Din Eğitiminde İnsanın Temel Yetilerinden Biri Olarak Hayal Gücü
Imagination as a Fundamental Human Faculty in Religious Education

Summary/Abstract: Purpose: This article examines the role, function and potential of imagination, one of the most fundamental human cognitive faculties, in religious education, adopting an interdisciplinary approach. The study addresses the underutilisation of imagination in modern approaches and the inadequate exploitation of its potential as a cognitive faculty. Against this backdrop, the research aims to analyse the role of this pivotal faculty in building a bridge between intellect and senses, facilitating the concretisation of abstract religious concepts and enabling individuals to deepen their spirituality. The study’s novel contribution is the development of the “Tasavvur Model” as a pedagogical framework for systematically utilising imagination in religious education. Method: This study was designed using a qualitative theoretical research framework. Conceptual analysis and comparative synthesis techniques were used to examine the relevant literature in philosophy, psychology, educational sciences, and the Islamic intellectual tradition. Findings: The research revealed that imagination plays an important role in religious education by facilitating the construction of knowledge, the concretisation of abstract concepts, and the internalisation of spiritual values. The developed Tasavvur Model proposes concrete methods, such as storytelling, drama, metaphors and Sufi narratives, to activate this role. It is argued that these methods enable students to develop a deep understanding of abstract and metaphysical concepts, form emotional connections with them and enhance their personal spiritual experiences. Notably, the Islamic intellectual tradition is considered to offer a substantial theoretical basis for the discipline by transforming imagination into a key instrument for grasping truth. However, it is also acknowledged that approaches based on imagination can result in misunderstandings and pose certain pedagogical risks. Consequently, it is emphasised that imagination should be employed in accordance with foundational religious sources and reason. Conclusion: It is suggested that placing imagination at the centre of religious education will transform it into a meaningful process, strengthening individuals’ spiritual development and critical thinking skills. This framework is thought to be able to make a significant contribution to contemporary discussions in religious education literature regarding the integration of cognitive and affective processes. Accordingly, instruction curricula should be structured using approaches that utilise imagination.

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