EBÛ HANÎFE’NİN DERS HALKASI VE ONUN MEŞHUR OLMAYAN ÖĞRENCİLERİNİN HANEFİ DÜŞÜNCESİNİN TEŞEKKÜLÜNE VE YAYILMASINA KATKILARI

Abstract

Hanefi mezhebinin teşekkülünde kurucu İmam Ebû Hanîfe’nin fıkıh düşüncesi ve metodu çok önemli olmakla birlikte ilk kuşak öğrencilerinin de çalışmaları önemli bir rol oynamaktadır. Ebû Hanîfe, hocasının ders metodunu geliştirerek ders halkasını bir akademi gibi çalıştırmış, bununla yetinmeyerek derslerde öğrencileriyle birlikte ulaştıkları sonuçları tedvin ettirmiştir. O, kendi zamanının alışılagelmiş ders işleme metodunun dışına çıkarak, öğrencilerinin düşüncelerine değer vermiş, onların kendilerini ifade etmelerine fırsat tanımıştır. Ebû Hanîfe’nin meşhur dört öğrencisi Züfer b. Hüzeyl (ö. 158/775), Ebû Yusuf Ya‘kûb b. İbrahim (ö. 182/798), Muhammed b. el-Hasan eş-Şeybânî (ö. 189/805) ve Hasan b. Ziyâd (ö. 204/819) Hanefi mezhebinin teşekkülünde çok önemli katkılar sunmuşlardır. Bununla birlikte meşhur olmayan ve sayıca çok daha fazla olan öğrencilerin mezhebin teşekkülünde, Ebû Hanîfe’nin metot ve fıkhî düşüncesinin özellikle uzak bölgelere yayılmasında çok önemli çabaları bulunmaktadır. Özellikle Ebû Hanîfe’nin Horasan ve Mâverâünnehir’de tanınmasını bu öğrencileri sağlamıştır. Bu öğrenciler, Belh, Merv, Semerkant, Buhara, Nîsâbûr, gibi şehirlerde ders halkaları teşekkül ettirerek Ebû Hanîfe’nin fıkhî ve kelamî görüşlerini bu ders halkalarında işlemişlerdir. Ayrıca bu öğrenciler gittikleri yerlerde Cehmiyye gibi oluşumlarla mücadele etmişlerdir. Bunun yanında çeşitli eserler telif ederek literatüre katkıda bulunmuşlardır. Bu öğrencilerden bazıları içtihat seviyesine ulaşmış, müftâ bih görüşün belirlenmesinde onların içtihatlarına da başvurulmuştur. Bunun yanında kadılık görevi üstlenerek mezhebin kurumsallaşmasına katkıda bulunmuşlardır.

Although the idea of fiqh and method of founder Ebû Hanîfe is very important in_x000D_ the formation of the Hanefi sect, the works of the first-generation students also_x000D_ play an important role. As it is known, when Ebû Hanîfe was unable to answer a_x000D_ question in the fiqh area when he was interested in the subjects of the science of_x000D_ Kelam, He started the lessons of Hammâd b. Ebû Süleyman. He continued his fiqh_x000D_ collection for nearly twenty years alongside his teacher. When his teacher passed_x000D_ away, he became the head of the class by the request of his classmates. Ebû_x000D_ Hanîfe, who wanted the lessons to pass efficiently, required at least ten of his_x000D_ classmates to attend the lessons. With this request, he prevented the dispersion_x000D_ of the course ring, also had the opportunity to realize the course teaching method_x000D_ he had built with these ten experienced students. Ebû Hanîfe grouped the_x000D_ students according to their levels and formed three different course rings. Ebû_x000D_ Hanîfe introduced methods such as lesson learning brainstorming, discussion,_x000D_ debate and negotiation in his lessons. Ebû Hanîfe successfully applied the case_x000D_ study method, also called practice in today's legal education. He developed the_x000D_ course method of his teacher and operated the course ring like a fiqh academy._x000D_ Ebû Hanîfe provided a democratic educational environment for his students, and_x000D_ students were able to express their thoughts freely in this environment.

