The 3rd Children's Workshop, organized by the Bülbülzade Foundation Education Teachers Unit, was held at Zade Life Hotel Zeugma Hall with the theme "Methods and Techniques in Teaching Religion and Values."
Bülbülzade Foundation has added a new one to its qualified efforts in children's education. The Children's Workshop, organized for the third time this year, brought together teachers and educators to discuss innovative methods in the field of religious and values education. The program, hosted by Zade Life Hotel on Saturday, April 25, 2026, was completed with intense participation and interactive workshops.
The opening speech was delivered by Hatice Neşe Çandır, a member of the Education and Teachers Unit. Emphasizing that education is a process of building a human being, Çandır stated that how we teach is just as important as what we teach. She noted that even the most valuable content cannot reach its goal if the method is not properly constructed, and emphasized that students should be transformed from passive recipients into active subjects in the educational process.
OUR AIM IS TO ENRICH OUR CONCEPTUAL WORLD
Çandır also touched upon the history of this traditional educational marathon organized by the foundation. She stated that the experience gained from the first two workshops laid the groundwork for this year's focus on "Methods and Techniques." Referring to the Concept Workshops and Youth Workshops carried out within the foundation, she emphasized that all these organizations are part of a holistic educational vision that nourishes one another. She noted that the main purpose of these efforts is to enrich the conceptual world of young people and educators and prepare them better for the future. Describing the 3rd Children's Workshop as a ground where experiences are shared and new ideas flourish, she pointed to the power of experiential learning by referencing Confucius’ saying: “I hear and I forget, I see and I remember, I do and I understand.”
THEORETICAL KNOWLEDGE SUPPORTED BY PRACTICE
The workshops held within the scope of the program offered participants both an enjoyable and educational experience. Sedat Cankılıç ensured active participation through the “Drama and Game in Education Workshop,” while Mustafa Yılmaz demonstrated the advantages of the applied education model in the “Activity-Centered Education (Method-Technique) Workshop.” Through these drama and game-focused workshops, educators gained different perspectives on teaching processes. In sessions filled with enjoyable moments, new methods and techniques that can be used in education were acquired in a lasting way by supporting theoretical knowledge with practical applications.
THE ART OF BUILDING A HUMAN
In his presentation within the “Activity-Centered Education Workshop,” Mustafa Yılmaz emphasized that teaching is an “art of building a human” blended with an aesthetic sense. He stated that just as a gardener must know flowers, soil, and climate, a teacher must understand the student’s psychology, social background, and school climate in detail. He pointed out that education carried out without considering the social realities and local culture of Gaziantep would be incomplete, and emphasized that the teacher’s main task is to create an aesthetic harmony and atmosphere of friendship in the classroom like an artist.
PRESENTING KNOWLEDGE AS A MODEL
Yılmaz presented concrete examples through interactive dramas and scenes from the film “Neşeli Günler” to understand the changing student profile of the modern era. Unlike the discipline-oriented education approach of the past, he emphasized that today’s students have different motivations for attending school, and therefore knowledge should be presented as a “model” rather than something to be “sold.” He conveyed that effective teaching is only possible through methods and techniques that make the student an active subject, and that teaching without practice and engagement cannot achieve its goal.
CREATING A “MENTAL ANCHOR”
Yılmaz shared activity models applicable at three different stages of education. He explained that pre-topic activities create curiosity and form a “mental anchor” (a stimulus that triggers a certain emotional state, thought, or memory). Through an interactive game conducted with eight participants, he concretized the concept of “order in the universe.” Using this activity, he conveyed that the delicate balance and order in the universe can only exist through the will of a creator. He emphasized that such gamifications transform students from passive listeners into active participants who relate lessons to life.
DISRUPTIVE QUESTIONS
Continuing his presentation, Yılmaz addressed critical thinking techniques and the art of questioning, explaining how disruptive questions activate students' minds. He pointed out that teaching the conquest of Istanbul through modern approaches such as “If you were an Ottoman soldier, what kind of tweet would you post after this victory?” ensures lasting learning. He also illustrated the concept of “fitrah” using a blank A4 paper, emphasizing that humans are born pure and that preserving this essence throughout life is the main goal of education.
CONFIDENCE BASED ON DATA
Yılmaz also demonstrated techniques such as “3-2-1” and “Photo Reading” and how they deepen students’ mental processes. He conducted a reasoning exercise through the relatives of the Prophet using the “3-2-1” technique and explained that photo reading involves understanding the story and wisdom behind an image, not just observing it. He argued that students should gain data-driven confidence by sharing statistics on safety and social justice between the Western world and the Islamic world. The workshop concluded with the message that educators are responsible not only for completing the curriculum but also for achieving lasting aesthetic harmony in students’ emotional worlds.
THE FLEXIBILITY OFFERED BY GAME AND DRAMA
Sedat Cankılıç emphasized in the “Drama and Game in Education Workshop” that drama is a method that develops the ability to cope with challenging scenarios and produce quick solutions. He noted that changing dynamics in society, especially after the pandemic, have made scenarios more complex. Through practical activities, participants experienced viewing situations from the student’s perspective, managing crises, and developing methods appropriate to the moment. At the end of the workshop, he highlighted that the flexibility of games and drama provides educators with alternative perspectives and a “Plan B” for unexpected situations in the classroom.
After a total of six sessions held in the morning and afternoon, a general evaluation was conducted. The 3rd Children's Workshop concluded with a closing session where participants shared their opinions and suggestions.
The first Children's Workshop was held on April 19, 2025, under the title “I Wonder About Allah, I Get to Know My Prophets,” and the second on October 18, 2025, under the title “Small Hearts, Big Questions: How Can We Explain Abstract Concepts to Children?”
