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Sahur Bereketi 16. Bölüm | Ahmet Kavlak & Ayşe Şahinboy (06 Mart 2026)
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00:00:02MUSIC
00:00:48I seek refuge in God to remember the rose.
00:00:52And I turn my face to His rose messenger.
00:00:56Whenever I turn my face away
00:01:01I weave roses with words.
00:01:05I smell like roses whenever I think of roses.
00:01:10Oh night, silence the thoughts in your heart.
00:01:16Because this poem is beyond commentary.
00:01:20There is a rose in this poem, a rose.
00:01:24When I say smile, you smile, but don't look at the rose.
00:01:29I met her when she was a bright red bud.
00:01:32It was as if it would fly away if it didn't catch fire.
00:01:36He looks like he'll have a death throes if he hears a sudden noise.
00:01:39Yet how many hurricanes did he stop?
00:01:43Come on, arrow of fate!
00:01:46If you're going to shoot, shoot as you say.
00:01:49I learned it from the wind that blew past me.
00:01:53Rose is the most beautiful syllable in the world.
00:01:58That's why every night is a night of roses.
00:02:05When I say smile, you smile.
00:02:08But don't look at the rose.
00:02:10I met her when she was a crimson bud.
00:02:13He feels ashamed and pulls it back.
00:02:16Pull it between the leaves
00:02:18Then it becomes a sapling.
00:02:20As if it had never been opened.
00:02:23And he is uneasy.
00:02:24Like a tiny wave about to hit the shore for the first time.
00:02:29Like the first raindrop to fall from paradise
00:02:32Like a gazelle
00:02:34From the frightened sparrow's wing
00:02:38But all the gazelles come down to her eyes when they are thirsty.
00:02:42When the poppy flower stays in the dark for too long
00:02:45She clings to the absence of him
00:02:47You see it in waves.
00:02:50To and to eternity
00:02:54As the scent of roses wafts
00:02:57When I say smile, you smile.
00:03:00But don't look into my eyes.
00:03:01My eyes turned to the rose's eyes.
00:03:05You can't resist his scent.
00:03:10I can't control my gaze either.
00:03:13You will never be able to remember the rose again, forever.
00:03:17Oh rose
00:03:21Black and deep
00:03:24So your eyes
00:03:26Question and flame
00:03:29Where are your eyes?
00:03:31I feel sorry for her eyelashes, and for myself too.
00:03:35When we part, your eyelashes fill my eyes.
00:03:39When they reunite, I lose my sight.
00:03:44Your eyes are precious.
00:03:46Your eyes are the apocalypse
00:03:49Your eyes are formed in the pomegranate of Abraham.
00:03:54Oh, your eyes
00:03:56Your eyes are in the hands of Israfil
00:04:00The first wall is the closing of the eyelashes.
00:04:03The opening of the second wall.
00:04:06In the name of Allah, the One who kills and gives life.
00:04:10She had kohl applied to her eyes
00:04:13Your eyes are like Michael's feast
00:04:16The being nourishes the spirit and rises.
00:04:19Then the lover arrives
00:04:22A special treat for your loved one.
00:04:25Your pupils
00:04:27And the voice of Gabriel becomes your breath, wave after wave.
00:04:31You take a soul and the world goes away.
00:04:35Your eyes have read ancient loves.
00:04:39Your eyes have read stories of the prophets.
00:04:44Eyes that remained fixed on Mary's chastity
00:04:48Oh rose
00:04:50I'm tired of separation.
00:04:52That's why I want to lie down in your shadow.
00:04:55I want to lie down before falling asleep.
00:04:58I want to be drenched in your dew.
00:05:01It's like encountering Noah's flood.
00:05:04And I want to fall into the well of the shadow.
00:05:07I want to die for you.
00:05:10I want to disintegrate down to my very cells.
00:05:14You in every cell
00:05:16How much of me will I be then?
00:05:19Maybe then all of you will be mine.
00:05:23Oh Lord
00:05:25The angel of death is coming to me
00:05:28Let it come with a cannonball.
00:05:30Make me laugh
00:05:32Then let her look at me with the eyes of a rose.
00:05:37And let him kill me.
00:05:51Dear viewers
00:05:54At this blessed time of Sahur
00:05:57Meeting with the silence of the night
00:06:01At these beautiful hours
00:06:03We greet you all with respect and affection.
00:06:09During Ramadan nights, it's not just bodies that are involved.
00:06:13Hearts awaken too.
00:06:16A person
00:06:18In a conversation
00:06:21In an idea
00:06:24From a memory
00:06:26He finds himself again.
00:06:29Yes
00:06:31When we say remembering
00:06:34It should also be stated that...
00:06:38To remember
00:06:40And
00:06:40And what was reminded
00:06:42To understand well
00:06:43Well
00:06:45Throughout our lives
00:06:47Some truths to us
00:06:50That too is by the grace of God.
00:06:51He is remembered with grace.
00:06:52During this blessed month of Ramadan for me
00:06:56One of the things I was reminded of
00:06:59The words you said
00:07:02Words, sentences
00:07:03It was heard by a great power
00:07:07Sometimes it takes the place of a prayer.
00:07:08Or sometimes
00:07:12For the truth of what he said to be revealed
00:07:14As a test
00:07:15You will appear before me
00:07:17You mustn't forget
00:07:18I am celebrating the holy month of Ramadan.
00:07:21A month in which believers are admitted to intensive care.
00:07:25I would define and
00:07:27The blessings of the pre-dawn meal last night
00:07:30From intensive care
00:07:33At least I watched the opening from the intensive care unit.
00:07:36But this time it was a real intensive care unit.
00:07:39Sir
00:07:40I was unable to be with you yesterday for the blessed pre-dawn meal program.
00:07:45Because of what is being reminded
00:07:47We can also misunderstand things.
00:07:49From the moment Ramadan begins
00:07:52I have a condition similar to reflux in my stomach.
00:07:54I experienced a burn.
00:07:58And because I attributed this to my stomach...
00:08:00With stomach medication
00:08:01I've reached the 14th or 15th day.
00:08:04Then I said to myself, I need to leave this job to the experts.
00:08:08And then
00:08:09Ministry of Health, Başakşehir
00:08:12Pine and Cherry Blossom
00:08:13I went to the emergency department of the hospital.
00:08:15Then came the examinations...
00:08:18What I thought was heartburn
00:08:21A heart spasm is a spasm of one of the blood vessels.
00:08:25We faced the reality that it was 99% blocked.
00:08:29And then an operation
00:08:32After angiography as well
00:08:35Praise be to God, holding on to that 1%.
00:08:38Treatment was successful for 99% of cases.
00:08:41I take this opportunity
00:08:43To the emergency room of Başakşehir Çam Sakura Hospital
00:08:47And first and foremost, Professor Dr. Mehmet Emin Kalkan.
00:08:54I would like to thank the cardiology department very much.
00:08:57We are here before you.
00:09:00With even more excitement
00:09:02Perhaps being alive
00:09:05With an added thrill
00:09:06We are here before you.
00:09:07A program about the blessings of suhoor (pre-dawn meal).
00:09:10It will continue until dawn in Istanbul.
00:09:14I thank you for the iftar program.
00:09:17Dear Mustafa Demirci
00:09:19He hosted it.
00:09:21I greet them all with respect and affection from here.
00:09:25Sir, today with my esteemed residences
00:09:32We will be discussing youth's search for identity in the digital age.
00:09:41And this identity search leads to what happens in young people...
00:09:54We will discuss the efforts or deviations they made in their search for this identity.
00:10:02Also with another location
00:10:04We will discuss the subtexts of movies, films, and TV series that we have watched.
00:10:19We will be together until dawn.
00:10:21Faculty member of the Theology Faculty at Iğdır University
00:10:25Associate Professor Ahmet Kavlak and author Ayşe Şahinboy
00:10:32He/She will be our studio guest.
00:10:35Dear professor, I could have given a much better opening speech, but...
00:10:40This is perhaps the excitement of this thing.
00:10:43The excitement of opening the program we created after what we experienced.
00:10:47Even today, when you said hello
00:10:50Welcome
00:10:52It's a pleasure to meet you, sir.
00:10:53It is an honor to have you here, thank you very much.
