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Sahur Bereketi 18. Bölüm | Cihan Kılıç & Mevlan Kurtishi (08 Mart 2026)
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ÖğrenmeDöküm
00:00:00MUSIC
00:00:32MUSIC
00:00:52Oh Lord!
00:00:54You instruct us to give charity before speaking privately with the Prophet.
00:01:03I have nothing to donate.
00:01:08Except for the children who died defending me, defending me in my shadow.
00:01:16Accept my plea, O Allah. Make me heard, O Allah, the Glorious God.
00:01:25O Messenger of Allah! I am Jerusalem.
00:01:32One of the three sacred places declared inviolable by God.
00:01:37I am one of the ornaments of the earth.
00:01:42One who carries Al-Aqsa Mosque in their heart.
00:01:45A city where prophets walked and laughed in its streets, but were always killed.
00:01:54That is why my mourning is so long.
00:01:58Like that log whose groans you hear, whose troubles you listen to.
00:02:03Hear me too, listen to me.
00:02:07Today I feel both strange and imprisoned.
00:02:11Just like the day you returned from Ebva, you are an orphan.
00:02:15Just like the day you were stoned in Taif, you are abandoned.
00:02:19He's as lonely as someone in the Abu Talib neighborhood.
00:02:22I am a shadow from head to toe.
00:02:26I am Jerusalem.
00:02:30The sister city of Mecca.
00:02:32He is like an ocean filled with Zamzam water, while I am but a cup filled with blood.
00:02:40She is the mother of cities, and I am the oppressed one among them.
00:02:46She is a sea of tears of joy, I am a river of sorrow.
00:02:53I am a poor man whom You honored with a night of Isra, so that I would not be trampled underfoot.
00:03:04"Of course," I said, "with my head held high."
00:03:09My city, which bows its head beneath your feet as you ascend to the heavens.
00:03:19Every city received a blessing from you.
00:03:25All that was left for me that night was sadness.
00:03:29There was the sadness of Abu Talib and Khadija on his face.
00:03:34On her face, a face that could make me forget all other sadness, I saw sadness.
00:03:40You became the prophet of sorrow, and I became the city of sorrow.
00:03:47My days reeked of death, my nights of you.
00:03:52Just as you buried Zaynab, Ruqayya, and Umm Kulthum,
00:03:58If only you knew how many little girls I've embraced.
00:04:03Let Allah, the Almighty, and the Sublime, let Him know.
00:04:10I am Jerusalem, where cries echo from its domes.
00:04:17I kept the laments hidden until dawn, and from them I wove shrouds of various sizes.
00:04:25And I have seen two conquerors, the first was Omar.
00:04:31He walked into my city, and he entered both my heart and my city.
00:04:37Once again, you filled my mornings and evenings with fear.
00:04:44My dreams didn't last long, my joy was incomplete, my hopes were unfulfilled.
00:04:50While I was waiting for Ömer to come again, this time I saw a second conqueror at my door.
00:04:58His name was Saladin.
00:05:01What kind of son was he?
00:05:05Justice and mercy were embodied in human form.
00:05:08And I saw a guard, from the city of Abu Ayyub al-Ansari.
00:05:14He stretched out his hand and formed a wall of flesh around me.
00:05:18A shield of steel, a heavenly abode, Sultan Abdülhamid Han.
00:05:27I am Jerusalem, the city whose face is in Mecca and whose ear is in Medina.
00:05:36The city where the mosque faces the qibla, where you turn your face towards the Kaaba, and where you lean your back against something like Uhud.
00:05:45The faces of his entire community are also turned towards the Kaaba.
00:05:47But I never thought they would turn their backs on me.
00:05:53I saw Mary fall silent, while Jesus in the cradle spoke.
00:05:58But I never imagined that Maryams would be murdered and their cradles set on fire.
00:06:05Only a handful of people are left by my side.
00:06:08Pray for them as you prayed at Badr.
00:06:12Say to Allah, if You destroy this handful of people,
00:06:17There will be no one left to worship you in Al-Aqsa Mosque.
00:06:22May God accept your prayer.
00:06:25God whispered in my heart, "Al-Aqsa Mosque," but no one has protected that name.
00:06:32Those who saw themselves as servants in the harem abandoned me.
00:06:37I have no one to mourn for me except those from Mecca and Medina.
00:06:42My only hope is that there is God, who sent you as a mercy to all creation.
00:06:48There is a God who brought down Goliath with David's slingshot.
00:06:54It was God who conveyed the scent of Joseph to Jacob.
00:06:58If I weren't worried about them saying I've gone senile,
00:07:03It's as if it's from Istanbul, the city of Abu Ayyub al-Ansari,
00:07:08I sense the presence of Omar, Saladin, and Abdulhamid.
00:07:14It's as if a torrent of lions will pour forth from the capital towards me.
00:07:22At a crimson dawn, a crescent moon and a star will be placed in my sky.
00:07:34O Messenger of Allah,
00:07:38Because I raised my voice in your presence,
00:07:41May God forgive me.
00:07:43I am Jerusalem,
00:07:47You are the crown on my head,
00:07:50But today I am disillusioned with my community.
00:08:22Dear viewers,
00:08:25From this blessed time of Sahur,
00:08:28We greet you all with respect and affection.
00:08:34During Ramadan nights, it's not just our worship that matters,
00:08:39At the same time, the memories of a civilization live on.
00:08:49In these lands, for centuries, Ramadan has been...
00:08:55With the Tarawih prayers that fill the mosques,
00:08:59Both with odes,
00:09:01He lived with hymns.
00:09:04Our children learn not only to read in schools,
00:09:09They also learned about literature, ethics, and life.
00:09:14Because the power that makes a civilization a civilization,
00:09:23Not only the cities he built,
00:09:29The people he raised are also a secret.
00:09:32If fate allows,
00:09:34At this time of Sahur,
00:09:36At this time of night,
00:09:38In the blessings of Sahur,
00:09:39With our esteemed guests,
00:09:44The education system in the Ottoman Empire,
00:09:47We will discuss all aspects.
