islam. For the 3rd and 4th learning outcomes, the con- (followers of the 4. recognize that faith and cepts of ahl al-sunnah and ahl al-bidat (followers Prophet) political interpretations revive of wrong path) will be mentioned. 4.1.1. Salafism the thought of Islam. For the 5th learning outcome, it will be highlighted 5. consider faith and politic 4.1.2. Asharism that salaf (pioneers of ahl al-sunnah) has differ- interpretations in the light of 4.1.3. Maturid- ent meanings as the style of understanding re- knowledge sources of science ism ligion and the religious and political ideologies of kalam. 4.2. Haricism that emerged using the name of Salafism. 6. know certain faith and 4.3. Murjiah politic interpretations that have Concepts: 4.4. Shia emerged in the thought of Islam, Ahl al-sunnah, faith, aqaid, sect, firqa, inno- 4.5. Mutazila and their current reflections. vation, reduction, seccession, cebr, imamate, murtekib-i kebire (great sinner), salaf. 4.6. Jabariyah 3. DIFFERENT INTERPRETATIONS IN UNDERSTANDING OF RELIGION

54 55 Teaching Program For Kalam Course

Unit Subjects Learning Outcomes Explanations

1. Current Science of At the end of this At the end of the unit, minimum five books written on Kalam unit, students, the current subjects of kalam which were written in the 2. Science of Kalam and 1. know the current Turkish language will be introduced briefly Current Issues kalam studies. The subjects related to faith in the unit will be addressed 2.1. Deism 2. interpret the within the framework of the Islamic aqaid and based on the normative perspective of the science of kalam. 2.2. Polytheism current faith issues and their emergence For the 2nd learning outcome, it will be explained by 2.3. Agnosticism reasons. means of verses of the Qur’an that Hazrat Muhammad 2.4. Positivism 3. consider the (s.a.w.) is the last of rasuls (messengers) and nebis 2.5. Atheism current issues based (prophets). 2.6. Nihilism on the perspective 2.7. Secularism of kalam course Concepts: and recognize 2.8. Satanism their reflections on New science of kalam, husun (goodness), kubuh 2.9. Tenasuh and individual and social (malignance). Reincarnation life.

4. SCIENCE OF KALAM AND CURRENT ISSUES 2.10. Malignance Problem 2.11. False Prophethood

56 57 TeachingTeaching ProgramProgram ForFor OratoryOratory AndAnd VocatıionalVocational Practice Course

Teaching Program For Oratory And Vocational Practice Course

56 57 Teaching Program For Oratory And Vocational Practice Course

9. APPLICATION OF TEACHING PROGRAM FOR ORATORY AND VOCATIONAL PRACTICE COURSE

9.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR ORATORY AND VOCATIONAL PRACTICE COURSE

In Article 32 of the Basic Law of National Education numbered 1739, Anatolian Imam Hatip High Schools are defined as “the educational institutions that apply the programs to prepare for both vocation and higher education” in order to educate the personnel assigned with rendering religious services such as imamate, oratory and the Qur’an Course training etc. Religious assignments necessitate not only field knowledge but also special methods and techniques to help conveying this knowledge to others. As in every vocational group, religious assignment has theory and practice parts. The theory part of religious assignment includes the vocational classes, general culture classes and elective classes while its practice part consists of Oratory and Vocational Practice Course. The Teaching Program for Oratory and Vocational Practice Course has been prepared taking into account new knowledge which is generated by the educational sciences, religious education science and communication science based on researches. The Teaching Program for Oratory and Vocational Practice Course which aims to enable the students of Anatolian Imam Hatip High Schools to acquire the formation for religious assignment consists of six units. The Teaching Program for Oratory and Vocational Practice Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To comprehend the importance of oratory and vocational practices in religious services, • To acquire the skill of communicating with the society, • To know the stages of religious service practices, • To perform the religious service practices duly in different places and environments, • To acquire the practical skills of the posts of imam (a leader of congregational prayer in a mosque) – hatip (orator), muezzin (the official of a mosque who calls to salat) and vaiz (preacher) and teaching the Qur’an. • To be willing to perform the religious service practices. 9.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM

1. The activities related to the prayers included in the Teaching Program for Oratory and Vocational Practice Cour- se and asked to be memorized should be performed. It shoould be ensured that students comprehend the meaning of prayers taking into account the integrity of wording and meanings. 2. While the subjects and learning outcomes are being taught in the Oratory and Vocational Practice Course, the skill-based aspect of practical skill should be taken into account. In this respect, individual differences should be considered in the practical activities. 3. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Tea- ching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 4. The oratory samples in different fields that are compatible with the unit contents will be given at the end of units in the Oratory and Vocational Practice Course. 5. Students should be oriented in line with their skills and encouraged to make practices in the vocational practical activities so that they can improve themselves. 6. The Oratory and Vocational Practice Course should be practice-based. However, students’ anxiety before au- dience should be taken into account in practice-based measurement and evaluation activities. 7. The course book/training material should be prepared according to the dimensions given in the following table.

58 59 Teaching Program For Oratory And Vocational Practice Course

FORM NUMBER OF BOOK OF ORATORY AND VOCATIONAL PRACTICE COURSE Course Title The highest form number* Dimensions

Oratory and Vocational Practice-11th Grade 11 19,5 cm x 27,5 cm

*The highest form number has been written. The course book/training materials to be prepared may have less number of forms.

9.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR ORATORY AND VOCATIONAL PRACTICE COURSE

NUMBER OF LEARNING PERCENT OF UNITS CLASS HOURS OUTCOMES CLASS HOURS

1. Religious Services and Communication 8 10 13,88

2. Religious Oratory 5 6 8,33

3. Khutbah and Sermon as Types of Religious Oratory 11 24 33,33

4. Mosque Music in Religious Services 3 12 16,66

5. Oratory and Prayer in Religious Ceremonies 3 12 16,66

6. Funeral Etiquette 7 8 11,11

TOTAL 37 72 100

58 59 Teaching Program For Oratory And Vocational Practice Course Washing Washing Funer - The Burial and UNIT 6 and En - shrouding the Deceased al Salat and Prayers Re - Deceased’s ceiavables, Last Will and Inher - itance Condolences 2.1. 2.2. 2.3. 2.4. The Practices to The Practices to be performed at the time of death be performed after death 1. 2. FUNERAL ETIQUETTE

- - UNIT 5 Farewell Cere - Cere - Farewell Azan Prayer and Iftar Table Mawl and Khtam Istighfar Tawbah Sacrifice Prayer Sacred Days nad Naming Ceremo Circumcision andEngagement Prayer id Prayers Prayer Nights ny Ceremony Niqah Ceremony mony for Hajjis mony for Soldiers 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 2.8. 2.9. 2.10. 2.11. Place of Prayer in Reli - Oratory and Prayer in gious Services Religious Ceremonies 1. 2. ORATORY AND PRAYER IN AND ORATORY RELIGIOUS CEREMONIES Azan and - Salat Tasbi Ashr ten) Takbir Sala Mawlid Hymn UNIT 4 Iqamah hat 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. Music and Reli - Mosque Music MOSQUE MUSIC IN RELIGIOUS SERVICES gious Music 1. 2. UNIT 3 Religious Pro - Khutbah Khutbah Sam - Khutbah Pres - Sermon Sermon Sam - Sermon and ORATORY visions on Khutbah Prayers ples entation Prayers ples Class Presentation 1.1. 1.2. 1.3. 1.4. 2.1. 2.2. 2.3. Khutbah and Post of Sermon and Post of Hatip (Orator) Vaiz 1. 2. AS TYPES OF RELIGIOUS KHUTBAH AND SERMON - - UNIT 2 Identification ofIdentification Planning Collection and Principles and Purpose and Sub - ject Organization of In - formation - Methods Trans of ferring Information 3.1. 3.2. 3.3. 3.4. Oratory and Impor - Principles of Reli Planning and Prac - Assessment in Reli RELIGIOUS ORATORY tance of Oratory in Religious Services Religious in tice Oratory gious Oratory gious Oratory 1. 2. 3. 4. - UNIT 1 Posts of Mufti and Hatip imam of Post Muezzinof Post in the Teaching COMMUNICATION General Principles of Ir - General Characteristics Duties in Religious Ser - Basic Principles and Ele - Manner of Religious Body Language in Reli Communication Problems Vaiz and Practice and Practice Qur’an Course and Prac - tice 1.3.1. 1.3.2. 1.3.3. 1.3.4. RELIGIOUS SERVICES AND gious Communication shad, Tabligh and Invitation shad, Tabligh of Religious Officer vices ments of Communication Comminication in Religious Services 1.1. 1.2. 1.3. 4.1. 4.2. 4.3. 4.4. Religious Services The Problems that make reli - Group in Religious Ser - Target Communication in Religious gious services difficult gious services difficult vices Services 1. 2. 3. 4.

60 61 Teaching Program For Oratory And Vocational Practice Course

Unit Subjects Learning Outcomes Explanations

1. Religious Services At the end of this unit, stu- For the 1st learning outcome, jihad will be ad- 1.1. General Principles dents: dressed and it will be mentioned that Emri bil of Irshad, Tabligh and In- 1. explain the basic concepts Maruf (ordering for the Truth/Allah) and Nehyi vitation of religious services. Anil Munker (trying to stop wrong acts) constitute a type of jihad. The importance of jihad in 1.2. General Character- 2. comprehend the necessary terms of the Islamic and vocational responsi- istics of Religious Officer qualifications of religious of- bility will be emphasized. 1.3. Duties in Religious ficers. For the 2nd learning outcome, the importance Services 3. pay attention to having the and moral value of religious services in social personal, vocational and so- 1.3.1. Posts of Mufti life will be explained by means of verses of cial characteristics required by and Vaiz the Qur’an and hadiths. Also, while the posts religious service practices. 1.3.2. Post of imam of imam and muezzin are being addressed, Hatip and Practice 4. recognize the social function their qualifications that are sought in the clas- and moral value of religious 1.3.3. Post of Muez- sical fiqh books will be mentioned briefly. Our service practices. zin and Practice Prophet’s muezzins will be introduced. 5. perform the religious servic- rd 1.3.4. Teaching in For the 3 learning outcome, the religious es inside and outside mosque. the Qur’an Course provisions related posts of imam and muezzin and Practice 6. develop solution proposals will also be explained. for the problems encountered th 2. The Problems that make For the 5 learning outcome, religious officers’ during performance of reli- religious services difficult visits to patients and prisons and the official gious services. and voluntary services that they are required 3. Target Group in Religious 7. recognize importance of to perform in the areas in need such as resi- Services knowing the characteristics of dential homes and homes of love in the scope 4. Communication in Reli- the target group in religious of religious services outside mosque will also gious Services services. be mentioned. 4.1. Basic Principles and 8. Exhibit the necessary com- For the 6th learning outcome, it will be high- Elements of Communi- munication skills necessary for lighted that the cultural, social, economic and cation religious services. religious characteristics of the target group 4.2. Manner of Religious will be considered and they will be taken into Comminication account in invitation, tabligh, irshad and other 4.3. Body Language in religious services. Religious Communica- For the 8th learning outcome, regarding the tion manners and body language in religious com- 4.4. Communication munication, the invitation manners of ulu’l Problems in Religious azm prophets (who have strong will) and es- 1. RELIGIOUS SERVICES AND COMMUNICATION Services pecially Prophet Muhammad will be exemplified. Also, it will be mentioned that religious officers should be moderate, balanced and model in their clothing, voice, pronounciation, gestures and facial expressions in terms of vocational representative qualifications of religious assignment. Concepts: irshad, invitation, tabligh, jihad, Emri bil Maruf (ordering for the Truth/Allah) and Nehyi Anil Munker (trying to stop wrong acts), mosque, small mosque, congregation, imam-hatip, muezzin, vaiz, mufti.

60 61 Teaching Program For Oratory And Vocational Practice Course

Unit Subjects Learning Outcomes Explanations

1. Oratory and Importance of At the end of this unit, stu- For the 1st and 2nd learning outcomes, the Oratory in Religious Services dents: subject will be explained by means of exam- 2. Principles of Religious Or- 1. comprehend the place ples of the verses of the Qur’an and hadiths. atory and importance of oratory in For the 4th learning outcome, the importance 3. Planning and Practice in religious services. of using primary sources in religious oratory Religious Oratory 2. explain the principles of will be emphasized. In this scope, classical aqaid, seerah, tafsir, hadith and fiqh sources 3.1. Identification of Purpose religious oratory. will also be mentioned briefly. and Subject 3. explain the planning For the 5th learning outcome, a sermon and 3.2. Planning and practical stages of religious oratory. khutbah assessment form will be created and 3.3. Collection and Organiza- three samples of sermon and khutbah texts 4. select sources accord- tion of Information in different environments will be assessed ac- ing to the characteristics of 3.4. Principles and Methods of cording to this form. subjects in religious oratory. 2. RELIGIOUS ORATORY Transferring Information 5. explain the criteria for Concepts: 4. Assessment in Religious assessment of religious or- oratory, hatip (orator), verbal, extemporane- Oratory atory. ous.

Unit Subjects Learning Outcomes Explanations

1. Khutbah and Post At the end of this unit, students: In the unit, prayers will be taught together with of Hatip (Orator) 1. explain the concepts of khutbah their meanings. 1.1. Religious Provi- and hatip. At the end of this unit, the sample khutbahs of sions on Khutbah 2. comprehend the religious provi- Prophet Muhammad and Rashidun Caliphate 1.2. Khutbah Prayers sions related to khutbah. will be exemplified. nd 1.3. Khutbah Samples 3. recite the khutbah prayers. For the 2 learning outcome, the examples related to importance of Friday, Friday time and 1.4. Khutbah Pres- 4. recognize the points to be consid- Friday prayer as well as khutbah will be given. entation ered in khutbah presentation. For the 3rd learning outcome, female students 2. Sermon and Post 5. prepare and present khutbah in will not be forced to memorize the khutbah of Vaiz line with the oratory principles. prayers. Also, performance of salat al eid will 2.1. Sermon Prayers 6. assess a sample khutbah that they be mentioned briefly and the sample khutbahs 2.2. Sermon Samples examine or listen through oratory for bairams will be given. technique. 2.3. Sermon and For the 7th learning outcome, the place and Class Presentation 7. explain the concepts of sermon importance of sermon in religious services will and vaiz (preacher). be emphazied. Also, teaching in the Qur’an 8. recite the sermon prayers. Course and post of vaiz for the female stu- 9. recognize the points to be consid- dents will be addressed. ered in sermon and class presenta- For the 6th and 11th learning outcomes, the tion. khutbah and sermon monitoring and assess- 10. prepare and present sermon in ment forms will be used. accordance with the oratory princi- Concepts: ples. Khutbah, hatip, sermon, vaiz, mimbar, mihrab. 11. assess a sample sermon that they examine or listen through ora- 3. KHUTBAH AND SERMON AS TYPES OF RELIGIOUS ORATORY tory technique.

