首尔市的清真寺“努格曼尼亚”和它的赞助人加杜尔克·努格曼

Shamil F. Sadykov
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引用次数: 0

摘要

目前,鞑靼人可以在世界上任何地方找到,他们每个人都有自己的故事和不同的原因搬迁到一个新的领土。无论命运将鞑靼人带到哪里,他们的首要任务是团结他们的同胞,信仰的兄弟,组织一个穆斯林教区。这一特点有助于鞑靼人在不同的历史时期保持他们的自我意识、身份、宗教和母语。移居韩国的鞑靼人也不例外。本文以报纸《Milli Bayrak》的资料为基础,介绍了首尔市清真寺mekteb nugnmaniya及其慈善家Gabdulkhak nugnman的活动情况。建于1926年的米克特清真寺,长期以来一直是朝鲜族鞑靼人的主要教育中心。它由Keijo市伏尔加-乌拉尔突厥鞑靼人文化协会管理。有关其活动的资料只能追溯到1944年。“首尔”和“首尔”的日语发音“Keijo”一起在报纸文章中经常使用。今天,研究我们流亡同胞的历史是积累、研究和归还鞑靼人丰富的文化遗产领域的一项重要而相关的工作。根据这些数据,我们可以了解朝鲜鞑靼人的国民教育状况,教育计划,学校的内部程序和教学辅助。此外,作者还确定了个别教师,赞助人,公众人物的名字,并提供了创建学校的历史的见解。与学校有关的新信息、不同意见和个人照片的出版有助于进一步揭示鞑靼人发展的本质和具体情况。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mosque-mekteb “Nugmania” in the Seoul city and its patron Gabdulkhak Nugman
At present, Tatars can be found anywhere in the world, and each of them has their own story and different reasons for relocation to a new territory. Wherever fate takes Tatar people, the first priority for them is to unite with their compatriots, brothers in faith, organize a Muslim parish. This trait helped the Tatar people to preserve their self-awareness, identity, religion, and native language in different historical periods. The Tatars who relocated to Korea are no exception to these rule. This article, based on the materials of the newspaper Milli Bayrak, provides information about the activities of the mosque-mekteb Nugmaniya of the Seoul city and its philanthropist Gabdulkhak Nugman. Founded in 1926, the mekteb-mosque served as the main educational center for Korean Tatars for a long while. It was administered by the board of the Volga-Ural Turkic Tatars’ Cultural Society of the city of Keijo. Information about its activities can be traced only until 1944. Along with the name Seoul, its Japanese pronunciation Keijo is commonly used in newspaper articles. Today, the study of the history of our countrymen in exile is an important and relevant work in the field of accumulation, study and return of the rich cultural heritage of the Tatars. On the basis of these data, we can get acquainted with the state of the national education of the Korean Tatars, educational programs, the internal procedures of the school and teaching aids. In addition, the author has identified the names of individual teachers, patrons, public figures and has provided insights into the history of creating the school. The publication of new information, different opinions, individual photographs related to the school help to further reveal the essence and specifics of the Tatar people’s development.
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