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Some Observations on the Role of Astrology in the 15Th & 16Th Century Ottoman World

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Some Observations on the Role of Astrology in the 15Th & 16Th Century Ottoman World OSMANLI'DA İLİM VE FİKİR DÜNYASI İstanbul’un Fethinden Süleymaniye Medreselerinin Kuruluşuna Kadar Editörler Ömer Mahir Alper Mustakim Arıcı KLASİK 125. Kitap Osmanlı Araştırmaları 3 Osmanlı’da İlim ve Fikir Dünyası İstanbul'un Fethinden Süleymaniye Medreselerinin Kuruluşuna Kadar Editörler Ömer Mahir Alper Mustakim Arıcı © Ömer Mahir Alper, Mustakim Arıcı, 2015 © Klasik, 2015 Birinci Basım Aralık 2015 ISBN 978-605-5245-83-2 TC Kültür ve Turizm Bakanlığı Sertifika no: 15813 Minyatür: Leylâ vü Mecnûn, Ayasofya 3289/2, 32b, Leylâ ve Mecnun'un okulda ders görmeleri Kapak Erol Polat Tasarım Uygulama Sibel Yalçın - Zeyd Karaaslan Baskı/Cilt Elma Basım Sertifika No: 12058 Halkalı Cad. No: 164 B-4 Blok Sefaköy-Küçükçekmece / İstanbul Tel: 0212 697 30 30 Vefa Cad. No: 48 34134 Vefa Fatih İstanbul Tel 0212 520 66 41-42 Faks 0212 520 74 00 [email protected] www.klasikyayinlari.com facebook.com/klasikyayinlari twitter.com/klasikyayinlari ÖNSÖZ Osmanlı dönemine dair son yıllarda yapılan çalışmalar, neredeyse kalıplaşmış hale gelen siyasi tarih odaklı araştırmaların sınırlarını zorlaması ve hatta aşması bakımından önemli bir merhaleyi işaret etmektedir. Bununla birlikte Osmanlı’nın özellikle ilim ve fikir tari­ hi ile bu tarihin sosyo-politik kurumlarla çok yönlü ilişkisi dikkate alındığında gerek ülkemizde gerekse farklı coğrafyalarda gerçekleş­ tirilen akademik ve bilimsel faaliyetlerin henüz başlangıç aşama­ sında olduğu pekâlâ söylenebilir. VIII/XIV. yüzyıldaki ilk kurumsal­ laşma teşebbüslerinin ardından özellikle İstanbul’un fethiyle bir­ likte yeni gelişmelere kapı aralayan ve asırlarca devam eden farklı gelenekleri bünyesinde barındıran Osmanlı ilim ve fikir hayatı hakkında temel düzeyde bir birikim elde edebilmek için dahi çok sayıda çalışmaya ihtiyacın olduğu aşikârdır. Böyle bir ihtiyaca bina­ en İstanbul Üniversitesi İlahiyat Fakültesi, 2013 yılında, “Sahn-ı Semân’dan Dârülfünûn’a Osmanlı’da İlim ve Fikir Dünyası: Âlimler, Müesseseler ve Fikrî Eserler” üst başlığı ile uluslararası bir dizi sem­ pozyum düzenleme kararı almış ve bunların ilkini, “İstanbul’un Fethinden Süleymaniye Medreselerinin Kuruluşuna Kadar” alt başlığıyla 19-21 Aralık 2014 tarihlerinde, İstanbul Üniversitesi İlahiyat Fakültesi’nde gerçekleştirmiştir. Açılış konuşmalarını, Harvard Üniversitesi profesörü Cemal Kafadar ile McGill Üniversitesi profesörü F. Jamil Ragep’in yaptığı sempozyuma, yurt içinden ve yurt dışından çok sayıda değerli aka­ demisyen katılmıştır. Elinizdeki eser, bu sempozyuma iştirak eden­ ler tarafından sunulan ve her biri alanına önemli katkılarda bulu­ nan tebliğlerin yeniden gözden geçirilmiş metinlerinden oluşmak­ tadır. Osmanlı ilim ve fikir hayatının yaklaşık fetih sonrası ilk yüzyı­ lını daha ziyade İstanbul merkezli olarak ele alan bu tebliğler, muhteva bakımından, Osmanlı eğitim anlayışından hukuk düşün­ cesine, Osmanlı’daki astronomi çalışmalarından ulema-siyaset 6 ilişkisine ve şerh-hâşiye geleneğine kadar geniş bir yayılım göster­ mektedir. İlgili dönemin kurum, kişi, metin ve teorik