The relationship between religious knowledge and behavior in terms of religious education

Information has been discussed with different dimensions in different disciplines due to its effectiveness in various disciplines, although it is described as a product resulting from the relationship between the subject and the object. Among types such as scientific knowledge in positive sciences, philosophical knowledge in philosophy, and everyday knowledge in daily life, religious knowledge has been regarded as a unique type of knowledge with a different domain. It distinguishes itself from other types of knowledge both in terms of its source and sanctioning power. Despite having its distinct features increases the possibility of generating religious behavior, it can also be said that this process is not very simple, on the contrary, it depends on many conditions. Behaviors occur as a result of a triple process consisting of stimulus, reaction, and the internal experiences of the organism. Every behavior is also a learning. The learning process is classified into two categories: learning that can be observed externally and learning that cannot be observed. While some learnings are reflected externally as measurable behaviors, some learnings create behaviors that cannot be directly measured in the cognitive and affective (emotional) areas. Religious knowledge pertains to action on one dimension and belief on another. It can be stated that the dimension related to belief has a layered effect on behavior. The fact that this second dimension is not directly observed makes it challenging to outline its impact. In the process of behavior formation, while the effect of the stimulus, i.e., knowledge, can be defined as a definable effect, the effect caused by the individual's internal experiences is more complex. The organism's motivation through its inner experiences and strong beliefs largely shapes its response, that is, its behavior. Likewise, the parallelism between the quality of the incoming information and the belief held by the organism affects behavior positively. When a person learns information that is consistent with their belief, those pieces of information not only gain meaning but also increase motivation toward behavior. The inner motivation of faith and the acceptance of knowledge as sacred are two crucial factors in the believer's development of behavior. While religious knowledge does not mean anything to a non-religious person, secular knowledge often does not mean anything to a devout. Another factor underlying human behavior is some moral values that are socially inherited from generation to generation. Moral values carried out without awareness may affect the behaviors to be learned later positively or negatively. If religious or moral knowledge parallels previously learned behavior, learning will be rapid and effective. Otherwise, even if it is based on divine authority, religious knowledge will not be able to bring about the desired behavior. Teaching religious knowledge does not always lead to behavior in the organism. The said religious knowledge should be the subject of an educational process that includes not only a teaching process containing preaching content but also a gradual, cognitive, and affective domain.