\n

Ders Okumaya Ba\u015flang\u0131\u00e7<\/strong><\/h3>\n<\/blockquote>\n

Derslere her zaman besmele, hamdele ve salvele ile Cen\u00e2b-\u0131 Hakk\u2019a tevecc\u00fch edilerek ba\u015flan\u0131r. Okunan dualardan baz\u0131lar\u0131 \u015funlard\u0131r: \u0627\u0644\u062d\u0645\u062f \u0644\u0644\u0651\u0647 \u0631\u0628 \u0627\u0644\u0639\u0627\u0644\u0645\u064a\u0646 \u0648\u0627\u0644\u0635\u0644\u0627\u0629 \u0648\u0627\u0644\u0633\u0644\u0627\u0645 \u0639\u0644\u0649 \u0633\u064a\u062f\u0646\u0627 \u0645\u062d\u0645\u062f \u0648 \u0639\u0644\u0649 \u0622\u0644\u0647 \u0648\u0635\u062d\u0628\u0647 \u0623\u062c\u0645\u0639\u064a\u0646 \u064e\u0627\u0644\u0644\u064e\u0651\u0647\u064f\u0645\u064e\u0651 \u0631\u064e\u0628\u064e\u0651\u0646\u064e\u0627 \u0632\u0650\u062f\u0652\u0646\u064e\u0627 \u0639\u0650\u0644\u0652\u0645\u064b\u0627 \u0648\u064e\u0625\u0650\u064a\u0645\u064e\u0627\u0646\u064b\u0627 \u0648\u064e\u064a\u064e\u0642\u0650\u064a\u0646\u064b\u0627 \u0648\u064e\u062a\u064e\u0648\u064e\u0643\u064f\u0651\u0644\u0627\u064b \u0648\u064e\u062a\u064e\u0633\u0652\u0644\u0650\u064a\u0645\u064b\u0627 \u0648\u064e\u062a\u064e\u0641\u0652\u0648\u0650\u064a\u0636\u064b\u0627 \u0648\u064e\u062b\u0650\u0642\u064e\u0629\u064b \u0648\u064e\u0627\u0637\u0652\u0645\u0650\u0626\u0652\u0646\u064e\u0627\u0646\u064b\u0627 \u0648\u0627\u0639\u0652\u062a\u0650\u0645\u064e\u0627\u062f\u064b\u0627 \u0639\u064e\u0644\u064e\u064a\u0652\u0643\u064e \u0648\u064e\u0627\u0650\u062e\u0652\u0644\u0627\u064e\u0635\u064b\u0627 \u0648\u064e\u0648\u064e\u0641\u0627\u064e\u0621\u064b \u0648\u064e\u0635\u064e\u062f\u064e\u0627\u0642\u064e\u0629\u064b \u0648\u064e\u0645\u064e\u0639\u0652\u0631\u0650\u0641\u064e\u0629\u064b \u0648\u064e\u0645\u064e\u062d\u064e\u0628\u064e\u0651\u0629\u064b \u0648\u064e\u0639\u0650\u0634\u0652\u0642\u064b\u0627 \u0648\u064e\u0627\u0634\u0652\u062a\u0650\u064a\u064e\u0627\u0642\u064b\u0627 \u0625\u0650\u0644\u064e\u0649 \u0644\u0650\u0642\u064e\u0627\u0626\u0650\u0643\u064e \u0648\u064e\u0639\u0650\u0641\u064e\u0651\u0629\u064b \u0648\u064e\u0639\u0650\u0635\u0652\u0645\u064e\u0629\u064b \u0648\u064e\u0641\u064e\u0637\u064e\u0627\u0646\u064e\u0629\u064b \u0648\u064e\u062d\u0650\u0643\u0652\u0645\u064e\u0629\u064b \u0648\u064e\u062d\u064e\u0627\u0641\u0650\u0638\u064e\u0629\u064b \u062f\u064e\u0627\u0626\u0650\u0645\u064e\u0629\u064b \u0648\u064e\u0635\u0650\u062d\u064e\u0651\u0629\u064b \u062f\u064e\u0627\u0626\u0650\u0645\u064e\u0629\u064b \u0643\u064e\u0627\u0645\u0650\u0644\u064e\u0629\u064b \u0648\u064e\u0639\u064e\u0627\u0641\u0650\u064a\u064e\u0629\u064b \u062f\u064e\u0627\u0626\u0650\u0645\u064e\u0629\u064b \u0643\u064e\u0627\u0645\u0650\u0644\u064e\u0629\u064b \u0648\u064e\u0642\u064e\u0644\u0652\u0628\u0627\u064b \u0633\u064e\u0644\u0650\u064a\u0645\u0627\u064b \u0627\u064e\u0644\u0644\u064e\u0651\u0647\u064f\u0645\u064e\u0651 \u062d\u064e\u0648\u0652\u0644\u0627\u064b \u0648\u064e \u0642\u064f\u0648\u064e\u0651\u0629\u064b \u0645\u0650\u0646\u0652 \u062d\u064e\u0648\u0652\u0644\u0650\u0643\u064e \u0648\u064e\u0642\u064f\u0648\u064e\u0651\u062a\u0650\u0643\u064e \u064a\u064e\u0627 \u0623\u064e\u0631\u0652\u062d\u064e\u0645\u064e \u0627\u0644\u0631\u064e\u0651\u0627\u062d\u0650\u0645\u064a\u0650\u0646\u064e \u201cRabbimiz bizim ilim, iman, yak\u00een, tevekk\u00fcl, teslim, tefv\u00eez, sika, itmi\u2019nan, ihl\u00e2s, vefa, sadakat, m\u00e2rifet, muhabbet, iffet, ismet, fetanet, hikmet, haf\u0131za ve Sana olan itimad\u0131m\u0131z\u0131, Sana kavu\u015fma a\u015fk ve i\u015ftiyak\u0131m\u0131z\u0131 art\u0131r Allah\u2019\u0131m. Allah\u2019\u0131m, Sen\u2019den k\u00e2mil ve d\u00e2im s\u0131hhat ve afiyet, selim kalb istiyoruz. Allah\u2019\u0131m, havl ve kuvvetinden bize lutfet. Ey erham\u00fcrrahimin.\u201d \u0627\u064e\u0644\u0644\u064e\u0651\u0647\u064f\u0645\u064e\u0651 \u0627\u0641\u0652\u062a\u064e\u062d\u0652 \u0639\u064e\u0644\u064e\u064a\u0652\u0646\u064e\u0627 \u062d\u0650\u0643\u0652\u0645\u064e\u062a\u064e\u0643\u064e \u0648\u064e\u0627\u0646\u0652\u0634\u064f\u0631\u0652 \u0639\u064e\u0644\u064e\u064a\u0652\u0646\u064e\u0627 \u0631\u064e\u062d\u0652\u0645\u064e\u062a\u064e\u0643\u064e \u064a\u064e\u0627 \u0630\u064e\u0627 \u0627\u0644\u0652\u062c\u064e\u0644\u0627\u064e\u0644\u0650 \u0648\u0650\u0627\u0644\u0652\u0625\u0650\u0643\u0652\u0631\u064e\u0627\u0645\u0650 \u0622\u0645\u064e\u0646\u0652\u062a\u064f \u0628\u0650\u0627\u0644\u0644\u0647\u0650 \u0627\u0644\u0652\u0648\u064e\u0627\u062d\u0650\u062f\u0650 \u0627\u0652\u0644\u0623\u064e\u062d\u064e\u062f\u0650 \u0627\u0652\u0644\u062d\u064e\u0642\u0650\u0651 \u0627\u0644\u0645\u0652\u0628\u064f\u0650\u064a\u0646\u0650 \u0627\u0644\u064e\u0651\u0630\u0650\u064a \u0644\u0627\u064e \u0634\u064e\u0631\u064a\u0650\u0643\u064e \u0644\u064e\u0647\u064f \u0648\u064e\u0643\u064e\u0641\u064e\u0631\u0652\u062a\u064f \u0628\u0650\u0645\u064e\u0627 \u0633\u0650\u0648\u064e\u0627\u0647\u064f \u0631\u064e\u0628\u0650\u0651 \u064a\u064e\u0633\u0650\u0651\u0631\u0652 \u0648\u064e\u0644\u0627\u064e \u062a\u064f\u0639\u064e\u0633\u0650\u0651\u0631\u0652 \u0631\u064e\u0628\u0650\u0651 \u062a\u064e\u0645\u0650\u0651\u0645\u0652 \u0628\u0650\u0627\u0644\u0652\u062e\u064e\u064a\u0652\u0631\u0650 \u0648\u064e\u0628\u0650\u0647\u0650 \u0646\u064e\u0633\u0652\u062a\u064e\u0639\u064a\u0650\u0646\u064f \u201cAllah\u2019\u0131m, bize hikmet kap\u0131lar\u0131n\u0131 a\u00e7. Rahmetini \u00fczerimize ya\u011fd\u0131r ey Cel\u00e2l ve \u0130kram sahibi. Vahid, Ehad, Hakk, M\u00fcbin olan Allah\u2019a iman ettim. O\u2019nun \u015feriki yoktur. O\u2019nun d\u0131\u015f\u0131ndaki O\u2019nun ul\u00fbhiyet ve rububiyetine \u015ferik addedilen her \u015feyi reddettim. Rabb\u2019im kolayla\u015ft\u0131r, zorla\u015ft\u0131rma. Rabb\u2019im hay\u0131rla tamamla. Sadece O\u2019ndan yard\u0131m isteriz.\u201d Hocaefendi yeni bir kitaba ba\u015fland\u0131\u011f\u0131 zaman kitab\u0131n k\u00fcnyesi d\u00e2hil, takriz, takdim, mukaddime hepsini okur. \u015eimdi Hocaefendi\u2019nin tedris metodunu her ilim dal\u0131na g\u00f6re ele almak istiyoruz.<\/p>\n

