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Description of Individual Course UnitsCourse Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | TİB-23-189 | TASAVVUFUN TEMEL KAVRAMLARI - I | Elective | 1 | 2 | 6 |
| Level of Course Unit | Second Cycle | Objectives of the Course | The aim of course is to help obtain information from taking advantage of the Sufi sources about sufi concepts and to help correct understanding of their.
The concepts, such as Sheikh, spiritual follower, alligiance, to swear allegiance to, khalvat, revelation, miracle, walaya (guardionship) and ingenuity, have an important place in the sufis educational stages which aims to educate perfect human being
| Name of Lecturer(s) | Yrd. Doç. Dr. Bekir Köle | Learning Outcomes | 1 | Students penetrate into the terminology of ‘sayr wa suluk’is called spiritual journey | 2 | Students notice of the effects of sufism on today’s world | 3 | Students compare the changes in meaning in the terms of sufism from past to the present | 4 | Students understand the social impact of sufism as a method of education and training | 5 | Students comprehend the importance of sufi terms which are been the way of a perfect human being |
| Mode of Delivery | Daytime Class | Prerequisites and co-requisities | None | Recommended Optional Programme Components | None | Course Contents | By the end of the programme students provides familiarity with the concepts of sufism. After completing this course, students will be able to have knowledge about some of the basic concepts of Sufism and the scope of their | Weekly Detailed Course Contents | |
1 | Repentance (Tawba) | | | 2 | Reliance (Tawakkul) | | | 3 | Asceticism (Zuhd), Contentment | | | 4 | Recitation of God’s Names (Dhikr) | | | 5 | Sincerity or Purity of İntention (Ikhlas), Truthfulness (Sidq) | | | 6 | Thankfulness (Shukr), Resignation (Rida) | | | 7 | Sufi Miracle, Disclosure, Integrity | | | 8 | MIDTERM EXAM | | | 9 | Sufi’s Educational | | | 10 | Sheikh, Murshid, Salik | | | 11 | Alligiance, to Swear Allegiance to | | | 12 | Sama | | | 13 | Mucahadah, Reyazat | | | 14 | Halwat (Privacy), Uzlat (Seclusion), Chilah | | | 15 | FINAL EXAM | | | 16 | | | |
| Recommended or Required Reading | Basic Contexts:
1.Muhâsibî, Ebu Abdullah el-Hâris b.Esed, er-Riâye li Hukûkillah, th. Abdulkadir Ahmed Ata, Daru’l-Kutubi’l-İlmiyye, Beyrut trz.
2. Kelâbâzî, Ebû Bekir Muhammed b. İshak Buharî, et-Taarruf li Mezhebi Ehli’t-Tasavvuf, yay. Matbaa-i Saâdet, Mısır 1302.
3. Kuşeyrî, Abdülkerîm, er-Risâle, Mısır 1318, yay. Matbaatü Âmireti’s-Serîre.
4. Mekkî, Ebû Tâlib, Kûtu’l-Kulûb, yay. Envâru’l-Muhammediyye Matbaası, Kahire 1985, c.II.
Auxilary Contexts:
1. Hasan Kamil Yılmaz, Tasavvuf ve Tarikatlar, Ensar Neşriyat, İstanbul 1997.
2. el-Hucvirî, Keşfü’l-Mahcûb, terc. Süleyman Uludağ, Hakîkat Bilgisi, İstanbul 1982.
3. Mevlânâ Celâleddîn-i Rûmî, Mesnevî, çev. Veled İzbudak, İstanbul 1996.
1. es-Sühreverdî, Avârifü’l-Maârif (Avârif), terc. Hasan Kâmil Yılmaz-İrfan Gündüz, Tasavvufun Esasları, İstanbul 1990.
4. Ebû Nasr Serrâc et-Tûsî, el-Lüma’, terc. H. Kâmil Yılmaz, İslâm Tasavvufu, İstanbul 1996
5. Abdülhakim Yüce, “Kalb Hayatı” (er-Riâye Çevirisi), İzmir 1997.
6. Mustafa Kara, Metinlerle Günümüz Tasavvuf Hareketleri, Dergah Yayınları, İstanbul 2002.
7. Mustafa Aşkar, Tasavvuf Tarihi Literatürü, Kültür Bakanlığı Yayınları, Ankara 2001.
Ethem Cebecioğlu, Tasavvuf Terimleri ve Deyimleri Sözlüğü, Ankara 1997.
| Planned Learning Activities and Teaching Methods | | Assessment Methods and Criteria | |
Midterm Examination | 1 | 100 | SUM | 100 | |
Final Examination | 1 | 100 | SUM | 100 | Term (or Year) Learning Activities | 50 | End Of Term (or Year) Learning Activities | 50 | SUM | 100 |
| Language of Instruction | | Work Placement(s) | None |
| Workload Calculation | |
Midterm Examination | 1 | 5 | 5 | Final Examination | 1 | 5 | 5 | Criticising Paper | 5 | 7 | 35 | Individual Study for Mid term Examination | 1 | 15 | 15 | Individual Study for Final Examination | 1 | 15 | 15 | Reading | 14 | 8 | 112 | Homework | 8 | 7 | 56 | |
Contribution of Learning Outcomes to Programme Outcomes | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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