Analitik Tefsir Okumalar\u0131\u2019nda Dr. Halil \u015eim\u015fek hocam\u0131zla, \u00f6nceki derslerde Muk\u0101til b. S\u00fcleyman\u2019\u0131n tefsirinden okudu\u011fumuz Kalem s\u00fbresine bu kez Taber\u00ee\u2019nin C\u00e2miu\u2019l-bey\u00e2n\u2019\u0131yla d\u00f6nd\u00fck. Ayn\u0131 \u00e2yetleri farkl\u0131 bir m\u00fcfessirden okurken Taber\u00ee\u2019nin rivayetleri nas\u0131l s\u0131ralad\u0131\u011f\u0131na, hangi yorumlar\u0131 tercih etti\u011fine ve bu tercihleri nas\u0131l gerek\u00e7elendirdi\u011fine bakt\u0131k. Hocam\u0131z, Taber\u00ee\u2019nin y\u00f6ntemini anlamak i\u00e7in aktard\u0131\u011f\u0131 rivayetler kadar dile ve ba\u011flama ili\u015fkin de\u011ferlendirmelerine de dikkat etmek gerekti\u011fini vurgulad\u0131.<\/p>\n\n\n\n
Bu fark, s\u00fbrenin ba\u015f\u0131ndaki \u201cn\u00fbn\u201d ve \u201ckalem\u201d yorumlar\u0131nda belirginle\u015fti. Taber\u00ee, \u201cn\u00fbn\u201d hakk\u0131nda farkl\u0131 g\u00f6r\u00fc\u015fleri a\u00e7\u0131k bir tercihte bulunmadan aktar\u0131rken \u00e2yette yemin edilen kalemin kaderi yazan kalem oldu\u011fu g\u00f6r\u00fc\u015f\u00fcn\u00fc benimsiyor ve bu tercihini rivayetlerle destekliyor. Hocam\u0131z, bu rivayetleri incelerken bir haberin kime nispet edildi\u011fi, nas\u0131l aktar\u0131ld\u0131\u011f\u0131 ve i\u00e7eri\u011finin nas\u0131l de\u011ferlendirilebilece\u011fi sorular\u0131n\u0131 birbirinden ay\u0131rman\u0131n \u00f6nemine de\u011findi.<\/p>\n\n\n\n
Kalemin yarat\u0131lmas\u0131 ve kaderi yazmas\u0131 hakk\u0131ndaki rivayetler, kader fikrinin insan\u0131n anlam ve a\u00e7\u0131klama aray\u0131\u015f\u0131nda nas\u0131l bir i\u015flev g\u00f6rebilece\u011fini konu\u015fmaya da vesile oldu. Hocam\u0131z, meselenin kel\u00e2m\u00ee boyutuna girmeden, bu fikrin farkl\u0131 yarat\u0131l\u0131\u015f anlat\u0131lar\u0131nda nas\u0131l yer buldu\u011funa En\u00fbma Eli\u015f ve Hesiodos\u2019un Theogonia\u2019s\u0131 \u00fczerinden de\u011findi. Bu kar\u015f\u0131la\u015ft\u0131rma, tefsirde aktar\u0131lan anlat\u0131lar\u0131n, onlar\u0131 aktaran insanlar\u0131n d\u00fcnyay\u0131 nas\u0131l tasavvur ettiklerine dair neler s\u00f6yleyebilece\u011fi sorusunu g\u00fcndeme getirdi.<\/p>\n\n\n\n
