Sürdürülebilir Kalkınma Amaçları

• 1

Yazarlar

• Aslan, Alper(1)
• Kayaokay, İlyas(1)

• MakaleYalnız künye2026Scopus SJRQ1/r/munzur/755
  Sufi thought in the diwan of the French Christian poet Charles Vernay

  Kayaokay, İlyas

  This article examines how the French Christian poet Charles Vernay (1842–1866) engaged with Ottoman Sufi poetic discourse in his Divan-ı Verne (1858), a collection of poems written in Ottoman Turkish and Persian. While openly preserving his Christian identity, Vernay frequently employs key Sufi concepts, including ‘tevhid’ (divine unity), ‘aşk-ı hakiki’ (mystical love), ‘irfan’ (gnosis), ‘hakikat’ (truth) and the ‘tarik’ (spiritual path). Through a close textual analysis of selected poems, this study explores the relationship between Vernay’s Christian identity and the Sufi vocabulary that shapes his poetic imagination. The findings demonstrate that Vernay’s use of Sufi terminology extends beyond conventional imitation of classical Ottoman poetry. He employs these concepts to articulate his own spiritual worldview while simultaneously referring to the Bible, Jesus Christ and the doctrine of the Trinity. Although Vernay adopts the metaphysical language of Ottoman Sufism, he does not reproduce its Prophet Muhammad-centred framework. Instead, he reinterprets Sufi concepts within a Christian religious horizon and constructs a spiritual discourse shaped by unity, love, truth and faith. Divan-ı Verne thus reveals how Ottoman Sufi poetic language could be appropriated across religious boundaries and provides new insight into intercultural literary exchange in the nineteenth-century Ottoman world.

  İncele
• MakaleAçık Erişim2021/r/munzur/2536
  The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study

  Aslan, Alper

  This study aims to investigate a collaborative synchronous learning environment in terms of students‟ community of inquiry perceptions (cognitive, social, and teaching presences) and interaction levels. This quantitative study was conducted with the participation of fifty-nine freshmen (twenty-nine in the control group and thirty in the experimental group) in the department of Information Technologies at a university. The study lasted nine weeks, including two weeks of data collection and seven weeks of implementation procedure. After the implementation, the Community of Inquiry Scale and the Online Course Interaction Level Determination Scale were administered to the participants. The results revealed that co-operative synchronous learning experiences positively influenced students‟ community of inquiry perceptions and interaction levels in the experimental group. Further results and implications are discussed at the end.

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  AtıfScopus17·OpenAlex21

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