sorunlarına ışık tutacak pek kıymetli yorum, bulgu ve tespitler içeren bu tebliğ­ ler, bir bütünlük teşkil etmesi amacıyla burada yeniden düzenlene­ rek “Medrese ve Dil İlimleri”, “Aklî ve Naklî İlimler” ve “Ulema, Siyaset ve Toplum” olmak üzere üç bölüm halinde sunulmuştur. Ayrıca kitabın sonunda, tebliğlerin İngilizce özetlerine de yer veril­ miştir. Elinizdeki kitabın ortaya çıkışı, hiç şüphesiz başarılı bir şekilde ger­ çekleşen bu sempozyumun neticesi olup bunda pek çok kişi ve kurumun yardımı söz konusudur. Bu bağlamda öncelikle böyle bir sempozyum fikrinin ortaya atılmasından gerçekleşmesine kadar pek çok hususta katkı ve destek sağlayan İstanbul Üniversitesi İlahiyat Fakültesi Dekanı ve Sempozyum Düzenleme Kurulu Başkanı Prof. Dr. Murteza Bedir’e; sempozyumun içeriğinin gelişti­ rilmesinden başarılı bir şekilde icrasına kadar her aşamasında emekleri bulunan Düzenleme Kurulu üyelerine; büyük bir özveri gösteren sempozyum sekretaryasına ve sempozyumun icrası sıra­ sında bizzat sorumluluk üstlenen fedakar pek çok araştırma görev­ lisine; her şeyden öte sempozyum çağrısına icabet ederek böyle bir ilmî şenliğin vücut bulmasını sağlayan konuşmacılara ve tebliğcile­ re; özellikle bilim tarihi ile ilgili oturumların başarılı ve verimli bir şekilde gerçekleşmesi noktasındaki yardım ve katkıları dolayısıyla İstanbul Medeniyet Üniversitesi Edebiyat Fakültesi Dekanı Prof. Dr. İhsan Fazlıoğlu’na; destekleri sebebiyle İstanbul Üniversitesi Rektörlüğü’ne, İstanbul Daru’l-Fünun İlahiyat Vakfı ve İslami İlimler Araştırma Vakfı’na, Türk Hava Yolları, İstanbul Büyükşehir Belediyesi Başkanlığı, Beyoğlu Belediye Başkanlığı ile Türkiye Yazma Eserler Kurumu Başkanlığı’na; tebliğlerin titiz bir şekilde kitap halinde basımını üstlenen Klasik Yayınları’nın yönetici ve çalışanlarına ne kadar teşekkür etsek azdır. Ömer Mahir Alper-Mustakim Arıcı Ağustos 2015, Üsküdar İÇİN­DE­Kİ­LER BİRİNCİ BÖLÜM MEDRESE VE DİL İLİMLERİ 9 Ayşe Zişan Furat Fetih­Sonrası­Osmanlı­Eğitim­Anlayışının­Şekillenişi:­Klasik­Dönem­ Müderrislik­İmtihanları 11 Mehdin Çiftçi Sofu­Mehmed­Paşa­Dârülhadisi­ve­Müderrisleri 33 Ali Benli Fâtih­Dönemi­Âlimlerinden­Musannifek­(ö.­875/1470)­ve­Nahiv­ Usulüne­Dair­Görüşleri­Üzerine­Bir­Değerlendirme 55 Sultan Şimşek Sahn-ı­Semân­Tetimme­Medreseleri’nde­Arap­Belâgatının­ Öğretimi­ve­Sekkâkî’nin­Miftâhu’l-ulûm Adlı­Eseri 79 İKİNCİ BÖLÜM AKLÎ VE NAKLÎ İLİMLER 99 Mehmet Çiçek Teftâzânî’nin­Keşşâf Hâşiyesi’ne­Hâşiye’si­Bağlamında­­ Ali­Kuşçu’nun­Şerhçiliği 101 Abdullah Taha İmamoğlu Taşköprîzâde’ye­Göre­Hadis­İlmi­ve­Letâifü’n-nebî Adlı­Kırk­Hadis­ Risâlesinin­Tahlili 127 Mustafa Celil Altuntaş Osmanlı­Hadis­Eğitiminde­Meşâriku’l-envâr 147 Ahmet Hamdi Furat Abdullah Tırabzon Şeyhülislâm­Sa‘di­Çelebi’nin­Fetvalarının­Toplandığı­­ Mecmûalar 179 8 Veysel Kaya Molla­Hüsrev’in­(885/1480)­İlm-i­Kelâm’a­Yaklaşımı:­­ O­Bir­Kelâm­Karşıtı­mıydı? 197 Hasan Umut Risâle der ‘İlm el- Hey’e’den­el-Fethiyye’ye:­Bir­Metnin­Osmanlı­ Dünyasında­Dönüşümü 215 Ahmet Tunç Şen Rasattan­Takvime:­XV/XVI.­Yüzyıl­Osmanlı­Dünyasında­ Astrolojinin­Yeri­Üzerine­Bazı­Gözlemler 227 Taha Yasin Arslan Osmanlıların­Mîkât­İlmine­Katkıları:­ Mîzânü’l-kevâkib­Örneği 251 ÜÇÜNCÜ BÖLÜM ULEMÂ, SİYASET VE TOPLUM 263 Abdurrahman Atçıl “Osmanlı­Devleti’nin­Ulemâsı”­/­Osmanlı­Âlim-Bürokratlar­Sınıfı­­ (1453-1600) 265 Hasan Karataş Onbeşinci­Yüzyılda­Karamânî­Ulemâ­ve­­ Meşayıh­İlişki­Ağları­Üzerine­Tesbitler­283 Hüseyin Yılmaz İran’dan­Sünnî­Kaçışı­ve­Osmanlı­Devleti’nde­Safevî­Karşıtı­ Propagandanın­Yaygınlaşması:­Hüseyin­b.