Effectiveness Of Theological Education In An Environment Where Religious Sciences And Social Reality Is Not Compatible With Each Other
When we examine the history of Islamic civilization, it is seen that the vast majority of the topics discussed in the various Islamic sciences have a social dimension. Today, it is unlikely to talk about such an integrity and correspondence between Islamic sciences and social reality. This has some important implications on the nature of education in the faculties of theology. The disconnection between the subject matter of real Islamic sciences and real life today, above all, makes "meaningful learning" almost impossible by expressing learning by associating new knowledge with existing information, and leads to a form of learning that can be characterized as ineffective learning. The disconnection negatively affects the relationship between social sciences and Islamic sciences and the provision of integrity between the disciplines in education and training. Finally, from the findings of Peter Berger who points out to the importance of a social structure that supports knowledge in order to make the knowledge plausible, we can also say that the disconnection will lead to questions and problems about the plausibility of Islamic subjects in the eye of students.

İslamic Sciences, Social Reality, Divinity Schools, Religious Education.