This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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History of Religions
History of the 3 Monotheistic religions (Judaism, Christianity and Islam) and of the main different Christianity confessions (Roman Catholicism, Eastern Catholicism and Eastern Orthodoxy, Anglicanism and Protestantism)
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Pedagogical Approaches
New pedagogical approaches to teach history of religion
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Role of Religions in Civilization
How to didactically promote among students of different confessions, the capacity of a critical analysis and understanding of the role played by religions in the history of mankind
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Interreligious Students’ Competences
Set of teaching contents, to be used by teachers to highlight and valorize the universal values of tolerance and universalisms that all Monotheistic religions and religious texts contain to promote and sustain mutual understanding among students
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Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.-
Introduction
A comparative review of the liturgical celebrations, ceremonies and dietary rules existing in the different religions.
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Celebrations
Description and comparative analysis of the celebrations of different religions and confessions
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Ceremonies
Description and comparative analysis of the ceremonies of different religions and confessions
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Dietary Rules
Description and comparative analysis of the dietary rules of different religions and confessions
Events
The Pathway through Religions project has been promoted trough conferences and articles.
Conferences
The Pathway through Religions project was presented in a number of events in order to report about the activities carried out and the results achieved
Press Review
The Pathway through Religions project partnership made contacts with web sites focusing on the fields of educationPartnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the Pathway through Religions project.
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Schools
From this section it is possible to access to the information about the schools involved in the Pathway through Religions Project in the European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the Pathway through Religions portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Map
Homepage > ReligiousSite Map > Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.
Back to the Religious Sites List
Muradiye Complex Bursa
Muradiye Mahallesi, Prof. Dr. Halil İnalcık Sk., 16050 Osmangazi/Bursa, Turkey
RELIGIONS Islam
DESCRIPTION OF THE RELIGIOUS SITE
DESCRIPTION
The complex built by Murad II (r. 1421 to 1444 and 1446 to 1451) in Bursa contains a mosque, madrasa, hammam and imaret (public kitchen) There are also tombs in the courtyard of the mosque. Building this kind of complexes were part of the social duty of the ruling elite, which also became functional and visual signifiers of the power.
The earthquake in 1855 caused a great destruction in Bursa including Muradiye Complex. And the governor of the town Ahmet Vefik Pasha commissioned French Architect Léon Parvillé for reconstructions and renovations. Parvillé did not follow the original style but the contemporary style that was popular then.
It was a mosque with tabhane, typical of its age providing lodging to itinerant dervishes. There are several tombs of which the ones of Murad II, Hatuniye, Cem Sultan and Prince Mustafa come forward from architectural and decoration points of view. Madrasa, which was a school once, has been serving as a medical clinic since 1950’s.
HISTORICAL RELEVANCE
This complex was a fine example of social projects of a ruler for his subjects. While promoting the faith of the ruler (mosque and madrasa), these complexes had parts (especially the public kitchen) served for all.
INTER-RELIGIOUS RELEVANCE
There is no religious relevance to speak of.
RELIGIOUS INFLUENCE
There is no direct religious influence to speak of. Bursa is a busy industrial town today as well as a tourist attraction for its nature and Ottoman cultural heritage. The complex itself is a manifestation of rising power of the Ottomans in the 15th century and social elements of the complex such as school (madrasa) and public kitchen (imaret) represents how the Ottoman rulers designed their authority through social projects.
HOW TO USE WITH THE STUDENTS
- Direct visit
This is the ideal way but a virtual visit through a PPP presentation prepared by the teacher is also possible.
- Virtual visit (specify how)
A virtual visit through a PPP presentation prepared by the teacher is also possible.
- Classroom activity (pre- and post- visit)
Pre-visit: Research on social projects commissioned by the ruling authority to improve daily life of the society such as hospitals, schools, public kitchens etc. in the history of the region where the school is.
Post-visit: Discussion on if social projects by the ruling authority had an impact of social life of the people from the dominant faith as well as people from the other faiths.
This is the ideal way but a virtual visit through a PPP presentation prepared by the teacher is also possible.
- Virtual visit (specify how)
A virtual visit through a PPP presentation prepared by the teacher is also possible.
- Classroom activity (pre- and post- visit)
Pre-visit: Research on social projects commissioned by the ruling authority to improve daily life of the society such as hospitals, schools, public kitchens etc. in the history of the region where the school is.
Post-visit: Discussion on if social projects by the ruling authority had an impact of social life of the people from the dominant faith as well as people from the other faiths.
REFERENCE TO THE GUIDELINE
LINKS
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Muradiye Complex
Muradiye Complex
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Muradiye Küllyesi
Muradiye Küllyesi