62 63 Teaching Program For Oratory And Vocational Practice Course , will be exemplified. The points to be , will be exemplified. th Explanations will be referred. will be referred. th Explanations learning outcome, regarding the “Farewell Ceremony for learning outcome, the sample prayers from the Qur’anthe from prayers sample the outcome, learning and nd st In the unit, prayers will be taught together with their meanings. 1 the For Soldiers”, the subjects of jihadd, martyrdom and rank of veteran will be mentioned and July 15 Kavramlar: jihad, martyrdom, rank of mukabala, veteran, aqiqa, walima. prayer, tawbah, istighfar, hatim, Prophet Muhammad will be given. For the 2 learning outcome, the types of sala and performance in case learning outcome, the place and importance of religious music in learning outcome, students will be encouraged to make practices. Also, visual learning outcome, students will be encouraged to make practices. nd st rd In the unit, prayers will be taught together with their meanings. For the 1 and auditory materials will be used in practical activities. and auditory materials will be used in practical activities. declaration and vigilance, e.g. especially on July 15 services will be mentioned briefly. For the 2 Concepts: hymn, sala, minaret, pulpit, mawlid, takbir, ashr, tasbihat, Music, minaret balcony, maqsurah. considered for selection of ashrs and hymns will be mentioned briefly. considered for selection of ashrs and hymns will be mentioned briefly. For the 3 Learning Outcomes Learning Outcomes comprehend the place of prayer in pray suitably for various ceremonies. prepare and deliver speeched suitably for define the concepts of explain the types of perform the types of religious services. various ceremonies. 1. 2. 3. At the end of this unit, students: At the end of this unit, the end of At students: music and religious music. mosque music. mosque music in line with their styles. 1. 2. 3. Subjects Subjects Farewell Ceremony for Hajjis Farewell Ceremony for Soldiers Azan and Iqamah Salat Tasbihat Ashr (ten) Takbir Sala Mawlid Hymn Azan Prayer and Iftar Prayer Table Khtam and Mawlid Prayers Istighfar Prayer Tawbah Sacrifice Prayer Sacred Days nad Nights Naming Ceremony Circumcision Ceremony Engagement and Niqah Ceremony 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 2.8. 2.9. 2.10. 2.11. 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. Place of Prayer in Religious Services Oratory and Prayer in Religious Music and Religious Mosque Music

Ceremonies 1. 2. 1. 2.

5. ORATORY AND PRAYER IN RELIGIOUS CEREMONIES RELIGIOUS IN PRAYER AND ORATORY 5. 4. MOSQUE MUSIC IN RELIGIOUS SERVICES RELIGIOUS IN MUSIC MOSQUE 4. Unit Unit

62 63 Teaching Program For Oratory And Vocational Practice Course

Unit Subjects Learning Outcomes Explanations

1. The Practices to be At the end of this unit, students: In the unit, prayers will be taught together with performed at the time of 1.comprehend the practices to be their meanings. death performed at the time of death. The concepts related to funeral will be taught 2. The Practices to be 2.wash and enshroud the de- according to the technical terminology. performed after death ceased in accordance with reli- For the 1st learning outcome, Muslims’ religious 2.1. Washing and gious obligations. responsibilities towards a deceased Muslim will Enshrouding the De- 3.have the funeral salat per- be highlighted. ceased formed duly. For the 6th learning outcome, the practices re- 2.2. Funeral Salat 4.recite the funeral prayers. lated to martyrwill be mentioned. and Prayers th 5.pray and deliver speech for the For the 7 learning outcome, it will be empha- 2.3. The Deceased’s deceased. sized that the practices such as seventh, forti- Receiavables, Last eth and fifty second-day praying that are com- 6.perform the burial services of Will and Inheritance monly known among people don’t have any the deceased according to the Is- religious foundation. 2.4. Burial and Con- lamic tradition. 6. FUNERAL ETIQUETTE dolences 7.pay attention to extending con- Concepts: dolences to the relatives of the Technical terminology, techiz (preparing a deceased and sharing their sor- corpse for burial), tenesir (the bench on which row. a corpse is washed), tekfin (enshrouding), te- syi (farewell), gasil (washing a corpse), mus- alla (the area where funeral services are performed), condolence, last will, inheritance.

64 65 TeachingTeaching ProgramProgram ForFor BasicBasic ReligiousReligious KnowledgeKnowledge CourseCourse

Teaching Program For Basic Religious Knowledge Course

64 65 Teaching Program For Basic Religious Knowledge Course

10. APPLICATION OF TEACHING PROGRAM FOR BASIC RELIGIOUS KNOWLEDGE COURSE

10.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR BASIC RELIGIOUS KNOWLEDGE COURSE

The Teaching Program for Basic Religious Knowledge Course aims to enable students to do the following in accordance with “the General Purposes of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To comprehend the faith Fundamentals of the Islam, • To explain how to perform basic ibadahs of the Islam, • To comprehend basic ethical principles of the Islam, • To recognize that the source of the Islamic ethics is the Qur’an and sunnah, • To be aware of their responsibilities towards Allah, Prophet, Qur’an adn people. 10.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM

1. The Teaching Program for Basic Religious Knowledge Course is based on the principle that students comprehend the subjects of faith, ibadah and ethics constituting the core of the Islam holistically. These principles should be taken into account while the subjects and learning outcomes are being taught. 2. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 3. In Basic Religious Knowledge Course, the subjects and learning outcomes should be taught by being associated with the related courses such as hadith, fiqh, tafsir, aqaid, kalam, Islamic ethics and oratory and vocational practice. 7. It should be considered that the Basic Religious Knowledge Course will constitute a foundation for future learnings. Accordingly, the subjects and learning outcomes should be taught at basic level and the practices that will cause students to prejudge and dread should be avoided. 8. The course book/training material should be prepared according to the dimensions given in the following table.

FORM NUMBER OF BOOK OF BASIC RELIGIOUS KNOWLEDGE COURSE

Course Title The highest form number* Dimensions Basic Religious Knowledge 9th Grade 11 19,5 cm x 27,5 cm *The highest form number has been written. The course book/training materials to be prepared may have less number of forms.

10.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF BASIC RELIGIOUS KNOWLEDGE COURSE

UNITS NUMBER OF LEARNING OUTCOMES CLASS HOURS PERCENT OF CLASS HOURS 1. Our World of Faith 7 6 16,66

2. Our Life of Ibadah 17 10 27,77 3. Outlines of Islamic Ethics 8 6 16,66 4. Ethical Behaviours 6 8 22,22 5. Etiquette 9 6 16,66

TOTAL 47 36 100

66 67 Teaching Program For Basic Religious Knowledge Course UNIT 5 ETIQUETTE Greeting Etiquette Speaking Etiquette Science Etiquette Etiquette Table Clothing Etiquette Etiquette Travelling Etiquette Visiting Shopping Etiquette Media and Information Et - iquette 1. 2. 3. 4. 5. 6. 7. 8. 9. UNIT 4 Justice Chastity Decency and Modesty Pacta sunt servanda Breach of trust Humility Mercy and Compassion Courage Lie Gossip Slander Jealousy Bad Impression Theft Wasting Cruelty ETHICAL BEHAVIOURS (agreements must be obeyed) 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8. 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 2.8. Positive Attitudes and Behaviours Positive Attitudes and Behaviours Negative Bad Habits 1. 2. 3. UNIT 3 Purpose and Subject of the Sources of the Islamic Ethics Ethics-Good Manners Rela - Allah Our Duties towards Our Duties towards our Our Duties towards the Our Duties towards People OUTLINES OF ISLAMIC ETHICS Islamic Ethics tionship Prophet Qur’an 1. 2. 3. 4. 5. 6. 7. - UNIT 2 Intention Ikhlas Compatibility with sun - Ablution Ghusl Tayammum OUR LIFE OF IBADAH Good Deeds Prayer and Tawbah nah 2.1. 2.2. 2.3. 4.1. 4.2. 4.3. Concept of Ibadah Acceptance of Conditions for Faith-Ibadah Relationship Ibadah-Cleanliness Rela Salat Miraj of Mumin: Evil: Ram - Shield against the Helping:and Sharing Infaq, Visiting Allah’s Home: Hajj Declaration of Servitude and Ibadah tionship adan and Fasting Sadaqah and zakat and Umraj Sincerity: Sacrifice 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. UNIT 1 kalima tawhid kalima shahadat Faith in Allah Faith in Angels Faith in Holy Faith in Prophets Faith in Afterlife Faith in Destiny Book and Predestination 3.1. 3.2. 4.1. 4.2. 4.3. 4.4. 4.5. 4.6. Human and Religion toRelated Concepts Expression of Verbal Faith Fundamentals OUR WORLD OF FAITH Faith Faith 1. 2. 3. 4.

66 67 Teaching Program For Basic Religious Knowledge Course Explanations learning outcomes, the faith-Islam-benevolence relationship will th and 7 learning outcome, the source of religion will be explained by means of theof means by explained be will religion of source the outcome, learning learning outcome, the concept of esrefi mahlukat (the most honourable ofhonourable most (the mahlukat esrefi of concept the outcome, learning learning outcome, the concepts of profession, acknowledgement, element,acknowledgement, profession, of concepts the outcome, learning learning outcome, it will be highlighted that faith in tawhid is important the th st nd rd th Islam and tawhid will not be possible without faith in messengerhood of our Prophet. For the 6 the created ones) will be mentioned. 2 the For In the unit, the faith fundamentals will be explained by being associated with the reşat - the with associated being by explained be will fundamentals faith the unit, the In verses the from examples the of use making and Courses Kalam and Aqaid of units ed of faith on ethical Also, positive effects of the Qur’an and hadiths without giving details. development of people will be mentioned. 1 the For Concepts: religion, faith, Islam, tawhid, aqide, taqlid, tahqiq, angel, prophet, afterlife, destiny, yaqin, acknowledgement, element, predestination, Diniyye. Zarûrât-ı yaqin (certainty), ijmal (total observance) and tafsil (detailed observance) will be men - be will observance) (detailed tafsil and observance) (total ijmal (certainty), yaqin tioned. For the 4 verses of the Qur’anThe concept of innateness will and hadiths without giving details. approach. be emphasized and the definition of religion will based on scholars’ 3 the For be mentioned briefly. be It mentioned will briefly. be emphasized that a person who denies one of zarûrât-ı diniyye (obligations of religion) will be deemed to deny whole religion. Learning Outcomes explain the purpose of creation hu - define the concept of religion. explain the concepts related to faith. explain kalima tawhid and sa - explain the faith fundamentals of byfundamentals faith the ground Fundamentalsfaith the comprehend At the end of this unit, students: man by means of examples from thefrom examples of means by man verses of the Qur’an and hadiths. hahadat. Islam. Qur’anthe of verses the of means and hadiths. holistically. 1. 2. 3. 4. 5. 6. 7. Subjects kalima tawhid kalima shahadat Faith in Allah Faith in Angels Faith in Holy Book Faith in Prophets Faith in Afterlife Faith in Destiny and Predestination 3.1. 3.2. 4.1. 4.2. 4.3. 4.4. 4.5. 4.6. Human and Religion Concepts Related to Faith Expression of Faith Verbal Faith Fundamentals

1. 2. 3. 4. 1. OUR WORLD OF FAITH OF WORLD OUR 1. Unit

68 69 Teaching Program For Basic Religious Knowledge Course Explanations learning outcome, the goods and learning outcome, the learning outcome, it will be informed learning outcome, the subject will be th learning outcome, in the context of learning in the context outcome, learning outcome, istinja and istibra learning outcome, the importance of learning outcome, the subject will be th th nd th th th people for/to which zakat will be given will be mentioned. For the 13 limited with ihram, Arafat, Muzdalifah, Mina, ta - limited with ihram, waf and say. For the 15 in the light of Verse 18 of Surah Ibrahim and 18 of Verse of light in the deeds qafirs’ that al-Kahf Surah of 105-106 Verse will not be included in the scope of good deeds. For the 2 will be mentioned. the 7 For limited with suhur, imsaak, iftar, tarawih salat, imsaak, iftar, limited with suhur, mukabala and Sadaqatul Fitr. 10 the For Concepts: ibadah, intention, ikhlas, sunnah, taharat, ablu - ghusl, tion, tayammum, infaq, sadaqah, zakat, tawaf, sa’y. principles, the subjects of willingness, facility and facility willingness, of subjects the principles, ibadah will be men - scope of well as capability as tioned. For the 5 mosque and salat with congregation (jamaah) will (jamaah) congregation with salat and mosque be mentioned. For the 9 Learning Outcomes explain the provisions related to zakat and sadaqah. distinguish between hajj and umrah. explain the concepts related to hajj. explain the place of sacrifice ibadah in religion. say the scope of good deeds. people’s in tawbah and prayer of importance the recognize are willing to perform ibadahs. explain the outlines of performance hajj. explain the concept of ibadah. explain the conditions for acceptance of ibadahs. interpret the relationship between faith and ibadah. Qur’anthe of verses the of examples give demon - to hadiths and explain how to perform ablution, ghusl and tayammum. explain the types, fards, wajibs and sunnahs of salat. give examples of performance salat by their types. Qur’anthe of verses the of examples give demon - to hadiths and explain the concepts related to Ramadan and fasting. strate the place and importance of cleanliness for ibadahs. strate the place of Ramadan and fasting in religion. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. life and religion. 17. At the end of this unit, students: - Subjects Intention Ikhlas Compatibility with sunnah Ablution Ghusl Tayammum Good Deeds Prayer and Tawbah 2.1. 2.2. 2.3. 4.1. 4.2. 4.3. Concept of Ibadah Acceptance of Ibadah Conditions for Faith-Ibadah Relationship Ibadah-Cleanliness Relationship Salat Miraj of Mumin: Shield against the Evil: Ramadan and Sharing and Helping: Infaq,Sadaqah Home: Allah’s Umraj Visiting and Hajj Servitude and Sinceri Declaration of