00:10:55May God Almighty grant all our patients
00:10:58May God grant healing.
00:11:01May God have mercy on all our relatives and loved ones who lost their lives in the coup.
00:11:09May God grant forgiveness to those of us who are still alive.
00:11:11Professor Ahmet, now, this digital age has a problem; our youth are searching for their identity.
00:11:21Along with this search for identity
00:11:27So there is a speed
00:11:29There is a speed in the search for identity, and this speed is not limited to this.
00:11:32There is also a speed that makes thinking superficial.
00:11:38Now, within the principles of logic and thinking, what aspects of reasoning, which are most commonly employed by the youth of this era, have caught your attention?
00:11:59What are they?
00:12:00Yes, thank you.
00:12:02Again, I pray to God for healing.
00:12:03Someone who needs you and everyone else.
00:12:06To maintain the health of those who are healthy.
00:12:08May God grant us more.
00:12:10Now
00:12:12The age we call the digital age
00:12:15Unfortunately, we all have the same problem.
00:12:17It was not a positive era.
00:12:18Unfortunately, it hasn't been a good era for humanity.
00:12:21In an era where we have such a great blessing as the digital age, it can be very beneficial for people, especially young people, in building their identities.
00:12:28We would have liked it to be so, but...
00:12:30At least we all know and experience the fact that most of these digital platforms are unfortunately not in the hands of positive people, which is a major problem.
00:12:39How can we overcome this? How can we lead it towards good?
00:12:42Since something like this exists, there's no way to remove it.
00:12:44So we live in this era now.
00:12:46Removing or banning it here is no longer the solution.
00:12:50We need to look at how the existing system can be turned for the better.
00:12:54We were a little late, to be honest.
00:12:56So, both on television and...
00:12:58We have this problem on social media platforms.
00:13:01I wrote a letter to the late Özal when I was in my last year of high school in 1983.
00:13:06I said we urgently need a hero in cinema and on television.
00:13:11Of course, then nobody will listen to us, but...
00:13:14Ultimately, thank God for the current situation, like Dilek Ertuğrul, for example; I wish these things had existed 40-50 years ago.
00:13:22I wish there were TV series and movies like this 40-50 years ago.
00:13:26Because you remember the impact it had when it was first broadcast on television.
00:13:30When television broadcasts first began, people didn't know about basketball; they started learning about basketball through a TV series.
00:13:35People didn't know what pizza was; they started eating pizza thanks to a cartoon.
00:13:39This influence is now more about the internet or social media than the university, or back then it was TV series, now it's social media.
00:13:46People are influenced by this; we have to accept this as a fact, that's just how it is.
00:13:50Imposing any kind of ban or anything like that is not a solution for us.
00:13:54The goal is to refer the problem, not to eliminate it, so our main discussion should be about what we can do to address the referral issue.
00:14:01So, there is such a phenomenon, there is the reality of social media, and how can we turn this reality of social media into something good and right?
00:14:08What can we do to help our youth in building their identities? Of course, this includes especially our national values and traditions.
00:14:17There will absolutely and undeniably be series, films, and programs made about this.
00:14:22Education has two aspects: one is positive, that is, teaching, and the other is preventing wrongdoing.
00:14:29In fact, in education, every educator knows this.
00:14:33When educating people, young people, children—in other words, when providing education to an audience—generally only 10% to 20% of that information is new.
00:14:4180% of the work is focused on correcting errors; most of the time and effort is spent on correcting the mistakes in the information you provide.
00:14:49Therefore, education is not one-sided; you send the child to school, and at school, you provide them with the best knowledge, the finest information.
00:14:58it doesn't matter
00:14:59However, conversely, destruction must also be prevented, and the main principle, as stated in the Mecelle (Ottoman civil code), is the prevention of evil.
00:15:09Preventing evil is more important than attracting good.
00:15:13Therefore, in the digital age, we absolutely need to develop programs for the education or identity building of these young people.
00:15:20This 2-2-4, meaning this undeniably beautiful system that preserves all our national and spiritual values and guides young people through social media...
00:15:28These things need to be done.
00:15:29But four times that amount of effort would need to be spent on eradicating evil.
00:15:33This is not something I can do or will do for you right now; this is something the official body, the state, will do, but unfortunately...
00:15:41And unfortunately, there is no magic word.
00:15:43There's a very magical word, a magical word called freedom.
00:15:46That word, "freedom," that very word, was instrumental in the dethroning of Abdulhamid.
00:15:52In the 10 years after Abdülhamid was deposed, the empire slipped from our grasp.
00:15:56So, it seems that in any matter, simply having beautiful words is not enough.
00:16:01Because using that word in the wrong context has turned into a form of manipulation of people's minds.
00:16:07Freedom, yes, freedom is beautiful, but freedom means not placing limits on the creation of beauty.
00:16:12There is a good thing about this: if there are no limits placed on doing it, that is freedom.
00:16:15Putting a stop to something negative and harmful cannot be called restricting freedom.
00:16:21Of course you will avert the harm, and to avert the harm you will put obstacles in its way.
00:16:27This freedom is not a restriction of freedom.
00:16:29This is where you see that in recent times, that is, in the last century and especially in recent times...
00:16:34When you make some small efforts to preserve national and spiritual values
00:16:40You are encountering incredible resistance.
00:16:42Opposition to freedom or, in other words, suppressing people is not like that.
00:16:46First, the content of a word needs to be filled in.
00:16:49The concept is an important issue.
00:16:51The human mind is manipulated by concepts, and if we are to define the word freedom...
00:16:55First, we need to draw the line.
00:16:57Definition is about drawing boundaries.
00:16:58To define, to draw boundaries.
00:16:59Yes
00:16:59Professor Kıymet, what is this young people's understanding of freedom?
00:17:03They should have already realized that the concept was actually empty.
00:17:06Yes
00:17:06But as the saying goes, is it because it pleases one's ego?
00:17:11Young people believe that this is more correct.
00:17:15There is an addiction called dopamine.
00:17:17Of course, experts would know this better.
00:17:19Let me give you a general opinion.
00:17:21Dopamine, which provides instant pleasure.
00:17:22Then there's serotonin, which is a constant source of pleasure.
00:17:25The immediate dopamine rush is more intense but fleeting.
00:17:27It ends when it's cut.
00:17:29The child gets a dopamine-addicting tablet in their hand.
00:17:31As long as that tablet is in his hand, there is dopamine.
00:17:33Therefore, when you take it away from him, all hell breaks loose.
00:17:36Why?
00:17:37Because once you receive it, that pleasure doesn't last.
00:17:39But like serotonin, for example, the one that's constant.
00:17:41When you do a favor for someone
00:17:43When you show a smile
00:17:44When you stroke the head of an orphan
00:17:46This pleasure continues
00:17:47What is this long-lasting pleasure?
00:17:49Now, normally this should be done, but
00:17:51Unfortunately, this magic word called freedom...
00:17:54As a result of its negative use
00:17:56All the effort is directed towards dopamine.
00:17:58And we need to be aware of this.
00:18:00It is also important to know this:
00:18:02First of all, the phenomenon we call education
00:18:04Related to people
00:18:05So when we say education, we mean the education of the individual.
00:18:07And we mean the education of the human mind.
00:18:10But now, a human being isn't just made up of intellect, is he?
00:18:12So, humans are not just made up of intellect.
00:18:16What do you mean it's not just about the mind?
00:18:17Humans aren't just creatures who act upon knowing what's right; they act upon it as well.
00:18:20So we will teach people the truth.
00:18:22Yes, people will know and do what is right.
00:18:24There is no such person on earth.
00:18:25Such a person never existed.
00:18:27Humans also have feelings of pleasure and pain.
00:18:30And to human actions
00:18:32The influence of pleasure and pain far outweighs that of reason.
00:18:35Therefore, we need to know something.
00:18:37We must tell the truth
00:18:38Our education system should only and exclusively teach the truth.
00:18:41That person doesn't know that child
00:18:43That doesn't mean that child will do it.
00:18:46This applies to us too.
00:18:47The same applies to them.
00:18:48Therefore, education is two-way.
00:18:49The education of a mind
00:18:51Training of the two emotions
00:18:53So how can emotions be trained?