00:09:51Primary schools,
00:09:55The education model,
00:09:57And the nights of Ramadan,
00:10:01Ramadan nights,
00:10:02It is also like a lamp,
00:10:05Like a jewel,
00:10:06Illuminating our Ramadan nights,
00:10:09We will be discussing the Tarawih prayer tradition.
00:10:12God willing.
00:10:14May our night be blessed.
00:10:17May our pre-dawn meal be blessed.
00:10:24Dear viewers,
00:10:26Today,
00:10:28We will walk together until dawn.
00:10:30I have two very distinguished guests.
00:10:33Dear Professor,
00:10:36Ankara University of Social Sciences,
00:10:38Faculty Member,
00:10:39Associate Professor,
00:10:41Cihan Kılıç,
00:10:43Gentlemen,
00:10:44Dear Professor,
00:10:45Welcome.
00:10:47It's a pleasure to meet you, sir.
00:10:48May God bless you.
00:10:49Good night,
00:10:51Have a blessed night.
00:10:52You too,
00:10:52And all of our viewers too,
00:10:54I hope you have a blessed night.
00:10:56May God bless you.
00:10:57And dear Mevlan Kurtişi,
00:11:02It's an international name.
00:11:04Of course, until today,
00:11:06I've always called him Mevlana.
00:11:09Actually, I'm not the only one who calls him Mevlana.
00:11:12Yes.
00:11:13But,
00:11:15Mevlana Kurtişi,
00:11:16I said,
00:11:17Bari in the original,
00:11:19Let me stick to the name,
00:11:20Then I'll continue mentioning Mevlana.
00:11:22Masallah.
00:11:23He had a concert in Istanbul today.
00:11:26He has a trip tomorrow as well.
00:11:27Yes.
00:11:28During all this hustle and bustle,
00:11:32They honored us with their presence.
00:11:33To God.
00:11:33In the Sahur blessings program,
00:11:35We will also have a conversation with them,
00:11:38Both that large audience,
00:11:41To the audience as well,
00:11:42What they were waiting for,
00:11:44In the voice of Mevlana Kurtişi,
00:11:46We will listen too,
00:11:47And we will let you listen, sir.
00:11:50May the pre-dawn meal be blessed.
00:11:51Yes, God willing.
00:11:52Welcome.
00:11:53Nice to meet you, sir.
00:11:54Thank you very much.
00:11:55Thank you for inviting me.
00:11:57Right now, with you,
00:11:59Let's start with that.
00:12:01Let's send our greetings to Skopje from here.
00:12:03Yes.
00:12:05Dear Mevlana from Skopje.
00:12:07Yes.
00:12:08But he currently lives in Dubai.
00:12:09Both in Skopje and Dubai.
00:12:11Yes.
00:12:12And to all his listeners,
00:12:13To its viewers from here,
00:12:15Let us convey our greetings.
00:12:16Let's wish you a blessed pre-dawn meal.
00:12:18Yes.
00:12:18Yes, my esteemed professor,
00:12:20Near Erzurum,
00:12:22In Gümüşhane.
00:12:23Professor Cihan,
00:12:24Let us send our greetings to Gümüşhane from here.
00:12:26Greetings, God willing.
00:12:27And since he also worked in Ankara,
00:12:30We send our greetings to Ankara as well.
00:12:31Let's deliver our products.
00:12:33Now, dear professor,
00:12:38Prior to the Turkish Islamic tradition,
00:12:42The importance of education within Islamic culture,
00:12:44And we already know its importance within the Turkish Islamic tradition.
00:12:48And this is the Ottoman Empire,
00:12:50He brought the education model with him.
00:12:53But,
00:12:55I apologize profusely for saying this.
00:12:57Not at all.
00:12:57Now, for years we,
00:12:59From some of the films we've watched,
00:13:02The Ottoman education model,
00:13:04Like this,
00:13:06How can I put it?
00:13:08As if it has nothing to do with education,
00:13:12It was done as if with the intention of making it look bad.
00:13:15From films,
00:13:16From TV series,
00:13:17It has a structure that has always been memorable.
00:13:20I tonight,
00:13:21In the Sahur Blessings program,
00:13:23Dear viewers,
00:13:23Our viewers,
00:13:25Our ancestors,
00:13:26Sir,
00:13:26He who ruled the world,
00:13:29Our ancestors,
00:13:30The education model,
00:13:33Let me learn too,
00:13:34I also want to present this to our viewers.
00:13:38In the Ottoman Empire,
00:13:39Educational institutions,
00:13:41With its title,
00:13:42I'll give the floor to you.
00:13:44If I let go,
00:13:45Sir,
00:13:45If you would be so kind.
00:13:48As you mentioned, the Ottoman Empire...
00:13:51Approximately,
00:13:52For six hundred years,
00:13:53In the world,
00:13:54A state that has achieved a very important position.
00:13:56As you mentioned,
00:13:57If there were an education system,
00:13:58You know, the one you always talk about...
00:13:59The negative characteristics mentioned,
00:14:02For such a long time,
00:14:03The state could not survive.
00:14:05A state that does not value education,
00:14:07For six centuries,
00:14:08In the world,
00:14:09To almost every point,
00:14:11A power that can have an impact,
00:14:13It was impossible to reach him.
00:14:14For the known world,
00:14:15I said it back then.
00:14:16Subject to,
00:14:16The Ottoman Empire,
00:14:17In doing so,
00:14:18An education system,
00:14:19He had identified a model.
00:14:20But this model,
00:14:22Of course,
00:14:22It didn't appear suddenly.
00:14:23At its core,
00:14:24There was an Islamic civilization.
00:14:25The Ottoman Empire too,
00:14:26This is what this civilization has brought about,
00:14:28Education policies,
00:14:29According to its own terms,
00:14:30It had been updated.
00:14:32If you'll allow me,
00:14:33What was this foundation?
00:14:34Let me start with that first, a little bit.
00:14:35Let me then move on to the Ottoman period.
00:14:37Please.
