An Examination of Universal Values: Kari Nizamuddin Bin Mulla Huseyin's Work Entitled Science of Morality (Ilm-i Ahlak)

Abstract

Aim. This study was conducted to determine what universal values are present in Kari Nizamuddin Bin Mulla Huseyin's work titled Science of Morality (Ilm-i Ahlak) and to reveal how often these values are mentioned. Another aim of the study is to examine the aforementioned work in terms of universal values (love, respect, freedom, morality, responsibility, generosity, diligence, sensitivity, solidarity, peace, fairness, patriotism, kindness, honesty, cleanliness, etc.) included in Turkish and social studies teaching programs, and to determine and classify the value elements in the work and determine their importance in Turkish teaching.

Methods. In this study, the work titled Science of Morality by Kari Nizamuddin Bin Molla Huseyin, prepared by Menşure Aşçı and Arda Karadavut, was examined using the document analysis method, one of the qualitative research methods, as a data collection tool. The data collection tool used in the study was a list of values described as universal values covered by the living values education program supported by UNESCO and implemented in many parts of the world, as well as values included in the secondary school Turkish and social studies curricula.

Results. The values of cooperation, happiness, honesty, humility/modesty, love, peace, respect, responsibility, simplicity, tolerance, freedom, and unity/solidarity, as well as goodness, morality, sensitivity, cleanliness, helpfulness, patriotism, diligence, courage, and justice, were identified, and the findings section of the study was created. Within this scope, the universal values mentioned in Science of Morality were identified as responsibility, honesty, charity, morality, respect, justice, sensitivity, diligence, love, cleanliness, patriotism, kindness, solidarity, humility, and courage.

Conclusion. Values education programs implemented around the world and in Turkey offer many advantages. These include a decrease in risky behaviors (problem behaviors, involvement in crime, substance abuse, violence, lying, stealing, rude behavior, etc.), an increase in positive social skills (honesty, respect, fairness, cooperation, friendship, etc.), an increase in positive attitudes toward school and school success (good relationships with peers and teachers, regular attendance, demonstrating positive social behavior, feeling a sense of belonging to the school, academic achievement, motivation, etc.), and an increase in social-emotional skills (positive self-image, independence, assertiveness, leadership, coping with problems, adapting to change, etc.). The work titled Science of Morality, which was examined for this purpose, largely aligns with the values established by UNESCO and the outcomes of values education. The presence of multiple value elements throughout the work demonstrates that Science of Morality is a rich resource for values education.