Description of Individual Course Units
Course Unit CodeCourse Unit TitleType of Course UnitYear of StudySemesterNumber of ECTS Credits
TİB-23-108CAFERİLİK MEZHEBİElective126
Level of Course Unit
Second Cycle
Objectives of the Course
The emergence of Islamic sects, which is one Djafariyya, formation process, the structure of mentality, based on the views, the effects and the contribution of Islamic thought. Jafari sect, and the reasons for the separation sects: Imamiyya, Zaydiyya, Ismailiyya and other sects, and members of Jafari and extent of occurrence.
Name of Lecturer(s)
YRD.DOÇ.DR. ŞAHİN AHMETOĞLU
Learning Outcomes
1To give the place of Jafariyya in İslam
2General information about the Islamic Sects
Mode of Delivery
Daytime Class
Prerequisites and co-requisities
None
Recommended Optional Programme Components
None
Course Contents
To improve critical, comprehensive and coherent thinking on religion and sects. To improve the idea that Islamic sects should be understood as different interpretations of Islam and that they should not identified with Islam. To intensify the mentality that diversities are respected
Weekly Detailed Course Contents
WeekTheoreticalPracticeLaboratory
1Jafariyya, naming the problem, sources of the definition.
2An overview of the first early Jafariyya.
3Basic views and Islamic thought Jafari place.
4Relations between Jafariyya and Imamiyya
5Disputes about the imamate.
6Jaafari / Shiite beliefs, characteristics and the Imamat and Velayat.
7İsmet, Takiyya, Rijat. Mehti
8MIDTERM EXAM
9Shiite movements in the Umayyad Period
10Zaydiyya, naming the problem, the emergence of the Islamic tradition, where the basic thinking.
11 Zeydiyye, naming the problem, the emergence of the Islamic tradition, where the basic thinking.
12İsmâiliyya, naming the problem, the process of formation, opinions, spread to the regions, the effects on literature and research.
13Safavid Shiism, Emergence, formation process, effects.
14Babism, Bahaism, Kesrevism
15Babism, Bahaism, Kesrevism
16FINALEXAM
Recommended or Required Reading
Primary Sources : 1. Ethem Ruhi Fığlalı, Çağımızda İtikâdî İslâm Mezhepleri, İzmir 2004. 2. Bağdadî, Mezhepler Arasındaki Farklar, çev. Ethem Ruhi Fığlalı, İst., 1991. 3. Sönmez Kutlu, “İslam Düşüncesinde Tarihsel Din Söylemleri Olgusu”, İslâmiyât, lV/4 2001 15-36. 4. Meşkur, Muhammed Cevad, Tariho Şia ve Fırkahayi İslam, Tahran 1368. 5. Nevbahti, Fıraku’ş-Şia. Yay. M.C.Meşkur. 4. Other sources which are related to the subjects are given in lesson proramme. Secondary Sources: 1. Eşârî, Makalâtü’l-İslâmiyyîn ve İhtilafü’l-Musallin, thk. Helmut Ritter, Weisbaden 1980. 2. Horasani Nurullah, Alidost, Zendeganii İmam Sadık, Tahran 1377. 3. W. Montgomery Watt, İslam Düşüncesinin Teşekkül Devri, Çev. E.Ruhi Fığlalı, Ankara 1981. 4. Hasan Onat, Yirminci Asırda Şiilik ve İran İslam Devrimi, Ankara 1997. 5. Muhammed Ebû Zehra, İslâm'da Siyasî ve İtikâdî Mezhepler Tarihi, çev: E. Ruhi Fığlalı-O. Eskicioğlu, İstanbul 1970. 6. Henry Laoust, Dslamda Ayrılıkçı Görüşler, çev. E.R.Fığlalı-S.Hizmetli, Ankara 1999. 79.Ethem Ruhi Fığlalı, Babilik ve Bahailik, Ankara 1993. 10. Fezayi, Yusuf, Babgiri, Bahaigiri, Kesrevigerayi. Tahran trz. 14. Gökalp, Yusuf, Zeydiye’nin Yemende Yayılışı, Doktora Tezi. 15. Gökalp, Yusuf, “Zeydilik, Doğuşu, Görüşleri ve İslam Düşüncesine Katkıları” makale 16. Kutlu, Sönmez, “Zeydilik, İsmailiyye, İmamiyye”, İslam Düşünce Ekolleri Tarihi, ed. Hasan ONAT, İlitam Yayınları, Ankara 2007,89-144.
Planned Learning Activities and Teaching Methods
Assessment Methods and Criteria
Term (or Year) Learning ActivitiesQuantityWeight
Midterm Examination1100
SUM100
End Of Term (or Year) Learning ActivitiesQuantityWeight
Final Examination1100
SUM100
Term (or Year) Learning Activities50
End Of Term (or Year) Learning Activities50
SUM100
Language of Instruction
Work Placement(s)
None
Workload Calculation
ActivitiesNumberTime (hours)Total Work Load (hours)
Midterm Examination111
Final Examination122
Attending Lectures8864
Problem Solving5840
Question-Answer6848
Oral Examination2816
Homework2612
TOTAL WORKLOAD (hours)183
Contribution of Learning Outcomes to Programme Outcomes
LO1
LO2
* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High
 
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