­Abdullah­el-Şirvânî’nin­ Mesiyanik­Çağrısı 299 Yunus Kaplan Sosyal­Adalet­Açısından­İhtisâb­Teşkilatı­ve­II.­Bayezid­ Kanunnâmelerindeki­Görünümü 311 ABSTRACTS İNGİLİZCE ÖZETLER 325 ABSTRACTS İNGİLİZCE­ÖZETLER Formation­of­the­Ottoman­Perception­ of­Education­after­the­Conquest­of­ Constantinople:­Mudarris­Qualification­ Exams­in­the­Classical­Period Ayşe Zişan Furat The transformation of the Ottoman Beylik into an empire mainly took place during Mehmed II Period (1451-1481), which was exclusively char­ acterized by the conquest of Istanbul. The period witnessed significant developments not only in the political life but also in the formation of important Ottoman institutions, including but not exclusive to learning hierarchy, which regulated various aspects of Ottoman socio-cultural life. In his codex, Sultan Mehmed II, the Conqueror, developed the main prin­ ciples of the learning hierarchy, which were maintained until Tevhid-i Tedrisat (Unification of Education) Act in 1924, despite the introduc­ tion of several reforms into the system throughout its existence. One of the basic principles of the Codex was the method of appointments of mudarrises in madrasas. Such appointments, including also the mudar­ ris exams, offer opportunities for further contemporary research not only because they embody and represent the characteristics of madrasa graduates but also because they provide valuable insights into the schol­ arly competence and skills of mudarrises. Focusing on this scarcely researched area of the development of Ottoman education, the paper aims to shed light on the Ottoman percep­ tion of education in its Classical Period. First, the emergence of the teach­ ing tradition in Ottoman context will be evaluated shortly. Second, the main characteristics of Ottoman mudarrises and entrance into teaching career in Ottoman times will be thoroughly researched. Finally, the main principles of mudarris exams will be introduced by providing samples from Sahn madrasas. 328 Osmanlı'da İlim ve Fikir Dünyası Sofu­Mehmed­Pasha­Daru’l-Hadith­and­ its­Mudarrises Mehdin Çiftçi Sofu Mehmed Pasha Daru’l-hadith was built across Nallı Mosque, at Pasha Kapısı of Istanbul Province Building by Sofu Mehmed Pasha who was one of the viziers of the Suleiman the Magnificent. This daru’l- hadith does not exist today. The exact date of construction is unknown; yet, departing from the fact that it’s first mudarris was passed away in 950/1543-44 some records tell us that it was built around that time. The Daru’l-hadith that was built especially for the education of hadith and tafsir is a thirties state (otuzlu) madrasa belong to the sixteenth century. It is called such; since it’s mudarrises’ salary was 30 coins per day. Aydınlı Bedrettin Mahmut Efendi who had an unpublished com­ mentary was the first mudarris of that daru’l-hadith. He was passed away in 950/ 1543-44 when serving as a muderris in Sofu Mehmed Pasha Daru’l-hadith. Another muderris taught here was Kastamonulu Sheikh Muharrem Efendi. He was
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