Sibel Turhan Tuna

... Damadın kolunda eve girerken oğlanın yengesi, geli-nin parmağını, bala, bazen de yağa batırır. Gelin de bu parmağını, bir kapı Page 6. ... B) Kırmızı Kuşak Bağlama Geleneği: Diğer bir pratik olan “gelin kuşağı” da genç kızlıktan kadınlığa geçiş anlamını taşımaktadır. ...

... Kara koç o sırada çocuğun önüne gelir (KŞ:12). Cebrail, İbrahim Peygambere seslenir: “Allah bu iş için beni görevlendirdi. İsmail'in yerine bu beyaz kınalı ve boynuzlu koçu kurban et!” (KŞ:3,12) der. Cebrail ile gökten bir koç iner. ...

In the current study, it is aimed to contribute to the appropriately themed texts in Turkish or Turkish Language and Literature textbooks in the context of training 'decent people who can control their self' based on the concept of self-control, which is one of the root values, and 'self-knowledge', which is one of important concepts of Sufism. From this point of view, the question of the current study is designed as 'Is it possible to use the self-control value in Turkish or Turkish Language and Literature textbooks suitable for the relevant grade level, based on the concept of 'self-knowledge' in the examples of Turkish Sufi literature?'. The study uses the document analysis technique in the light of hermeneutics, which forms the basis of the basic qualitative research method. The main framework of the study consists of the following sub-headings; 'value, values education, root values; self-control value; self-knowledge; self-knowledge in Sufism; self-control value and self-knowledge; self-control value in the examples of Turkish Sufi Literature and self-knowledge' and of all the conclusions and suggestions drawn from all these. In short, self-control is the ability of a person to control his/her physical actions, feelings and thoughts in his/her spiritual journey, to be a law enforcement officer of himself/herself, to take responsibility for his/her behaviours, to change his/her behaviours when necessary, to ask for forgiveness. A person who takes his/her soul under self-control becomes decent; a decent person knows himself/herself and her Lord, who is not separate from himself/herself, with transcendent consciousness. In humans, this state is the final destination that is always desired in the journey of being human. In the context of the results obtained from the study, it can be briefly stated that it is possible to transform the abstract concepts of self-control value and self-knowledge into a desired outcome for the student, based on concrete literary texts.

Ozet Folklor, bir milletin maddi ve manevi yarattigi her seyin, kulturun bir parcasidir. Folklor, bir milletin yasayan tarihidir, gecmisteki nice nesillerin duygu  ve dusunce dunyasini icinde barindirir. Hafizalarda tasinir, taze belleklere aktarilir. Diger taraftan aktarilirken, icinde bulunulan caga uyum saglar, benimsenir ancak ozundeki mesajlari silmez. Tum bu sebeplerle,  egitiminde folklorun yeri, temel degerleri yuklenici rolu yadsinamaz. Folklorun bu onemli ozelligi, yabanci ogrencilere Turkce ogretiminde de kullanilabilir. Folklorun yapi taslarindan birisi de  ‘atasozleri’dir. Yabanci ogrencilere Turkce ogretimi derslerinde, bu tur sadece bir ‘ders adi’ olabilecegi gibi,  Turkce ogretimi sirasinda bilincli olarak bu folklor urunune basvurulup Turk kulturunun temel degerleri, mecazli, kinayeli ince uslubu, ders verici mesajlari sezdirilmeden ‘dogrudan’ verilebilir. Yabancilara dil ogretiminde, dilin ait oldugu kulturun de tanitilmasi, yabanci dil ogretiminin temel hedefleri arasinda sayilmaktadir. Bu calismada, yabancilara Turkce ogretiminde, ‘folklor’ ve ‘egitim’ anahtar kelimelerinden hareketle, atasozlerinin kullanimi ile ilgili bazi yaklasimlar, oneriler ve buradan hareketle ornekler sunulmaya calisilmistir. Anahtar Kelimeler : Yabanci Ogrenciler, Turkce Ogretimi, Turk Kulturu, Folklor, Atasozleri The usage of Proverbs which are Turkish cultural envoy in teaching Turkish to foreign students Abstract Folklore is the part of the culture and anyhing that a nation constitutes both materially and morally. Folklore is a nation’s living history; it includes the emotions and notions of old generations. It is kept in minds and transferred to fresh minds. While being transferred, it accommodates itself to the current age, but don’t lose the merits in its core. For all these reasons, the place of folklore in education and its role of shouldering basic value cannot be denied. Such important feature of folklore can be used while teaching Turkish to foreign people. One of the building blocks of folklore is “proverbs”.  While teaching Turkish to the foreign people, as it can be a “lesson name”, folklore can also be applied to teach basic values of Turkish culture, Turkish style, metaphors, allusions and didactic messages “directly”. When teaching language to the foreigners, representing the culture the language belongs to is among the primary goals of foreign language teaching. In this study, with the keywords of “education” and “folklore”, some approaches, suggestions and examples about the usage of proverbs while teaching Turkish to foreigners are tried to be presented. Key words : Foreign Students, Teaching Turkish, Turkish Culture, Folklore, Proverbs

Dünya Sağlık Örgütü tarafından Coronavirüs Salgını (COVID-19) 1 2020 yılında pandemi/salgın olarak tanımlanmış, insan ve geleceği yeni bir dünya düzeni üzerinden sorgulanır olmuştur. İnsanı, diğer varlıklardan ayıran önemli özelliği onun tinsel bir varlık oluşudur. Maddeden oluşan kütlesel varlık insan aynı zamanda iman ve umut edebilen geleneğini geleceğe taşıyabilen duygu ve düşünce varlığıdır. Nitekim umut, gelmekte olan geleceğe yüklenen beklentisel olumlu duygudur. Gelenek ise, dil, din, ebed-devlet müddet ülküsü, aile ve toplum düzeni, inançlar, milli ve evrensel değerler, sanat ve bu bağlamda edebiyat, tarih, kolektif düşünce, milli tefekkür ya da halk felsefesi, halk bilgisi gibi bir ulusa has önemli unsurları geniş çatı kavram olarak içerir. Duygu ve düşünce varlığı gelecekten umut eden insan, işte bu geleneğin içine doğar.