Although the idea of fiqh and method of founder Ebû Hanîfe is very important in the formation of the Hanefi sect, the works of the first-generation students also play an important role. As it is known, when Ebû Hanîfe was unable to answer a question in the fiqh area when he was interested in the subjects of the science of Kelam, He started the lessons of Hammâd b. Ebû Süleyman. He continued his fiqh collection for nearly twenty years alongside his teacher. When his teacher passed away, he became the head of the class by the request of his classmates. Ebû Hanîfe, who wanted the lessons to pass efficiently, required at least ten of his classmates to attend the lessons. With this request, he prevented the dispersion of the course ring, also had the opportunity to realize the course teaching method he had built with these ten experienced students. Ebû Hanîfe grouped the students according to their levels and formed three different course rings. Ebû Hanîfe introduced methods such as lesson learning brainstorming, discussion, debate and negotiation in his lessons. Ebû Hanîfe successfully applied the case study method, also called practice in today's legal education. He developed the course method of his teacher and operated the course ring like a fiqh academy. Ebû Hanîfe provided a democratic educational environment for his students, and students were able to express their thoughts freely in this environment. "Цель данного исследования - изучить роль, функцию бюрократии в демократизации и ее отношение к этому процессу. В связи с этим в этом историческом исследовании, посвященном изучению про- цесса демократизации в Турции от провозглашения республики до перехода к многопартийной системе, с теоретической точки зрения кратко рассматриваются отношения между бюрократией и демократией. Вслед за этим исследовано формирование бюро- кратической традиции управления, занимающей важное место в политической жизни Турции, а также роль бюрократии в процессе демократизации в однопартийный период и изменения, которые произошли в этом процессе с переходом к многопартийной си- стеме. В заключении показано, что в турецком контексте наблю- дается дилемма между бюрократией и демократией, бюрократия негативно повлияла на процесс демократизации, она была более эффективной в однопартийный период, а власть бюрократии была относительно ослаблена с переходом к многопартийности. Тем не менее, традиция бюрократической опеки сохранилась до наших дней, и эта ситуация наносит ущерб процессу демократизации.;This study aims to scrutinize the role, function and the attitude of the bureaucracy in the process of democratization. In this context, this historical study examining the process of democratization in Turkey from the proclamation of the republic to the transition to a multiparty system briefly discusses the relationship between bureaucracy and democracy from a theoretical perspective. Afterwards, the formation of a bureaucratic management tradition, which has an important place in Turkish political life, has been mentioned in this historical research, which has a significant place in Turkish political life, has been addressed. The role of the bureaucracy in the process of democratization during the one-party period and the change that has occurred in this process with the transition to a multi-party system were subsequently examined. In conclusion, in the Turkish context it is observed that there is a dilemma between bureaucracy and democracy, the bureaucracy had negatively affected the process of democratization, it was more effective in one-party period, and the power of bureaucracy was relatively weakened with the transition to a multi-party system. Yet, the tradition of bureaucratic tutelage has lasted its effects to this day and this situation harm the process of democratization." "al-Asbât in Islamic thought is a controversial concept among Shia and Sunni schools. Sunni school believes that they all were the brothers of Prophet Joseph and were Prophets. Yet, Shia school rejects the idea that al-Asbât were Prophets, due to the big sins they committed. Some of Shia sholars think that al-Asbât were Wasiyy (Legatee) of Prophets. Sheikh Ali Hasan Galum adds a new idea to al-Asbât by arguing the similarity between the concept of al-Asbât in Quran with those Judges in Torah. He gives the concept of Judges and al-Asbât as a reference to Twelve Imams. This article, after explaining the concept of Judges in Judaism, will deal with the concept of al-Asbât in Sunni sources. After that it will explain the meaning of al-Asbât generally in Shia thought. Then it will touch upon the similarity of the Judges with the concept of Twelve Imams which has handled for the first time by Sheikh Galum in Shia thought."