\u0130lk \u00e2yetteki \u201cve m\u00e2 yestur\u00fbn\u201d ifadesine d\u00f6nd\u00fc\u011f\u00fcm\u00fczde, ayn\u0131 ibarenin iki tefsirde nas\u0131l farkl\u0131la\u015ft\u0131\u011f\u0131n\u0131 g\u00f6rd\u00fck. Muk\u0101til ifadeyi meleklerin yazd\u0131klar\u0131yla ili\u015fkilendirirken Taber\u00ee, insanlar\u0131n yazd\u0131klar\u0131n\u0131 veya yazma eylemlerini i\u015faret etti\u011fini d\u00fc\u015f\u00fcn\u00fcyor. Hocam\u0131z, bu okuman\u0131n bir soruyu a\u00e7\u0131k b\u0131rakt\u0131\u011f\u0131n\u0131 belirtti: Kaderi yazan kalem ile hemen ard\u0131ndan s\u00f6z\u00fc edilen insanlar\u0131n yazmas\u0131 aras\u0131nda nas\u0131l bir ba\u011f kurulabilir?<\/p>\n\n\n\n
S\u00fbrenin devam\u0131nda, Hz. Peygamber\u2019e y\u00f6neltilen ithamlara verilen cevap, ona vaat edilen ecir ve y\u00fcce ahl\u00e2k\u0131na ili\u015fkin vurgu birlikte okundu. Taber\u00ee\u2019nin bu ahl\u00e2k\u0131 Kur\u2019an ve \u0130sl\u00e2m\u2019la ili\u015fkilendiren yorumunu ele alan hocam\u0131z, s\u00fbrenin erken n\u00fcz\u00fbl ba\u011flam\u0131 dikkate al\u0131nd\u0131\u011f\u0131nda \u00e2yetin Hz. Peygamber\u2019in vahiyden \u00f6nce de tan\u0131nan karakterine ve g\u00fcvenilirli\u011fine i\u015faret ediyor olabilece\u011fini ifade etti. Hz. \u00c2i\u015fe\u2019nin \u201cOnun ahl\u00e2k\u0131 Kur\u2019an\u2019d\u0131\u201d s\u00f6z\u00fc de bu vesileyle \u015fu soruyu g\u00fcndeme getirdi: Rivayet ba\u015f\u0131ndan beri bu \u00e2yetle ba\u011flant\u0131l\u0131 m\u0131yd\u0131, yoksa bu ba\u011f\u0131 r\u00e2vi veya m\u00fcfessir mi kurdu?<\/p>\n\n\n\n
Muk\u0101til\u2019den sonra Taber\u00ee\u2019yle ayn\u0131 \u00e2yetlere d\u00f6nmek, ilk okumada fark etmedi\u011fimiz baz\u0131 sorular\u0131 da g\u00f6rmemize vesile oldu. Bir m\u00fcfessirin hangi rivayetleri yan yana getirdi\u011fine, nerede bir g\u00f6r\u00fc\u015f\u00fc tercih etti\u011fine ve nerede soruyu a\u00e7\u0131k b\u0131rakt\u0131\u011f\u0131na bakmak, yorumun nas\u0131l \u015fekillendi\u011fini anlamam\u0131za yard\u0131mc\u0131 olabilir.<\/p>\n","protected":false},"excerpt":{"rendered":"
Analitik Tefsir Okumalar\u0131\u2019nda Dr. Halil \u015eim\u015fek hocam\u0131zla, \u00f6nceki derslerde Muk\u0101til b. S\u00fcleyman\u2019\u0131n tefsirinden okudu\u011fumuz Kalem s\u00fbresine bu kez Taber\u00ee\u2019nin C\u00e2miu\u2019l-bey\u00e2n\u2019\u0131yla d\u00f6nd\u00fck. Ayn\u0131 \u00e2yetleri farkl\u0131 bir m\u00fcfessirden okurken Taber\u00ee\u2019nin rivayetleri nas\u0131l s\u0131ralad\u0131\u011f\u0131na, hangi yorumlar\u0131 tercih etti\u011fine ve bu tercihleri nas\u0131l gerek\u00e7elendirdi\u011fine bakt\u0131k. Hocam\u0131z, Taber\u00ee\u2019nin y\u00f6ntemini anlamak i\u00e7in aktard\u0131\u011f\u0131 rivayetler kadar dile ve ba\u011flama ili\u015fkin de\u011ferlendirmelerine de … <\/p>\n