00:18:55Let's see about feelings now.
00:18:56It manifests itself through pleasure and pain.
00:18:58So how do we know that humans have a soul?
00:19:00We know it from pleasure and pain.
00:19:02We believe in the existence of the soul in humans.
00:19:03We know pleasure comes from pain.
00:19:05If you knock on wood or a tree, you won't feel any pain.
00:19:08But if you hit a human or an animal, they feel pain.
00:19:11That pain is what makes the soul insane.
00:19:13Now, this phenomenon we call pleasure and pain...
00:19:15It can go far beyond the rational choices of a person.
00:19:18Constant indulgence in pleasures
00:19:20And now, recent social media trends...
00:19:23Or let's look at an important part of our education system.
00:19:25People make rational inferences
00:19:27Does it lead to rational reasoning?
00:19:29pleasure and pain
00:19:30The demand for pleasure is met by pain.
00:19:32Is it leading to avoidance of pain?
00:19:33However, the phenomenon we call morality
00:19:35Compromise on pleasure
00:19:37It means to endure hardship.
00:19:39Constant pleasure
00:19:41No pain or hardship at all.
00:19:43This means there is no morality.
00:19:44Then there is a question...
00:19:45How does morality develop in a person?
00:19:47Since we are not the ones who know or do things
00:19:50That's how people are.
00:19:50Knowing something doesn't mean doing it.
00:19:53By simply teaching people the truth
00:19:55It's ridiculous to think that humans can be educated.
00:19:58This is not knowing the person.
00:20:00There are some things that just happen to a person...
00:20:01Sometimes questions come up.
00:20:03Also at conferences, or with children
00:20:05In education and so on.
00:20:06Sometimes things like this happen.
00:20:08Questions are coming.
00:20:08So, if we educated people properly, and so on...
00:20:11Then we can provide some useful information.
00:20:12Ultimately, people are currently
00:20:14There is dysfunction within society.
00:20:15That's why they become bad, but what if we teach them the truth?
00:20:18People will be fine
00:20:19There is no such person on earth.
00:20:21Why?
00:20:21The person who said this
00:20:23The feelings of pleasure and pain in humans
00:20:25He doesn't realize he can override reason.
00:20:27In other words, an education that appeals solely to the intellect.
00:20:31This is missing
00:20:32It is missing
00:20:32Yes
00:20:33Also
00:20:33Of course, it's just from misunderstandings.
00:20:36A thing that happened
00:20:37This isn't a method either.
00:20:40Because there are good people on one side.
00:20:42On one side there are the bad guys.
00:20:43And these evil people are also aware of it.
00:20:47It has the ability to guide young people.
00:20:49If you'll allow me, esteemed professor...
00:20:51I would like to ask Ayşe Hanım a question here.
00:20:54Of course, sir.
00:20:54Ms. Ayşe, you also worked as a film critic.
00:20:58And you also have some textual work, like in theatre.
00:21:02Now our movies and TV series
00:21:04As my esteemed teacher Ahmet said
00:21:06It speaks to us, at least it speaks to me.
00:21:09There are some TV series that I follow.
00:21:12But now there are some TV series that we find disturbing.
00:21:16Now, there's a subtext in these series.
00:21:20So, it's an ad placement.
00:21:22Or like a target placement.
00:21:25Are these things happening more through the characters?
00:21:28Is it based on a script?
00:21:30So, which methods are being used, in your opinion?
00:21:35So, actually, professor, you also played a role in it.
00:21:39Thank God we now have series like Vefa Sultan.
00:21:41We have many great productions, and they are increasing.
00:21:43We need to go back to the origins of this, to its very beginning.
00:21:47So we need to go back to the artistic understanding that was established after the Republic.
00:21:50An artistic sensibility was created there.
00:21:54And that perception of art is not for giving culture to society.
00:21:57It was for training purposes.
00:21:58It was about providing education according to their own dictates and their own truths.
00:22:02According to their own moral understanding, according to their own policies
00:22:05Therefore, there is actually a perception that has been ingrained in us since the Republic.
00:22:10And we incorporate this perception, as a system and as a culture, into the stories that reflect our sensitivity towards ourselves.
00:22:18We've only just begun, actually it's very new.
00:22:21We had people who put in a lot of effort.
00:22:23I write plays.
00:22:25I work in film production.
00:22:27This is the thing I've been a part of for 27 years.
00:22:31But thankfully, after 27 years, we have now reached a point, in the last 4-5 years, where we can say, "Yes, we are also here."
00:22:40So thankfully, I have some hope in that regard.
00:22:43Great content is being produced both on social media and for television.
00:22:46But of course, there's something else...
00:22:48Now, what we call mainstream culture is presented as popular culture.
00:22:53What we consume as a snack, what we refer to as a snack
00:22:57Now, amidst the hustle and bustle of modern city life...
00:23:01When you go home
00:23:03If you are not a conscious consumer
00:23:06You watch whatever is presented to you on television.
00:23:10And in that supply and demand balance presented on television...
00:23:13If the audience shows no reaction
00:23:15You know how they're always complaining?
00:23:17These movies are really bad.
00:23:19Because it is corrupting our morals and our youth are going astray.
00:23:22But there, we have a different dilemma.
00:23:27We criticize this, we don't want it.
00:23:29But it is this society that has increased its ratings.
00:23:32Yes
00:23:33There, we are not actually conscious consumers of culture.
00:23:39Actually, this is a psychology that deserves separate examination.
00:23:43Yes
00:23:44Why do we watch people who embody the very things we criticize?
00:23:50Yes, so what if we react impulsively?
00:23:53If we don't watch it
00:23:54If we don't increase its ratings
00:23:55Actually, the underlying message in what is presented to us is negative.
00:23:58As my teacher said, we watched those cartoons too.
00:24:00The cartoons that made pizza famous
00:24:03We grew up with them, the 90s generation.
00:24:05Now, when we look at the origins and development of cinema...
00:24:10Taken from the West, adapted from the West
00:24:13It is Western in form, but in essence, in terms of identity, it is Western.
00:24:17A system was built without establishing the necessary infrastructure.
00:24:20In the art world after the Republic
00:24:22Therefore, not everything we do is actually our own.
00:24:27From that day to this point...
00:24:29It was difficult for him to represent us.
00:24:31He alienated the people, ignored Anatolia.
00:24:33Art has existed in major cities.
00:24:36That's why when we talk about subtext, when we talk about interpretation...
00:24:40When we look at films, sometimes they don't say anything subtly, they say it directly.
00:24:44So they can present this immorality directly.
00:24:47They can use profanity directly.
00:24:49They portray the violence in a very obvious way.
00:24:51Here, too, is the freedom my professor spoke of.
00:24:53Yes
00:24:53They do it with a magic word.
00:24:56Now, since my professor is also dealing with concepts and words...
00:25:00I won't overstep my bounds in his field.
00:25:03But people get used to what they see, sir.
00:25:07So whatever you're looking at
00:25:09When you look at the good, it's good.
00:25:11When you focus on negativity, you get used to negativity.
00:25:13And television
00:25:15Now, my late grandfather was my mother's father.
00:25:19May God have mercy on him.
00:25:21May God bless you.
00:25:22My parents used to tell them things when they were little.
00:25:25A black box will enter a house.
00:25:27He will play the devil inside.
00:25:29And people will start watching it.
00:25:31My professor is talking about television.
00:25:34Itself
00:25:35And now, when we look at the present day...
00:25:38So you wouldn't let a murderer, a thief, or an immoral person into your house, but...
00:25:43They're all in that black box, in our home.
00:25:45Alright
00:25:47Now, when I said there are good guys and bad guys...
00:25:51I'm referring to things that are done deliberately.
00:25:55In other words, social engineering.
00:25:57Yes
00:25:57In contrast, what approach should be taken in the TV series and films made this time?
00:26:07Because if we're going to talk about character...
00:26:09Yes
00:26:09Resemblance
00:26:11We have a nature that we wish to emulate, that is.
00:26:14Naturally
00:26:15We want to be like the person we love.
00:26:17Yes
00:26:18We become like what we see over time.
00:26:20Yes
00:26:20He was always subject to it, that is.
00:26:22We are in constant contact.
