An overview of the teaching of tafsir: Characteristics, schools and books in the Ottoman era

Authors

  • Ibrahim Hakki Imamoglu YAZAR

Keywords:

tafsir, Ottoman , Quranic, Exegesis

Abstract

Ottoman period? Hz. It is the continuation and last experience of the civilization that continued jointly after the Prophet. They continued and developed the tradition of Madrasah inherited to them in the field of knowledge creation? updating and education. Madrasas stood out in many capitals in the geography of an ancient civilization. Madrasas in Baghdad during the Abbasid period? in the period of Fatimids? Ayyubids and Mamluks? Konya from the period of the Great Seljuks? and Istanbul? Edirne & Bursa during the Ottoman period became the center of attraction. The madrasa tradition? which started with the appointment of his teacher Davut al-Kayserî to the madrasah in Iznik in 1331 during the Orhan Gazi period? continued until the early years of the Republic. Madrasas are not only a place where knowledge is transferred from its teacher to its students? but also a place where knowledge is produced in many fields. As required by the traditional period? madrasahs became teachers. The students who received the information from the teachers? who was the center of knowledge? through the method of expression? trained them by negotiating among themselves. The level of knowledge has been measured with the book. The necessity of knowing is the book that is read. For this reason? one should not consider the knowledge independently from the book in madrasahs. In many fields of science in Ottoman madrasahs? many annotations were written as well as individual works. More importance has been given to the books which are the necessity of education. For example? more than 300 hashiyes have been written about Celaleyns commentary. Over 120 hash had been written on al-Ke?âf. 360 commentaries were written on Beydavîs Envâru-Tenzîl. Annotations are not a repetition of knowledge? but a student-centered work that is the material of education between the teacher and the student. There is a strong relationship between a book taught in madrasahs and writing commentaries. Tafsir is the last science taught in the curriculum in Ottoman madrasahs. There are many reasons for this. It is the sum of sub-parameters such as tafsir science fiqh kalam nahiv rhetoric? which is an effort to understand the divine text.In other words? tafsir is the application of all tools and higher sciences to the Quran under the titles of the language of the Quran and the history of nuzul. It is not permissible to interpret the Quran without knowing all other sciences.

 

Author Biography

Ibrahim Hakki Imamoglu, YAZAR

C.V

 

Name:  Ibrahim Hakki Imamoglu\ Turk Nationality.

Scientific Degree: Dr. Assistant Professor Doctor (Öğretim Üyesi) at Karabuk University. Ilahiyat Faculty (Faculty of Theology) Department of Islamic Studies, Branch of Tafseer.

 

Study and educational attainment: Graduated from Ankara University; He obtained the bachelor (B.A) degree in 1999, master (M.A) degree in 2004, and doctorate (Ph.D) degree in 2010.

 

Scientific Contributions: Participated in a number of Conferences and Seminars, and has authored books in the Turkish language: "100 Basic Concepts in Tafseer" "100 Necessary Concepts in Tafseer" "Islam phobia and Jihad" "Papers of fascinated by Ottoman Era Archives"...

Email: ibrahimimamoglu@karabuk.edu.tr

         https://orcid.org/0000-0003-2735-6974 

Published

2021-06-28

How to Cite

Imamoglu, I. H. (2021). An overview of the teaching of tafsir: Characteristics, schools and books in the Ottoman era. ĪQĀN, 3(02). Retrieved from https://iqan.com.pk/index.php/iqan/article/view/199

Issue

Section

Articles