Yakın Doğu Üniversitesi İslam Tetkikleri Merkezi Dergisi

Öz

Ahi has been interpreted as an ideal human type in history. The Arabs called the ideal human type "feta", the Iranians called it "civan-martyr" and the Turks called it "akı". It is rumored that the word "akı" turned into the word "ahi" after the Turks converted to Islam. The ahi organization, which takes its name from the word "ahi" meaning generosity and brotherhood, became institutionalized in the 13th century; it gained the great support of the people in Anatolia and aimed to raise ideal people by meeting their material and spiritual needs. These organizations organized religious and moral education as well as vocational education within the hierarchical order of squire, apprentice, journeyman, master. Immediately after the emergence of the ahi organization, it was observed that ahi fütüvvetnamas were written. Fütüvvetnameler, the internal regulations of ahi lodges formed as a result of the fütüvvet organization emerging in the Islamic geography mixed with Turkish customs and traditions, were used as the handbook of the ahis. Futüvvet, which means youth, valor, heroism, heroism, maturity, truthfulness, generosity in terms of word meaning; It means obeying the commands of Allah, avoiding evil, doing worship well, and embracing good morals secretly and openly. In the Holy Qur'an, the Prophet Abraham who rebelled against Nimrod, the Ashâb-ı Kehf who rejected idolatry and declared their faith in God, the companion of Prophet Moses, and Prophet Yusuf who preserved his chastity are mentioned as "feta". Prophet Abraham, Prophet Moses and his companion, Prophet Yusuf and Ashab-ı Kehf, whose heroism is emphasized in the Qur'an and who are mentioned as examples of faith, worship and morality, are shown as role models for the people of "Futuvvet". The verses in the Holy Qur'an, in which the word "feta" is mentioned, on the axis of abstaining from haram and being content with halal, formed the basis of the understanding of futüvvet. In this study, the importance of fütüvvetnamas in terms of non-formal religious education in the ahlism organizations is emphasized. The content of the futüvvetnamas includes the parables of the prophet, the lives of the Companions, the stories of the saints, the life stories of scholars and historical figures, the basic principles of Islamic morality, and the traditional practices of the ahi organization. Ahi organizations provided important services in social, political, religious and moral fields. The vocational and religious education given within the hierarchy of squire, apprentice, journeyman, and master in Ahi organizations continued in the workplaces during the day and in Ahi lodges and dervish lodges at night. It is known that the Ahi organization was effective in vocational and religious education and left its mark on a long period. The Ahi organization did not only prepare people for the hereafter by teaching them their religious and moral duties, but also undertook the teaching of a profession that would provide them with sustenance and sustenance in the world. It linked the world and the hereafter by establishing a perfect balance between the affairs of the world and the hereafter. The training of the Ahi was not only aimed at making him a master of his job, but also a good human being. The ahi organization, which has completed its mission in history as an important institution in terms of non-formal religious education, contains good examples for vocational and religious education, which is of great importance today. The subject of the research is the importance of fütüvvetnames, which are used as an internal regulation and handbook in ahi lodges, in terms of religious education. For centuries, ahi lodges have carried out vocational and religious education together. The problem of the research is whether the fütüvvetname and ahi lodges can have an impact on today's education system and how to interpret this cultural heritage. The study was conducted in order to determine the findings of religious education, principles and principles of education in futüvvenames and to investigate the possibility of using these principles and principles in today's education system. Since there are many futüvvetname in our history of culture and civilization, our study is limited by evaluating it in the context of Razavi's futüvvetname. Our research is a qualitative study and document analysis method was used by conducting a literature review. There are many universal principles in the religious and moral education that the Ahis have successfully implemented in history along with vocational education. Adapting this understanding to today's conditions and reflecting it to education policies will be beneficial in terms of education and training.