Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD)

Öz

The interdisciplinary approach, which can be defined as an effort to put forward a holistic approach using the methods and language of different disciplines in line with the goal of science to try to understand and explain events and phenomena, is becoming more and more common. It is important the point that the approach which requires a versatile and dimensional perspective also affects the fields of education and religious education. Because, considering the information learned from different areas faced by students in the learning environment and the complex structure of life, one of the ways that students can relate and integrate topics with each other is to apply an interdisciplinary approach. In fact, it is possible to say that it is an important need to address almost all of the subjects in the curricula of different courses with an interdisciplinary approach. Based on all these, it can be said that reflecting the interdisciplinary approach to the learning environment contributes to the enrichment of education and learning. In this direction, the main problem of research is to determine how the phenomenon of religion is included in the curricula of compulsory courses in secondary education and to reveal whether the interdisciplinary perspective is reflected in the curricula. Thus, it is aimed to determine the place of the dimensions of the phenomenon of religion in the curricula comparatively. Qualitative research method is used in the study. In this framework, literature review is used during data collection, and content analysis is used for data analysis and evaluation. Regarding the dimensioning of the phenomenon of religion, Ninian Smart’s “Seven-Dimensional Religion Model” is taken as a basis. The main reason for the selection of this model is the idea that Smart has important works related to Religious Education along with the fields of History of Religions, Philosophy of Religion, Religious Phenomenology, and that the phenomenon of religion in his works in general and his pluralistic view of religious education in particular can be an important basis for the interdisciplinary approach. Smart states that the doctrinal aspect, which usually emphasizes belief in studies related to religion, stands out, but religion cannot be limited to this dimension, there are different dimensions beyond this dimension and he has developed a seven-dimensional model. The dimensions Smart talks about; practical and ritual, experiential-emotional, narrative or mythic, doctrinal and philosophical, ethical and legal, social and institutional, and material dimensions. He especially emphasizes that these dimensions are not disconnected and independent from each other, but should be evaluated in connection with each other. It has been determined that the dimensions in Smart’s “Seven-Dimensional Religion Model” are included in different rates in the curricula of courses such as Religious Culture and Moral Knowledge, Biology, Chemistry, Physics, Maths, Geography, English, Philosophy, Turkish Language and Literature, History of Turkish Revolution and Ataturkism, Visual Arts, and History in secondary education. As a result, it is possible to talk about the existence of a harmony between the curricula, although there are some content and learning outcomes that can be interpreted as incompatibility when the content and learning outcomes of compulsory courses in secondary education curricula are evaluated as a whole.