00:14:38Islamic civilization,
00:14:39Well,
00:14:40where Islam emerged,
00:14:42In the world,
00:14:43The Age of Ignorance,
00:14:44That's what we've been saying all along.
00:14:46Well,
00:14:46The Age of Ignorance,
00:14:48When we think of Arabia,
00:14:5017 people,
00:14:52It is mentioned that he/she can read and write.
00:14:54Yes.
00:14:55But,
00:14:56After this,
00:14:56Islam,
00:14:57Even after gracing the world with his presence,
00:14:59Those 17 people,
00:15:00Only among them,
00:15:01There were 17 people
00:15:02The Arab world,
00:15:03Arab Islam,
00:15:04Then there will be the Islamic world,
00:15:05And,
00:15:06It will set an example for the world.
00:15:07When we look into the reason for this,
00:15:09The number one reason for this is,
00:15:11Beginning with the command to read,
00:15:13It is the Holy Quran.
00:15:14Almighty God,
00:15:15In the Quran, it says "read,"
00:15:16People already know this in this sense,
00:15:18By order,
00:15:19He's forcing it into the situation.
00:15:22Afterwards,
00:15:23The Prophet Muhammad,
00:15:25Regarding education,
00:15:26Related to science,
00:15:27The hadiths,
00:15:28A lot,
00:15:28We know more or less.
00:15:29Well,
00:15:30Science,
00:15:30It is the lost property of the believer.
00:15:31He should take it wherever he finds it.
00:15:34If I may summarize,
00:15:35I think that's enough.
00:15:38In the process that follows,
00:15:39During the era of the four caliphs,
00:15:41And then,
00:15:42In the Abavi and Abbasid dynasties as well,
00:15:43This educational approach,
00:15:44Taking shape gradually,
00:15:46And it continues by becoming institutionalized.
00:15:48Parents and those who came after them,
00:15:49During the Abbasid period as well,
00:15:50Especially,
00:15:51With the House of Wisdom,
00:15:53With the House of Wisdom,
00:15:54He offers a role model to the world.
00:15:56By incorporating all the educational heritage of the world,
00:15:59Then, within itself,
00:16:00Preserving it,
00:16:01Developing,
00:16:02Then he presents it to the world again.
00:16:03So today,
00:16:04Even Western researchers,
00:16:07The foundations of Western civilization,
00:16:09From the House of Wisdom,
00:16:11Recruited,
00:16:11Through translations of the works,
00:16:13And their own civilizations as well,
00:16:14The West, too, has its own civilization,
00:16:15Again, within the Abbasid Caliphate,
00:16:17Through these translation activities,
00:16:18Again,
00:16:19We see what they're holding onto.
00:16:21Yes.
00:16:22From here,
00:16:23Slowly,
00:16:24Starting with the Abbasid period,
00:16:25Turks too,
00:16:26He is getting acquainted with the Islamic world.
00:16:28Turks are honored by Islam.
00:16:30With Islam,
00:16:30He draws strength from the Turks.
00:16:32The Turks' conversion to Islam,
00:16:35And to the Islamic states,
00:16:36When we look at their contributions,
00:16:37Yes, it's political.
00:16:38And in the military field,
00:16:38There have been very significant contributions,
00:16:40We are saying,
00:16:41We see,
00:16:41We know.
00:16:42But only,
00:16:43That's not all.
00:16:44Well,
00:16:44The Turks adopted Islam,
00:16:46After getting to know them,
00:16:46After being honored with Islam,
00:16:50Very important scientists,
00:16:52He's raising them.
00:16:53Especially just from these,
00:16:55He will mention two of them,
00:16:56One of the important Islamic philosophers,
00:16:57Farabi and Ibn Sina,
00:16:58Regarding education,
00:16:59Very serious,
00:16:59Opinions emerged,
00:17:01They're putting them there.
00:17:02Their views,
00:17:04That,
00:17:04Regarding education,
00:17:05Initial methodological proposals,
00:17:07These too.
00:17:08Only from them,
00:17:09Six centuries later,
00:17:10By Russia,
00:17:11To reiterate,
00:17:13It's as if to the world of science,
00:17:14A new one,
00:17:14It's being portrayed as groundbreaking.
00:17:16Whereas,
00:17:17In the Islamic world,
00:17:17From six centuries ago,
00:17:18These things have been said.
00:17:20Afterwards,
00:17:22Along with the Seljuks,
00:17:23We are looking into it.
00:17:24A madrasa tradition,
00:17:25It's emerging.
00:17:26Yes.
00:17:26Especially,
00:17:27Along with Nizam-ul Mulk,
00:17:28Now this,
00:17:29Nizamiye madrasahs,
00:17:30Involved in the matter,
00:17:31He's entering.
00:17:32And,
00:17:33Nizamiye madrasahs,
00:17:34According to most researchers,
00:17:37The world's first,
00:17:38Higher education institution,
00:17:40Well,
00:17:40Right now,
00:17:41The ones we use today,
00:17:42In higher education,
00:17:43From the dormitory system,
00:17:44From the scholarship system,
00:17:45To other systems,
00:17:47When we look at it,
00:17:47At the heart of it all,
00:17:48Somehow,
00:17:49Nizamiye madrasahs,
00:17:50And his,
00:17:51He set an example,
00:17:52We see the scientific organization.
00:17:54In the Ottoman Empire, for example...
00:17:55This is what I've tried to summarize,
00:17:57Islamic civilization,
00:17:58His thoughts,
00:17:59And his educational philosophy,
00:18:01To him,
00:18:02He acquires Shihar.
00:18:03And from here,
00:18:04He's starting a journey.
00:18:06When we come to the Ottoman era,
00:18:07Education in the Ottoman Empire,
00:18:09Well,
00:18:10When I want to categorize,
00:18:11Maybe three,
00:18:12Under the heading,
00:18:13We can categorize them.
00:18:14One of them,
00:18:15What you mentioned a moment ago,
00:18:16It is of a basic educational nature,
00:18:18Primary schools,
00:18:19Primary schools,
00:18:21The cornerstone of education.
