The impact of information concepts on religious education (Al-Ghazali example)

It is a challenge for religion educators how and from where the source and content of the knowledge of religious education will be determined, who will determine this information, and what kind of approach or understanding should be followed. In this regard, there are many senses of information which can form the basis for religious education. These are philosophical, religious and scientific knowledge. Religious educators mostly choose their education depending on these three types of information and their senses of knowledge which are formed by these. Our aim is to shed light on what kind of information to focus on. Understanding of knowledge, philosophy of religious education and knowledge problem, Al-Ghazali's understanding of knowledge and its impact on Islamic religious education constitute the background of our study. Information concepts are stated in a general framework. In examining the philosophical dimension of religious education, Al-Ghazali's position was examined in the dialectics of the role of information understanding in influencing religious education and carrying information in education. It was seen that al-Ghazali influenced the understanding of knowledge in Islamic philosophy and knowledge tradition, and that his understanding of knowledge deeply affected Islamic religious education. Education, while helping to carry the understanding of information, has been partly affected by the approach of information which provides the transmission, and this interaction has not been unilateral but bilateral. With a dialectic approach, education, religion, philosophy and knowledge continue their developments in interaction with each other. In the terms of this interaction, we put emphasis on the dialectics of knowledge and education in our study While examining the effect of information concepts on religious education, it was realized that the problems of epistemology entered into the philosophy of religious education under similar criteria. In this sense, the philosophy of religious education was given within the framework of information concepts. The knowledge problem of the philosophy of Religious education was examined epistemologically. As a result, it is seen that knowledge is influenced by religious education and even through its content. It was understood that al-Ghazali was a turning point in terms of Islamic religious education. Al-Ghazali's own criticism of philosophy caused the philosophical knowledge to withdraw from Islamic religious education and information. It was concluded that the educational views formed by or by means of teaching of al-Ghazali within the framework of knowledge constituted the foundations of the Islamic education tradition. Keywords: Religion, education, philosophy, knowledge, mentality, Ghazali.