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Arap\u00e7a Grameri<\/strong><\/h3>\n<\/blockquote>\n

Hocaefendi hemen hemen her talebe grubuna Arap\u00e7an\u0131n gramer yap\u0131s\u0131 ile ilgili bir kitap okutmu\u015ftur. Okutulan kitaplar daha \u00f6nceki makalede liste h\u00e2linde zikredilmi\u015fti. Bunlardan \u00f6zellikle \u0130mam Birgiv\u00ee\u2019nin \u0130zhar isimli gramer kitab\u0131n\u0131 ilk d\u00f6nemlerde de\u011fi\u015fik seviyedeki talebelere birka\u00e7 kez takrir usul\u00fcyle okutmu\u015ftur. \u00d6zellikle bu derslerden birisi \u00e7ok geni\u015f bir izhar \u015ferhi mahiyetindedir. Sesli bir kitap olarak kaset ve mp3 format\u0131nda kay\u0131tlar\u0131 mevcuttur. Arap\u00e7a gramer kitaplar\u0131 okunurken genelde \u015f\u00f6yle bir metot takip edilmi\u015ftir. Hocaefendi, Arap\u00e7a kelimelerin k\u00f6k, mazi, muzari ve de\u011fi\u015fik t\u00fcrevlerinin geldi\u011fi kal\u0131plara ve fiillerin ald\u0131\u011f\u0131 harf-i cerler ile kazand\u0131klar\u0131 m\u00e2n\u00e2lara, isimlerin do\u011fru okunmas\u0131na, \u015fiirlerin terc\u00fcme edilmesine ve hangi noktadan isti\u015fhad edildi\u011fine dikkat edilmesini tavsiye etti\u011finden talebeler de ona g\u00f6re derse haz\u0131rlanarak gelmeye gayret ederler. Derste konuyu okur, terc\u00fcme eder, verilen \u00f6rneklerin irab\u0131n\u0131, varsa o konu ile ilgili al\u0131\u015ft\u0131rmalar\u0131 yaparlar. Okunan ders bir sonraki g\u00fcnde genellikle dersin ba\u015f\u0131nda birka\u00e7 talebe taraf\u0131ndan \u00f6zet olarak arz edilir. Hocaefendi, Arap\u00e7a gramerini bin beyitte manzum anlatan \u0130mam Malik\u2019in Elfiye\u2019sini talebelere ezberletmek istemi\u015ftir. \u015e\u00f6yle ki, ilgili kitab\u0131n \u015eerh ibn-i Akil adl\u0131 \u015ferhini okuturken okunan beyitlerin bir sonraki dersin ba\u015f\u0131nda her talebeden ilk ba\u015ftan en son ezberlenen yere kadar dinlemi\u015f, 40\u201350 beyit ezberlendikten sonra talebelere a\u011f\u0131r gelmesi \u00fczerine \u201chaf\u0131zalar top atm\u0131\u015f\u201d diyerek b\u0131rakm\u0131\u015f, kitab\u0131 okumaya devam etmi\u015ftir. Bel\u00e2gat ilmine gelince, Hocaefendi\u2019nin tespiti ile g\u00fcn\u00fcm\u00fczde bu ilim Kur\u2019\u00e2n ve S\u00fcnnet\u2019in enginliklerine a\u00e7\u0131l\u0131p yeterince istifadeye medar olabilecek bir olgunlukta tahsil edilmemektedir. Bel\u00e2gate dair bir eser okunurken gramerde oldu\u011fu gibi bir metot takip edilmi\u015ftir.<\/p>\n

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L\u00fcgate Bakma<\/b><\/h3>\n<\/blockquote>\n

Hocaefendi zaman zaman \u201cSizleri bilmiyorum; ama ben her g\u00fcn s\u00f6zl\u00fckten birka\u00e7 kelimeye bakar\u0131m.\u201d der. Talebelerinin de dilin do\u011fru \u00f6\u011frenilmesi ve kelimelerin n\u00fcanslar\u0131yla bellenmesi ad\u0131na s\u0131k s\u0131k l\u00fcgate ba\u015fvurma al\u0131\u015fkanl\u0131\u011f\u0131n\u0131 kazanmalar\u0131n\u0131 ister. Mesel\u00e2 dilimizde k-z-b maddesinin mastar\u0131 ve ismi daha \u00e7ok \u201cKizb\u201d olarak bilinir ve \u00f6yle kullan\u0131l\u0131r. Hocaefendi, \u201ckezib\u201d masdar\u0131n\u0131n daha fasih oldu\u011funu z\u00eer\u00e2 Kur\u2019\u00e2n\u2019da bu kelimenin birka\u00e7 \u00e2yette \u201ckezib\u201d \u015feklinde ge\u00e7ti\u011fini ayr\u0131ca l\u00fcgatlerde de kelimenin masdarlar\u0131 verilirken ilk s\u0131rada onun verildi\u011fine dikkat \u00e7ekmi\u015ftir. Derste devaml\u0131 yan\u0131nda el-M\u00fcncid bulunur. \u0130htiya\u00e7 an\u0131nda Lisanu\u2019l-Arab, Tacu\u2019l-ar\u00fbs, en-Nihaye fi garibi\u2019l-had\u00ees gibi kaynaklara da m\u00fcracaat eder. Arap\u00e7a bir kelimenin T\u00fcrk\u00e7e kar\u015f\u0131l\u0131\u011f\u0131n\u0131 bulmak i\u00e7in de \u00c2s\u0131m Efendi\u2019nin Kamus-u Okyanus\u2019u, Ahter-i Kebir gibi l\u00fcgatlere ba\u015fvurur, talebelerine onlara bakt\u0131r\u0131r. Fars\u00e7a kelimeler i\u00e7in Ferheng-i Faris\u00ee gibi l\u00fcgatlere m\u00fcracaat edilir. Misalli B\u00fcy\u00fck T\u00fcrk\u00e7e S\u00f6zl\u00fck adl\u0131 3 ciltlik l\u00fcgati be\u011fendi\u011fini ve s\u0131k s\u0131k ba\u015fvurdu\u011funu da ifade etmi\u015ftir.<\/p>\n

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Had\u00ees ve Usul\u00fc<\/b><\/h3>\n<\/blockquote>\n