00:18:23Current,
00:18:24Perhaps we can compare it to primary education.
00:18:27Above this,
00:18:28Today's,
00:18:29First,
00:18:30Secondary and higher education,
00:18:31The madrasas included,
00:18:33In the madrasas,
00:18:35In the Ottoman Empire,
00:18:36The first madrasa,
00:18:37Immediately the second one,
00:18:38Sultan,
00:18:39During the reign of Orhan Bey,
00:18:40With the conquest of Iznik,
00:18:41Iznik Orhaniye,
00:18:43With its madrasa,
00:18:44In 1330,
00:18:45It is being formed.
00:18:46At work,
00:18:46As the first professor,
00:18:47Davudi Kayseri,
00:18:49He is being assigned a task.
00:18:50We are looking into this together with the government,
00:18:51Also to educational institutions,
00:18:53The Ottoman Empire,
00:18:55He's starting to care.
00:18:57A place that the country conquered,
00:18:58A place he acquired,
00:18:59Right next to him, right beside him,
00:19:00A madrasa,
00:19:01An educational institution,
00:19:02A primary school,
00:19:03He puts it there.
00:19:04In madrasas,
00:19:05Within itself,
00:19:05Well,
00:19:06The one he had conquered,
00:19:07In those lands,
00:19:08People too,
00:19:09In the name of education,
00:19:11Madrasahs,
00:19:12To conquer both spiritually,
00:19:13To touch hearts,
00:19:15Well,
00:19:15Only militarily,
00:19:16To seize it already,
00:19:17It is not about conquest.
00:19:19To conquer,
00:19:19To win hearts.
00:19:20I say this because...
00:19:20I apologize.
00:19:22Now,
00:19:23Well,
00:19:24We are one,
00:19:24We are living in a dark age.
00:19:25But,
00:19:26One whose light we believe in,
00:19:27The Dark Ages.
00:19:28At work,
00:19:29We are looking at the African continent.
00:19:30There,
00:19:31Not teaching anything.
00:19:33Well,
00:19:34Those people,
00:19:35All future resources,
00:19:37In the name of exploitation,
00:19:38One,
00:19:40Colonial,
00:19:40A person who approaches things logically,
00:19:43The people there,
00:19:44Like educating your children,
00:19:45He won't have any problems.
00:19:47But,
00:19:47Our ancestors,
00:19:48Their own land,
00:19:50As if they were their own children,
00:19:52There,
00:19:53These madrasas are being established.
00:19:54Primary schools are being established.
00:19:56For that reason,
00:19:57Exactly,
00:19:57As you mentioned,
00:19:59Already,
00:20:00With the occupation,
00:20:01Fethi,
00:20:01Separating them from each other,
00:20:02That's the important point.
00:20:04Both of them in one place,
00:20:04You'll seize it.
00:20:05But,
00:20:06As you mentioned in one of them,
00:20:07That place,
00:20:07When you use your resources for yourself,
00:20:10Fethi too,
00:20:11Along with that place,
00:20:11Along with yourself,
00:20:12You can develop that place as well.
00:20:13The Ottomans did the same thing.
00:20:14In doing so,
00:20:15He used his education to his advantage.
00:20:18The madrasa system,
00:20:19During the reign of Fatih,
00:20:20At work,
00:20:21With the Sahni Seman madrasas,
00:20:22Today,
00:20:23This program,
00:20:24The city we built,
00:20:25The legacy he left us,
00:20:26Sultan Mehmed the Conqueror,
00:20:27When he conquered Istanbul,
00:20:28Istanbul in the truest sense of the word,
00:20:30In order to achieve its conquest,
00:20:32Sahni Seman Madrasa,
00:20:33That,
00:20:33This is it,
00:20:34In addition,
00:20:34Darut Training,
00:20:35Well,
00:20:36He establishes the primary school.
00:20:37Preparing for it,
00:20:38Eight,
00:20:39He establishes the Tetinme madrasa,
00:20:40And on it,
00:20:41Sahni Seman is establishing the madrasa.
00:20:42And,
00:20:43Here,
00:20:43In order to train teachers,
00:20:45In the world of that day,
00:20:47The most important scientist,
00:20:48He is inviting Ali Kuşçu.
00:20:49And,
00:20:50When inviting Ali Kuşçu,
00:20:51Well,
00:20:51This is not just a dry invitation,
00:20:53The past,
00:20:54For each range,
00:20:55A daily coin,
00:20:57And daily,
00:20:57When he came to the Ottoman Empire,
00:20:59500 akçe per day,
00:21:00That period,
00:21:00From the highest level,
00:21:02He supports him.
00:21:04Starting with the reign of Suleiman the Magnificent,
00:21:06The Süleymaniye madrasas are being established.
00:21:07Room,
00:21:08In the world of that day,
00:21:09The most important educational institution is being established.
00:21:09But let's not skip over Fatih just yet.
00:21:11Mutaqfiq,
00:21:12Here you go.
00:21:13Maybe,
00:21:13Sahni Seman, a little bit,
00:21:14When you watch it like this,
00:21:15In the vicinity,
00:21:16You might see a Molla Gürani,
00:21:18Saying.
00:21:18Only from Molla Gürani,
00:21:20From Molla Söv,
00:21:21Perhaps from Molla Gürani,
00:21:22Also as Fatih's teacher,
00:21:23We can say that.
00:21:24We can discuss it there as well.
00:21:26Since,
00:21:27With Molla Gürani,
00:21:28Because you have a separate familiarity with them,
00:21:30Because of the movie Fatih,
00:21:32Molla Gürani,
00:21:34To Fatih,
00:21:35Molla Yegan's,
00:21:36It was brought as a gift.
00:21:38Well,
00:21:38It happens like this:
00:21:40As reported by the sources,
00:21:42Molla Yegan,
00:21:43When he went on Hajj,
00:21:45On his return,
00:21:45This is the era of Fatih's father.
00:21:47This is the period of Murad II.
00:21:48He visits Murad II in his palace.