Fasting and zakat 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. ty: Sacrifice 2. OUR LIFE OF IBADAHS OF LIFE OUR 2. Unit

68 69 Teaching Program For Basic Religious Knowledge Course

Unit Subjects Learning Outcomes Explanations

1. Purpose and Subject At the end of this unit, For the 1st learning outcome, the definition of ethics will of the Islamic Ethics students: be made and the basic concepts related to it will be men- 2. Sources of the Is- 1. explain the purpose tioned briefly. lamic Ethics and subject of the Is- For the 2nd learning outcome, the sources of the Qur’an 3. Ethics-Good Man- lamic ethics by means will be limited with the Qur’an and sunnah. Different ners Relationship of the verses of the theories related to the source of ethics will not be men- Qur’an and hadiths. tioned. 4. Our Duties towards rd Allah 2. explain the sources of For the 3 learning outcome, it will be highlighted that the Islamic ethics. one of the purposes of education is to raise ethical in- 5. Our Duties towards dividuals. our Prophet 3. explain the ethics-good manners rela- For the 5th learning outcome, the subjects of marifat, 6. Our Duties towards tionship. ubudiyah, mohabbat, tazim, submission, tawbah, takwa, the Qur’an 4. interpret the relation- havf (fear) and reca (hope) will be mentioned briefly. 7. Our Duties towards ship between faith, iba- For the 6th learning outcome, the subjects of mohabbat, People dah and ethics. obeying the sunnahs and submission will be mentioned 5. pay attention to fulfill- briefly. Also, the hadiths related to salat and salaam will ing their duties towards be introduced. Allah. For the 7th learning outcome, respect and decency for

3. OUTLINES OF ISLAMIC ETHICS 6. are willing to fulfil the Qur’an and recitation, understanding and living of their duties towards our the Qur’an will be mentioned briefly. Prophet. For the 8th learning outcome, the subjects of rightful 7. pay attention to fulfill- share and safety of life, property and chastity as well ing their duties towards as respect, love and sharing of sorrow and joy will be the Qur’an. mentioned briefly. 8. comprehend their du- Concepts: ties towards people. Ethics, good manners, marifat, mohabbat, tazim, ubudiyah, submission, tawbah, takwa, havf, reca, salawat.

Unit Subjects Learning Outcomes Explanations

1. Positive Attitudes and Behaviours At the end of this unit, The unit subjects will be explained 1.1. Justice students: by means of the true events from the 1.2. Chastity 1. ground good ethical history of Islam, especially the verses 1.3. Decency and Modesty behaviours by means of of the Qur’an and hadiths. th 1.4. Pacta sunt servanda verses of the Qur’an and For the 4 learning outcome, it will be (agreements must be obeyed) hadiths. highlighted that it is haram to exploit 1.5. Breach of trust 2. are willing to respect an orphan’s money. th 1.6. Humility good ethical behaviours. For the 6 learning outcome, the 1.7. Mercy and Compassion 3. ground negative harms of smoking, drinking alcohol and using drugs will be mentioned. 1.8. Courage behaviours by means of 2. Negative Attitudes and verses of the Qur’an and Concepts: Behaviours hadiths. justice, agreement, loyalty, deceny, 2.1. Lie 4. pay attention to courage, gentleness, altruism, 2.2. Gossip keeping away from negative chastity, modesty, good impression, behaviours. bad impression, sanctimony, jealousy. 4. ETHICAL BEHAVIOURS 2.3. Slander 2.4. Jealousy 5. pay attention to being moderate and consistent in 2.5. Bad Impression their behaviours. 2.6. Theft 6. recognize the negative 2.7. Wasting effects of bad habits on body 2.8. Cruelty and mental health. 3. Bad Habits

70 71 Teaching Program For Basic Religious Knowledge Course

Unit Subjects Learning Outcomes Explanations

1. Greeting Eti- At the end of this unit, stu- The unit subjects will be explained by means of the quette dents: true events from the history of Islam, especially the 2. Speaking Eti- 1. explain the points to be con- verses of the Qur’an and hadiths. quette sidered for greeting. For the 1st learning outcome, the subject will be ex- 3. Science Eti- 2. explain the points to be con- plained in the light of our Prophet’s sunnah. quette sidered for speaking. For the 3rd learning outcome, science etiquette will be 4. Table Etiquette 3. recognize the necessary mentioned briefly in the light of verses of the Qur’an and hadiths. 5. Clothing Eti- ethical dimensions for learning th th quette and teaching science. For the 4 and 5 learning outcomes, the subjects of keeping away from vanity and saving and sharing our 6. Travelling Eti- 4. pay attention to being mod- food with others will be highlighted. Also the impor- quette erate in eating and drinking. tance of halal earning will be emphasized. 5. pay attention to being mod- 7. Visiting Etiquette th erate and keeping away from For the 6 learning outcome, it will be mentioned that 8. Shopping Eti- vanity in clothing. it is important to respect environment and people on 5. ETIQUETTE quette private or mass transport vehicles and violation of traf- 6. comprehend the principles 9. Media and Infor- fic rules is also violation of rightful share. of travelling etiquette. mation Etiquette For the 9th learning outcome, respecting privacy, 7. explain the visiting etiquette avoiding violation of personal rights and time wasting by means of verses of the will be highlighted in terms of use of social media and Qur’an and hadiths. internet. 8. comprehend the halal-haram measure in shopping. Concepts: 9. Use communication means Good manners, greeting (salaam), science, kindness, properly and suitably. decency, Silatu’r-Rahm (maintaining the bonds of kinship), tasattur, livelihood, halal, haram, saving.

70 71 Teaching Program For Seerah Course

72 73 Teaching Program For Seerah Course

Teaching Program For Seerah Course

72 73 Teaching Program For Seerah Course

11. APPLICATION OF TEACHING PROGRAM FOR SEERAH COURSE

11.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF TEACHING PROGRAM FOR SEERAH COURSE

Seerah is the name of the discipline that studies Hazrat Muhammad’s (s.a.w.) life, personality, conveying activities and political and military struggles. The interest in our Prophet’s life and personality arises from his importance and value for the Qur’an, Islam and Muslims. It is informed in the Qur’an that our Prophet was sent as mercy upon the universes for his good ethics and he was the last prophet. It is highlighted that he is assigned with purifying individuals and communities by conveying the divine orders and prohibitions and with teaching the holy book and divine wisdom. Therefore, it is ordered to obey our Prophet, take him as a model and love him more than anyone else. Our Prophet is an ideal model for everyone for their whole life. His life is a plain and liveable model that can be followed by everyone. He was the best model that lived based on the fundamentals of the Qur’an. While the Teaching Program for Seerah Course was being developed, the sources of the Qur’an, hadith, seerah and history were taken as basis. The information related to social and religious situation in Arabian Peninsula before Hazrat Muhammad’s (s.a.w.) messengerhood, his life before revelation, his conveying Islam, his struggle in Mecca, his versatile leadership in Medina and associated developments as well as his exemplary personality will be given so that students can know our Prophet and understand the Islam better. The Teaching Program for Seerah Course has been structured as four units in Anatolian Imam Hatip High Schools. The Teaching Program for Seerah Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: • To know the geographical structure of Arabian Peninsula as well as social, cultural, economic and religious characteristics of Mecca and Yathrib before the Islam, • To explain Hazrat Muhammad’s (s.a.w.) life and personal traits before he became a prophet, • To recognize the need for our Prophet for correct understanding of the Islam, • To know Hazrat Muhammad’s (s.a.w.) prophethood life and the events during his life in Mecca and Medina in historical context, • To comprehend the individual and social aspects of our Prophet’s exemplary personality. • To know our Prophet’s life based on a holistic perspective. 11.2. THE POINTS TO BE CONSIDERED FOR APPLICATION OF THE TEACHING PROGRAM

1. Seerah Course should be taught within the framework of the knowledge on our Prophet’s personality and prophethood given by the Qur’an and in the light of methods of the science of history based on the primary sources. 2. The Seerah Course should aim to ensure that students know our Prophet and comprehend his place in our lives. 3. “TDK Spelling Book” is taken as basis for spelling of the words, concepts and phrases specific to the field in the Teaching Program. However, the spelling rules of Turkiye Diyanet Foundation, Center for Islamic Studies (ISAM) may be preferred provided that consistency in spelling rules is ensured. 4. While the units of Seerah Course are being prepared, the literary texts related to the subjects should be used and the discourse should reflect the love and loyalty for/to our Prophet. In this context, different usages of expressions of the love and respect for/to our Prophet should be used. 5. At the end of units in the Seerah Course, short reading texts that are suitable for the content of the unit and high- light our Prophet’s exemplariness and ethical qualifications should be given. 6. The course book/training material should be prepared according to the dimensions given in the following table.

74 75 Teaching Program For Seerah Course

FORM NUMBER OF BOOK OF SEERAH COURSE

Course Title The highest form number* Dimensions

Seerah 10th Grade 10 19,5 cm x 27,5 cm *The highest form number has been written. The& course book/training materials to be prepared may have less number of forms. 11.3. UNITS, NUMBER OF LEARNING OUTCOMES AND CLASS HOURS OF TEACHING PROGRAM FOR SEERAH COURSE

NUMBER OF LEARNING PERCENT OF CLASS UNITS CLASS HOURS OUTCOMES HOURS

1. Pre-Islamic Arabian Peninsula 5 8 11,11

2. Hazrat Prophet’s Life Before His Messengerhood 6 12 16,66

3. Hazrat Prophet’s Messengerhood in Mecca 13 26 36,11

4. Hazrat Prophet’s Messengerhood in Medina 8 26 36,11

TOTAL 32 72 100

74 75 Teaching Program For Seerah Course UNIT 4 uffah (“the peoplethe bench”) of uffah ṣ - ṣ Construction of Al-Masjid an-Nabawi Construction of Ahl a Muhajir-Ansar Brotherhood Medina Contract Azan Invitation to Salat: Building of Medina Bazaar Changing of Qibla Permission of War The First Sariyyas Ghazwa Badr Ghazwa Uhud Incident of Raji and Bi’ri Mauna Ghazwa Khandaq of Hudaybiyyah Treaty Conquest of Mecca Ghazwa Hunayn Jews Christians 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 2.8. 2.9. 4.1. 4.2. Formation of the Islamic Community in Medina Ghazwas and Sariyyas Nifaq and Munafiq Relationships with Members of Other Reli - Letters of Invitation to the Islam Discussion with Delegations Farewell Hajj and Sermon Death Our Prophet’s gions 1. 2. 3. 4. 5. 6. 7. 8. HAZRAT PROPHET’S MESSENGERHOOD IN MEDINA UNIT 3 The First Revelation Confidential and Public Invitation The First Muslims Those who General Characteristics of Mushrik’s Reasons for Objecting to In - Medinan Period and Cruelty Yathrib of Inhabitants with Contact First Aqaba Pledges Migration to Yathrib Migration of Muslims Migration of our Prophet Arrival in Cuba Adopted the Islam in Mecca vitation to the Islam 2.1. 2.2. 2.3. 3.1. 3.2. 3.3. 9.1. 9.2. Religious Situation in Pre-Messengerhood Messengerhood and our Prophet Meccain Islam the to Invitation to Reactions Abyssinia Migration (Hegira) to and Hazrat Umar’s (r.a.) Hazrat Hamza’s Boycott Years to Taif Travel Israa and Miraj Search of a New Homeland Period (r.a.) Becoming Muslim 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 10.1. 10.2. 10.3. HAZRAT PROPHET’S MESSENGERHOOD IN MECCA UNIT 2 HAZRAT PROPHET’S LIFE Our Prophet’s Lineage and Our Prophet’s Birth and Our Prophet’s Youth Our Prophet’s Matu - Ethical Prophet’s Our Contempla - Our Prophet’s BEFORE HIS MESSENGERHOOD Family Childhood rity before his Prophethood Days in Hira tion (Tafakkur) 1. 2. 3. 4. 5. UNIT 1 PRE-ISLAMIC Religious Life Political Life Social Life Cultural Life Mecca Taif Yathrib ARABIAN PENINSULA 3.1. 3.2. 3.3. 3.4. 4.1. 4.2. 4.3. Importance of Learning OurLearning of Importance Basic Concepts and Sources Ara - Overview of Pre-Islamic Pre-Islamic Hejaz Prophet’s Life Prophet’s of Sciene Seerah bian Peninsula 1. 2. 3. 4.

76 77 Teaching Program For Seerah Course

Unit Subjects Learning Outcomes Explanations

1. Importance of Learn- At the end of this unit, stu- For the 2nd learning outcome, the sources will be limit- ing Our Prophet’s Life dents: ed with the Qur’an, authentic hadiths and the sources 2. Basic Concepts and 1. comprehend the impor- of the first period. Also, the students will be informed Sources of Sciene of tance of learning our Proph- about how to reach the basic sources and benefit Seerah et’s life for understanding the from them. rd 3. Overview of Pre-Is- Islam. For the 3 learning outcome, the socio-cultural life of lamic Arabian Penin- 2. recognize the importance Hejaz will not be mentioned in detail. The necessary th sula of knowing the basic sourc- details will be given while the 5 learning outcome is being taught. 3.1. Religious Life es and concepts of science of Seerah for getting to know For the 3rd and 4th learning outcomes, the concept of 3.2. Political Life our Prophet. jahiliyyah and jahiliyyah mentality will be explained by 3.3. Social Life 3. know the geographical, means of verses of the Qur’an and hadiths. It will be 3.4. Cultural Life political, social, cultural and highlighted that jahiliyyah mentality isn’t limited with 4. Pre-Islamic Hejaz religious characteristics of a certain era. th 4.1. Mecca the Pre-Islamic Araian Pen- For the 5 learning outcome, important incidents such insula. as Hazrat Abraham’s (a.s.) and Hazrat Ismail’s (a.s.) 4.2. Taif 4. explain the concept of ja- tawhid struggle, re-construction of Qaba and Incident 4.3. Yathrib hiliyyah and general charac- of Elephant will be mentioned. Also, the social struc- teristics of jahiliyyah mental- ture and religious groups in Yathrib will be introduced. 1. PRE-ISLAMIC ARABIAN PENINSULA ity. Concepts: 5. know the historical, reli- Seerah, tawhid, hanif, shirk, jahiliyyah, bedouin, gious, social and cultural life hadhari, dârun nedve (meeting building), harem, of Pre-Islamic Hejaz. Mu’allaqat, fijar.

