İbn Haldun Üniversitesi Kurumsal Akademik Arşivi
DSpace@İHÜ, İbn Haldun Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve yayınların etkisini artırmak için telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
Rational force of analogy/qiyas in law: Logic of law in Islamic and contemporary legal reasoning
(University of Windsor, 2025) Komath, Muhammed
Analogy is an inherently fragile form of argument, as the conclusion is derived from similarity, while overlooking dissimilarities. Yet law necessarily depends upon analogical reasoning to ensure consistency and predictability in its rulings. This entanglement of fragility and necessity compels the legal traditions, like Islamic and common laws, to formulate a justification of analogy when applied in law. The most successful justification, I argue, is the one that is anchored in logic. This logical grounding is a shared feature among contemporary legal theorist Scott Brewer, the informal logician Douglas Walton, and the 12th-century Muslim jurist-logician al-Ghazzali, as all three insist that the justification of legal analogy is logical. This paper aims to trace the thematic contours of their explanation in order to demonstrate, drawing primarily on al-Ghazzali's two works: al-Mustasfa fi Usul al-Fiqh and al-Muntahal fi al-Jadal, that al-Ghazali's model of analogical reasoning effectively integrates key elements of Brewer's abduction model and Walton's model of defeasible argument.
[Book Review]: "The Home I Worked to Make: Voices From the New Syrian Diaspora"
(Wiley, 2025) Taha, Sena
Following her earlier work, We Crossed a Bridge and It Trembled,in which a collective We echoed the shared experience of Syriansduring the 2011 revolution, war and flight, American historianand political scientist of the Middle East Wendy Pearlman tracesthe dispersion of voices in The Home I Worked to Make, wherethe multiplicity of individual experiences of the Syrian displace-ment leads to what she identifies as The New Syrian Diaspora.Pearlman continues where public attention begins to fade inthe aftermath of the crisis, sharing the Syrians' need to try tomake sense of it all. While conducting hundreds of interviewswith Syrians across five continents, she discovers a key term-home-and requests ‘permission to enter conversations thatmany Syrians were already having with each other or withinthemselves’ (p. 24). She asks the question that frames the entirebook: What does home mean to you? Valuable lessons arise bothfrom the presence and absence of answers, and from the inter-viewing process-beginning with finding people who feel theneed to share their stories and ending months or years later witha return to seek approval of and revisit the narratives they told,many of which have since evolved. The Home I Worked to Makeis a collection of snapshots of how people from Syria made senseof home at a particular moment after displacement…
Preparing teachers for the algorithmic educational landscape: A critical mapping of generative AI integration in language teacher education
(Castledown Publishers, 2025) Karakaya, Kadir; Alpat, Muhammet Furkan; Uçar, Hasan; Karakaya, Özlem; Bozkurt, Aras; Rektörlük, Yabancı Diller Okulu
The increasing integration of generative Artificial Intelligence (AI) tools, such as ChatGPT, in education has prompted growing interest in their pedagogical potential and the emergent competencies required for their effective use in language instruction. While generative AI is beginning to influence language teaching and learning practices, emerging research suggests a growing need to address AI-related literacies and ethical considerations within language teacher education programs. Despite the growing number of studies examining generative AI’s use in language learning contexts, there remains a notable gap in systematically reviewing how generative AI is being addressed in teacher preparation and professional development. To address this gap, this study presents a bibliometric-based systematic literature review of research on generative AI in language teacher education, employing text-mining algorithms, data-mining heuristics, and social network analysis. The findings identify five major thematic clusters in the literature: (1) Professional Development and AI Literacy in Teacher Education, (2) Chatbots and Conversational AI in Language Learning, (3) Generative AI for Instructional Design, Assessment, and Lesson Planning, (4) Generative AI as a Tool for Enhancing EFL Writing Skills, and (5) Exploring Pre-Service Teachers’ Perceptions and Readiness. This review contributes to the growing discourse on AI in education by mapping the current research landscape and identifying critical directions for advancing generative AI integration in language teacher education.
Exploring the impact of mentoring on novice language teachers' agency: An activity theoretic perspective
(Taylor and Francis, 2025) Kamali, Jaber; Alpat, Muhammet Furkan; Rektörlük, Yabancı Diller Okulu
The present narrative study aims to explore three novice teachers' points of view on their internship to join a preparation program in a language school of a university in Trkiye and the impact of the mentoring procedure on their agency. The data was collected through three hours of narrative interviews with the teachers (one hour each) and narrative frames. In light of the theoretical framework of the study (i.e., activity theory), the data was analyzed using the thematic analysis approach. The themes that emerged from the data analysis revealed that mentoring impacted the teachers' agencies positively; however, some considerations need to be taken regarding the time, quality, and procedure of mentoring through which teachers can develop their agency. The results of this study can aid teachers, teacher educators, and policymakers in investigating the benefits of mentoring programs in helping novice language teachers gain and develop agency in the first years of their careers, which can maintain and develop during their career in subsequent years. The study also calls for some reflections on the barriers to developing language teachers' agency and ends with some suggestions for further research.
Behind the posts: The impact of childhood and cumulative trauma on sharenting behaviors and maternal mental health
(Sage Publications, 2025) Aydoğan Güçlü, Merve; Öztürk, Erdinç; Derin, Görkem
This research aims to examine the relationship and differences between childhood and cumulative trauma, dissociative experiences, and psychiatric symptoms among mothers who engage in sharing compared to those who do not. The study included 220 mothers (110 who engaged in sharenting and 110 who did not) residing in Istanbul, Turkey, from January to March 2024, using a convenience sampling. Data were collected using the Sharenting Scale, the Childhood Trauma Questionnaire, the Dissociative Experiences Scale, the Cumulative Trauma Scale, and the Brief Symptom Inventory. The findings indicated that mothers who engage in sharenting had higher scores in dissociative experiences (p < .001) and childhood trauma (p = .030) compared to mothers who do not engage in sharenting. Moreover, all subdimensions of childhood trauma (p = .001−.035) were predictive of sharenting mothers who engage in sharing. These results provide important and pioneering scientific contributions to understanding the effects of social media use on parental mental health.