Hocaefendi, hemen her gruba mutlaka had\u00ees kitaplar\u0131ndan birisini okutmu\u015ftur. Daha \u00f6nce Hocaefendi\u2019nin okuttu\u011fu eserleri anlatan makalede ge\u00e7ti\u011fi \u00fczere K\u00fct\u00fcb-i Sitte gibi temel had\u00ees kitaplar\u0131n\u0131n tamam\u0131n\u0131 okutman\u0131n yan\u0131nda baz\u0131lar\u0131n\u0131 (Buhar\u00ee gibi) defaatle okutmu\u015ftur. Bununla birlikte Kenz\u00fc\u2019l-Ummal, Umdet\u00fc\u2019l-K\u00e2r\u00ee, Fethu\u2019l-B\u00e2r\u00ee gibi \u015ferh ve m\u00fcracaat kitaplar\u0131n\u0131 da ba\u015ftan sona ders kitab\u0131 olarak okutmu\u015ftur. Had\u00ees kitaplar\u0131n\u0131 okutma usul\u00fc \u015f\u00f6yledir: Dersten \u00f6nce talebeler okunacak yerlerdeki had\u00ees-i \u015fer\u00eefleri gerekti\u011finde \u015ferhlere, en-Nihaye fi Garibi\u2019l-Had\u00ees gibi kitaplara, Lisanu\u2019l-Arab ve Tacu\u2019l-Arus gibi temel l\u00fcgatlere bakarak haz\u0131rl\u0131kl\u0131 olarak gelir. G\u00fcn\u00fcm\u00fczde pek \u00e7ok kitap elektronik ortama aktar\u0131ld\u0131\u011f\u0131ndan bilgiye k\u0131sa s\u00fcrede ula\u015f\u0131lmaktad\u0131r. Talebeler bu imk\u00e2ndan da istifade ederek derse haz\u0131rl\u0131kl\u0131 olarak gelir ve derste seri bir \u015fekilde okur, Hocaefendi de dinler. Gerekli yerlerde izah ve yorumlarda bulunur, sorulan sorulara cevap verir. \u00d6zellikle uleman\u0131n yorum ve yakla\u015f\u0131mlar\u0131na sayg\u0131 ve istifadeyle birlikte kendi yorumlar\u0131n\u0131 talebelerle payla\u015f\u0131r. Had\u00ees okuturken sadece sahabi ravisinin de\u011fil senedin tamam\u0131n\u0131n okunmas\u0131na, ravilerin isimlerinin ve had\u00ees metninin do\u011fru tel\u00e2ffuz edilmesine \u00e7ok \u00f6nem verir. Had\u00ees-i \u015fer\u00eef metni veya ravisiyle ilgili yanl\u0131\u015f okuma oldu\u011funda \u201cBenim akl\u0131mda \u015fu \u015fekilde kalm\u0131\u015f kaynaklara bir bakal\u0131m.\u201d diyerek do\u011frusunu ara\u015ft\u0131rmaya y\u00f6nlendirir. S\u00f6zgelimi bazen T\u00fcrk\u00e7e terc\u00fcmelerde t\u00e2biinin b\u00fcy\u00fcklerinden Ubeydet\u00fc\u2019s-Selman\u00ee diye yaz\u0131lan ismin do\u011fru telaffuzunun kaynaklarda Ab\u00eedet\u00fc\u2019s-Selman\u00ee \u015feklinde ge\u00e7ti\u011fini yine asr-\u0131 saadette me\u015fhur bir kabile olan \u201cBen\u00ee Selime\u201dnin \u201cBen\u00ee Seleme\u201d diye galat-\u0131 me\u015fhur olarak okundu\u011funa dikkat \u00e7ekmesi bu konuda \u00f6rnek olarak zikredilebilir. Bir had\u00ees ge\u00e7ti\u011finde s\u0131hahta yer almayan bir had\u00ees ise -ki Hocaefendi\u2019nin onu hemen fark etti\u011fine \u00e7ok \u015fahit olunmu\u015ftur- onun ge\u00e7ti\u011fi esas kaynak kitab\u0131n hangisi oldu\u011funu, cerh ve tadil ulemas\u0131n\u0131n hakk\u0131ndaki kriti\u011fini ara\u015ft\u0131rt\u0131r. Ravi ve had\u00ees ile ilgili Tehzibu\u2019t-Tehzib, K\u00e2\u015fif, Mizan\u00fc\u2019l-\u0130\u2019tidal, Siyer-i A\u2019lami\u2019n-N\u00fcbela, Mecma\u00fc\u2019z-Zevaid, el-Metalibu\u2019l-Aliye gibi kitaplara bakt\u0131r\u0131r. Halk aras\u0131nda me\u015fhur bir had\u00ees ise Ke\u015ffu\u2019l-hafa, el-Makas\u0131d\u00fc\u2019l-Hasene gibi kitaplara bak\u0131lmas\u0131n\u0131 tavsiye eder, talebeler de bakar. Had\u00ees-i \u015fer\u00eeflerin birinci derecede ge\u00e7ti\u011fi kaynaklara ula\u015f\u0131lmas\u0131 konusunda hassast\u0131r. Talebelerin de ona g\u00f6re derse gelmeden \u00e7al\u0131\u015fmalar\u0131n\u0131 ister. Had\u00ees kitaplar\u0131 ile ilgili bu genel ders okuma usul\u00fcnden sonra ula\u015fabildi\u011fimiz kadar\u0131yla okutulan kitaplardan en \u00f6nde gelenlerinin nas\u0131l bir metotla okundu\u011funu anlatal\u0131m. Buh\u00e2r\u00ee\u2019nin Sahih\u2019ini defaatle okutan Hocaefendi, Kur\u2019\u00e2n-\u0131 Ker\u00eem\u2019den sonra dinin en \u00f6nemli referans kitab\u0131 kabul edilen bu g\u00fczide eseri onun me\u015fhur \u015ferhleri ile ders halkas\u0131nda okumu\u015f ve okutmu\u015ftur. Umdetu\u2019l-K\u00e2r\u00ee fi \u015eerhi\u2019l-Buh\u00e2r\u00ee (20 cilt) Buh\u00e2r\u00ee\u2019nin en \u00f6nemli \u015ferhlerinden biridir. Nakil ve tahkik y\u00f6n\u00fcnden Buh\u00e2r\u00ee \u00fczerine yap\u0131lan \u015ferhlerin en hacimlisi, tetkik ve analiz a\u00e7\u0131s\u0131ndan da en derli toplu olan\u0131d\u0131r. Farkl\u0131 mezheplerin g\u00f6r\u00fc\u015flerini zikretmekle birlikte Hanefi mezhebinin yakla\u015f\u0131mlar\u0131 esas al\u0131narak yaz\u0131lm\u0131\u015f m\u00fckemmel bir \u015ferhtir. Umdet\u00fc\u2019l-K\u00e2r\u00ee de\u011fi\u015fik zamanlarda farkl\u0131 talebelerle iki kere okunmu\u015ftur. \u0130lkinde talebeler Buh\u00e2r\u00ee\u2019nin metninden had\u00eesi \u015fer\u00eefleri okumu\u015f, Hocaefendi de \u015ferhten l\u00fczumlu g\u00f6rd\u00fc\u011f\u00fc yerleri talebelere okuyarak m\u00fctal\u00e2a ve m\u00fczakerelerde bulunmu\u015ftur. \u015e\u00f6yle ki; Hocaefendi had\u00eeste ge\u00e7en garib kelimelerin izah\u0131n\u0131, ravilerden isminin okunu\u015fu ile ilgili ihtiya\u00e7 duyulan yerleri, had\u00eesin ihtiva etti\u011fi m\u00e2n\u00e2 zenginliklerini ve had\u00eesten \u00e7\u0131kar\u0131lan h\u00fck\u00fcmler k\u0131sm\u0131n\u0131 okumu\u015ftur. Hocaefendi, had\u00ees ricalinin isimlerinin do\u011fru bellenmesine, hayatlar\u0131na, haklar\u0131nda yap\u0131lan de\u011ferlendirmelerin bilinmesine \u00e7ok \u00f6nem verir. Gen\u00e7li\u011finde kendisi pek \u00e7ok had\u00ees ravisinin \u00e7ok k\u0131sa ve \u00f6zl\u00fc bir biyografisini deftere yazarak ezberlemi\u015ftir. \u00d6zellikle de had\u00ees derslerinde rical \u00fczerinde hassasiyetle durmu\u015f, \u015ferhlerdeki bilgilere il\u00e2ve olarak teracim ve tabakat kitaplar\u0131ndan notlar d\u00fc\u015fm\u00fc\u015ft\u00fcr. Daha sonra ba\u015fka bir grupla yine Buh\u00e2r\u00ee, Umdet\u00fc\u2019l-K\u00e2r\u00ee \u015ferhi ile birlikte okunmu\u015ftur. \u015e\u00f6yle ki talebeler derse gelmeden \u00f6nce had\u00eeste ge\u00e7en ravileri Zehebi\u2019nin el-K\u00e2\u015fif adl\u0131 rical kitab\u0131ndaki sistemi esas alarak her bir r\u00e2vi i\u00e7in ayr\u0131 bir fi\u015f haz\u0131rlam\u0131\u015flard\u0131r. Bu haz\u0131rlanan fi\u015fte r\u00e2vinin had\u00ees ald\u0131\u011f\u0131 hocalar\u0131, talebeleri, kendisinden had\u00ees rivayet edenler ve hakk\u0131ndaki cerh ve tadil \u00e2limlerinin g\u00f6r\u00fc\u015fleri de not edilmi\u015ftir. Bu \u015fekilde talebe taraf\u0131ndan haz\u0131rlanan fi\u015fler, derste had\u00eesin senet ve metni okunduktan sonra Hocaefendi taraf\u0131ndan okunmu\u015ftur. Fethu\u2019l-B\u00e2r\u00ee fi \u015eerh-i Sahihi\u2019l-Buh\u00e2r\u00ee (14 cilt): Hocaefendi bir m\u00fcddet sonra farkl\u0131 bir ders gurubu ile birlikte Buh\u00e2r\u00ee\u2019nin, bu me\u015fhur \u015ferhini