Unit Subjects Learning Outcomes Explanations

1. Our Prophet’s Line- At the end of this unit, stu- For the 3rd learning outcome, the information on age and Family dents: our Prophet’s joining in hilfu’l-fudûl (Confederacy of 2. Our Prophet’s Birth 1. know our Prophet’s line- Rights), his engagement in commerce and marriage and Childhood age and family environment. with Hazrat Hatice (r.a.) and their children will be given. However, the rumours related to Hazrat Hatice’s 3. Our Prophet’s Youth 2. explain our Prophet’s (r.a.) marriage age will not be addressed. 4. Our Prophet’s Ethi- childhood period. For the 4th learning outcome, the importance of loyal- cal Maturity before his 3. explain general character- ty and fidelity underlining our Prophet’s marriage will Prophethood istics of our Prophet’s youth be highlighted. 5. Our Prophet’s Con- period. For the 5th learning outcome, our Prophet’s arbitra- templation (Tafakkur) 4. take our Prophet’s re- tion in Ka’bah and his reputation as al-amin (trust- Days in Hira lationships with his family worthy) and the subjects that demonstrate his ethical members as an ideal model. maturity like keeping away from the jahiliyyah life will 5. take our Prophet’s be introduced. pre-prophethood virtuous For the 6th learning outcome, it will be mentioned that behaviours as model. our Prophet contemplated in Hira with regard to cre- 6. consider our Prophet’s ation of the universe and he was uncomfortable with contemplation (tafakkur) pe- the ethical corruptions within the society. The devo- riod in Hira. tional (taabbudi) issues like ibadah will not be told. Concepts: prophethood, messengerhood, hanif, tafakkur, hil-

2. HAZRAT PROPHET’S LIFE BEFORE HIS MESSENGERHOOD fu’l-fudûl, guardianship, al-amin, conveying (tabligh), chastity, sidq.

76 77 Teaching Program For Seerah Course Explanations learning outcomes, the Hegira (mi - th learning outcome, the concept of pledgeof concept the outcome, learning learning outcome, Jafar ibn Abi Talib’s Talib’s Abi learning outcome, Jafar ibn learning outcome, the first Friday salat and and 13 learning outcome, the subject will be ad - th th th th learning outcome, the responsibility given by learning outcome, the Quraysh musriqs’ boy - musriqs’ learning outcome, the Quraysh th rd th learning outcome, brief information on the re - st related verses of the Qur’an will be mentioned. For the 12 Speech in the court of Najashi will be told. For the 7 and its importance as well as sahabah’s loyalty will be and its importance as well sahabah’s mentioned. For the 12 Concepts: messenger - (tabligh), conveying invitation, revelation, hood, interregnum(fatrat), Ashara Mubashara (the ten who were promised Paradise), sahabah, israa, miraj, pledge, hegira. For 1 dressed in the light of verses Qur’an and authentic hadiths. Also, the incident of Miraj and performance of salat for five times a day will be emphasized. the 10 For cott ofaloneProphet our leave to order in Hashemites men - be will sorrow of year the Also, focused. be will tioned. For the 9 revelation to our Prophet and the basic principles of in - Also, the first revelation and vitation will be introduced. the period after it will be mentioned. In this part, Darul Arqam) will also be mentioned. Arqam (House of For the 5 gration) will be explained in the light of verses Qur’an and hadiths. gions where religions are dominant will be given without details. For the 3 Learning Outcomes comprehend the importance of Aqaba Pledges for comprehend the importance of comprehend the reasons and importance of mi - activities in Cuba. explain our Prophet’s examine the social, political, economic and cultur - explain the religious situation of the world before ourbefore world the of situation religious the explain historythe for prophethood of importance the recognize invita - and the Islam to invitation Prophet’s explain our conveying Prophet’s our to reactions the consider explain the reasons and results of migrations (hegira) and (r.a.) interpret the contributions of Hazrat Hamza’s explain the pressures exerted by Quraysh musriqs on travel interpret the reasons and results of our Prophet’s andIsraa of incident the of importance the recognize Prophet’s messengerhood. Prophet’s of humanity. tion method. (tabligh) together with their reasons. to Abyssinia. ofstrengthening to Muslim becoming Umar’sHazrat (r.a.) Muslims. Muslims. to Taif. Miraj for our Prophet and Muslims. At the end of this unit, students: spread of Islam in Yathrib. Yathrib. spread of Islam in gration to Yathrib. al results of the Hegira. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Subjects Migration of Muslims Migration of our Prophet Arrival in Cuba The First Revelation Confidential and Public Invitation The First Muslims Those who General Characteristics of Mushrik’s Reasons for Objecting to Medinan Period and Cruelty - Yath First Contact with Inhabitants of Aqaba Pledges Migration to Yathrib Adopted the Islam in Mecca Invitation to the Islam rib 2.1. 2.2. 2.3. 3.1. 3.2. 3.3. 9.1. 9.2. 10.1. 10.2. 10.3. Religious Situation in Pre-Messengerhoodin Situation Religious Messengerhood and our Prophet Mec - Islam in to the Invitation Reactions to Abyssinia Migration (Hegira) to Umar’sHazrat and (r.a.) Hamza’s Hazrat Boycott Years to Taif Travel Israa and Miraj Search of a New Homeland

Period ca Becoming Muslim (r.a.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 3. HAZRAT PROPHET’S MESSENGERHOOD IN MECCA IN MESSENGERHOOD PROPHET’S HAZRAT 3. Unit

78 79 Teaching Program For Seerah Course

Unit Subjects Learning Outcomes Explanations

1. Formation of the Islamic At the end of this unit, In the unit, the subjects related to ibadah and mua- Community in Medina students: malat such as assignment of the ibadahs of fasting, 1.1. Construction of 1. explain the forma- zakat and hajj as fard and alcohol, interest and sim- Al-Masjid an-Nabawi tion process of Is- ilar ones as haram as well as obligation of tasattur 1.2. Ahl aṣ-ṣuffah (“the lamic community in will be mentioned by considering chronology. people of the bench”) Medina. For the 1st learning outcome, the following will be 1.3. Muhajir-Ansar Broth- 2. consider sariyyas emphasized: the state system established by our erhood and ghazwas by their Prophet in Medina; his leadership and training quali- 1.4. Medina Contract reasons and results. fications; social function of Al-Masjid an-Nabawi; importance of the first census in Medina and Medina 1.5. Invitation to Salat: 3. interpret our Proph- contract for social life and importance of organization Azan et’s method of strug- of bazaar by our Prophet in Medina for Muslisms’ 1.6. Organization of Medi- gling with munafiqs. na Bazaar economic independence. 4. comprehend the For the 2nd learning outcome, the conepts of sariyya 1.7. Changing of Qibla principles on which and ghazwa will also be mentioned. 2. Ghazwas and Sariyyas our Prophet’s rela- nd rd th 2.1. Permission of War tionships with mem- For the 2 , 3 and 4 learning outcomes, the impor- 2.2. The First Sariyyas bers of other religions tance of jihad will also be mentioned. 2.3. Ghazwa Badr are based. For the 3rd learning outcome, the subject will be 2.4. Ghazwa Uhud 5. explain the place explained by means of the related verses of Surah 2.5. Incident of Raji and of letters of invitation Al-Baqarah, Surah at-Tawbah and Surah al-Mu- Bi’ri Mauna to the Islam within nafiqun. 2.6. Ghazwa Khandaq our Prophet’s tabligh For the 4th learning outcome, the situation of three 2.7. Treaty of Hudaybi- (conveying). Jewish tribes in Medina will be mentioned. Banu Qa- yyah 6. interpret the impor- ynuqa, Banu Nadir and Banu Qurayza and Khaybar 2.8. Conquest of Mecca tance of Farewell Hajj Battles will be mentioned briefly. Also, in the scope 2.9. Ghazwa Hunayn and universal mes- of relationships with Christians, Nejran Delegation, 3. Nifaq and Munafiq sages given in Fare- Battle of Mu’tah and Expedition to Tabouk will be 4. Relationships with Mem- well Sermon. introduced. th 4. HAZRAT PROPHET’S MESSENGERHOOD IN MEDINA bers of Other Religions 7. explain the effect of For the 7 learning outcome, the love for the Proph- 4.1. Jews our Prophet’s death et and ahl al-bayt will be addressed in the light of 4.2. Christians on Muslims. verses of the Qur’an. 5. Letters of Invitation to the 8. are willing to have Concepts: Islam our Prophet’s ethi- Ansar, Muhajir, Ravza-i Mutahhara (Prophet Mu- 6. Discussion with Delega- cal characteristics in hammad’s Tomb), jihad, ghazwa, sariyya, consulta- tions their lives. tion, muahat (fellowship), nifaq, ahl al-kitab, sene- 7. Farewell Hajj and Sermon tu’l-vufud (Year of Delegations). 8. Our Prophet’s Death

78 79 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

80 81 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

T. R MINISTRY OF NATIONAL EDUCATION

Teaching Program For Vocational Arabic Course (11th and 12th Grades)

80 81 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

12. APPLICATION OF TEACHING PROGRAM FOR VOCATIONAL ARABIC COURSE

12.1. BASIC PHILOSOPHY AND GENERAL PURPOSES OF THE PROGRAM

The vocational courses of Anatolian Imam Hatip High Schools consist of the basic disciplines included in the field of Islamic sciences. These disciplines have emerged in order to understand the Qur’an and hadiths and materialize them. The Islamic sciences have used the Arabic language as the language of science throughout the history. The oldest and most recognised resources in the sicences such as tafsir, hadith, fiqh, aqaid and seerah have been written in the Arabic language. Therefore, Arabic has an important place in teaching of religious sciences. The Vocational Arabic Course is especially important for teaching of the literature of vocational courses in Anatolian Imam Hatip High Schools. In Anatolian Imam Hatip High Schools, 9th and 10th grade students are enabled to acquire four basic language skills suitably for their levels in the Arabic Course. Additionally, they have been taught the literature related to the Islamic sciences in the courses such as basic religious knowledge, fiqh, hadith, seerah and tafsir as from the 9th grade class. That is why the Teaching Program for Vocational Arabic Course has been structured in a way to support the subjects, learning outcomes, concepts and skills in the vocational courses of Imam Hatiop High Schools. While the themes and learning outcomes were being created in the Teaching Program for Vocational Arabic Course, the “spiral structure” was taken into account. The themes in the teaching program were created considering the contents of some classes in the vocational courses of Imam Hatip High Schools. The activities, concepts and skills that are suitable for the contents of themes were included. The Teaching Program for Vocational Arabic Course aims to enable students to do the following in accordance with “the General Purposes and Basic Principles of the Turkish National Education” stated in the Basic Law of National Education numbered 1739: (1) To benefit from the classical/current Arabic literature and texts of the Islamic sciences, (2) To reinforce the learning outcomes acquired in the vocational courses of Imam Hatip High Shools, (3) To improve the skills of listening-comprehension, speaking, reading-comprehension and writing in Arabic language, (4) To learn certain grammar rules, (5) To follow visual, auditory and written sources that are suitable for their levels, (6) To maintain their interest and willingness to learn Arabic. 12.2. VISION OF THE PROGRAM

The vision of the Teaching Program for Vocational Arabic Course (11th-12th Grade Classes) is to: raise the individuals who are advanced in “four basic language skills” and the skills of “knowing and using basic religious sources” and “understanding and interpreting the religious texts” and who can benefit from the the classical/current Arabic literature and texts of the Islamic sciences.

82 83 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

12.3. THE PRINCIPLES AND EXPLANATIONS FOR APPLICATION OF THE TEACHING PROGRAM FOR VOCATIONAL ARABIC COURSE/WRITING OF THE COURSE BOOK (EDUCATIONAL INSTRUMENT)

(1) The texts/dialogues included in the themes have been formed by using the classical/current sources (tafsir, hadith, seerah and kalam etc.) of the Islamic sciences and considering the students’ levels. (2) The Teaching Program has been structured as skill-based. While the subjects and learning outcomes are being taught, the activities that aim to acquire the basic skills are involved. (3) The learning outcomes have been classified based on four language skills. It is not obligatory to follow the ordering of learning outcomes included in the themes. It is possible to make a change in the order of learning outcomes while the themes are being taught. The activities that enable students to acquire the skills of creating materials and use them in a way to learn themselves are involved. (4) For accentuation in sentences/texts/dialogues, the letters before the extended letters and demonst- rative and personal pronouns that are used before ta-marbuta (tied ta) and repeated frequently are written without accentuation. Also, interrogatives, prepositions and the letters at the end of words are written without accentuation unless it is obligatory. (5) The verses of the Qur’an that are included in the themes are written according to Hafiz Osman’s script and all of the letters are accentuated. Also, the hadith texts are also completely accentuated. (6) The verses of the Qur’an, hadiths, poems and sayings that are suitable for the contents can be introduced at the end of themes. (7) The grammatical rules are taught by being supported by simple and comprehensible activities. (8) It is paid attention to giving examples of the verses of the Qur’an and hadiths and words of wisdomt- hat are suitable for the students’ levels while the grammatical subjects are being taught. (9) The teaching program has been prepared on the basis of the spiral approach which is based on re- petition of the learned knowledge and addition of the new knowledge to the learned ones gradually. Therefore, while the subjects related to the learning outcomes are being taught, such approach is taken into account. (10) A student-centred approach is considered while the learning outcomes are being addressed. In this scope, the learning-teaching activities are involved in an order from easy to difficult; simple to complex and concrete to abstract. (11) While addressing the contents related to the themes, a/an (inductive) structure that follows a gradual order, e.g. words-patterns- sentences-dialogues and/or texts, and then vice versa, e.g. an analytical (deductive) structure are taken into account. (12) While the subjects are being taught, the activities that enable students to guess the meanings of words from the context are involved. (13) “Contents and Linguistic Structures” included in the program don’t constitute a goal but an instrument for achieving the target learning outcomes of the program. Therefore, the learning and teaching processes shouldn’t be seen just as “teaching of grammer”. (14) The course book/training material is prepared according to the dimensions given in the following table.