00:21:51Murad II says to him,
00:21:53Those who go to the holy lands,
00:21:54It is customary for him to return with a gift.
00:21:56What gift did you bring me?
00:21:58When he teased her on the way,
00:22:00He had brought it with him to the side of the door,
00:22:03Molla Gürani,
00:22:04They are only 20-21-22 years old.
00:22:07He/She could bring you as a gift,
00:22:09The most precious thing,
00:22:10He encountered him on the cross,
00:22:12And he was impressed by his knowledge,
00:22:13It is Molla Gürani.
00:22:17Murad II,
00:22:18Molla Gürani,
00:22:20When you see it,
00:22:21From his knowledge,
00:22:22From his dignity,
00:22:23And, impressed by his politeness,
00:22:25He is like his own child,
00:22:27Ela doesn't fit in the corner,
00:22:28He is also included,
00:22:30He gave his teachers a lot of trouble,
00:22:31Molla Gürani,
00:22:33As a teacher to Fatih,
00:22:34He appoints.
00:22:35He accepts the task,
00:22:36And in the process,
00:22:38It continues.
00:22:39Dear Professor,
00:22:41Now, what we see here is that,
00:22:42To be presented to a sultan,
00:22:44A gift,
00:22:47In moderation,
00:22:48A scholar,
00:22:50The father of Sultan Mehmed the Conqueror,
00:22:53So, to a sultan,
00:22:55But only a scholar,
00:22:58It can offer.
00:22:58He's seeing it for the first time,
00:22:59And something he can value,
00:23:01Scholars.
00:23:02Now, in particular,
00:23:04To the primary school,
00:23:05I'll go in, though.
00:23:06If you'll allow me,
00:23:07This is related to training,
00:23:09I,
00:23:10To Mevlan Kurtişi,
00:23:12I'd like to ask a couple of questions.
00:23:14If you'll allow me, sir.
00:23:15Now,
00:23:16With really good equipment,
00:23:19You're doing your job.
00:23:21May God bless you.
00:23:21And you have a problem,
00:23:23You have an ideal.
00:23:25Because,
00:23:26Especially in the name of art,
00:23:28So our art,
00:23:29The studies we can mention,
00:23:32Favor,
00:23:33It doesn't happen most of the time.
00:23:35But,
00:23:37Heat,
00:23:37You know,
00:23:38When done according to its principle,
00:23:40According to the rule,
00:23:42God Almighty is beautiful.
00:23:43And he loves beauty,
00:23:44And all our work,
00:23:45We need to do it well.
00:23:46In this sense,
00:23:48From what I've seen,
00:23:49Hallelujah,
00:23:51His job,
00:23:51His art,
00:23:52One who makes it beautiful,
00:23:53You're our brother.
00:23:54May God bless you.
00:23:54God,
00:23:56Your voice,
00:23:57Education,
00:23:58So, by using sound,
00:23:59You are creating an art.
00:24:01This,
00:24:01Voice training,
00:24:03Very important.
00:24:04Yes.
00:24:05When I was in elementary school,
00:24:06I apologize,
00:24:07When I was in middle school,
00:24:08My music teacher,
00:24:10I need to say something,
00:24:11He wanted it.
00:24:12I said,
00:24:12My voice is terrible.
00:24:13And also, my child,
00:24:14There is no such thing as bad sound.
00:24:15There were only untrained voices.
00:24:18I liked it very much.
00:24:19Because it is what God Almighty created,
00:24:20Everything is fine.
00:24:21Yes.
00:24:22But training is required.
00:24:24Yours,
00:24:25Regarding voice training,
00:24:27Your work,
00:24:29And why is it important?
00:24:30So, voice training.
00:24:31Yes.
00:24:33My Turkish,
00:24:34It's not very nice.
00:24:36But hopefully,
00:24:39I'll try.
00:24:40So that's a good thing.
00:24:42We had a very good conversation.
00:24:44Well,
00:24:46This art education,
00:24:49I,
00:24:51After middle school,
00:24:52I went to Dubai.
00:24:54Is there a,
00:24:55There was a competition.
00:24:58Munchit Sharjah,
00:24:59It's a very important competition.
00:25:01For the divine only.
00:25:03Yes.
00:25:04Yes.
00:25:04It's a very important competition.
00:25:06There was a great master there.
00:25:08In Süreyya.
00:25:10To us every day,
00:25:11So every day,
00:25:13First, for breathing,
00:25:15So how do you breathe?
00:25:17How can we breathe in and out?
00:25:19So we were only working on breathing.
00:25:22For example,
00:25:23Months later,
00:25:26For sound,
00:25:28What should we eat?
00:25:30What should we drink?
00:25:32Not to drink,
00:25:33Well,
00:25:34There were many things there.
00:25:36I never,
00:25:37Well,
00:25:37I didn't protect myself.
00:25:39Well,
00:25:39For example,
00:25:39We were drinking everything.
00:25:41For example,
00:25:41Even tea,
00:25:42If it's too hot,
00:25:44That's disturbing too.
00:25:45Yes,
00:25:45He's also upset.
00:25:46If it is too hot and too cold,
00:25:48Well,
00:25:49Bad for sound.
00:25:51This,
00:25:52After the training,
00:25:53Of course,
00:25:54The next stage after training,
00:25:55Positions.
00:25:56Now,
00:25:57We are in the holy month of Ramadan.
00:25:58Koran,
00:25:58The Holy Quran,
00:26:00Yes.
00:26:00Because it was revealed,
00:26:02Probably,
00:26:02God Almighty,
00:26:03This is what has made this month so glorious.
00:26:06This Holy Quran as well,
00:26:07Both reading,
00:26:08And to others as well,
00:26:09In the name of transportation,
00:26:11Official positions are being exploited.
00:26:13Yes.
00:26:14In this regard as well,
00:26:16You have made significant contributions.
00:26:17Yes.
00:26:18For example,
00:26:19I can say,
00:26:22In general,
00:26:22Eight positions,
00:26:23He uses eight different modes of communication.