ba\u015ftan sona kadar okutmu\u015ftur. Okuma metodu daha \u00f6nce Buh\u00e2r\u00ee\u2019nin Umdetu\u2019l-K\u00e2r\u00ee \u015ferhinde takip edilen metotla temelde ayn\u0131 olmakla birlikte yap\u0131lan il\u00e2veler vard\u0131r. Had\u00ees ravileri okunurken Zeheb\u00ee\u2019nin el-K\u00e2\u015fif\u2019i esas al\u0131nmakla birlikte, Tehzib\u00fc\u2019t-Tehzib, Siyer-i A\u2019l\u00e2mi\u2019n-N\u00fcbel\u00e2, Hilyet\u00fc\u2019l-Evliya, S\u0131fatu\u2019s-Safve, \u0130bn-i Sa\u2019d\u2019\u0131n Tabakat\u2019\u0131 gibi kitaplardan istifade edilerek ravinin hocalar\u0131, kendisinden rivayet edenler, \u00e7arp\u0131c\u0131 faziletlerinden kareler, rivayet etti\u011fi had\u00eeslerden \u00f6rnekler, cerh ve tadil ulemas\u0131n\u0131n hakk\u0131ndaki kanaatleri gibi haklar\u0131ndaki bilgiler zenginle\u015ftirilerek bu sefer fi\u015flere de\u011fil de bilgisayar ortam\u0131nda word dosyas\u0131na yaz\u0131larak ve ders esnas\u0131nda sinevizyondan perdeye yans\u0131t\u0131larak talebelerin okumas\u0131 \u015feklinde olmu\u015ftur. Rivayet zincirinde yer alan sahabilerin k\u0131sa bir biyografisinin yan\u0131nda hayatlar\u0131ndan z\u00fchd, ibadet, takva, adanm\u0131\u015fl\u0131k ruhu ile ilgili g\u00fcn\u00fcm\u00fcze mesaj olacak kareler arz edilmi\u015f, rivayet ettikleri had\u00eeslerden mis\u00e2ller verilmi\u015f ve kendilerinden had\u00ees rivayet edenler zikredilmi\u015ftir. Ravilerle ilgili bilgiler okunurken baz\u0131 yerlerde Hocaefendi k\u0131sa il\u00e2veler yapm\u0131\u015ft\u0131r. Mesel\u00e2 Hz. \u00c2i\u015fe\u2019nin (r.anh\u00e2) k\u00fcnyesi \u201c\u00dcmm\u00fc Abdillah el-Fak\u00eehe\u201d diye kitaplarda ge\u00e7mektedir. Hocaefendi, bu ifadenin yan\u0131na\u0648\u0647\u064a \u0623\u0645 \u0639\u0628\u0627\u062f \u0627\u0644\u0644\u0647 \u0623\u062c\u0645\u0639\u064a\u0646 \u201cO Allah\u2019\u0131n kullar\u0131n\u0131n hepsinin annesidir.\u201d kayd\u0131n\u0131 koydurmu\u015ftur. G\u00fcn\u00fcm\u00fczde pek \u00fczerinde durulmayan ve genelde had\u00ees okunurken sahabi ravisinden \u00e7o\u011fu zaman da metinden ba\u015flan\u0131larak okunan bir d\u00f6nemde Hocaefendi\u2019nin had\u00eesleri senetleriyle birlikte okutmas\u0131, had\u00ees ricalini talebelere tan\u0131tma, sevdirme ve belletme gayreti fevkal\u00e2de \u00f6nemlidir. Arap \u00e2leminin \u00f6nde gelen ilim adamlar\u0131ndan baz\u0131lar\u0131na Hocaefendi\u2019nin had\u00eesleri b\u00f6yle ricali ile birlikte okutmas\u0131 anlat\u0131ld\u0131\u011f\u0131nda bu durum onlar\u0131n \u00e7ok ciddi dikkatlerini \u00e7ekmi\u015f hayret, hayranl\u0131k ve takdirlerini ifade etmekten kendilerini alamam\u0131\u015f ve \u201cBu ilim bizde bile indiras olup gitti. Had\u00ees ricalini okutan pek yok. Hocaefendi\u2019nin bu kadar \u00f6nem verip bu \u015fekilde okutmas\u0131 bu ilmin yeniden ihy\u00e2s\u0131 ad\u0131na \u00e7ok \u00f6nemli.\u201d demi\u015flerdir. Sahabe ve had\u00ees ricalini \u00e7ok iyi tan\u0131yan ve onlar\u0131 kalbinde, kafas\u0131nda ve g\u00f6n\u00fcl d\u00fcnyas\u0131nda ilim, irfan, ibadet ve adanm\u0131\u015fl\u0131k modeli olarak s\u00fcrekli en aziz bir misafir gibi a\u011f\u0131rlayan Hocaefendi, sesine-solu\u011funa kulak veren herkese ve \u00f6zellikle derslerinde bulunanlara bu insanlar\u0131 tan\u0131tmak, \u00f6\u011fretmek, belletmek i\u00e7in her t\u00fcrl\u00fc arg\u00fcman\u0131 de\u011ferlendirmi\u015ftir. \u00c2deta bu insanlar\u0131n ilme olan d\u00fc\u015fk\u00fcnl\u00fcklerinin, Allah\u2019a kulluktaki derinlik, ibadet, takva ve ilim tahsilinde r\u0131za-i il\u00e2hiye kilitlenmelerinin talebeye h\u00fcsn\u00fc mis\u00e2l olmas\u0131n\u0131 ve bu portrelerin talebenin ruhlar\u0131na bir yolunu bulup akmalar\u0131n\u0131 istemektedir. Vaazlar\u0131nda, sohbetlerinde, kitaplar\u0131nda ba\u015fta sahabe olmak \u00fczere selef-i salihinin model olarak zikretti\u011fi gibi derslerde de had\u00ees okuduk\u00e7a o had\u00eesi rivayet eden sahabi ve di\u011fer had\u00ees ravilerini en \u00f6nemli hususiyetleri ile haz\u0131rlanan tan\u0131t\u0131m \u015fekliyle tekrar ettirerek talebelerinin haf\u0131za ve \u015fuuraltlar\u0131na nak\u015fetmek istedi\u011fi anla\u015f\u0131lmaktad\u0131r. S\u00fcnen-i Eb\u00ee Davud: Hocaefendi, bu kitab\u0131 birka\u00e7 kez talebeleriyle okumu\u015ftur. Bu okumalar\u0131 ilgili kitab\u0131n Bezl\u00fc\u2019l-mechud ve Menhel\u00fc\u2019l-azbi\u2019l-mevrud adl\u0131 \u015ferleriyle birlikte yapm\u0131\u015ft\u0131r. Talebelerin had\u00eesin sened ve metnini okumas\u0131ndan sonra \u015ferhten kelime izah\u0131, ravi kriti\u011fi, had\u00eesin \u015ferhi ve ba\u015fka had\u00eeslerle mukayesesi ve had\u00eesten \u00e7\u0131kar\u0131lan ahk\u00e2m ve n\u00fckte gibi k\u0131s\u0131mlardan okuyarak \u00e7o\u011fu zaman bir soru \u00fczerine yer yer de bir girizg\u00e2h bularak kendi yorumlar\u0131n\u0131 seslendirmi\u015ftir. S\u00fcnen-i Tirmiz\u00ee: Hocaefendi’nin farkl\u0131 bir metotla okudu\u011fu bir had\u00ees kitab\u0131d\u0131r. Hocaefendi, bir grup talebeye Tirmiz\u00ee’nin Tuhfet\u00fc’l-ahvez\u00ee (10 cilt) \u015ferhini okutmu\u015ftur. Kitapta yer yer Hanef\u00ee mezhebinin yakla\u015f\u0131mlar\u0131n\u0131n delillerini tenkid etti\u011fi k\u0131s\u0131mlar\u0131 da bir talebesine Tehanev\u00ee’nin Hanef\u00ee f\u0131kh\u0131n\u0131 olduk\u00e7a geni\u015f ve m\u00fcdellel ele ald\u0131\u011f\u0131 \u0130’l\u00e2\u00fc’s-S\u00fcnen adl\u0131 kitab\u0131n\u0131 vererek mukayese etmesini ve ilgili mezhebin o konudaki yakla\u015f\u0131m ve delillerini derste yeri geldi\u011finde \u00f6zetle s\u00f6ylemesini istemi\u015ftir. Talebe de elden geldi\u011fince bunu yapmaya \u00e7al\u0131\u015fm\u0131\u015f ve Tuhfet\u00fc’l-Ahvez\u00ee bu \u015fekilde okunmu\u015ftur. Bir di\u011fer had\u00ees okutma usul\u00fc olarak da Hocaefendi, Riyaz\u00fc’s-Salih\u00een’i okuturken her babdan en c\u00e2mi had\u00eesleri se\u00e7ip talebelerine ezberlettirmi\u015f ve \u201cBunu da\u011farc\u0131\u011f\u0131n\u0131za koyun \u00e7ok bereketini g\u00f6receksiniz.\u201d demi\u015ftir. Hocaefendi, usul-i had\u00eesten Ahmed Muhammed \u015eakir’in el-Bais\u00fc’l-Hasis adl\u0131 eserini talebelerin \u00f6nceden haz\u0131rlan\u0131p huzurda okumas\u0131 \u015feklinde okutmu\u015ftur. Ayn\u0131 zamanda biraz \u00f6nce bahsetti\u011fimiz Tuhfet\u00fc’l-ahvez\u00ee \u015ferhinin mukaddimesi de geni\u015f bir usul-i had\u00eestir. Ayr\u0131ca s\u00fcrekli had\u00ees kitaplar\u0131n\u0131 \u015ferhleriyle birlikte okuttu\u011fundan tatbiki olarak da usul-i had\u00ees i\u015flenmektedir. Bu sahada Merhum Ahmed Naim’in Tecrid-i Sarih Mukaddemesi’nin \u00e7ok g\u00fczel bir eser oldu\u011funu ve okunmas\u0131 gerekti\u011fini de tavsiye etmektedir.<\/p>\n