FORM NUMBER OF BOOK OF VOCATIONAL ARABIC COURSE

Course Title The highest form number* Dimensions

Vocational Arabic Course 11th Grade 12 19,5 cm x 27,5 cm

* The highest form number has been taken as basis. The course book/training materials to be prepared may have less number of forms.

82 83 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

12.4. STRUCTURE OF TEACHING PROGRAM FOR VOCATIONAL ARABIC COURSE

The Teaching Program for Vocational Arabic Course has been structured as “themes”, “learning outcomes”, “explanations” and “contents and linguistic structures”. 12.4. 1. THEMES

The Teaching Program for Vocational Arabic Course consists of totally 12 themes including 6 themes for each grade level. The themes have been created taking into account the purposes of the teaching program, students’ cognitive, emotional and psycho-motor development as well as the course contents and their relationship with other courses. 12.4. 2. LEARNING OUTCOMES

Learning outcomes refer to all of knowledge, skills, attitudes, behaviours and values expected to be acquired by students at the end of the learning -teaching process. Students’ development in the fields of learning is based on the ability to have learning outcomes Therefore, the learning outcomes have been created considering the purposes of the teaching program and the knowledge, skills and attitudes targeted to be acquired in the program.

12.4. 3. EXPLANATIONS

“Explanations” is the part where the subjects required to emphasized or limited with regard to the learning outcomes in the teaching program are given. Achievement of the learning outcomes depends on consideration of these explanations. The explanations of the learning outcomes have been given by stating their learning outcome number. Also, the parts that are marked with “!” and written italic in the tables indicate the warnings to be considered in the theme. 12.4. 4. CONTENTS AND LINGUISTIC STRUCTURE

“Contents and Linguistic Structures” is the part where the content and linguistic structures targeted to be taught with respect to the learning outcomes in the teaching program as well as the examples associated with them are given. It is aimed to give the words and concepts of this part within a text/dialogue pattern. However, the words/concepts and linguistic structures that cannot be given within a text and dialogue can be taught by means of activities. The words and concepts that require definition and explanation at conceptual level have been given in the part of “Explanations” of the related learning outcome. While the subjects are being taught, the examples of contents and linguistic structures can be diversified within the framework of the learning outcomes. However, the new examples to be used should be suitable for the theme, learning outcome and students’ levels. The expressions included in the contents and linguistic structures such as the verses of the Qur’an, hadiths, words, phrases, idioms and grammatical patterns can be given exactly. Similar, synonymous and equivalent examples that arise from the same root with ,is used (الزنــإ) them and/or included in the usage area can be given. For instance, when the expression of ( َنم لز) ( ِني لز) (لزنأ) its past and/or present, singular/plural, present participle and passive version such as can also be given. The linguistic structures targeted to be taught in the teaching program are those that are recommended for achievement of the learning outcomes. These structures should be taught considering the real communication situations.

84 85 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

12.5. THEMES AND CLASS HOURS OF VOCATIONAL ARABIC COURSE OF ANATOLIAN IMAM HATIP HIGH SCHOOLS The teaching program has been arranged for totally 216 class hours including 3 hours weekly and 36 we- eks annually for the 11th and 12th grade classes.

11th GRADE

Theme Number of Learning Class Percent of Theme title no outcomes hours class hours

1 THE ISLAM 13 18 16,66

2 THE QUR’AN 14 18 16,66

3 HADITH 11 18 16,66

4 OUR PROPHET’S PRE-HEGIRA LIFE 10 18 16,66

5 IBADAHS 11 18 16,66

6 THE ISLAMIC ETHICS 12 18 16,66

Total 71 108 100

12th GRADE

Theme Number of Learning Class Percent of no Theme title outcomes hours class hours

1 TAWHID AND SHIRK 12 18 16,66

2 PARABLES OF THE QUR’AN 12 18 16,66

3 OUR PROPHET’S POST-HEGIRA LIFE 11 16 16,66

4 RELIGIOUS PROVISIONS 11 18 16,66

5 SOCIAL LIFE IN THE ISLAM 11 18 16,66

6 THE ISLAMIC CIVILIZATION 13 20 16,66

Total 70 108 100

84 85 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

12. 6. 11th GRADE CLASS- THEMES, LEARNING OUTCOMES AND RELATED EXPLANATIONS FOR VOCATIONAL ARABIC COURSE OF ANATOLIAN IMAM HATIP HIGH SCHOOLS

CONTENTS AND THEME 1 LEARNING OUTCOMES EXPLANATIONS LINGUISTIC STRUCTURES

التوحيد At the end of this LISTENING-COMPREHENSION اإليمان unit, students: In the 2nd learning outcome, the concepts of LISTENING- faith, Islam, aqide, tawhid, acknowledgement, اإلسالم profession, iqrah, guidance and misguidance COMPREHENSION will be introduced. العقيدة List the elements and conditions .1 التصديق of faith based on the text/dialogue SPEAKING listened. st nd اإلقرار اإلكراه Know the concepts related to In the 1 and 2 learning outcomes, students .2 faith that are included in the text/ are asked to say the elements of faith and الهداية dialogue listened. faith fundamentals of the Islam using their الضاللة .Know the types of verbs that own sentences .3 are included in the text/dialogue املؤمن املنافق .listened READING املشرك الكفر SPEAKING In the 1st learning outcome, the activities such أنواع الفعل: List the elements of faith based on as question-answer, filling-in the gaps, writing .1 the text/dialogue listened/read. true/false and matching will be used. الفعل Say the faith fundamentals of the The 2nd learning outcome is limited with .2 Islam using simple sentences the concepts of faith, Islam, aqide, tawhid, المايض، ,based on the text/dialogue acknowledgement, profession, iqrah الفعل listened/read. guidance and misguidance. The activities 3. Use the types of verbs in verbal such as underlining, finding the meaning, املضارع / communication. matching, filling in the gaps and true/false are used with respect to the concepts stated in the الفعل األمر .READING text 1. Explain the faith fundamentals In the 3rd learning outcome, the activities such and elements of the Islam based as underlining, finding the meaning, matching, اإلسالم THE ISLAM on the text/dialogue read. filling in the gaps and true/false are used with 2. Recognize the concepts related respect to the concepts of mumin, munafiq, to faith that are included in the qafir and musriq. text/dialogue read. In the 4th learning outcome, the activities such 3. Classify people by their faith as true/false, filling in the gaps and matching according to the Islam based on are used with respect to the past, present and the text/dialogue read. imperative versions. 4. Know the types of verbs that are kazanımda mazi, muzari ve emir kullanımlara included in the text/dialogue read. dair, doğru yanlış bulma, boşluk doldurma, eşleştirme gibi etkinlikler düzenlenir.

86 87 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

CONTENTS AND THEME 2 LEARNING OUTCOMES EXPLANATIONS LINGUISTIC STRUCTURES

يف عهد.... -At the end of this theme, students: LISTENING LISTENING-COMPREHENSION COMPREHENSION nd التنزيل اإلنزال Exemplify the goal of descent of the In the 2 learning outcome, the .1 hadiths related to the importance ّاملدني�ة ّاملكية Qur’an by means of its verses based on the text/dialogue listened. of understanding the Qur’an will السورة اآلية الويح .Recognize the importance of under- be introduced .2 standing the Qur’an based on the text/ سبب الزنول dialogue listened. SPEAKING st 3. Recognize the adjective and noun In the 1 learning outcome, املقابلة العرض clauses stated in the text/dialogue lis- Verses 1-5 of Surah Al-Alaq are التأويل التفسري .tened. given

التدريج -SPEAKING READING 1. Make short sentences related to the احلافظ COMPREHENSION history of the Qur’an based on the text/ In the 1st learning outcome, the التكثري يف القرآن dialogue listened/read. activities that ask students to 2. Say the importance of descending find the concepts related to the جمع القرآن goal of the Qur’an and understanding history of the Qur’an that are it based on the text/dialogue listened/ stated in the part of “Content االستنساخ .read THE QUR’AN and Linguistic Structures” and اإلضافة ّالصفة Use noun and adjective clauses in ver- used in the texts/dialogue are .3 القرآن الكريم bal communication. involved. These concepts are limited with Asbab Al Nuzul, READING-COMPREHENSION tedric (gradation), revelation, 1. Know the concepts related to the history writing of revelation, submission, of the Qur’an that are written in the text/ mukabala, irregular plurals, dialogue read. copying, compilation ansd 2. Explain the process related to tehe his- reproduction of the Qur’an. tory of the Qur’an based on the text/dith alogue read. In the 4 learning outcome, the 3. Make deductions on the importance of singular, dual and plural versions goal of descent of the Quran an under- of adjective clauses will be given. standing it based on the text/dialogue However, for noun clauses, only read. their singular and irregular plural 4. Recognize the adjective and noun versions are given. clauses used in the text/dialogue read.

WRITING WRITING 1. Write a short text on the In the 1st, 2nd and 3rd learning outcomes, sentences/texts are history of the Qur’an based limited with five simple sentences. on the text/dialogue listened/ th read. In the 4 learning outcome, the activities related to nound and adjective clauses such as matching and filling in the blanks 2. Write the reasons of descent will be involved. Also, the singular, dual and plural versions of of the Qur’an based on the adjective clauses are introduced, but for noun clauses, only their text/dialogue listened/read. singular and irregular plural versions are given.

3. Write short sentences ! In this theme (especially the 1st subject), texts/dialogues are prepared related to the importance of by using the classical/current tafsir/tafsir procedure resources and understanding of the Qur’an taking into account the students’ levels. based on the text/dialogue listened/read. ! While the subjects are being taught, students are asked to guess the meanings of words that they don’t know from the context. 4. Use noun and adjective ! The singular, dual and plural versions of adjective clauses are clauses in the sentences/ introduced, but for noun clauses, only their singular and irregular texts/dialogues that they plural versions are given. write.

86 87 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

CONTENTS AND THEME 3 LEARNING OUTCOMES EXPLANATIONS LINGUISTIC STRUCTURES

احلديث At the end of this theme, LISTENING-COMPREHENSION students: أصول احلديث In the 1st learning outcome, the concepts of hadith, sunnah, qudsi hadith, nabawi LISTENING-COMPREHENSION احلديث النبوي hadith, al-jar (discrediting), al-ta dīl 1. List the concepts related to the ḥ ʻ (accrediting), sanad, matn and riwayat science of hadith used in the text/ احلديث .are introduced dialogue listened. القديس 2. Classify the hadiths by the number In the 1st learning outcome, mutawatir السنة of rawis (narrators) based on the and ahad hadiths are mentioned without the text/dialogue listened. giving details. أسباب ورود Know the noun clauses in the the .3 text/dialogue listened. احلديث SPEAKING SPEAKING السند In the 1st and 2nd learning outcomes, the 1. Say simple sentences related to activities such as “Nakish ma zamilek”, اجلرح والتعديل .the procedure of hadith based on “tahaddis” are involved التدوين .the text/dialogue listened/read 2. Speak using simple sentences التصنيف regarding hadith based on the READING HADITH

.text/dialogue listened/read احلديث In the 1st learning outcome, the activities الرواية Use noun claues in verbal .3 such as underlining, true-false and communication. الصحابة .matching will be involved ّ التابعني READING In the 2nd learning outcome, the activities ِّ such as guessing the heading, completing املحدث Recognize the concepts related to the sentences, finding the meaning and .1 the procedure of hadith in the text/ ِالتواتر matching will be involved for the concepts dialogue read. of hadith, sunnah, qudsi hadith, nabawi 2. Explain the the concepts related اآلحاد hadith, al-jarḥ (discrediting), al-taʻdīl to the procedure of hadith in the (accrediting), sanad, matn and riwayat. الصحيح .text/dialogue read 3. Know the noun clauses used in In the 3rd learning outcome, the activities the text/dialogue read such as true-false, filling in the gaps and matching are given for the usage of noun clauses.

