Reason, Understanding and Cognition in Religious Education in The Context of The Educational Value of Cognitive Processes

Authors : İsmail Demir

Pages : 552-575

Doi:10.59902/yazit.1762758

View : 53 | Download : 155

Publication Date : 2025-12-21

Article Type : Research Paper

Abstract :This study examines the educational value of cognitive processes in religious education from a multidimensional perspective and aims to analyze how reasoning, understanding, and cognition-based approaches can be integrated into curricula. Focusing solely on the transmission of information in religious education limits students\\\' intellectual, affective, and behavioral development, leading to superficial and temporary learning in the internalization of religious values. The importance of this research stems from its contribution to the restructuring of religious education by evaluating contemporary cognitive development theories alongside the approaches based on reason, wisdom, and contemplation in classical Islamic thought. Structured using a qualitative research design, this study deeply examines curricula, textbooks, learning outcomes, and methods through document analysis. Furthermore, the theoretical framework is built around a constructivist approach. Cognitive development approaches of theorists such as Piaget, Vygotsky, Bloom, Bruner, and Gardner are examined within the context of religious education, and the pedagogical contributions of methods such as concept maps, discussion techniques, dramatization, and project-based learning are evaluated. The findings indicate that cognitive objectives in religious education programs are often limited to knowledge and comprehension, and that higher-order cognitive skills (analysis, evaluation, and creation) are not adequately addressed. Furthermore, student-centered methods such as discussion, dramatization, and project-based activities were found to contribute to a deeper and more meaningful understanding of religious concepts. The study suggests that religious education should be transformed from a purely transmission-based approach into a cognitively based structure that supports critical thinking, problem-solving, meaning-making, and value-oriented life skills.
Keywords : Bilişsel Gelişim, Eğitimsel Değer, Bağlam İçinde Din Eğitimi, Zihin

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