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Tefsir ve Usul\u00fc<\/b><\/h3>\n<\/blockquote>\n

Tefsirde ders okuma metodu \u015f\u00f6yledir: Talebeler \u00f6nceden okunacak yere haz\u0131rlan\u0131p huzurda metni seri bir \u015fekilde okurlar, Hocaefendi kendisi gerek g\u00f6rd\u00fc\u011f\u00fc veya soru tevcih edilen yerlerde a\u00e7\u0131klamalar yapar. T\u00fcrk\u00e7e tefsirlerden All\u00e2me Elmal\u0131l\u0131 Hamdi Yaz\u0131r\u2019\u0131n Hak Dini Kur\u2019\u00e2n Dili tefsirine \u00e7ok \u00f6nem verir. Hocaefendi, bir keresinde bir grup talebeyle Elmal\u0131l\u0131\u2019n\u0131n tefsirinin tamam\u0131n\u0131 talebelerine ders halkas\u0131nda \u00f6zetlettirmi\u015ftir. Her talebe bir Kur\u2019\u00e2n sayfas\u0131na tekab\u00fcl eden tefsir k\u0131sm\u0131n\u0131 \u00f6nceden iyice okuyup \u00f6zetini \u00e7\u0131kararak derste arz etmi\u015ftir. \u0130lk \u00f6nce Kur\u2019\u00e2n sayfas\u0131n\u0131 til\u00e2vet edip ard\u0131ndan haz\u0131rlad\u0131\u011f\u0131 \u00f6zeti sunmu\u015f; sunum yap\u0131l\u0131rken Hocam\u0131z okunan ve tefsir edilen \u00e2yetlerle ilgili m\u00fcl\u00e2hazalar\u0131n\u0131, talebeleriyle payla\u015fm\u0131\u015ft\u0131r. Kur\u2019\u00e2n\u2019dan \u0130drake Yans\u0131yanlar kitab\u0131 bunun semerelerindendir. Son zamanlarda Hocaefendi, Hak Dini Kur\u2019\u00e2n Dili tefsirini farkl\u0131 bir okuma \u015fekliyle tedris etmeye ba\u015flam\u0131\u015ft\u0131r. \u015e\u00f6yle ki: \u00f6nce Elmal\u0131l\u0131 Tefsiri\u2019nden bir miktar okunmakta, okunan yerler ile ilgili Hocaefendi m\u00fcl\u00e2hazalar\u0131n\u0131 ifade etti\u011fi gibi sorulan sorulara da cevap verir. Bir sonraki g\u00fcn Elmal\u0131l\u0131\u2019n\u0131n tefsirinden okunan yerler derse gelmeden \u00f6nce her bir talebe kendisine verilen tefsire bak\u0131p Hak Dini Kur\u2019\u00e2n Dili\u2019nden okunan yerle mukayese ederek onda ge\u00e7meyen yerleri tespit ederek derste \u00f6zet h\u00e2linde sunar. Arz edilenler \u00fczerine de yine Hocam\u0131z taraf\u0131ndan yer yer yorum ve izahlar yap\u0131l\u0131r. Elmal\u0131l\u0131 ile mukayeseli okuma yap\u0131lan tefsirler \u015funlard\u0131r: \u0130mam Maturidi-Te\u2019vil\u00e2t\u00fc\u2019l-Kur\u2019\u00e2n, Zemah\u015feri-Ke\u015f\u015faf, Fahreddin Razi-Mefatihu\u2019l-Gayb, Beyzavi-Envar\u00fc\u2019t-Tenzil ve Esrar\u00fc\u2019t-Te\u2019vil, Ebu Hayyan-Bahru\u2019l-Muhit, Ebu\u2019s-Suud-\u0130r\u015fadu Akli\u2019s-Selim il\u00e2 Mez\u00e2y\u00e2-i Kitabi\u2019l-Kerim, Tantav\u00ee Cevher\u00ee-el-Cev\u00e2hir f\u00ee Tefsiri\u2019l-Kur\u2019\u00e2ni\u2019l-Kerim, Seyyid Kutup-Fi Zil\u00e2li\u2019l-Kur\u2019\u00e2n, Molla Bedreddin Sancar-Ebdau’l-Bey\u00e2n. Bu \u015fekilde bir okuma usul\u00fcyle Elmal\u0131l\u0131 tefsirini bitirmek \u00e7ok uzun zaman alaca\u011f\u0131 bedihidir. Esas maksat ise mukayeseli okuma metodunu uygulamal\u0131 bir \u00f6rnek \u00fczerinden g\u00f6stererek te\u015fvik etmektir. Hocaefendi, ayn\u0131 usul\u00fc ba\u015fta had\u00ees olmak \u00fczere \u0130sl\u00e2m\u00ee ilimlerin hemen hemen hepsinde yap\u0131lmas\u0131n\u0131 tavsiye etmektedir.<\/p>\n