00:26:24On social media, on screen, on television, in cinema
00:26:28Come on, you need to buy a movie ticket and go watch it as a member of the audience.
00:26:32But television actually plays a very significant role in shaping our society in terms of perception.
00:26:38And the things we watched there
00:26:41Now, thank God, not because we are at TRT, but because of the work that TRT and Tabi are doing.
00:26:46This gives us hope in recent years.
00:26:49Because, in terms of perception, that compassion is also being portrayed in productions that prioritize morality and family values within our social structure.
00:26:57So what are we offering, what are we providing now?
00:27:01You know how they say here, "the public doesn't understand"?
00:27:05Whatever we offer, that's it.
00:27:06This has actually been done over time.
00:27:09So now, let's present a clip from a TV series made a long time ago, related to a political event.
00:27:17Through him, we can see how this event has been explored in a TV series.
00:27:21We can see it now, but...
00:27:22We couldn't see him very well when we were inside, when we were there, when we were just spectators.
00:27:27We weren't aware
00:27:28Because there's always this thing now...
00:27:31Because they are always shut down, and because no alternative is produced, you can't be critical of them in terms of perception.
00:27:39Because you haven't seen the alternative.
00:27:41We have a few more of our own national stories.
00:27:46Because this geographical area is very large, sir.
00:27:48So its history is truly magnificent.
00:27:49We have no need for the West when it comes to heroic tales.
00:27:53We have some truly amazing characters, we have stories.
00:27:56So we don't need fantasy heroes.
00:27:59We don't need it at all.
00:28:00There are real-life experiences.
00:28:01As Professor Ahmet said, it's an adventure that began with Diriliş Ertuğrul.
00:28:06I even have some information that has come to my attention.
00:28:09In the coming days, there will be a TRT program called "The 15s".
00:28:14Of course, it's a 16-episode series.
00:28:17It will be promoted in Tokat.
00:28:19And then, God willing, towards the end of Ramadan.
00:28:22Very valuable works
00:28:23News of something like this came in.
00:28:24There is even a Mevlevi Sheikh, Muzaffer Baba.
00:28:28They praise him a lot too.
00:28:31Let's also provide this information here.
00:28:36If you'll allow me, I'll say to Professor Ahmet...
00:28:38Please, sir.
00:28:39Dear professor, for example, Necip Fazlı Kısa Kürek
00:28:42A youth, a youth, a youth...
00:28:45And it depicts youth.
00:28:49So, from a generation of young people who ask, "What will I become?" or "Who am I?"
00:28:53How do I look? We're at a point where we're coming from somewhere.
00:28:58A young person might ask, "How do I look, especially?"
00:29:04Of course, a person would say that.
00:29:06But those who care about this and put it at the center
00:29:09We have a youth
00:29:12I hope our young people won't get angry with me.
00:29:14Now, my question is this, sir:
00:29:18Identity from the perspective of the philosophy of knowledge.
00:29:21Is it consciousness or image?
00:29:25Now, of course, there are quite a few gaps before we even get to the philosophy of knowledge.
00:29:28Like that
00:29:29Closing it probably won't be long enough within the normal program's timeframe.
00:29:32So, let's see what happens until we get there, God willing.
00:29:36So now, man is a thinking being.
00:29:42The first thing a person thinks about is their fate.
00:29:46The first thing a person thinks about is death.
00:29:49If there is no death and no afterlife
00:29:52Human actions are different.
00:29:54If there is a thought of accountability after death
00:29:57The reality will be different.
00:29:58They are diametrically opposed.
00:30:00If a person has no thought of being held accountable after death
00:30:04Life is driven solely by pleasure.
00:30:07Image is a pleasurable appearance.
00:30:10Humans cannot do without sensitivity.
00:30:12There is the phrase "Aristotle has a fuse".
00:30:14It's harder than resisting anger, he says.
00:30:17resisting pleasure
00:30:18Because humans are defeated by pleasure.
00:30:19This is what a human being is now.
00:30:21First, we need to understand the definition of a human being.
00:30:23Is an idea right or wrong?
00:30:25First, let's define what a human being is; then we can make comparisons.
00:30:27Our scales must be accurate.
00:30:28Let's find out if other scales are cheating.
00:30:31Our measure is to know people.
00:30:33People first
00:30:35Like an animal in the human mind
00:30:36You see it during Eid al-Adha
00:30:38While they're slaughtering the sheep, the other sheep is grazing there.
00:30:41Because they have no future world.
00:30:43God has removed from them that anxiety about the future.
00:30:45That's why instant gratification is so perfect.
00:30:48He derives more pleasure from humans.
00:30:49Momentarily
00:30:50It eats grass 365 days a year, 6 hours a day.
00:30:52The grass he eats tastes better than our kebab, according to him.
00:30:54Because they have no future.
00:30:56But humans are creatures who think about the future.
00:30:59Now, thinking about the future and giving the future a significant place in one's mindset.
00:31:02Because it is the most intense emotion in humans.
00:31:04It is a sense of survival.
00:31:05If we don't satisfy the sense of survival now...
00:31:08Atheism, deism, non-aggroism etc.
00:31:10These types of fairy tales
00:31:11By instilling in humans the idea that life ends with death.
00:31:15Which idea is dominant in a person?
00:31:17Pleasure prevails
00:31:19Pleasure dominates life.
00:31:20This is an image, a representation of it.
00:31:22One image of it is something else entirely.
00:31:23But what we call cruelty, what we call immorality
00:31:26Everything that everyone is complaining about right now
00:31:29Let's get to its origins.
00:31:30Dressing treatment
00:31:31Dressing is a different matter.
00:31:32Dressing treatment is a different matter, though.
00:31:33Let's get to the root of all the mistakes and malfunctions.
00:31:36At the origin of the last place you landed
00:31:39There is the idea of whether there is life after death.
00:31:41People generally consider talking about that place to be...
00:31:44So, let's not talk about that.
00:31:45Let's just look here.
00:31:47Let's just do the dressing treatment like this.
00:31:49There's no getting to the root of the problem.
00:31:51There's no understanding of the real issue.
00:31:52If people are oriented towards the afterlife
00:31:55So, if they have no idea about life after death
00:31:57If this has not been received
00:31:59This person's education
00:32:00It is impossible to withdraw from pleasure.
00:32:03This is a case.
00:32:04Now, we just mentioned...
00:32:05Now the reform of people in the world
00:32:07He says he will reform it.
00:32:09There are many permissions, there is ideology.
00:32:11Each of them says:
00:32:12Hang out with me, live your life.
00:32:13So what does the entire ideology say?
00:32:14I am right
00:32:15They are wrong, I am right.
00:32:17He is wrong, I am right.
00:32:18Maybe he's telling the truth.
00:32:19There is an easy way to understand.
00:32:21In humans, reason, pleasure, anger
00:32:23All these are essential forces.
00:32:25That's what it is in humans.
00:32:26And these things happen when a person is born
00:32:27These are born in excess.
00:32:28So, human
00:32:29He wants every kind of pleasure.
00:32:30He wants to avoid all kinds of pain and suffering.
00:32:33He wants everything he says to turn out to be true.
00:32:34This is what a human being is.
00:32:35Now, after defining the human being...
00:32:37Since being born this way
00:32:38But everyone is going to extremes.
00:32:40To an extreme degree
00:32:41If he holds onto this feeling
00:32:41The forces
00:32:42Chaos ensues.
00:32:43An agreement occurs.
00:32:44In that case
00:32:45To prevent the agreement from occurring
00:32:47Morality needs to be balanced.
00:32:51This is called morality.
00:32:51So these forces
00:32:53Reason, pleasure, and anger need to be brought to the forefront.
00:32:56Then we need to ask these ideologies.
00:32:58The kind that claims to have emerged with the intention of reforming people.
00:33:01To people
00:33:03That's right, I'm thinking correctly.
00:33:04This is good for humanity, he said.
00:33:06We need to ask the ideologies.
00:33:08We'll find out whether he's right or wrong.
00:33:09You are naturally excessive
00:33:11Reason, pleasure, and anger
00:33:12How do you bring it out?
00:33:13Tell me
00:33:14What are you doing about it?
00:33:16Tell me, what's the solution?
00:33:17There is no answer.