اجلملة االسمية WRITING WRITING املبت�دأ Write a short text In the 1st learning outcome, the activities asking .1 on the procedure to write five simple sentences with the sentence اخلرب .are performed ”اكتــب ماتســمع“ of hadith based on patterns like the text/dialogue املفرد /listened/read. ! In this theme (especially the 1st subject), texts املثىن /dialogues are prepared by using the classical 2. Use noun clauses current hadith/hadith procedure resources and اجلمع .in the sentences/ taking into account the students’ levels texts/dialogues املرفوع that they write. ! In noun clauses, types of indicatives and the situations where the indicatives precede aren’t املعرفة .mentioned النكرة

88 89 Teaching Program For Vocational Arabic Course (11th and 12th Grades) الفعل السرية األمني ّ الصحايب دار األرقم دار الندوة أسوة حسنة الرسالة النبوة التبليغ الدعوة اجلملة الفعلية املفعول الفاعل احلرم الشريف احلنيف التوحيد اجلاهلية الشرك CONTENTS AND بيعة العقبة الهجرة LINGUISTIC STRUCTURES , “ زميلــك مــع ناقــش مــع زميلــك ” EXPLANATIONS are involved.

learning outcome, regarding the invitation process, learning outcome, the activities related to verb, subject learning outcome, regarding the invitation process, rd nd learning outcome is limited with the order of invitation to nd learning outcome, theactivities such as learning outcome is limited with the order of invitation st st st READING LISTENING-COMPREHENSION عــن... حتــدث “ concepts of hanif, tawhid, jahiliyyah, dârun nedve (meeting build - Arqam), shirk, tabligh, invitation and Arqam (House of ing), Darul find - underlining, as such activities the and introduced are hegira ing the meaning, matching, filling in gaps and true-false are given. In the 3 the Islam, commencement of confidential and public invitation pe - Ab - to migration invitation, the to reactions positive/negative riods, Pledges and hegira.Aqaba Taif, to travel sorrow, of yssinia, year In the 2 The 1 The 1 ” The 1 to the Islam, commencement of confidential and public invi - public and confidential of commencement Islam, the to tation periods, positive/negative reactions to the invitation, Aqaba Taif, travel to Abyssinia, year of sorrow, migration to Pledges and hegira. and passive form are performed. performed.are form passive and SPEAKING concepts of hanif, tawhid, jahiliyyah, shirk, dârun nedve (meeting areinvitation and tabligh Arqam), of (House Arqam Darul building), introduced. In the 2

LEARNING OUTCOMES Explain the stages of our Prophet’s (s.a.w.) in - (s.a.w.) our Prophet’s of stages the Explain Recognize the concepts related to invitation in used elements their and clauses verbal the Know List the stages of our Prophet’s (s.a.w.) invitation toinvitation (s.a.w.) Prophet’s our of stages the List Know the concepts related to the invitation process Know the verbal clauses in text/dialogue listened. invitation to tawhid using (s.a.w.) Explain our Prophet’s Use verbal clauses in oral communication. tawhid based on the text/dialogue listened. based on the text/dialogue listened. short sentences based on the tex/dialogue listened/ read. vitation to tawhid based on the text/dialogue read. the text/dialogue in read. process read.text/dialogue the

1. 2. 3. 1. 2. 1. 2. 3. LISTENING-COMPREHENSION SPEAKING READING At the end of this theme, students:

الهجرة قبل ﷺ د محم النيب سرية النيب محم

OUR PROPHET’S PRE-HEGIRA LIFE PRE-HEGIRA PROPHET’S OUR THEME 4

88 89 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

WRITING WRITING

1. Write a short text In the 2nd learning outcome, five simple sentences are given with the . ”اكتــب ماتســمع“ on our Prophet’s activity like (s.a.w.) In the 2nd learning outcome, the activities related to elements of a verbal invitation to caluse and its features are involved. tawhid based on the text/dialogue Use the basic tense expressions in the text/dialogue read/written. listened/read. st 2. Use verbal ! In this th91eme (especially the 1 subject), texts/dialogues clauses in the are prepared by using the classical/current seerah and hadith sentences/texts/ resources and taking into account the students’ levels. dialogues that ! In this theme, the activities related to verbal clause are they write. performed.

CONTENTS AND THEME 5 LEARNING OUTCOMES EXPLANATIONS LINGUISTIC STRUCTURES

املكلف At the end of this theme, students: LISTENING-COMPREHENSION

LISTENING-COMPREHENSION nd التكليف الفقه Recognize the concepts related to In the 2 learning outcome, it is drawn .1 attention to Ef’âl-i Mükellefin. الواجب .ibadahs in the text/dialogue listened 2. List Ef’âl-i Mükellefin (The acts SPEAKING الفرض imposed on mukallafs) based on the text/dialogue listened. While the subject related to the 1st العبادات أهلية ,Recognize “Kana and Sisters” in the learning outcome is being taught .3 املندوب احلالل text/dialogue listened. the basic concepts regarding Ef’âl-i Mükellefin are introduced. احلرام السنة SPEAKING In the 2nd learning outcome, the activities املباح املفسد List the concepts related to ibadahs like “Nakish ma zamilek”, “tahaddis .1 املستحب based on the text/dialogue listened/ an” that are related to the concepts of read. fiqh, faqih, ijtihad, fatwa and mufti and املفسد suitable for the students’ levels are 2. Speak using simple sentences involved. الفتوى /related to ibadahs based on the text dialogue listened/read. االجتهاد READING 3. Use “Kana and Sisters” in oral st nd

IBADAHS In the 1 and 2 learning outcomes,

الصوم الصالة .communication العبادات ّ for the concepts given in the part of الزكاة احلج ,”Contents and Linguistic Structures“ READING the activities such as underlining, 1. Recognize the concepts related to finding the meaning, matching, filling in ibadahs in the text/dialogue read. the gaps and true-false are involved.

rd 2. Explain the ibadahs and their In the 3 learning outcome, regarding provisions based on the text/dialogue “Kana and Sisters”, the activities such read. as finding the nouns and indicatives, introduction of their i’rab forms and 3. Explain the usage of “Kana and their use together with pronouns are Sisters” based on the text/dialogue involved. read.

90 91 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

كان وأخواتها WRITING WRITING كان صار أصبح 1. Write a text on The 1st learning outcome is limited with five simple sentences. أضىح أمىس ibadahs and ّ their provisions In the 2nd learning outcome, the students are given key words ظل مادام .”based on the and they are asked to use them with “Kana and Sisters text/dialogue مازال st listened/read. ! In this theme (especially the 1 subject), texts/ بات ليس /Use “Kana and dialogues are prepared by using the classical .2 Sisters” in the current fiqh resources and taking into account the sentences/ students’ levels. texts/dialogues ! While “Kana and Sisters” is being taught, types of that they write. indicatives and the situations where the indicatives precede aren’t mentioned.

CONTENTS AND LINGUISTIC THEME 6 LEARNING OUTCOMES EXPLANATIONS STRUCTURES األخالق احلميدة At the end of this the- LISTENING-COMPREHENSION me, students: LISTE- In the 1st learning outcome, it is paid at- األخالق السيئ�ة NING-COMPREHENSION tention to the concepts of uswa hasana 1. List the concepts related to مكارم األخالق ,(an excellent model), birr (goodness) the Islamic ethics in the text/ makarimul akhlaq (honoralble morals), حسن اخللق .dialogue listened altruism, virtue, perseverance, qizb (tell- 2. Classify behaviours as good/ كان خلقه القرآن .(ing lie) and hasad jealousy bad and proper/improper الصرب عند الصدمة based on the text/dialogue SPEAKING listened. األوىل Recognize “Inna and Sisters” In the 1st learning outcome, the students .3 احرتام الكبري / -in the text/dialogue listened. are asked to prepare an Arabic presenta tion on the ethical principles given in the العطف على الصغري SPEAKING theme and support it by the verses of the 1. Pronounce properly the con- من غشنا فليس منا Qur’an and hadiths as much as possible cepts related to the Islamic and deliver this presentation in Arabic in الفضيلة .ethics based on the text/dia- front of their friends logue listened/read. In the 2nd learning outcome, the expressions اإلخالص ّ -Speak using simple sen .2 and/or إن - لعــل / أحــس ِبـــ.. / أعجبتــي such as اإلحسان tences regarding the Islamic the attitudes and assessment against ethics based on the text/dia- these principles are involved. العدالة .logue listened/read 3. Use the sentences related READING

األمانة THE ISLAMIC ETHICS to “Inna and Sisters” in oral األخالق اإلسالمية اإليث�ار communication. In the 1st and 2nd learning outcomes, the concepts of uswa hasana birr, makarimul التوكل ,READING akhlaq, altruism, virtue, perseverance الرب Identify the concepts regard- qizb and hasad as well as the activities .1 related to these concepts such as un- الغيب�ة ing the Islamic ethics in the text/dialogue read. derlining, finding the meaning, matching, الكذب -Explain the basic concepts of filling in the gaps and true-false are in .2 the Islamic ethics based on volved. احلسد the text/dialogue read. In the 3rd learning outcome, regarding أعجبين Explain the usage of “Inna “Inna and Sisters”, the activities such as .3 َ -and Sisters” in the text/dia- finding the nouns and indicatives, intro أحب logue read. duction of their i’rab forms and their use ُّأحس .together with pronouns are involved أكره

90 91 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

ّ إن وأخواتها ّ WRITING WRITING إن ّ List the ethical prin- In the 2nd learning outcome, the text/dialogue is limited .1 أن .ciples in the text/dia- with five simple sentences ّ .logue listened/read كأن In the 3rd learning outcome, the activities of writing with ّ -Write a short text on “Inna and Sisters” accompanied by the key words/ex .2 لكن .the Islamic ethics pressions are involved ّ ليت لعل -based on the text/di alogue listened/read. ! In this theme (especially the 1st subject), texts/dialo- 3. Use “Inna and Sis- gues are prepared by using the classical/current re- ters” in the sentenc- sources and taking into account the students’ levels. es/texts/dialogues that they write. ! While “Inna and Sisters” is being taught, types of indicatives and the situations where the indicatives precede .isn’t introduced ”(ال) aren’t mentioned.”Negative Lâ

12.7. 12th GRADE CLASS- THEMES, LEARNING OUTCOMES AND RELATED EXPLANATIONS FOR VOCATIONAL ARABIC COURSE OF ANATOLIAN IMAM HATIP HIGH SCHOOLS

CONTENTS AND LINGUISTIC THEME 1 LEARNING OUTCOMES EXPLANATIONS STRUCTURES

االعتقاد العقيدة -At the end of this theme, stu- LISTENING-COMPREHEN dents: SION العقائد -In the 1st learning outcome, the con LISTENING-COMPREHEN- cepts of aqaid, faith, aqide, science احلواس السليمة SION of kalam and science of tawhid as العقل السليم اخلرب List the concepts related to the well as the knowledge resources of .1 science of aqaid in the text/dia- the science of aqaid are involved. الصادق علم الكالم ,logue listened. In the 2nd learning outcome, divinity 2. Recognize the concepts related tawhid, prophethood, mebde (be- علم التوحيد ginning), maad (afterlife), shirk and ْ ُ -to faith in the text/dialogue lis “ال إله إال هللا وحده .tened. taghut are introduced َ Know “aksâm-ı seb’a” (means .3 ال شريك له” “ وما seven portions and refers to con- SPEAKING ُ َ ْ ُ -jugation) in text/dialogue listened. In the 1st learning outcome, the con ِأمروا إال ليعبدوا هللا cepts of aqaid, faith, aqide, science ُ ّ SPEAKING م ِخل ِصني له الدين “ of kalam and science of tawhid as ّ َ Say the basic concepts of the well as the knowledge resources of .1 “إن الدين ِعند هللا .science of aqaid based on the the science of aqaid are involved nd اإلسالم” -text/dialogue listened/read. In the 2 learning outcome, the ac 2. Make short sentences related to tivities such as ”Nakish ma zamilek”, TAWHID AND SHIRK وحداني�ة هللا the basic subjects of the science “tahaddis an” that are related to the التوحيد والشرك of aqaid based on the text/dia- basic subjects of the science of aqa- الشرك الطاغوت -logue listened/read id and suitable for the students’ lev 3. Use the sentences with “aksâm-ı els are used. القدر البعث املعاد .seb’a” in oral communication READING املبدأ اآلخرة النبوة READING In the 1st and 2nd learning outcomes, التوحيد األلوهية Identify the concepts related to for the words/concepts given in the .1 aqaid in the text/dialogue read. part of “Contents and Linguistic 2. List people by their faith based Structures”, the activities such as on the text/dialogue read. underlining, finding the meaning, 3. Know “aksâm-ı seb’a” in the matching, filling in the gaps and text/dialogue read. true-false are involved.

92 93 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

األقسام السبعة WRITING WRITING مضعف -Write the concepts related The 2nd learning outcome is limited with five sen .1 to aqaid correctly based on tences. مهموز /the text/dialogue listened سالم ,(read. ! In this theme (especially the 1st subject معتل Write a short text regarding texts/dialogues are prepared by using the .2 صحيح -the subjects of science of classical/current aqaid resources and ta aqaid based on the text/dia- king into account the students’ levels. لفيف . .logue listened/read ناقص Use the verbs included in- ! In this theme, “aksâm-ı seb’a” is described .3 أجوف aksâm-ı seb’a in the sen- briefly and its past and present forms are“ tences/texts/dialogues that مثال exemplified. Conjugation isn’t addressed they write. in detail.

CONTENTS AND LINGUISTIC THEME 2 LEARNING OUTCOMES EXPLANATIONS STRUCTURES

النبوة الرسالة -At the end of this theme, stu dents: LISTENING-COMPRE- الرسل -HENSION LISTENING-COMPREHEN SION األنبي�اء رسول هللا Give examples of the prophets .1 mentioned in the Qur’an based on The 1st and 2nd learning outcomes أولوالعزم من الرسل .the text/dialogue listened. are limited with ulu’l azm prophets 2. Give examples of the prophets’ قصص القرآن invitation to tawhid based on the القصص text/dialogue listened. SPEAKING 3. Know the bare infinitive (mucerred) The 1st and 2nd learning outcomes are قصص النبيني and affixed (mezid) verbs in the limited with ulu’l azm prophets. In this text/dialogue listened. scope, the activities such as “ tahad- أحسن القصص ”dis SPEAKING الشرك التوحيد Give examples of the prophets .1 “Nakish ma zamilek”, “tahaddis an” mentioned in the Qur’an based on »يعبدون األصنام« ’that are suitable for the students the text/dialogue listened/read. levels are involved. الدعوة التبليغ ’Give examples of the prophets .2 invitation to tawhid based on the األفعال املزيدة text/dialogue listened/read. READING األفعال املجردة -Use the sentences with bare infin- In the 1st learning outcome, the ac .3 itive and affixed verbs in oral com- tivities such as filling in the gaps, munication. matching, writing the heading and قصص القرآن

PARABLES OF THE QUR’AN READING true-false are involved with respect 1. List the prophets mentioned in the to the prophets mentioned in the text/dialogue read. Qur’an. 2. Know the prophets and general In the 2nd learning outcome is sup- characteristics of the communities ported by the activities such as filling to whom they were sent, based on in the gaps, matching, writing the the text/dialogue read. heading, true-false and giving exam- 3. Explain general characteristics of ples of their messages with respect the parables of the Qur’an based to ulu’l azm prophets and the com- on the text/dialogue read. munities to whom they were sent. 4. Know the bare infinitive and affixed In the 3rd learning outcome, the verbs based on the text/dialogue characteristics of parables are ad- read. dressed taking into account the stu-

dents’ levels without giving details.