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F\u0131k\u0131h ve Usul\u00fc<\/b><\/h3>\n<\/blockquote>\n

Hocaefendi, her ders halkas\u0131nda had\u00ees, tefsir ve gramerin yan\u0131nda f\u0131k\u0131h ile ilgili bir kitap okutmu\u015f ve \u201cf\u0131k\u0131h bilinmeden hoca olunamayaca\u011f\u0131\u201d hakikatini ifade etmi\u015ftir. Hocaefendi\u2019nin genelde f\u0131k\u0131h kitaplar\u0131n\u0131 okutma metodu \u015fu \u015fekildedir: Talebe metni c\u00fcmle c\u00fcmle veya paragraf h\u00e2linde okur ve yine c\u00fcmle c\u00fcmle terc\u00fcme eder. Bununla birlikte baz\u0131 f\u0131k\u0131h kitaplar\u0131n\u0131n sadece Arap\u00e7as\u0131 okunmu\u015ftur. Nitekim Vehbe Zuhayl\u00ee\u2019nin el-F\u0131khu\u2019l-\u0130sl\u00e2m\u00ee ve Edilletuhu adl\u0131 eserinin, kl\u00e2sik f\u0131k\u0131h kitaplar\u0131na g\u00f6re dili sade ve g\u00fcn\u00fcm\u00fcz insan\u0131n\u0131n anlayaca\u011f\u0131 bir \u00fcsl\u00fbpta oldu\u011fundan sadece Arap\u00e7as\u0131n\u0131 okutmu\u015f, terc\u00fcme ettirmemi\u015ftir. F\u0131k\u0131h kitaplar\u0131 okunurken Hocaefendi, m\u00fccmel olarak ifade edilen bir f\u0131kh\u00ee h\u00fckm\u00fcn veya yakla\u015f\u0131m\u0131n daha geni\u015f ve m\u00fcdellel ele alan f\u0131k\u0131h kitaplar\u0131ndan bak\u0131lmas\u0131na i\u015faret eder, kitaplara bak\u0131p derste kendisine getirildi\u011finde de oray\u0131 okuyarak m\u00fctal\u00e2alarda bulunur. Mezheplerin m\u00fcft\u00e2bih kavillerinin iyi bilinmesi gerekti\u011fine bu konuda zuh\u00fcllerin ya\u015fand\u0131\u011f\u0131na dikkatleri \u00e7eker. M\u00fctekaddimun f\u0131k\u0131h \u00e2limleri ile m\u00fcteahhirin aras\u0131ndaki zaman zaman ya\u015fanan yakla\u015f\u0131m farkl\u0131l\u0131klar\u0131na i\u015faret eder. Hanefi mezhebine ba\u011fl\u0131 olmakla birlikte di\u011fer mezheplere son derece sayg\u0131l\u0131d\u0131r. Hanefilerin \u00e7ok geni\u015f alanl\u0131 bir f\u0131k\u0131h m\u00fcdevvenat\u0131 v\u00fccuda getirdiklerini bunun \u201ceraeytecilik\u201d ile bir al\u00e2kas\u0131n\u0131n olmad\u0131\u011f\u0131n\u0131 ifade eder. Her zaman oldu\u011fu gibi ve \u00f6zellikle ders esnas\u0131nda Mezhep imamlar\u0131n\u0131n, m\u00fc\u00e7tehitlerin, fakihlerin isimleri zikredilirken mutlaka sayg\u0131 ve h\u00fcrmet ifade eden bir niteleme ile birlikte bahsedilmesine \u00e7ok \u00f6nem verir. \u0130mam \u00c2zam Ebu Hanife Hazretleri, \u0130mam \u015eafii, \u0130mam Malik, \u0130mam Ahmed b. Hanbel, \u0130mameyn-i H\u00fcmameyn Hazretleri gibi. Hocaefendi, baz\u0131 f\u0131k\u0131h kitaplar\u0131n\u0131 \u015ferhiyle beraber takip ederek okutmu\u015ftur. Talebeler metni okurken kendisi \u015ferhten \u00f6nemli g\u00f6rd\u00fc\u011f\u00fc, ihtiya\u00e7 duyulan yerleri okumu\u015f, yer yer de m\u00fctal\u00e2alarda bulunmu\u015ftur. Hocaefendi, Hanefi f\u0131kh\u0131nda \u00e7ok \u00f6nemli bir yeri olan el-Hidaye\u2019yi Fethu\u2019l-kadir \u015ferhi ile birlikte -\u00f6\u011frenebildi\u011fim kadar\u0131yla- de\u011fi\u015fik zamanlarda farkl\u0131 ders gruplar\u0131yla \u00fc\u00e7 kere ders halkas\u0131nda tedris etmi\u015ftir. Elmal\u0131l\u0131\u2019n\u0131n Hak Dini Kur\u2019\u00e2n Dili tefsirinde oldu\u011fu gibi f\u0131k\u0131htan ayn\u0131 us\u00fclle Aliyy\u00fc\u2019l-K\u00e2r\u00ee\u2019nin Feth\u00fc babi\u2019l-inaye\u2019sini farkl\u0131 f\u0131k\u0131h kitaplar\u0131yla mukayeseli okutmaktad\u0131r. Bir g\u00fcn Feth\u00fc babi\u2019l-inaye teenni ile metin terc\u00fcme edilmek suretiyle okunduktan sonra ertesi g\u00fcn okunan yer di\u011fer f\u0131k\u0131h kitaplar\u0131ndan bak\u0131l\u0131p, mukayese edilerek bahsi ge\u00e7en kitapta olmayan farkl\u0131 yakla\u015f\u0131m ve yorumlar tespit edilip daha sonra derste \u00f6zet h\u00e2linde arz edilmektedir. Mukayeseli okunan f\u0131k\u0131h kitaplar\u0131 \u015funlard\u0131r: Sadru\u2019\u015f-\u015eer\u00eea\u2019n\u0131n el-Vikaye\u2019si, Burhaneddin el-M\u00e2ze\u2019nin Muh\u00eet\u00fc\u2019l-Burhan\u00ee\u2019si, Merg\u0131n\u00e2n\u00ee\u2019nin el-Hidaye\u2019si, \u015eeyhzade\u2019nin Mecmau\u2019l-Enhur\u2019u, \u0130bn \u00c2bidin\u2019in Ha\u015fiyet\u00fc Reddi\u2019l-Muhtar\u2019\u0131, \u0130bn \u00c2bidinz\u00e2de\u2019nin el-Hediyyet\u00fc\u2019l-Al\u00e2iyye\u2019si, Vehbe Zuhayl\u00ee\u2019nin el-F\u0131khu\u2019l-\u0130sl\u00e2m\u00ee ve Edilletuhu, Heyetin haz\u0131rlam\u0131\u015f oldu\u011fu Diyanet \u0130sl\u00e2m \u0130lmihali, Esad Muhammed Sa\u00eed Sa\u011farc\u00ee\u2019n\u0131n el-F\u0131khu\u2019l-Hanef\u00ee ve Edilletuhu.<\/p>\n

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Tasavvuf<\/b><\/h3>\n<\/blockquote>\n