00:33:18There is no answer.
00:33:20Outside of Islam
00:33:21In no ideology
00:33:22How to understand reason, pleasure, and anger
00:33:24You're bringing it out into the open.
00:33:25There is no answer.
00:33:26Do you know what he's saying?
00:33:27We teach people the truth.
00:33:28Ok
00:33:29When a person learns the truth
00:33:30It's not a living creature that does that.
00:33:31A person who knows the right thing but doesn't do it.
00:33:34Doing something that is wrong, even though one knows it is wrong.
00:33:35It is the only living thing.
00:33:36Therefore, a person
00:33:37Knowing the truth
00:33:38Through education
00:33:39Giving the truth
00:33:41Whether a person accepts it
00:33:42He will do it and put it into practice
00:33:43It doesn't mean
00:33:44That's why a moment ago
00:33:45What I mentioned
00:33:46As it is stated in the Mecelle
00:33:47Personally, we
00:33:48What is our job?
00:33:49It is about telling the truth.
00:33:50What is the job of the state?
00:33:51It is to prohibit wrongdoings.
00:33:53To ward off evil.
00:33:55Repelling evil
00:33:56From attracting good
00:33:57It is more important
00:33:58It's actually four times more important.
00:33:59So if we give a score of 100...
00:34:0120 of them are about telling good stories.
00:34:0380% of it is to ward off evil.
00:34:04This part is missing
00:34:06We now
00:34:07All of us
00:34:08Patriotic people
00:34:09Religious people
00:34:10Benevolent people
00:34:11Even if they made the best programs in the world
00:34:13The most beautiful schools in the world
00:34:15Even if they were the best teachers in the world
00:34:16These
00:34:17It is attracting good.
00:34:18It is attracting good.
00:34:19It is giving charity
00:34:20But evil
00:34:2180 percent
00:34:22If this is not closed when going outside
00:34:25The youth's descent into evil
00:34:27Making a mistake
00:34:28If these types of programs are not eliminated
00:34:30Morning programs
00:34:32I still haven't figured it out.
00:34:33You couldn't solve it either.
00:34:34You guys couldn't figure it out either.
00:34:35Why does the concept of morning programs exist in Türkiye?
00:34:38I still don't understand.
00:34:39Why does this program exist?
00:34:40A family's immorality
00:34:42Show how the program can be
00:34:44All of these are banned
00:34:46This is not freedom at all.
00:34:47This is destruction, as you know.
00:34:49There is no freedom for destruction.
00:34:51This is also the case with this matter.
00:34:52People will suffer
00:34:54People will see all the immorality.
00:34:56Something you wouldn't even imagine
00:34:57In other words, what is apparent is what is customary.
00:34:59It will return to normal.
00:34:59After people get used to it
00:35:01They no longer react to him.
00:35:03People don't react to things they're used to.
00:35:05That's why we need to be careful.
00:35:07Never, ever, ever
00:35:09What is wrong
00:35:11What film should it be shown in?
00:35:12What should be shown in the series?
00:35:13What morning program?
00:35:15There was a program today as well.
00:35:16I said it there
00:35:17I'm saying exactly that.
00:35:18What if they said to me:
00:35:19If they said to me
00:35:20I'm serious.
00:35:21Should we release Abdullah Öcalan?
00:35:23You would hang him if you had the chance.
00:35:24This morning's programs
00:35:26Those who commit these evil deeds?
00:35:27My opinion is clear.
00:35:28So much from Abdullah Öcalan
00:35:29I'll hang them, I mean.
00:35:30Because of this
00:35:31A little bit
00:35:32A person of integrity
00:35:33This country
00:35:34A person who thinks a little
00:35:35They decide based on the extent of the damage.
00:35:37In the thing
00:35:38My dear teacher
00:35:40Western
00:35:41Description
00:35:42Yes
00:35:42They deceive pure minds.
00:35:45Therefore, it's beautiful.
00:35:47Describe what is beautiful
00:35:49Actually
00:35:50The Lord of the Worlds is beautiful.
00:35:51And he loves beauty.
00:35:53This statement
00:35:55And from this perspective as well.
00:35:57It needs to be addressed.
00:35:58Now, if you'll allow me, sir...
00:36:01I want to go back to my teacher Ayşe.
00:36:03Young people often watch a series
00:36:06Because it's a TV series
00:36:09Yes
00:36:09So, for example, even I, if I'm going to watch a movie
00:36:12That first five minutes
00:36:14If he's holding me in the series
00:36:16I'm joining that series.
00:36:17But
00:36:21To that series
00:36:22So this is how I'm entering.
00:36:24But during the production of that series
00:36:26What draws me in
00:36:28And what shaped me
00:36:32He is building
00:36:34But I can't call it construction.
00:36:35In other words, it's not like a building by Mimar Sinan.
00:36:37More
00:36:38A destructive one
00:36:41With the structure
00:36:44In your opinion, in today's productions...
00:36:46The youth the most
00:36:46Shaping subtexts
00:36:49My dear teacher
00:36:50He mentioned the matter of pleasure.
00:36:52So, success
00:36:53Erki manager
00:36:55Or
00:36:57Is it a culture of success?
00:36:58Or is it a cult of pleasure?
00:37:00These are the things that shape these young people.
00:37:02Professor, now...
00:37:04He just said...
00:37:05Regarding morning programs
00:37:06There's also a bit of that there, I think.
00:37:09against a person's private life
00:37:12He is against his privacy.
00:37:13It also stems from curiosity.
00:37:14It seems like the morning programs are working out.
00:37:16Actually
00:37:17Actually
00:37:18Issue
00:37:18This is narrated about Imam Abu Hanifa.
00:37:21Here is one
00:37:23A sinner
00:37:25Couple young
00:37:26When a complaint is made
00:37:28He cries and says:
00:37:29They didn't even have a blanket to cover themselves with.
00:37:32So one
00:37:33Witnessing evil
00:37:36Actually, it's very bad.
00:37:37Yes
00:37:37Because ultimately, from everything we've witnessed
00:37:40Ultimately, they will ask us to testify.
00:37:44Yes
00:37:45Professor, now when we talk about screenplay mathematics, when we write a screenplay...
00:37:48Professor, with you
00:37:49Professor, with you
00:37:49At the beginning of the second part
00:37:51Let's start with you.
00:37:53Because right now
00:37:54When you hear why I said that
00:37:56You will say the same thing.
00:37:57Yes
00:37:58Because
00:37:58Time for reciting the Holy Quran.
00:38:01Ok
00:38:01Both our program
00:38:03Both our question
00:38:05It will illuminate
00:38:06Dear viewers
00:38:07Ashri Sharif
00:38:09Our time has come.
00:38:10I will give us
00:38:12He will recite the Ashr-i Sharif.
00:38:14Our esteemed professor
00:38:16Our teacher Hüseyin Akbulut
00:38:19I am honored to present
00:38:21Ali Imran
00:38:22Surah 23 and
00:38:2427th verse
00:38:27We are listening, sir.
00:38:34A'udhu billahi minash shaytanir rajim
00:38:53In the name of Allah, the Most Gracious, the Most Merciful.
00:38:54In the name of Allah, the Most Gracious, the Most Merciful.
00:46:42M.K.
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00:53:04You have a network of referees. I am one of them.
00:53:06And when I watch your speeches, I see that in this youthful world, a young person needs to enter that world of meaning.
00:53:16He needs to step out of the world of pleasure and into it.
00:53:18There are actually three fundamental points to consider for that as well.
00:53:22So who am I?
00:53:26So, who is my owner? Who am I?
00:53:29Actually, these are the kinds of questions we asked when we were little, as children.
00:53:33Of course, different questions come into play later.
00:53:37Who am I, why do I exist, and to whom do I belong?
00:53:42So these three questions are actually the ones that will reveal a young person's identity.
00:53:49Is that so, sir?
00:53:52Meanwhile, please note, professor, your tea and water are still there.
00:53:56So we won't let anyone say we sent them away without giving them anything to drink.
00:53:59I drank quite a lot of tea.
00:54:01Tell me? Okay then, sir.
00:54:02So, in the end, identity construction is all the same thing.
00:54:07Identity construction.