92 93 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

WRITING WRITING

1. Write a short text on The 1st learning outcome is limited with five simple sentences wtih the prophets men- ulu’l azm prophets. tioned in the Qur’an based on the text/ ! In this theme (especially the 1st subject), texts/dialogues dialogue listened/ are prepared by using the classical/current tafsir procedu- read. re/tafsir resources and taking into account the students’ le- 2. Use bare infinitive vels. and affixed verbs in the sentences/texts/ ! In this theme, sulasi mucerred verbs (bare infinitive verbs dialogues that they consisting of three letters) and sulasi mezid verbs (the write. verbs formed by affixing to mucerred verbs) are general- ly described. Several examples having the same root are examined and the differences between them are considered. Conjugation isn’t addressed in detail.

CONTENTS AND THEME 3 LEARNING OUTCOMES EXPLANATIONS LINGUISTIC STRUCTURES

“ لقد جاءكم رسول ,At the end of this theme students: LISTENING-COMPREHENSION من أنفسكم” The 1st learning outcome is limited LISTENING-COMPREHENSION الهجرة السرية with the major incidents such as املؤاخاة األنصار ,List the incidents of Medinan period construction of Al-Masjid an-Nabawi .1 of our Prophet (s.a.w.) based on Muahat, Medina Contract and املهاجر .(the text/dialogue listened. ghazwas (Badr, Uhud, Khandaq 2. Know the affixed (mezid) verbs أصحاب الصفة mentioned in the text/dialogue SPEAKING In the 1st learning outcome, the listened. املسجد النبوي activities such as “Nakish ma فتح مكة أهل SPEAKING zamilek”, “tahaddis an” that are suitable for the students’ levels are الكتاب استشارة .Say simple sentences regarding involved .1 our Prophet’s (s.a.w.) life in Medina The 2nd learning outcome is limited based on the text/diaogue listened/ يوم الفرقان with the major incidents such as read. القتال اجلهاد ,construction of Al-Masjid an-Nabawi

Summarize the processes in our .2 ّ

Muahat, Medina Contract and حياة النيب محم Prophet’s (s.a.w.) life in Medina حجة الوداع سنة (ghazwas (Badr, Uhud, Khandaq based on the text/diaogue listened/ الوفود .read READING 3. Use the sentences with st nd الرسالة الغزوة ,affixed (mezid) verbs in oral In the 1 and 2 learning outcomes communication. the activities such as writing the السرية heading, creating a text, finding the OUR PROPHET’S POST-HEGIRA LIFE

الروضة املطهرة READING meaning, interpreting, filling in the د ﷺ بعد الهجرة 1. Summarize the processes in our gaps and matching are involved Prophet’s (s.a.w.) life in Medina with respect to the incidents, words based on the text/diaogue read. and concepts such as Hudaybiyyah, invitation letters, conquest of Mecca, 2. Interpret the place of our Prophet’s senetu’l-vufud (Year of Delegations) (s.a.w.) life in Medina in the and Farewell Hajj in addition to invitation to the Islam based on the construction of Al-Masjid an-Nabawi, text/diaogue read. 3. Know the patterns of affixed Muahat, Medina Contract, Ahl aṣ- (mezid) verbs based on the text/ ṣuffah (“the people of the bench”) and diaogue read. ghazwas (Badr, Uhud, Khandaq).

94 95 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

الفعل املزيد WRITING WRITING تفاعل List the processes in In the 1st learning outcome, the activities are created .1 . ”اكتــب ماتســمع“ our Prophet’s (s.a.w.) using the sentence patterns like مفاعلة life in Medina based In the 2nd learning outcome, the text is limited with on the text/diaogue lis- five sentences. تفعيل .tened/read

إفعال - In this theme (especially the 1st subject), texts/dia Write a short text re- ! .2 ّتفعل lated to our Prophet’s logues are prepared by using the classical/current (s.a.w.) life in Medi- resources of seerah and history of the Islam and انفعال .na based on the text/ taking into account the students’ levels diaogue listened/read. ! In this theme, mezid (affixed)verbs are limited with افتعال Use active and passive the past, present and infinitive forms of transitive .3 participle in the sen- versions of the following verbs if’al, tef’îl, mufaale, افعالل tences/texts/dialogues iftial, if’ilal, infial, tefe’ul, tefâul, istif’al. Weak verbs استفعال .that they write. aren’t mentioned

CONTENTS AND THEME 4 LEARNING OUTCOMES EXPLANATIONS LINGUISTIC STRUCTURES

“ األصل يف األشياء At the end of this theme, LISTENING-COMPREHENSION students: st اإلباحة” LISTENING-COMPREHEN- The 1 learning outcome is limited with SION the concepts of tayyibât (the good), ha- “ ال جناح ....” “ ال List the concepts related to bisât (the bad), halal, haram, makruh and .1 mubah. إثم .....” -the religious provisions men tioned in the tex/dialogue lis- العقوبات املحرمات tened. SPEAKING 2. Know the examples of active In the 1st learning outcome, the activities املباح املكروه احلرام -and passive participle men- related to the patterns like “kuteba - uhella tioned in the tex/dialogue lis- hurrema” are involved. احلالل اخلبائث .tened

الطيب�ات SPEAKING In the 2nd learning outcome, the students are asked to prepare a presentation on the ha- “ حرمت عليكم List the halals and harams lals and harams mentioned in the theme and .1 ...” “ أحل لكم mentioned in the text/dia- support it by visuals, verses of the Qur’an logue listened/read. and hadiths as much as possible and deliver الطيب�ات....” كلوا .Say halals and harams based this presentation in front of their friends .2 on text/dialogue listened/ واشربوا “ read. READING 3. Give examples of usage of “ احلالل بني In the 1st learning outcome, the activities active and passive participle ّ -such as filling in the gaps, matching, writ األحكام الديني واحلرام بني “ in oral communication. ing a heading, true-false and creating a text �ة RELIGIOUS PROVISIONS READING are involved with respect to the concepts of “ اجتنبوا السبع -tayyibât (the good), habisât (the bad), ha املوبقات ... “ .Recognize the concepts re- lal, haram, makruh and mubah .1 lated to the halals and har- In the 2nd learning outcome, the activities اسم املفعول اسم -ams mentioned in the text/ such as filling in the gaps, matching, writ dialogue read. ing a heading, true-false and creating a الفاعل -Explain the harams by means text are involved with respect to the har .2 of the examples of verses of ams like shirk, telling lie, adultery, wasting, the Qur’an and hadiths based trick, slander, riba and exploiting an or- on the text/dialogue read. phan’s money apart from harams of food 3. Explain the active and pas- and drinks mentioned in the Qur’an. sive participle patterns based In the 3rd learning outcome, the activities on the text/dialogue read. such as matching, filling in the gaps and true-false are involved with respect to active and passive participle.

94 95 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

WRITING WRITING 4. In the 2nd learning outcome, the activities related to the َ ُ َ -Write correctly the con .1 ألن ُــه.../ مــن أجــل ذلــك ُح ِّــر َم / أبيــح “ usage of the patterns like cepts related to the halals “are involved. and harams based on the text/dialogue listened/ read. ! In this theme (especially the 1st subject), texts/dialogues 2. Write a short text on the are prepared by using the classical/current fiqh/fiqh pro- halals and harams based cedure resources and taking into account the students’ on the text/dialogue lis- levels. tened/read. ! Desciptions related active and passive participles are gi- 3. Use active and passive ven. Their derivation from bare infinitive and affixed verbs participle in the sentences/ are explained by means of examples. texts/dialogues that they write.

CONTENTS AND LINGUISTIC THEME 5 LEARNING OUTCOMES EXPLANATIONS STRUCTURES

“ إن هللا يأمر بالعدل ....” -At the end of this theme, LISTENING-COMPREHEN students: SION “يا أيها الذين آمنوا كونوا -LISTENING The 1st learning outcome will be COMPREHENSION قوامني بالقسط شهداء ,limited with the concepts of justice 1. List the concepts that guide the divine wisdom, chastity, courage, social life in the Islam based on للناس ...” .guardianship, azimuth and maruf the text/dialogue listened. “ إن هللا يأمركم أن تؤدوا Give examples of verses of the .2 األمانات إىل أهلها وإذا Qur’an and hadiths that regu- SPEAKING late the social life based on the st حكمتم بني الناس أن text/dialogue listened. The 1 learning outcome will be 3. Know the examples of passive limited with the concepts of justice, حتكموا بالعدل ....” ,verbs and subject of passive divine wisdom, chastity, courage “ اعدلوا هو أقرب للتقوى .verbs mentioned in the text/di- guardianship, azimuth and maruf alogue listened. In the 2nd learning outcome, the ”... SPEAKING activities such as ”Nakish ma zam- “ العدل أساس امللك “ -Give examples of the concepts ilek”, “tahaddis an” t hat are suita .1 regarding social life based on ble for the students’ levels will be “ احلق يعلو واليعلى .the text/dialogue listened/read. involved عليه” Say the principles of social life .2 in the Islam using short sen- READING “ ومن يؤت احلكمة فقد -tences on the text/dialogue lis In the 1st and 2nd learning out- tened/read. أويت خريا كثريا “ SOCIAL LIFE IN THE ISLAM comes, for the words/concepts 3. Use passive verbs and subject and sentences given in the part

-of passive verbs in oral com احلياة االجتماعية يف اإلسالم املعروف األمانة -of “Contents and Linguistic Struc munication. االستقامة الشجاعة -tures”, the activities such as under ّ -READING lining, finding the meaning, match احلياء العفة احلكمة ,Recognize the concepts re- ing, filling in the gaps, true-false .1 القسط العدالة garding social life based on the guessting the meaning and finding text/dialogue read. a heading are involved. Also, it is الفعل املبين للمجهول Explain the principles of social paid attention to using the verses .2 life based on the text/dialogue of the Qur’an and hadiths in the نائب الفاعل .read. theme 3. Explain the characteristics of passive verbs and subject of passive verbs based on the text/dialogue read.

96 97 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

WRITING WRITING

1. Write a short text on In the 1st learning outcome, the activities with sentence patterns are created. It is paid attention to ensuring that ”اكتــب ماتســمع“ the social life based on like the text/dialogue lis- sentences are simple. tened/read. 2. Use passive verbs ! In this theme (especially the 1st subject), texts/dialogues are and subject of passive prepared by using the classical/current hadith/fiqh//ethical verbs in the sentenc- resources and taking into account the students’ levels. es/texts/dialogues that ! In this theme, while passive verbs are being taught, weak they write. verbs are also mentioned.

CONTENTS AND LINGUISTIC THEME 6 LEARNING OUTCOMES EXPLANATIONS STRUCTURES

احلضارة ّاإلسالمية At the end of this theme, LISTENING-COMPREHENSION ّ ّ students: The 1st learning outcome is limited with الثقافة اإلسالمية له مكانة ,LISTENING- the concepts of tawhid, justice, science ّمهمة... .COMPREHENSION divine wisdom, jihad and competence 1. List the concepts specific to In the 2nd learning outcome, Mecca, املدين�ة -the Islamic civilization based Medina, Jerusalem, Damascus, Bagh املدين�ة الفاضلة... -on the text/dialogue listened. dad, Cordoba and Istanbul are intro 2. Know the major cities of the duced briefly. املسجد... Islamic civilization based on the text/dialogue listened. SPEAKING املسجد األقىص st 3. Know the marfuu, mansub The 1 learning outcome is limited with املسجد القبي�ل ,and macrur nouns mentioned the concepts of tawhid, justice, science in the text/dialogue listened. divine wisdom, jihad and competence. قبلة املسلمني األوىل يف ,In the 2nd learning outcome, Mecca ّ -SPEAKING Medina, Jerusalem, Damascus, Bagh املدين�ة املنورة -dad, Cordoba and Istanbul are intro قبة الصخرة .Say the concepts specif- duced .1 ic to the Islamic civilization The 3rd learning outcome is limited with التوحيد -based on the text/dialogue lis five sentences. tened/read. العدل List the major cities of the .2 العلم Islamic civilization based on READING the text/dialogue listened/ In the 1st learning outcome, the con- احلكمة read. cepts of tawhid, justice, science, divine اجلهاد -Use marfuu, mansub and wisdom, jihad and competence are in .3 macrur nouns in sentences. troduced احلضارة اإلسالمية THE ISLAMIC CIVILIZATION الوقف nd READING In the 2 learning outcome,the activities الصدقة اجلارية ,such as matching, filling in the gaps 1. Identify the concepts spe- writing a heading, creating a text and املرفوعات cific to the Islamic civilization true-false are involved with respect to املنصوبات in the text/dialogue read. the characteristics of major cities of the 2. Know characteristics of Islamic civilization. املجرورات major cities of the Islamic In the 3rd learning outcome, history of civilization based on text/dia- Jerusalem, the prophets that lived there logue read. and importance of this city for Muslims 3. Interpret the importance of are mentioned briefly. Jerusalem for Muslims based th on text/dialogue read. In the 4 learning outcome, the activi- 4. Know marfuu, mansub and ties such as matching, filling in the gaps macrur patterns based on and true-false are involved with respect text/dialogue read. to the marfuu, mansub and macrur reasons and marks of nouns.

96 97 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

WRITING WRITING

1. Write correctly major In the 1st learning outcome, the activities with the sentence pat- concepts and cities of .are created ”اكتــب ماتســمع“ terns like the Islamic civilization nd rd based on the text/dia- In the 2 and 3 learning outcomes, the sentence/text/dialogue is logue listened/read. limited with five sentences.

2. Write a short text on ! In this theme (especially the 1st subject), texts/dialogues are the characteristics of prepared by using the classical/current resources of the Islamic the Islamic civilization History, Islamic Culture and Civilization and Islamic arts history based on the text/dia- and taking into account the students’ levels. logue listened/read. ! In this theme marfuu nouns are limited with mubteda (subject of noun clause), habar (verb of noun clause), fail (subject of 3. Use marfuu, mansub verbal clause), subject of passive verb (naib’i fail), verb of “Inna and macrur structures and Sisters” as well as noun of “Kana and Sisters. Mansub in the sentences/ nouns are limited with direct object, nound of “Inna and Sisters” texts/dialogues that and verb of “Kana and Sisters”. Mecrur nouns are limited with they write. muzâf’un-ileh and prepositions (harfi cer).