Hocaefendi, her ders gurubunda di\u011fer ilimlere paralel olarak mutlaka \u201c\u0130sl\u00e2m\u2019\u0131n kalb ve ruh hayat\u0131\u201dn\u0131 anlatan tasavvuf eserlerinden birinin okutulmas\u0131n\u0131, m\u00fctal\u00e2a edilmesini tavsiye etti\u011fi gibi kendileri de bizzat bunu ger\u00e7ekle\u015ftirmi\u015ftir. Tasavvufa ait Ku\u015feyr\u00ee\u2019nin er-Risale\u2019si, Haris el-Muhasib\u00ee\u2019nin er- Riaye\u2019si, \u0130mam Rabban\u00ee\u2019nin Mektubat\u2019\u0131 gibi eserler talebelerin \u00f6nceden metne \u00e7al\u0131\u015f\u0131p huzurda okumas\u0131 \u015feklinde takip edilir. Hocam\u0131z da bu dersler esnas\u0131nda m\u00fcnasebet d\u00fc\u015ft\u00fck\u00e7e kalb ve ruhun hayat derecesine g\u00f6t\u00fcren en \u00f6nemli dinamikler \u00fczerinde durmu\u015f; bu konudaki vicdan\u00ee tecr\u00fcbelerini payla\u015fm\u0131\u015ft\u0131r. Hocaefendi\u2019ye g\u00f6re g\u00fcn\u00fcm\u00fcz hastal\u0131klar\u0131ndan biri de Allah dostlar\u0131na kar\u015f\u0131 tav\u0131r almak, onlar\u0131n b\u00fcy\u00fckl\u00fcklerini g\u00f6rmezlikten gelerek onlar\u0131 kendi seviyemizde insanlar olarak de\u011ferlendirmektir. B\u00f6yle bir bak\u0131\u015f korkun\u00e7 bir d\u00fc\u015f\u00fcnce kaymas\u0131d\u0131r. Baz\u0131lar\u0131n\u0131n \u201c\u0130mam \u00c2zam Eb\u00fb Hanife, \u0130mam \u015eafi\u00ee, Ahmed b. Hanbel, \u0130mam M\u00e2lik, \u0130mam Gazzal\u00ee, \u0130mam Rabban\u00ee, \u015eazil\u00ee, Abd\u00fclkadir Geyl\u00e2n\u00ee gibi ki\u015filer de bizim gibi insanlard\u0131r. Dolay\u0131s\u0131yla da onlara ait menk\u0131belerin asl\u0131-astar\u0131 yoktur\u2026\u201d diyerek bu b\u00fcy\u00fck z\u00e2tlar\u0131 k\u00fc\u00e7\u00fcltmek istemesiyle k\u00fc\u00e7\u00fclmediklerini, b\u00f6yle yapanlar\u0131n eline b\u00fcy\u00fcklerin feyiz ve bereketinden ve de b\u00fcy\u00fckl\u00fc\u011fe inanmad\u0131klar\u0131ndan dolay\u0131 b\u00fcy\u00fckl\u00fc\u011fe giden yollardan mahrumiyetten ba\u015fka bir \u015fey ge\u00e7meyece\u011fini vurgulamaktad\u0131r. Z\u00eer\u00e2 b\u00f6yle yapan insanlar Abd\u00fclkadir Geyl\u00e2n\u00ee\u2019yi, \u0130mam Rabban\u00ee\u2019yi, kendi seviyelerine indirmekle, kendi ufuklar\u0131n\u0131 kapatmaktad\u0131rlar. Bu b\u00fcy\u00fck insanlarla kendilerinin ayn\u0131 seviyede olduklar\u0131na inand\u0131klar\u0131ndan \u00f6t\u00fcr\u00fc, kendileri i\u00e7in gidecek yol, al\u0131nacak mesafe kalmam\u0131\u015f ve yolun sonuna var\u0131lm\u0131\u015f olmaktad\u0131r. Ruh ve kalbin kendilerine g\u00f6re birer derece-i hayatlar\u0131 bulundu\u011funa o sahan\u0131n b\u00fcy\u00fckleri oldu\u011funa inanmayan insan\u0131n, kat\u2019iyen o mertebelere \u00e7\u0131kmas\u0131 s\u00f6z konusu de\u011fildir. Di\u011fer taraftan Hocaefendi, Abdulkadir Geyl\u00e2n\u00ee, Ahmed R\u0131fai, Hasan \u015eazil\u00ee gibi m\u00e2neviyat b\u00fcy\u00fcklerinin kalb ve ruh hayat\u0131ndan bahsederek onlar gibi bir ya\u015fama gayreti ortaya koymadan menk\u0131be M\u00fcsl\u00fcmanl\u0131\u011f\u0131 ile teselli olman\u0131n da ayr\u0131 bir bel\u00e2 oldu\u011funa dikkat \u00e7ekmektedir. Hocaefendi\u2019ye g\u00f6re as\u0131l yap\u0131lmas\u0131 gereken o b\u00fcy\u00fck zatlar\u0131 m\u00e2neviyat \u00e2leminin sultanlar\u0131 h\u00e2line getiren dinamikleri iyi \u00f6\u011frenip hayata ge\u00e7irmektir.<\/p>\n

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Selefe Sayg\u0131<\/b><\/h3>\n<\/blockquote>\n

Hocaefendi, talebelerle ders okurken kendi ifadesiyle m\u00fczakere ederken asr-\u0131 saadetten g\u00fcn\u00fcm\u00fcze kadar gelen \u00e2limlerin yorum ve yakla\u015f\u0131mlar\u0131na fevkal\u00e2de sayg\u0131l\u0131d\u0131r. Ba\u015fta sahabe, t\u00e2bi\u00een, tebe-i t\u00e2bi\u00een, mezhep imamlar\u0131, Abd\u00fclkadir Geyl\u00e2n\u00ee, Hasan \u015eazil\u00ee, Ahmed R\u0131fa\u00ee, \u015eah-\u0131 Nak\u015fibend, \u0130mam Rabban\u00ee ve Bedi\u00fczz\u00fcman Said Nurs\u00ee gibi m\u00e2neviyat b\u00fcy\u00fcklerine ve onlar\u0131n yorum ve yakla\u015f\u0131mlar\u0131na \u00e7ok sayg\u0131l\u0131d\u0131r. \u0130sl\u00e2m\u00ee disiplinlerden hangisi okunursa okunsun \u00e2limlerin yorum ve yakla\u015f\u0131mlar\u0131n\u0131n fevkal\u00e2de sayg\u0131 ile ele al\u0131nmas\u0131na s\u0131k s\u0131k vurgu yapar. Bunun yan\u0131nda kendi g\u00f6r\u00fc\u015f ve yakla\u015f\u0131mlar\u0131n\u0131 da dinin muhkemat\u0131na uygunluk veya ters d\u00fc\u015fmemesi kayd\u0131yla \u201c\u0130bn Kesir b\u00f6yle buyurmu\u015f; ama (kendisini kastederek) \u0130bn Kalil\u2019in de \u015f\u00f6yle bir yakla\u015f\u0131m\u0131 var.\u201d veya \u201cFakirin, k\u0131tmirin de \u015f\u00f6yle bir yorumu, m\u00fcl\u00e2hazas\u0131 var.\u201d gibi m\u00fctevazice seslendirir. Derse kat\u0131lan talebelerine \u00e2limlere sayg\u0131 ekseninde dinin temel disiplinlerine ters d\u00fc\u015fmeyen yorum ve yakla\u015f\u0131mlar\u0131n da olabilece\u011fini\/olmas\u0131 gerekti\u011fini ifade etmektedir. Z\u00eer\u00e2 herkes bir m\u00e2n\u00e2da ibn\u00fc\u2019z-zaman\u2019d\u0131r. Her zaman\u0131n, i\u00e7inde ya\u015fan\u0131lan devir ve \u015fartlar\u0131n dinin yoruma a\u00e7\u0131k yanlar\u0131n\u0131 yorumlamada \u00f6nemli bir varidat\u0131 vard\u0131r. Her M\u00fcsl\u00fcman\u2019a d\u00fc\u015fen de ya\u015fad\u0131\u011f\u0131 zaman\u0131n \u015fartlar\u0131n\u0131 iyi okuyarak zaman\u0131n varidat\u0131n\u0131 da yan\u0131na alarak inand\u0131\u011f\u0131 de\u011ferleri hayata ta\u015f\u0131makt\u0131r. Bu arada en \u00f6nemli bir husus da kesinlikle \u00e2limleri hafife al\u0131c\u0131, tezyif edici \u201cBu meseleyi anlamam\u0131\u015flar.\u201d gibi bir sayg\u0131s\u0131zl\u0131\u011fa meydan vermemektir.<\/p>\n