00:54:08Now, there, our elder brother, Professor Halim Ulaş Alay, whom we mentioned a moment ago, is...
00:54:13The Miracle Hunters cartoon makes him an artificial intelligence.
00:54:15Very good.
00:54:17Within our school of knowledge and wisdom, we constantly conduct conceptual lessons.
00:54:20Plus, we also have our creation story, as understood through the lens of science.
00:54:22An expert is speaking there.
00:54:24Not everyone is good at everything.
00:54:25Creation in the light of science, on a website where an expert speaks.
00:54:27These are the kinds of things that only people who are genuinely committed to this cause would do.
00:54:34Now, as you know, there is a verse in the Surah Al-Fath.
00:54:36The verse continues: "Muhammad, the Messenger of Allah, and those who are with him, the disbelievers, they are merciful among themselves, they are bowed down in prostration."
00:54:43He described a Muslim, and when describing the Companions, he first said "with the Prophet" (meahu), and then added:
00:54:49Eshta uleyel kuffâr ruhama beynahum.
00:54:52This is the main point.
00:54:53It is not right for a person to be compassionate to everyone, even to the oppressor.
00:54:59What does the Quran say?
00:55:01They are very merciful among themselves, but harsh towards the disbelievers.
00:55:06This is a standard when describing the Companions of the Prophet.
00:55:09For a person to develop their personality, to ask themselves, "Who am I?"
00:55:11There, too, is it a moment of war, a jihad, sir?
00:55:14Of course, of course, it's about material and spiritual aspects, in essence, identity construction.
00:55:17Who am I?
00:55:18I am a friend of one idea or belief, and an enemy of another.
00:55:24Knowing just one of them is not enough.
00:55:26Defining something is the same in philosophy.
00:55:28Defining something isn't enough just by saying what it is.
00:55:31It is also necessary to state what it is not.
00:55:33Just like this, there are definitions that people used to define in the old days.
00:55:35For example, it includes its own members and excludes outsiders.
00:55:37He should have everything related to her.
00:55:39Everything unrelated to it should be left out.
00:55:41Definition of a definition.
00:55:42Similarly, in the construction of identity in humans, the concept of friendship must be filled with meaning, but the concept of enmity must also be filled with meaning.
00:55:48I am emphasizing this point very often right now.
00:55:51The concept of the enemy does not exist in our education system.
00:55:53So, there's no such world where everyone is our friend or anything like that.
00:55:56So, we saw it, we saw it in a world war.
00:55:59So the child learns nothing about how the Greeks committed massacres in the Aegean region, in our Aegean Sea region.
00:56:08So we only recently learned about Kut al-Amare.
00:56:10So there's so much for us to learn.
00:56:13Now you don't know your enemy.
00:56:15But the enemy is still there.
00:56:17You don't know.
00:56:18Not knowing it here doesn't add anything to your experience.
00:56:21On the contrary, it weakens you.
00:56:23And most importantly, not knowing your enemy raises a generation without character.
00:56:28A person who doesn't know their enemy is a person without character.
00:56:31What does this say to him?
00:56:33If you want peace, be prepared for war.
00:56:36Therefore, you need to know about war.
00:56:38Just because we want peace, does that mean we shouldn't bring in any military personnel?
00:56:42We want peace.
00:56:42Then let's not recruit any soldiers at all.
00:56:44What kind of naivety is this?
00:56:45To say, "We love people just like him," without defining the enemy, is an even greater act of naivety.
00:56:52So, are we aiming to build character in young people?
00:56:55Whose question are we looking for an answer to?
00:56:57In material and spiritual terms, in material and spiritual terms, as our customs, as our traditions, as our norms, as our religion, we
00:57:04kumiss?
00:57:04It is defined.
00:57:05Then who are we not?
00:57:07That will also be defined.
00:57:08We are not Christians.
00:57:10It has become abundantly clear that what is called modern Western civilization in Europe is completely rotten.
00:57:15We don't belong to that civilization.
00:57:16We are not among those people.
00:57:18But children and young people need to know this.
00:57:20Instead of teaching the positive, people need to reject the negative; this point needs to be reflected in education.
00:57:28Unfortunately, the most important point is something we just mentioned.
00:57:30The rejection of Sharia law is eighty percent, but it's absent from our education system.
00:57:34The rejection of Sharia law accounts for eighty percent.
00:57:36Providing information is twenty percent.
00:57:37Our education system is geared towards imparting knowledge, not towards refuting Islamic law.
00:57:41This is a terrible mistake.
00:57:42This was a terrible mistake, as we just mentioned.
00:57:45It doesn't matter if it's in movies, TV series, or whatever.
00:57:48If there is a mistake here, what is the state's excuse for waiting?
00:57:54So, on what grounds is there no justification for this?
00:57:57There's no excuse for this.
00:57:59If something is harmful, there is no waiting, no freedom, no excuse for it.
00:58:04Because repairing it could take centuries.
00:58:06Repairing it could take centuries.
00:58:08We lost millions of square kilometers of land under the pretext of freedom, because of the misuse of the word freedom.
00:58:14Millions of our people died.
00:58:16A vast empire was squandered like loose change.
00:58:19While it takes several years to liquidate even a small grocery store, an empire was liquidated in 10 years.
00:58:23We made these mistakes.
00:58:25Therefore, historical knowledge doesn't just tell us what we did in the past.
00:58:32What potential we have tells us what we can achieve in the future.
00:58:36In other words, those who establish great states often have a prerequisite of having established great states in the past.
00:58:40Unwritten laws.
00:58:41Why are some nations unable to form states?
00:58:43They have never been able to establish a great state in history.
00:58:45Do we, like him, want a great youth, a wonderful youth, a youth with character, oriented towards the future?
00:58:52So shouldn't we learn from our past mistakes?
00:58:55To say "this is the truth" and guide people towards it, and to say "this is the falsehood," whatever its name may be,
00:59:01if the name is adorned, embellished, decorated with words embellished with freedom
00:59:04Shouldn't we be taking measures to keep our people, our youth, away from these things?
00:59:09But now, interestingly, they say, "Let's teach them, and let whoever wants to do it, do it themselves."
00:59:12There can be no definition of freedom that says, "Let everyone do whatever they want."
00:59:16If that's the case, then I'll do what I want, I have desires too.
00:59:20I am human too, I too have feelings.
00:59:22You have desires, and so does he/she.
00:59:24Let everyone do what they want, isn't it obvious what the outcome will be?
00:59:26Besides, we are not a European culture.
00:59:30In Europe, people are morally... and I'm not just saying this about a specific group of people,
00:59:35So, at the bottom of the pit, look at this person's family and so on, their lives,
00:59:39He has nothing to lose.
00:59:40We are not like that.
00:59:42That's not our custom, that's not our culture.
00:59:44Ours is very high up.
00:59:45If they fall, they'll only fall from the table to the floor.
00:59:48He'll get away with just a scratch.
00:59:50But if a Muslim falls to the ground, it's like falling from Mount Ararat.
00:59:53Muslims are unlike others.
00:59:55We need to preserve this, our high culture.
00:59:58Throughout history, we have established great states and nurtured great civilizations.
01:00:01The fact that our civilization lasted for hundreds of years wasn't just due to its military strength.
01:00:06We had a magnificent civilization that nurtured that military force and state structure.
01:00:09We are currently failing to pass on many of the beautiful qualities of our civilization to our children as knowledge.
01:00:17Our children are our civilization,
01:00:20Now look at the history lessons in school,
01:00:22We fought such and such a war, such and such a war was fought, we won, we lost, we won, we lost.
01:00:25He fought and fought.
01:00:27Or one of our states, our empires, our states, was left in ruins by war.
01:00:31If that were the only thing, wouldn't there be a lack of human quality?
01:00:33Weren't these the things they paid attention to when raising children?
01:00:36As you know, Janissaries are generally recruited from Europe, mostly European children.
01:00:41These are non-Muslim children.
01:00:42It is brought to Anatolia.
01:00:43It is given to a Muslim family in Anatolia.
01:00:45This Muslim family also brought a child who was 7-8 years old.
01:00:48When 14-15 year olds arrive at a plane, the new recruits are taken to the barracks.
01:00:51I keep mentioning this issue because it's important.