00:26:25Well,
00:26:25Their official positions.
00:26:28The Arabs say,
00:26:29It's a magic trick.
00:26:31Well,
00:26:33Suni'a means magic,
00:26:36Your,
00:26:40It's out of your spell.
00:26:42Something like that.
00:26:44There is,
00:26:44It's as if magic exists.
00:26:46Yes.
00:26:47Something like that.
00:26:48And each letter,
00:26:49There is an office.
00:26:50For example,
00:26:51It's a magic trick.
00:26:53Sad,
00:26:53So in the morning,
00:26:54Office morning.
00:26:55Nun,
00:26:56Nehavend.
00:26:57Same,
00:26:58Persian.
00:26:58To a magic spell,
00:27:01Beyati,
00:27:02Then comes sikā.
00:27:04He's coding.
00:27:05Yes.
00:27:05Each letter,
00:27:07It has a position.
00:27:08And,
00:27:09For example,
00:27:12The verses of Paradise,
00:27:13Always,
00:27:15He reads in different melodic styles.
00:27:18In the Quran,
00:27:19There are verses that describe paradise.
00:27:22Are they in a separate category?
00:27:23Separate authority.
00:27:24For example,
00:27:25Let's say,
00:27:26Office morning.
00:27:29They say,
00:27:29Sadness.
00:27:31So, it's very much like that,
00:27:32How can I put it?
00:27:35Heartland,
00:27:36So, like this,
00:27:37Shaking,
00:27:38The person who makes you sad.
00:27:40Heaven,
00:27:41Not for the verses.
00:27:43We can call it hell.
00:27:45Or,
00:27:47So scary,
00:27:49For torment.
00:27:50Yes.
00:27:50For Paradise,
00:27:52For example, there are some.
00:27:53Persian,
00:27:53It feels so refreshing.
00:27:56He will become a wolf.
00:27:57It would be Beyati.
00:27:58How's the Persian?
00:27:59Persian,
00:28:00For example,
00:28:00There are even many hymns,
00:28:02In Persia.
00:28:02For example,
00:28:03May peace and blessings be upon Allah.
00:28:06Da iman abaden.
00:28:09Or,
00:28:10I can recite Fatiha.
00:28:12Praise be to Allah, Lord of the worlds.
00:28:18The Most Gracious, the Most Merciful,
00:28:21Malik yevmiddin,
00:28:25Iyyâke na'budu ve iyâke nesta'in.
00:28:30So there's a sense of relief.
00:28:31Or,
00:28:32He might be a Kurd.
00:28:33For example,
00:28:33This is the Kurdish musical mode.
00:28:36Praise be to Allah, Lord of the worlds.
00:28:42The Most Gracious, the Most Merciful,
00:28:45Malik yevmiddin,
00:28:48So there's a sense of relief.
00:28:49Now, my esteemed professor,
00:28:51These verses about hell,
00:28:53Or the attribute of majesty of Allah Almighty,
00:28:58There are verses in which this is felt.
00:29:00Yes.
00:29:00For example,
00:29:01These are the ones you mentioned,
00:29:02This is sad,
00:29:04For example,
00:29:04We can use it in Fatiha.
00:29:06For example,
00:29:07You'll notice the difference immediately.
00:29:08For example,
00:29:09Praise be to Allah, Lord of the worlds.
00:29:17The Most Gracious, the Most Merciful,
00:29:20Malik yevmiddin,
00:29:24Iyyâke na'budu ve iyâke nesta'in.
00:29:28Well,
00:29:30It's sad.
00:29:31So, like this,
00:29:32A serious place.
00:29:33Alright,
00:29:35Verses about Paradise,
00:29:36Can you give an example?
00:29:38Yes.
00:29:38Paradise verse,
00:29:39As I said,
00:29:40For example,
00:29:40I read it,
00:29:42Surah Al-Inshirah,
00:29:43For example,
00:29:44Beyati.
00:29:48Well,
00:29:48Beyati.
00:29:49Immediately,
00:29:50Well,
00:29:51It's a very beautiful position.
00:29:53It's refreshing.
00:29:54Alright,
00:29:54If I may ask you,
00:29:56But,
00:29:57Our program,
00:29:58In the following minutes.
00:29:59Because,
00:30:01Much,
00:30:02The audience,
00:30:03Including myself,
00:30:05Yes.
00:30:06From social media,
00:30:07I followed it very closely, especially.
00:30:09Yes.
00:30:09Surah Al-Inshirah,
00:30:11In the programs I participated in,
00:30:13Yes.
00:30:13The audience,
00:30:14He's asking you.
00:30:15Yes.
00:30:15Let me be the one to ask,
00:30:17Within the program,
00:30:18Surah Al-Inshirah,
00:30:19We'll hear from you, God willing.
00:30:21Yes.
00:30:22You also mentioned...
00:30:24The one we have been reading constantly,
00:30:25There is a hymn.
00:30:26Wake up, my eyes,
00:30:28Out of negligence.
00:30:29His too,
00:30:29Its melody,
00:30:31He found it very compatible.
00:30:32Yes.
00:30:32For example,
00:30:33Wake up, my eyes,
00:30:35Sultan Murat,
00:30:37Well,
00:30:37You know,
00:30:39Yes.
00:30:39Well,
00:30:40Because he couldn't get up for morning prayer.
00:30:42Yes.
00:30:42Because he couldn't get up.
00:30:43Even,
00:30:44Melody,
00:30:45Well,
00:30:45We can say that.
00:30:46For example,
00:30:46Wake up, my eyes,
00:30:51Wake up from your slumber,
00:30:54Wake up,
00:30:56So these three notes,
00:30:57Persian,
00:30:58Then the urticaria passes.
00:30:59Wake up, my eyes,
00:31:03Wake up from your slumber,
00:31:07Wake up, he/she is very sleepy,
00:31:10My eyes, wake up.
00:31:18He's coming back again.
00:31:23Yes.
00:31:23Wake up, my eyes,
00:31:27Wake up from your slumber.