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Kitap \u00d6zetleme<\/b><\/h3>\n<\/blockquote>\n

Hocaefendi\u2019nin ders halkas\u0131nda uygulad\u0131\u011f\u0131 metotlardan birisi de talebenin belli bir kitab\u0131 \u00f6zet \u00e7\u0131kararak arz etmesi \u015feklindedir. Hocaefendi, g\u00fcn\u00fcm\u00fczde \u00e7ok kitab\u0131n ne\u015fredildi\u011fini, bir insan\u0131n bunlar\u0131 okumaya yeti\u015femeyece\u011fini, i\u015ftirak-i a\u2019mal prensibinden hareketle ihtiya\u00e7 duyulan, okunmas\u0131nda fayda m\u00fcl\u00e2haza edilen kitaplar\u0131n onda bir veya yirmide bir \u00f6zetlenerek ders halkas\u0131nda m\u00fctal\u00e2a ve m\u00fczakere edilebilece\u011fini s\u00f6yleyerek bu \u015fekilde bir okuma metodunu bizzat uygulayarak te\u015fvik etmektedir. Kitap \u00f6zetlenerek derste anlat\u0131lmas\u0131 \u015fu \u015fekilde yap\u0131lmaktad\u0131r: Hocaefendi, okunmas\u0131nda fayda m\u00fcl\u00e2haza etti\u011fi kitap ve dergileri talebelere, derse kat\u0131lanlara \u00f6nceden verir. Her bir eser iyice okunup \u00f6zetlenir sonra da derste arz edilir. \u00d6zetlenen kitaplar: \u0130sl\u00e2m\u00ee ilimlerin de\u011fi\u015fik dallar\u0131ndan, edebiyattan, tarihten, felsefeden vs. olmak \u00fczere \u00e7ok geni\u015f alanl\u0131d\u0131r.<\/p>\n

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Sonu\u00e7<\/b><\/h3>\n<\/blockquote>\n

Hocaefendi\u2019nin ders metodunu ula\u015fabildi\u011fimiz, anlayabildi\u011fimiz kadar\u0131yla ifade etmeye \u00e7al\u0131\u015ft\u0131k. Hocaefendi, medrese usul\u00fc gelene\u011finde ders alm\u0131\u015f, daha sonra da ders ve tedris metodunda ge\u00e7mi\u015fe ba\u011fl\u0131l\u0131k ve sayg\u0131 i\u00e7inde \u00e7ok yeni a\u00e7\u0131l\u0131mlar ve teknikler geli\u015ftirmi\u015ftir. Kl\u00e2sik ders usul\u00fcnde ad\u0131 bile duyulmayan pek \u00e7ok kitab\u0131 hatt\u00e2 m\u00fcracaat eserlerini ders kitab\u0131 olarak okutmu\u015ftur. Ders okutma tarz\u0131 talebe merkezlidir. S\u00fcrekli yeniliklere ve farkl\u0131 metotta okumaya a\u00e7\u0131kt\u0131r. Talebelerin bilgisayar, sinevizyon gibi teknik imk\u00e2nlardan da istifade ederek \u0130sl\u00e2m\u00ee kaynaklara ula\u015fmas\u0131na, derste bunlardan istifade edilmesine a\u00e7\u0131k olmakla birlikte ilgili yerlerin kitaplardan bulunup okunmas\u0131na \u00e7ok \u00f6nem vermektedir. Teknolojinin \u00fcr\u00fcnleri bilgiye k\u0131sa s\u00fcrede ula\u015fmay\u0131 kolayla\u015ft\u0131rmakla birlikte as\u0131l olan kitaptan okunmas\u0131 ve gerekti\u011finde de yan\u0131na notlar\u0131n al\u0131nmas\u0131d\u0131r. Bir di\u011fer \u00f6nemli nokta da teknolojinin insan\u0131n yede\u011finde olmas\u0131, insan\u0131n istidat ve kabiliyetlerinin inki\u015faf\u0131na m\u00e2ni olmamas\u0131d\u0131r. Hocaefendi, selef-i salihini, ulemay\u0131 hay\u0131rla y\u00e2d etmenin, onlar\u0131n gayretlerini, yorum ve yakla\u015f\u0131mlar\u0131n\u0131 sayg\u0131 ve h\u00fcrmetle kar\u015f\u0131laman\u0131n bir M\u00fcsl\u00fcman\u2019\u0131n ilim ahl\u00e2k\u0131 ve vefa borcu oldu\u011funu de\u011fi\u015fik vesilelerle ifade etmektedir. Bu hissiyat\u0131n\u0131 zaman zaman o insanlar\u0131n devirlerini a\u015ft\u0131klar\u0131na dikkat \u00e7ekerek, yer yer de g\u00f6zya\u015flar\u0131yla beraber onlara medyun oldu\u011fumuzu s\u00f6yleyerek seslendirmektedir. Yine Hocaefendi, her zaman\u0131n ayr\u0131 bir varidat\u0131 oldu\u011funu, g\u00fcn\u00fcm\u00fcz insanlar\u0131n\u0131n da duyup hissettiklerini, Allah\u2019\u0131n g\u00f6n\u00fcllerine bah\u015fetti\u011fi ilhamlar\u0131 dinin muhkemat\u0131n\u0131n s\u00fczgecinden ge\u00e7irerek de\u011ferlendirmeleri gerekti\u011fine vurgu yapmaktad\u0131r. Ona g\u00f6re bu \u015fekilde hareket etmek iradenin hakk\u0131n\u0131 vermek, Allah\u2019\u0131n kalblere, g\u00f6n\u00fcllere ve kafalara l\u00fctfetti\u011fi ilhamlar\u0131n k\u0131ymetini bilmek ve de mazhar olunan nimete \u015f\u00fckretmenin bir ifadesidir. Hocaefendi zaman zaman kendisinden ders okuyan talebelere: \u201cBenim sizin \u00fczerinizde hi\u00e7bir hakk\u0131m yok. \u015eayet bir hakk\u0131m s\u00f6z konusu olsayd\u0131 sizden bunu \u00f6l\u00fcnceye kadar talebe okutman\u0131z \u015feklinde talep ederdim.\u201d demi\u015ftir. Bununla birlikte ne kadar b\u00fcy\u00fcseler, hoca olsalar da talebelikten uzakla\u015fmamalar\u0131n\u0131 Zeyn\u00fcddin \u0130rak\u00ee\u2019den \u00f6m\u00fcr boyu ders okuyan Nureddin Heysem\u00ee\u2019yi \u00f6rnek g\u00f6sterek tavsiye etmektedir. Zaman zaman latifev\u00e2r\u00ee bir \u00fcsl\u00fbpla: \u201cMelekler talebe-i ulumun can\u0131n\u0131 bal, kaymak yedirerek, ac\u0131tmadan al\u0131rm\u0131\u015f.\u201d buyurarak s\u00fcrekli \u00f6\u011frenme i\u015ftiyak\u0131 i\u00e7inde talebe olarak kalmay\u0131 te\u015fvik etmektedir. H\u00e2s\u0131l\u0131, Hocaefendi\u2019ye g\u00f6re ders, tedris ve ilim \u00f6\u011frenmekten as\u0131l maksat iman\u0131n, m\u00e2rifet ufkuna ula\u015ft\u0131r\u0131lmas\u0131, m\u00e2rifetin muhabbetle derinle\u015ftirilmesi ve dur durak bilmeden hasbilik ve adanm\u0131\u015fl\u0131k ruhuyla kanatlanarak i\u2019l\u00e2-y\u0131 kelimetullah yoluyla Allah\u2019\u0131n ho\u015fnutlu\u011funu yakalamaya \u00e7al\u0131\u015fmakt\u0131r.<\/p>\n

Yrd. Do\u00e7. Dr. Erg\u00fcn \u00c7apan – Cemal T\u00fcrk<\/p>\n

Yeni \u00dcmit Dergisi Genel Yay\u0131n Koordinat\u00f6r\u00fc<\/p>\ntweet<\/a>