01:00:53When he got there, the child, a non-Muslim child,
01:00:55When he passed from there to the novices, he became an Islamic devotee.
01:00:58An Ottoman loyalist becomes a patriot.
01:01:01That family that did this and managed it,
01:01:03A family that doesn't have to read.
01:01:04So, her mother isn't obligated to study, her father isn't obligated to study.
01:01:07But what if a non-Muslim child came there?
01:01:09How can they be as selfless as the members of our nation?
01:01:13What kind of family does he come from? What kind of education does he receive?
01:01:15Our education system doesn't make reading compulsory; it takes into account the family structure.
01:01:20He needs to imitate him.
01:01:21This is the latest level we've reached, the level we've learned so far.
01:01:24If only we could imitate them, that would be enough.
01:01:26But unfortunately, this is our situation.
01:01:28It's a situation where everyone does everything.
01:01:30Such incomplete information, completely incomplete and one-sided, is what constitutes an education that aims to teach the truth.
01:01:35That won't work.
01:01:36Both the prevention of wrongdoing and the prohibition of wrongdoing, both materially and morally, must be included in education.
01:01:41All channels on television, etc., including television itself,
01:01:43It must be included in the national education curriculum.
01:01:46The Ministry of National Education should investigate.
01:01:48Let the national education curriculum be the one to control it.
01:01:50In other words, in this sense, if a sir is immobile as darkness...
01:01:57Or if we consider the matter of educating our children as being in the dark of night...
01:02:04Can't you see a false dawn and a true dawn, sir?
01:02:10I see it both in the world and in my country.
01:02:13In this world, of course, only God knows the unseen, we don't know it.
01:02:17There is no place for Israel in the world of the future.
01:02:19There will be no Israel in the world of the future.
01:02:21So, if we live long enough, we'll see it.
01:02:23We will most likely see America divided into multiple states.
01:02:25It seems so.
01:02:26So, some of the English grammar is a bit unclear from a distance, but how it will proceed is...
01:02:29This is just a guess; ultimately, only God knows.
01:02:31We will come to the unseen, but this is the situation of our country.
01:02:34Yes, when you look at the streets, you really see that immorality and lack of character are gone.
01:02:38But things like this always have a very high-quality opposite as well.
01:02:43So right now, there are many talented and high-quality activists among the youth.
01:02:49This will become clear tomorrow.
01:02:51So one activist is worth thousands of people.
01:02:54One man dedicated to a cause is worth thousands of people.
01:02:57These things will show themselves soon.
01:02:59It will definitely come out from a distance.
01:03:01While talking with Ayşe Hanım, we asked if the subtext of TV series is determined through the characters.
01:03:08Actually, let's bring these TV series, movies, and films to life.
01:03:14So let's bring it to our streets, let's bring it into our lives.
01:03:18If these examples are appreciated, then our young people will be inspired to emulate them.
01:03:30We need a hero.
01:03:31Our nation needs ideal individuals who represent it materially and spiritually, who possess strong character, and who can be emulated.
01:03:40If a filmmaker is going to make a film, let the service do it.
01:03:42And if the capitalists, that is, the benevolent capitalists,
01:03:47If those wealthy individuals truly desire to have a great reward in the afterlife, not only materially but also spiritually, then...
01:03:53They should enter the film industry, they should enter the television series industry.
01:03:56They should support the dedicated people who are doing this work there.
01:03:59We're too late here.
01:04:01Yes.
01:04:01We're too late.
01:04:02The destruction reached such a peak.
01:04:04We are only just realizing this.
01:04:05So, God willing, we are expecting sensible and conscientious people in the workplace as well.
01:04:09A series was made, I interrupted you.
01:04:12Tozkoparan İskender, as he's called.
01:04:13After that, for example, it led to significant development in archery for the children.
01:04:18Today we saw Professor Ahmet in a somewhat overly pessimistic mood, but...
01:04:26I tried to open it up a little.
01:04:28Now, Ms. Ayşe, let me ask you this.
01:04:30I represent the hopeful side and say this to Professor Ahmet.
01:04:32No, I wasn't pessimistic.
01:04:33I have more hope than anyone else.
01:04:35But there's also the diagnosis.
01:04:37First, a problem is diagnosed; first, a disease is diagnosed.
01:04:40Of course, you would hold those who abused that diagnosis accountable.
01:04:43But ultimately, no matter what state the world is in, I am a Muslim, praise be to God.
01:04:47Despite my flaws, I am obligated to make an effort.
01:04:50I am not responsible for the outcome.
01:04:51I will do my best.
01:04:53I'll do my best.
01:04:54Whether God grants victory or not is none of my business.
01:04:57Therefore, whether the world is reformed tomorrow or not is another matter.
01:05:00We have hope, of course.
01:05:01There is also a divine promise that it will happen.
01:05:02We have hope that it will happen.
01:05:04But that's not our job.
01:05:06I am obligated to serve to the best of my ability in the place where I am.
01:05:09Ultimately, God grants victory or not, as He wills.
01:05:12That's not our job.
01:05:12That was a command from God Almighty to our beloved Prophet.
01:05:16Yes.
01:05:16So when you finish one task, start another.
01:05:19Until the very last breath, both in terms of representation and service.
01:05:26Now, Mrs. Ayşe, the mothers and fathers are watching us right now.
01:05:31I am a father too.
01:05:32I am both a father and a grandfather.
01:05:34We are worried about the future of our children now.
01:05:38And it is cinema that opened the door to this.
01:05:42They are theaters and TV series, sir.
01:05:45There are some things we can criticize, like that.
01:05:48What are some things you want your parents to hear now?
01:05:53What do they need to pay attention to?
01:05:55I think we need something like this.
01:05:58We need to establish that kind of connection because a child isn't a plant that grows in a pot.
01:06:06So, he needs to be able to talk to his mother and father.
01:06:09This applies not just to art, but to everything.
01:06:13So, they can make a mistake, err, or commit a fault.
01:06:17We are human, we are fallible, we can make mistakes.
01:06:20But here, when he comes back, he will be able to listen to his troubles in that home, to listen to him before criticizing him, before judging him, to listen in order to understand him.
01:06:30A conversation needs to develop.
01:06:33Between parent and child.
01:06:35We need this.
01:06:37So, thank God for my mother, the most important thing I learned from her is how to speak.
01:06:42So, I've been a very imaginative child since I was little, I was creating a lot of things and everything, and he would listen to all of my ideas.
01:06:48Whether empty or full.
01:06:49He has been listening to this music since my childhood, and I still do, thank God.
01:06:52And I try to do that for my own children.
01:06:55I try to listen to them.
01:06:56Whatever they say.
01:06:57Issues, big or small.
01:06:59When such communication is established, I mean, yes, we get very tired, we have a very demanding life, a very arduous city life...
01:07:08We are living.
01:07:09But you know how they say, in these new modern approaches, it's about quality time.
01:07:16What I understand by quality time is conversation and chatting.
01:07:20So that he can explain it to you.
01:07:21When she watches something, for example, my daughter is watching a movie or a TV series right now.
01:07:24He comes and tells me his story from beginning to end, about that one hour.
01:07:29I am listening.
01:07:30But if we don't have that conversation, if I just say, "Ugh, my head hurts so much, I'm so tired," and so on,
01:07:36And when he sees something else bad afterwards, he won't choose to come and tell me either.
01:07:41Although, to some extent, when that conversation is established, between parent and child,
01:07:46I also think that what strengthens us is being within our family.
01:07:51Because the communication there—yes, we're left alone with our phones, tablets, and everything we watch—is different.
01:08:01Individual inquiry.
01:08:02So, with self-control, whatever you give the child, whatever is in their raw material, they develop self-control accordingly.
01:08:10If they don't turn their head away when they see something bad, if they keep looking, that's entirely related to what they see in you.
01:08:16So if you're saying "don't watch your child while you're watching from there," that's not valid.
01:08:22You're so sensitive, so they'll be sensitive too.
01:08:26He is our reflection.
01:08:27You mentioned that we asked if art could be a mirror, and actually, it's people who become mirrors to each other.
01:08:33And it all starts in the family.
01:08:36It starts in the family, yes.
01:08:37Parents, then, the first thing that needs to be addressed is the problems between parents and their children.