00:31:35It starts with compassion,
00:31:37And finally, the warning,
00:31:38It makes you feel it.
00:31:39Yes.
00:31:39Well,
00:31:40A person from a sleep,
00:31:42It's simply not that beautiful.
00:31:43Wake up.
00:31:43Yes.
00:31:44Yes.
00:31:48Alright,
00:31:49Now,
00:31:51Your viewers,
00:31:52To me now,
00:31:52Rather than a question,
00:31:54Leave,
00:31:54We want to listen to Mevlana.
00:31:56May God bless you.
00:31:57Our viewers,
00:31:58Would you be so kind as to ask?
00:32:00A work,
00:32:01Would you like to hear from us?
00:32:02Yes.
00:32:03Yes.
00:32:09Over,
00:32:09I'm going to read "Aşkın Sardı".
00:32:11"Love Enveloped Me" is my new work.
00:32:13Really?
00:32:14Yes.
00:32:14She's very beautiful.
00:32:15Yes.
00:32:15A new work.
00:32:16There are some very beautiful words.
00:32:18What did you say its first name was?
00:32:20Love enveloped me.
00:32:21Love enveloped me.
00:32:22I made it for the Prophet Muhammad.
00:32:24Yes.
00:32:28Love enveloped me completely,
00:32:35It burned and scorched this soul,
00:32:42Every moment I gave you,
00:32:48I found my cure in you,
00:32:55Salahtullah,
00:32:57Salaamullah,
00:33:00Aleykâya,
00:33:03The Messenger of Allah,
00:33:06Salahtullah,
00:33:09Salaamullah,
00:33:12Aleykâya,
00:33:15Habiballah,
00:33:20Your love destroyed my very being,
00:33:25A storm erupted inside me,
00:33:31The world without you,
00:33:34A prison without you,
00:33:36I found my cure in you,
00:33:44Salahtullah,
00:33:46Salaamullah,
00:33:59Salaamullah,
00:34:01Aleykâya,
00:34:04Aleykâya,
00:34:05The Messenger of Allah,
00:34:09Generosity,
00:34:11Endless hospitality,
00:34:15With your presence,
00:34:16Your presence makes it a celebration,
00:34:20Love is a melody in my heart,
00:34:27I found my cure in you,
00:34:34Salahtullah,
00:34:37Salaamullah,
00:34:39Aleykâya,
00:34:42The Messenger of Allah,
00:34:46Salahtullah,
00:34:49Salaamullah,
00:34:51Aleykâya,
00:34:55Habiballah,
00:34:57Happiness is now my only word,
00:35:04With you, the light,
00:35:06My bright night,
00:35:09My most difficult riddle will be solved,
00:35:15I found my cure in you,
00:35:22Salahtullah,
00:35:25Salaamullah,
00:35:27Aleykâya,
00:35:30The Messenger of Allah,
00:35:34Salahtullah,
00:35:37Salaamullah,
00:35:39Aleykâya,
00:35:42Aleykâya,
00:35:43Habiballah,
00:35:46With your presence,
00:35:48My heart comes alive with you,
00:35:52My heart finds peace with you.
00:35:58You too will be happy when you love,
00:36:04I found my cure in you,
00:36:11Salahtullah,
00:36:14Salaamullah,
00:36:16Aleykâya,
00:36:19Aleykâya,
00:36:20The Messenger of Allah,
00:36:23Salahtullah,
00:36:26Salaamullah,
00:36:29Aleykâya,
00:36:37May God bless you.
00:36:40May peace be upon him, his family, his companions, and his righteous servants.
00:36:44Thank you very much.
00:36:45May God bless you.
00:36:46May God bless them with goodness.
00:36:47Thank you very much.
00:36:48Professor Cihan, I saw a similar image in something else.
00:36:52A mother is saying something sad to her baby.
00:37:00And the child's lips begin to tremble, and then he starts to cry.
00:37:08Now, it's normal for that sound, that sadness, to affect a person.
00:37:14It might have reminded him of something that happened 3 years ago or 5 years ago, but...
00:37:18What could a 6 or 7-month-old child possibly feel that would make them cry?
00:37:25So these positions are very much connected in terms of human nature.
00:37:33Therefore, education is very important from that perspective.
00:37:37You know the meanings of the Quran that you have read.
00:37:42You know his reading style.
00:37:46Here's which verses contain which melodic intonations.
00:37:49Yes, may God grant you health and well-being.
00:37:53May it bring him a long and blessed life.
00:37:54Let's listen like this too.
00:37:56Let's listen carefully.
00:37:57May God bless you.
00:37:58Professor Cihan, we are now inviting you to the children's school for that child.
00:38:04Or you can take us to the elementary school.
00:38:07Knowledge at the primary school, education at the primary school.
00:38:13If you'll allow me, before moving on to that, I mentioned in the previous section that I divided education in the Ottoman Empire into three categories.
00:38:18There's a third thing missing; I'll mention that and then move on to that.
00:38:21He mentioned two types of schools: the first was the Sibyan Mektebi (primary school), and the second was the Medese (Islamic school).
00:38:24The third category is the palace educational institutions in the Ottoman Empire.
00:38:26Let's just say their names and move on.
00:38:28The Ottoman palace was also a center of education.
00:38:30It houses what we call the Ender Ün School, which trains future statesmen and is considered by most researchers around the world to be the first school to identify exceptionally talented and highly intelligent individuals.
00:38:42There is a school inside that is accepted as a school for children.
00:38:44It's also a children's school.
00:38:45But here, it's not general education; instead, the state selects students who possess talent and ability and provides them with training.
00:38:56Another Imperial Harem.
00:38:58The kind of education and teacher figures you mentioned, who are said to have contributed to the negative perceptions surrounding the Ottoman Empire, are mostly seen from the side in this context.
00:39:10Regarding the Imperial Harem.
00:39:12Unfortunately, we too are misunderstood by Orientalists and Westerners who portray the Ottoman Empire through their eyes as if everything that wasn't there was present in the Harem.
00:39:21However, the Harem was a school of learning where women were educated.