98 99 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

T.R MINISTRY OF NATIONAL EDUCATION INTERNATIONAL ANATOLIAN IMAM HATIP HIGH SCHOOL WEEKLY COURSE SCHEDULE FOR FOREIGN NATIONAL STUDENTS

(This will be applied as from 2018-2019 School Year in all grade levels)

9th. 10th. 11th. 12th. COURSES GRADE GRADE GRADE GRADE Ist. Term IInd. Term TURKISH LANGUAGE 26 4 - - - TURKISH LANGUAGE AND LITERATURE - 5 5 5 5 HISTORY - 2 2 2 - T.R. REVOLUTION HISTORY AND ATATURK’S - - - 2 POLITICAL DOCTRINE GEOGRAPHY - 2 2 - - MATHS - 5 6 - - PHYSICS - 2 2 - - CHEMISTRY - 2 2 - - BIOLOGY - 2 2 - - PHILOSOPHY - - 2 2 - FOREIGN LANGUAGE - 4 2 2 2 COMMON COURSES PHYSICAL EDUCATION /VISUAL ARTS/ MUSIC 3 2 1 1 1 HYGIENE AND TRAFFIC CULTURE - 1 - - - ARABIC LANGUAGE 4 3 4 - - TOTAL 33 34 30 12 10 QURAN 4 4 4 4 3 VOCATIONAL ARABIC LANGUAGE - - - 3 3 BASIC RELIGIOUS KNOWLEDGE 2 1 - - - PROPHETIC BIOGRAPHY (SIYER) - - 2 - - ISLAMIC LAW (FIQH) - - 2 - - EXEGETICS (TAFSIR) - - - 2 - HISTORY OF RELIGIONS - - - - 2 HADITH - - 2 - - FAITH (AKAID) - - - 2 - KALAM - - - - 2

VOCATIONAL COURSES RHETORIC AND VOCATIONAL PRACTICE - - - 2 - ISLAMIC CULTURE AND CIVILIZATION - - - - 2 TOTAL 6 5 10 13 12

PERIOD OF THE COURSES THAT CAN BE CHOSEN - - - 15 18 GUIDANCE AND ORIENTATION 1 1 - - - TOTAL PERIOD OF COURSES 40 40 40 40 40

98 99 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

OPTIONALOPTIONAL COURSES COURSES FOR FOR INTERNATIONAL ANATOLIAN IMAM HATIP HIGH SCHOOLS INTERNATIONAL ANATOLIAN IMAM HATIP HIGH SCHOOLS

STATEMENTS REGARDING THE APPLICATION OF INTERNATIONAL ANATOLIAN IMAM

11th. 12th. COURSES GRADE GRADE READINGS ON FIQH (1) (1) (2) (1) (2) READINGS ON TAFSIR (1) - (1) (2) HADITH TEXTS (1) (1) (2) (1) (2) ISLAMIC ETHICS (1) (1) (1) HISTORY OF ISLAMIC SCIENCE (1) (1) (2) (1) (2) BASIC ISLAMOLOGY TECHNIQUES ON RECITATION OF QURAN (2) (1) (2) (1) (2) ARABIC (TEXT-DIALOGUE) (2) (1) (2) (1) (2) VOCATIONAL PRACTICE (1) - (1) (2) ISLAMIC HISTORY (1) (1) (2) (1) (2) ETHICS AND CULTURE OF SUFISM (1) (1) (1) RELIGIOUS MUSIC (1) (1) (2) (1) (2) TURKISH ISLAMIC CALLIGRAPHY (1) (1) (2) (1) (2) ART MARBLING (1) (1) (2) (1) (2) GILDING (1) (1) (2) (1) (2)

LANGUAGE AND TURKISH LANGUAGE AND LITERATURE (2) (2) (3) (4) (5) (2) (3) (4) (5) EXPRESSION DICTION AND RHETORIC (1) (1) (1) OTTOMAN TURKISH LANGUAGE (2) (1) (2) (1) (2) OPTIONAL BASIC MATHS (2) (2) (2)

OPTIONAL MATHS (2) (3) (4) (5) (6) (3) (4) (5) (6) OPTIONAL PHYSICS (2) (3) (4) (3) (4) MATHS AND OPTIONAL CHEMISTRY (2) (3) (4) (3) (4) SCIENCE OPTIONAL BIOLOGY (2) (2) (3) (4) (2) (3) (4) ASTRONOMY AND SPACE SCIENCES (1) (1) (2) (1) (2) HISTORY AND APPLICATIONS OF MATHS (2) (2) (2) HISTORY AND APPLICATIONS OF SCIENCE (2) (2) (3) (2) (3) HISTORY (2) - OPTIONAL HISTORY (1) (2) (3) (4) (2) (3) (4) MODERN TURKISH HISTORY AND WORLD HISTORY (1) (2) (3) (4) (2) (3) (4) TURKISH HISTORY OF CULTURE AND CIVILIZATION (1) (2) (2) OPTIONAL GEOGRAPHY (2) (2) (3) (4) (2) (3) (4)

OPTIONAL COURSES STUDIES ON SOCIAL SCIENCES (2) (2) (2) PSYCHOLOGY(1) (2) (2) SOCIAL SOCIOLOGY (2) (2) (2) SCIENCES LOGIC (1) (2) (2) EPISTEMOLOGY (1) (1) (2) (1) (2) DEMOCRACY AND HUMAN RIGHTS (1) (1) (1) BUSINESS (1) (2) (2) ECONOMY (1) (2) (2) ENTREPRENEURSHIP (1) (1) (1) ADMINISTRATIVE SCIENCE (1) (2) (2) INTERNATIONAL RELATIONS (1) (2) (2) FOREIGN OPTIONAL FIRST FOREIGN LANGUAGE (2) (2) (8) (10) (2) (8) (10) LANGUAGES AND OPTIONAL SECOND FOREIGN LANGUAGE (2) (**) (2) (4) (6) (2) (4) (6) LITERATURES LITERATURES OF FOREIGN LANGUAGES (2) (1) (2) (1) (2) OPTIONAL PHYSICAL EDUCATION AND SPORTS (2) (1) (2) (1) (2) SPORTS AND SOCIAL SOCIAL ACTIVITY (2) (1) (2) (1) (2) ACTIVITIES OPTIONAL VISUAL ARTS (2) (1) (2) (1) (2) OPTIONAL MUSIC (2) (1) (2) (1) (2) FINE ARTS ART HISTORY (1) (1) (2) (1) (2) DRAMA (2) (1) (2) (1) (2) COMPUTER SCIENCES (2) (1) (2) (1) (2)

INFORMATICS PROJECT PREPARATION (1) (1) (2) (1) (2)

100 101 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

STATEMENTS REGARDING THE APPLICATION OF INTERNATIONALHATIP ANATOLIAN HIGH SCHOOLIMAM HATIP COURSE HIGH SCHOOL SCHEDULES COURSE SCHEDULES

1. This schedule will be applied in Anatolian Imam Hatip High Schools for foreign national students.

2. There are sections called “Common Courses”, “Vocational Courses”, and “Optional Courses” in weekly course schedules.

3. Common courses are compulsory courses that have to take in all secondary education institutions.

4. The courses which can not be considered as successfully accomplished by means of year-end success average are; “Quran” and “Turkish Language and Literature” Courses.

5. “The Curriculum on Turkish Language in Turkey for the students from Turkish Republics” that is accepted by The Board of Education and Discipline (decision no:304 / 25.09.1992) will be applied in Turkish Language courses.

6. The students can choose only one of the courses among the “Physical Education”, “Visual Arts” and “Music” in Anatolian Imam Hatip High Schools. In Visual Arts Course, Calligraphy, Marbling and Gilding can be instructed; in Music course Religious Music Programme can be applied. In the next (upper grade) students can change those courses that belong to the lower grade.

7. (**) Foreign languages accepted to be taught -by the Decree of the Council of Ministers- will be instructed in the first and second foreign languages course periods. The first and second foreign languages in the group of common and optional courses must be different from each other.

8. In the next year, the students can alter an optional course and / or its period that they take in previous grade. The implementation of a higher programme of the present one - in which the students are instructed – is essential for the selection process of the consecutive courses.

9. In order to achieve the targeted goals in Quran Course, the classes – in which over 25 students are instructed – can be divided into 2 groups, considering to ensure that the numbers of the students in the groups are equal. One teacher is responsible for each group and conduct the programme with the same group until the end of the year.

10. The Curriculum that is accepted by the Board of Education and Discipline (decision no:54 / 29.07.2016) will be applied in Ottoman Turkish Language Courses.

11. The curricula of the optional courses – that are present in the weekly schedule but don’t have curriculum (because of lack of curriculum developed for such courses) – are applied after the final Decision of the Board.

100 101 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

T.R. MINISTRY OF NATIONAL EDUCATION WEEKLY COURSE SCHEDULE FOR ANATOLIAN IMAM HATIP HIGH SCHOOLS (THAT APPLY PROGRAMME ON SCIENCE) This Schedule has been prepared within the framework of the relevant articles of weekly course Schedule for AIHHS that has been accepted via the Decision of Board of Education and Discipline (No.56, Date:19.02.2015). Changes can be made in optional courses.

9th. 10th. 11th. 12th. COURSES GRADE GRADE GRADE GRADE TURKISH LANGUAGE AND LITERATURE 5 5 5 5 HISTORY 2 2 2 - T.R. REVOLUTION HISTORY AND ATATURK’S POLITICAL DOCTRINE - - - 2 GEOGRAPHY 2 2 - - MATHS 6 6 6 6 PHYSICS 2 2 4 4 CHEMISTRY 2 2 4 4 BIOLOGY 2 2 4 4 PHILOSOPHY - 2 2 - FOREIGN LANGUAGE 5 2 2 2 PHYSICAL EDUCATION AND SPORTS / VISUAL ARTS / MUSIC 2 1 1 1

COMMON COURSES HYGIENE AND TRAFFIC CULTURE 1 - - - ARABIC LANGUAGE (*) 4 2 - - HISTORY AND APPLICATIONS OF MATHS (Optional) - 2 - - HISTORY AND APPLICATIONS OF SCIENCE (Optional) - - - 2 TOTAL 33 28+2 12+18 10+20 QURAN (*) 5 4 3 3 VOCATIONAL ARABIC LANGUAGE (*) - - 2 2 BASIC RELIGIOUS KNOWLEDGE 1 - - - PROPHETIC BIOGRAPHY (SIYER) - 2 - - ISLAMIC LAW (FIQH) - 2 - - EXEGETICS (TAFSIR) - - 2 - HISTORY OF RELIGIONS (*) - - - 1 HADITH - 2 - - AKAID (FAITH) - - 1 - KALAM - - - 2

VOCATIONAL COURSES RHETORIC AND PROFESSIONAL PRACTICE - - 2 - ISLAMIC CULTURE AND CIVILIZATION - - - 2 TOTAL 6 10 10 10

TOTAL PERIOD OF OPTIONAL COURSES - 2 18 20

GUIDANCE AND ORIENTATION 1 - - -

TOTAL PERIOD OF COURSES 40 40 40 40

102 103 Teaching Program For Vocational Arabic Course (11th and 12th Grades)

T.R. MINISTRY OF NATIONAL EDUCATION WEEKLY COURSE SCHEDULE FOR ANATOLIAN IMAM HATIP HIGH SCHOOLS (THAT APPLY PROGRAMME ON SOCIAL SCIENCES) This Schedule has been prepared within the framework of the relevant articles of weekly course Schedule for AIHHS that has been accepted via the Decision of Board of Education and Discipline (No.56, Date:19.02.2015). Changes can be made in optional courses. 9th. 10th. 11th. 12th. COURSES GRADE GRADE GRADE GRADE TURKISH LANGUAGE AND LITERATURE 5 5 5 5 HISTORY 2 2 2 - T.R. REVOLUTION HISTORY AND ATATURK’S POLITICAL DOCTRINE - - - 2 GEOGRAPHY 2 2 4 4 MATHS 6 6 5 6 PHYSICS 2 2 - - CHEMISTRY 2 2 - - BIOLOGY 2 2 - - PHILOSOPHY - 2 2 - FOREIGN LANGUAGE 5 2 2 2 PHYSICAL EDUCATION AND SPORTS / VISUAL ARTS / MUSIC 2 1 1 1 HYGIENE AND TRAFFIC CULTURE 1 - - - ARABIC LANGUAGE (*) 4 2 - - TURKISH LANGUAGE AND LITERATURE (Optional) - - 2 3

COMMON COURSES LOGIC (Optional) - - 2 - PSYCHOLOGY (Optional ) - - 2 - SOCIOLOGY ( Optional ) - - 2 2 STUDIES ON SOCIAL SCIENCES ( Optional ) - 2 - - MODERN TURKISH AND WORLD HISTORY ( Optional ) - - - 4 OTTOMAN TURKISH ( Optional ) - - 1 - HISTORY OF ISLAMIC SCIENCES (Optional) - - - 1 TOTAL 33 28+2 12+18 10+20 QURAN (*) 5 4 3 3 VOCATIONAL ARABIC LANGUAGE (*) - - 2 2 BASIC RELIGIOUS KNOWLEDGE 1 - - - PROPHETIC BIOGRAPHY (SIYER) - 2 - - ISLAMIC LAW (FIQH) - 2 - - EXEGETICS (TAFSIR) - - 2 - HISTORY OF RELIGIONS (*) - - - 1 HADITH - 2 - - AKAID (FAITH) - - 1 - KALAM - - - 2

VOCATIONAL COURSES RHETORIC AND PROFESSIONAL PRACTICE - - 2 - ISLAMIC CULTURE AND CIVILIZATION - - - 2 TOTAL 6 10 10 10

TOTAL PERIOD OF OPTIONAL COURSES - 2 18 20

GUIDANCE AND ORIENTATION 1 - - -

TOTAL PERIOD OF COURSES 40 40 40 40

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