Research Information System
Osmanli Medeniyeti Arastirmalari Dergisi, no.28, pp.129-150, 2026 (Scopus, TRDizin)
This study examines the discipline of Ādāb al-baḥth wa’l-munāẓara and its place within the Ottoman intellectual and educational system. As an essential component of the curriculum in Ottoman madrasas—alongside logic (manṭiq), dialectics (jadal), and the science of legal disagreement (ʿilm alkhilāf) Ādāb al-baḥth wa’l-munāẓara emerged as an independent discipline directly addressing debate. This discipline, systematized by Shams al-Dīn al-Samarqandī, was particularly embraced by Ottoman scholars and became an integral part of the education system. In the context of debate, it was viewed not merely as a contest aimed at defeating an opponent but as a struggle in pursuit of truth. Intertwined with the taḥqīq tradition in Ottoman thought, this discipline offered a methodcentered approach to the quest for truth, encouraging reflection on the source, validity, and limits of knowledge. In the Ottoman intellectual tradition, Ādāb al-baḥth wa’l-munāẓara, which continued to be written about until the 20th century, enabled madrasa students to move away from passive memorization and develop critical reasoning skills. In addition to supporting analytical and questioning skills in comprehension, Ādāb lessons fostered oral and written expression skills, serving as an educational tool to develop reasoning, critical thinking, argumentation, and the ability to produce persuasive arguments. The study also highlights the potential for integrating the Ādāb al-baḥth wa’lmunāẓara tradition with contemporary educational approaches, underscoring the importance of reintegrating debate into modern learning processes.