00:39:25In short, this is it.
00:39:27Let's say the third one is the prince's school.
00:39:30Let's return to the elementary school here.
00:39:34In the Ottoman Empire, the Sıbyan Mektebi (primary school) was not just a basic elementary school, but a cornerstone of education.
00:39:41And interestingly, for example, these kinds of debates occurred frequently in the Ottoman Empire from time to time.
00:39:47I wonder what the literacy rate was in the Ottoman Empire.
00:39:52From time to time, they say it's three percent, five percent, ten percent, fifteen percent, twenty percent.
00:39:57Yes, we don't have any evidence or data to prove this.
00:40:04We don't have any statistical data on this from that period.
00:40:08However, we can make inferences based on certain things.
00:40:11For example, what kind of education was provided at the primary school?
00:40:14Let me start from there. And after that, how widespread were elementary schools (Sibyan Mektepleri)?
00:40:18Perhaps we can find answers to our questions about this topic here as well.
00:40:22Dear Professor, you have now introduced this topic.
00:40:25To avoid interrupting, we will now say it's time for recitation in about thirty-five to forty seconds.
00:40:34And we will listen to the Glorious Quran.
00:40:36He's deaf to everything then.
00:40:37Excuse me. Professor Metin Çakar will be reciting an extremely sacred verse for us today.
00:40:43We will continue with the topic of elementary schools when we return to our program.
00:40:53Dear viewers, enlightenment through the light of revelation, or the Glorious Quran of our Lord as guidance and healing for believers...
00:41:07He created.
00:41:08Here we can also consider the illnesses of our soul, our spiritual illnesses.
00:41:16We can also consider our physical ailments.
00:41:19So, it's not something that prevents a person from finding a doctor when they get sick.
00:41:28God is the Healer; He is the one who grants healing.
00:41:31But it shows us the paths to healing, and makes them easier for us.
00:41:35The fact that the Glorious Quran is a source of healing and guidance is reflected in this way at every stage of our lives.
00:41:45We can think about it.
00:41:46We will now listen to a sacred verse from the Quran during the blessed time of the pre-dawn meal (sahur), in the month in which the Quran was revealed.
00:41:56May God Almighty forgive us, may our Lord forgive us.
00:42:00We are listening to an extreme sheriff from our teacher Metin Çakar.
00:42:06Our program will continue, sir.
00:42:10A'udhu Billahi Minashşaytani Ar-Rajim
00:42:28In the name of Allah, the Most Gracious, the Most Merciful.
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01:10:28He means that he scolds us like a student, he makes us feel uncomfortable and suffocated in class.
01:10:36Of course, Bayezid I understand the situation.
01:10:38He says, "Okay, I'll come to school with you tomorrow and do something to your teacher that will turn into a sentence..."
01:10:45He says it as a lesson.
01:10:46He sends a message to the teacher the next day after the morning prayer.
01:10:50Holding his hand, Emir Suleyman seems about to approach the sultan's teacher.
01:10:55Just as he was about to say, "Why do you treat my son like this?", the teacher, according to the legend, had already received a message.
01:11:03It is written that as soon as he picked up the stick, he chased away the ruler.
01:11:07Whether this was the case or not is debatable, but it does reflect the mindset of that era.
01:11:14Even if only verbally, it expresses the role of teachers as mentors.
01:11:17When evening came, this time the teacher, Emir Süleyman, was brought in for his turn again.
01:11:24He seats them in their assigned seats, at their desks, and pays for their education.
01:11:28When evening came, Yıldırım Beyazıt said to his son, "What a wicked teacher you had, he even chased me away!"
01:11:36All you can do now is sit down, bend your knees, and continue your education, he says.
01:11:41This is an example set by the Sultan so that our students do not experience even the slightest difficulty in education.
01:11:50One last question, professor: what is the role of teachers in the world of their students?
01:11:57How is he/she supposed to use it?
01:11:59Elementary school teachers, especially, are figures who touch our hearts—and perhaps yours too—and we'll never forget them.
01:12:10And a teacher is not just someone who teaches, that is, someone who simply transmits information, but also someone who instills manners and morals in the child, as in the Ottoman era.
01:12:20It was the same in the Ottoman Empire.
01:12:21In the Ottoman Empire, the teacher at the Sıbnihan School was also the imam of the neighborhood mosque.
01:12:28He is the person everyone consults for information and advice.
01:12:30This is the person who touches the hearts of the students, teaching them manners, etiquette, and morals, and preparing them for life.
01:12:38In this sense, he was valued in Ottoman society both for his knowledge and his scholarship.
01:12:45It has also gained value in this sense because of its educational nature.
01:12:51This has been reflected from the Ottoman era to the present day.
01:12:53Even today, we see that primary school teachers still hold the same value in the eyes of children.
01:13:00But in later grades, we also observe that there have been various injuries in recent times.
01:13:07Hopefully we will find a solution for that as well.
01:13:09We say it's for the sake of Ramadan.
01:13:12For the sake of Ramadan and the Quran.
01:13:13Thank you very much, sir.
01:13:16Dear viewers, today's sahur program features Associate Professor Cihan Kılıç from Ankara Social Sciences University and our dear Mevlan Kurtişi.
01:13:30He/She was our guest.
01:13:31I thank them very much.
01:13:33May God bless you.
01:13:33May God grant you health and well-being.
01:13:35And now, for Istanbul, it's the beginning of a new day of fasting.
01:13:39And the call to prayer of Muhammad will soon rise from here towards the heavens, and the command will come to us, saying that fasting has begun, and we too will hear it.
01:13:53And we will say, "We heard from our father and we obeyed."
01:13:57May God Almighty make it easy.
01:13:59May God Almighty grant him/her merit.
01:14:02Please accept.
01:14:02All our acts of worship, like our fasting.
01:14:04And may He grant us the true meaning of fasting.
01:14:09May you be under the protection of Allah Almighty.
01:14:10I hope to see you in the next program, sir.
01:14:13May you be under the protection of Allah Almighty.
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