01:08:44We actually had a very good social structure.
01:08:48Now, as Professor Ahmet is mentioning, the Ottoman-era education system continued until the 1960s.
01:08:53Because intellectuals and enlightened people who had received their education in the Ottoman system were still alive by that time.
01:08:59Our decline, our cultural and identity crisis, began in the 90s.
01:09:04The 90s and early 2000s.
01:09:07When you look at it, there's no identity building after that.
01:09:11Our identities are unknown.
01:09:13Those who received that training have died; it wasn't passed on, it wasn't continued.
01:09:17A certain Ottoman culture has been covered with concrete.
01:09:20We used the Ottoman capital, we didn't produce anything.
01:09:24We haven't produced it, yes.
01:09:25And we believed what we saw, sir, now there's an awakening.
01:09:31It's actually a sentence that came up while Ayşe Hanım was talking to you.
01:09:34People are starting to realize.
01:09:36What have I realized, for example?
01:09:39The use of Islamic names, revered names, especially for these low-level characters in certain TV series, is unacceptable.
01:09:48Unfortunately.
01:09:48Well, sir...
01:09:49Şilçam did that for years, sir.
01:09:51So, Ramadan, Shaban, Rajab.
01:09:55It seems these characters were used deliberately.
01:09:58Of course, of course, such different names have been suggested.
01:10:00But now he's young...
01:10:01So if a film is to be made now, the opposite should be done.
01:10:04Yes.
01:10:05Yes.
01:10:06Well...
01:10:06So young people are finally becoming aware of this.
01:10:09I think they've realized it.
01:10:12Because a questioning generation is coming.
01:10:15Now, regarding the questioning part, for children who grew up in the 90s, asking questions, questioning knowledge—that's what it means.
01:10:23Memorize it and obey accordingly.
01:10:26The concept existed.
01:10:27But Professor Ahmet says they shouldn't question it anymore.
01:10:31Yes.
01:10:31Now...
01:10:32They should neither obey nor question.
01:10:33They should question them immediately.
01:10:34Isn't that right, sir?
01:10:35Yes.
01:10:35Every minute that passes feels like a waste of time.
01:10:40However, regarding raising children, our Prophet Ali (peace be upon him) has a saying:
01:10:45I was, to put it mildly, astonished.
01:10:50Fourteen centuries ago, a man said the following.
01:10:54Up until the age of 7, a child is like a fragrant basil from paradise.
01:10:59Smell it.
01:11:00From age 7 through adolescence, he/she is your friend.
01:11:05After adolescence, consult them about any work you plan to do.
01:11:12Bring your advisory board.
01:11:14This means speak up.
01:11:15Yes.
01:11:16Communication.
01:11:16So, when you look at it, there's no father figure in the way we understand it.
01:11:21Yes.
01:11:21This is something we've been taught, these character types that we've also seen in cinema, that shape our social culture, what we call tradition.
01:11:33It's also a sequel to the films we made.
01:11:36You're displaying a profile there.
01:11:39Here you are presenting a profile based on a rich girl versus a poor girl.
01:11:42This time, society building is being done accordingly.
01:11:45So there's no father figure here, not some kind of bossy, oppressive father figure who doesn't listen to him.
01:11:52The mother is passive, but there's actually no such thing as a mother who doesn't have a say.
01:11:56Because in Islam, we have many female characters.
01:11:59They're all in the spotlight.
01:12:00Thank you very much.
01:12:02Finally, I would like to ask Professor Ahmet one last thing, my esteemed professor.
01:12:08Now, logic, or rather, reason, is an area that takes precedence or, let's say, where reason is used, but there is also the heart.
01:12:19How should a young person balance both?
01:12:24Like a pole balancing on a rope, how should a young person maintain this balance?
01:12:31We'll create a program for that.
01:12:33We'll start in the morning, until the law is passed.
01:12:35Isn't it?
01:12:35Well, it's just a matter of choice.
01:12:36Even a summary of this would probably make a program.
01:12:38Of course, even the summary.
01:12:40For example, in foreign languages, such as European languages, there are no equivalents for the words "heart" or "soul."
01:12:49It doesn't matter if it's from English or from the oven.
01:12:51For example, in Sufism, which produces figures like Yunus Emre, the most important words within that Sufism are the concepts of heart and soul.
01:12:59The words "heart" and "soul" do not exist in these languages.
01:13:02For example, when they try to understand Sufism in our culture, the Sufism that nurtured Yunus Emre, do you know what they say?
01:13:08Mystic.
01:13:09So he's comparing it to some kind of Indian thing.
01:13:12They lack the capacity to understand.
01:13:14Because why?
01:13:14There is no word to describe it.
01:13:16The human mind thinks in concepts.
01:13:18He thinks as much as he thinks about concepts.
01:13:19Therefore, if these words are absent, if a word is missing, then the world related to it has closed off.
01:13:23In our culture, the words "heart" and "soul" are synonymous with "spirit" and "mind," for example, but look at European philosophy; there, "soul" and "mind" are the same thing.
01:13:30You see the same thing there, both spirit and mind.
01:13:32You cannot separate which is the soul from which is the mind.
01:13:34And he talks about the same thing.
01:13:36In fact, the thinking part of a human being is the soul.
01:13:38The thinking part, the soul, says the same thing.
01:13:39When it comes to Islam, there is spirit.
01:13:42The heart is the center of the soul.
01:13:44The first servant of the heart is the mind.
01:13:47But intelligence is not the primary ability.
01:13:50A talent that the heart appeals to, that it can appeal to whenever it wants.
01:13:53So what does that mean?
01:13:53If the heart is well-intentioned,
01:13:56Actions are judged by intentions.
01:13:58Intention is a quality of the heart.
01:13:59For example, if a person is a very good accountant,
01:14:03very qualified accountant,
01:14:04If his heart is deceitful,
01:14:06"Deceitful heart" is an adjective.
01:14:07However that heart tells it to work,
01:14:11The goodness of mind, the ability to practice accounting, is used there.
01:14:14So, for a person to be a very good engineer,
01:14:16That doesn't mean he can't kill people with his engineering skills.
01:14:20Therefore, in this matter, it is the heart that commands.
01:14:22Once the mind has given the heart a command, do not make its task easier.
01:14:26For better or worse, he does it.
01:14:27Therefore, this type of education is essential for us,
01:14:30I mean, when I say "ours," I mean it doesn't already exist in Europe,
01:14:32I don't count them at all.
01:14:33So this is at least one...
01:14:35Professor, are you still determined to stop drinking?
01:14:38I'll drink, is time running out?
01:14:40I think we have about thirty seconds.
01:14:41Okay, no need, we won't drink.
01:14:43We only have a minute, sir.
01:14:45No, not that much.
01:14:46While you were drinking...
01:14:46Let's have a bite to eat.
01:14:47I, your dear viewers,
01:14:48especially our program today, that is,
01:14:51The issue that parents worry about most, according to both guests,
01:14:57It's about their children's future.
01:15:00So, parents are trying to create an economic environment for that child, but...
01:15:04There was also the matter of constructing a person's character, their personality.
01:15:10Professor Ahmet,
01:15:13Faculty Member at Iğdır University Faculty of Theology,
01:15:15Associate Professor Dr. Ahmet Kavlak and author Ms. Ayşe Şahin Boy,
01:15:22They were the guests of the Savur Bereketi Program tonight.
01:15:27Dear Professor,
01:15:30Even if only with a single sentence, it brings us to the time of imsak (the beginning of the fasting period).
01:15:33Sir,
01:15:35Even if it's just one sentence, during our walk at dawn,
01:15:37Finally, what would you like to say?
01:15:39God Almighty,
01:15:40all the children of our nation and all Muslims,
01:15:43May God bless them and make them better than their parents.
01:15:45Amine.
01:15:45May God bless you.
01:15:47Mrs. Ayşe,
01:15:47Thank you.
01:15:48I also thank you, sir.
01:15:50Thank you.
01:15:51Sir,
01:15:51May God accept it, Auntie.
01:15:53May he be worthy,
01:15:54May God grant us the true meaning of fasting.
01:16:10El 좋아요 younger.
01:16:13Allah is a notebook,
01:16:26only with God's permission,
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