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
Hatuniye Mosque, Manisa
1. Anafartalar Mahallesi, 45020 Şehzadeler/Manisa, Turkey
RELIGIONS Islam
DESCRIPTION OF THE RELIGIOUS SITE
DESCRIPTION
The mosque is located downtown of modern Manisa. It was built of cut-stones (andesite and marble) and brick. The mosque was built with tabhanes (lodges for itinerant dervishes) on either side of the prayer hall. During the later renovation works the walls separating those tabhanes were removed and they were adjoined into the prayer hall.
The wooden mihrab dated to 1495 is a very fine example craftsmanship of the era.
On the west of the mosque, there is a smaller building with two domes and served as a school. Among the complex units, there exists a caravanserai (khan) named “Kurşunlu Han” (Lead Han) due to the lead sheets covering the roof. It was a commercial building in which traders stayed and the income of the caravanserai was an important part for the maintenance of the monuments of the complex.
HISTORICAL RELEVANCE
Hatuniye Mosque is part of a complex that was built by Hüsnüşah Hatun (died c. 1513), the mother of Şehinşah, one of Sultan Beyazid II’s son. Originally the complex was consisted of a mosque, a han, a hammam (public bath), an imaret (public kitchen) and a school. Public bath and public kitchen did not survive. It was built in late 15th century. In order to cover the expenses of the complex, she had a waqf (foundation) established in 1497.
The Ottoman Empire had a very strong central government and for sustainability education of the princes were of quite important. When they reach the age of 17, they were sent to different cities in Anatolia together with an experienced statesman. Working as provincial governor was part of their training. Manisa was one of them. And many princes who lived and served here ascended to the Ottoman throne.
INTER-RELIGIOUS RELEVANCE
There is no inter-religious relevance.
RELIGIOUS INFLUENCE
There is no religious influence to speak of.
HOW TO USE WITH THE STUDENTS
- Direct visit
A direct visit would be the ideal way but concerning the distance, it is not always possible so a virtual visit would be the best way.
- Virtual visit (specify how)
A PPP presentation prepared by the teacher.
- Classroom activity (pre- and post- visit)
Pre-visit: A research by the students on how maintenance of religious buildings are arranged. If it is the state, or a private organizations such as a foundations that take care of the maintenance of the religious buildings.
Post-visit: A discussion on who should be responsible of the religious buildings and if it is the state (through taxes paid by the citizens), do the religious buildings of all different faiths should be supported?
A direct visit would be the ideal way but concerning the distance, it is not always possible so a virtual visit would be the best way.
- Virtual visit (specify how)
A PPP presentation prepared by the teacher.
- Classroom activity (pre- and post- visit)
Pre-visit: A research by the students on how maintenance of religious buildings are arranged. If it is the state, or a private organizations such as a foundations that take care of the maintenance of the religious buildings.
Post-visit: A discussion on who should be responsible of the religious buildings and if it is the state (through taxes paid by the citizens), do the religious buildings of all different faiths should be supported?
REFERENCE TO THE GUIDELINE
LINKS
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Hatuniye Mosque
Hatuniye Mosque
