Osmanlı modernleşme sürecinde ilköğretim (1869-1922)
Primary education in Ottoman modernization (1869-1922)
Yazar: ARZU MERYEM NURDOĞAN
Danışman: PROF. DR. CEMİL ÖZTÜRK
Marmara Üniversitesi / Türkiyat Araştırmaları Enstitüsü / Türk Tarihi Ana Bilim Dalı
Derece: Doktora, 2005
Konu: Tarih = History

Özet:
Osmanlı Modernlesme Sürecinde lkögretim (1869 ? 1922) baslıklı tez, Osmanlıegitim sisteminin baslangıcı olan ilkögretim kademesindeki temel dinamikleri vemodernlesme hareketlerini bütün boyutlarıyla inceleyebilmek amacıyla 7 bölümdekaleme alınmıstır. Tanzimat öncesi ve sonrasındaki ilkögretimin amaçları, kurumsalyapısı ve duraklama asamalarının irdelenmeye çalısıldıgı birinci bölümün ardından, ikincibölümde Osmanlı ilkögretimini uzun yıllar yönlendirecek olan ve daha önce bu alandaatılan gelismelerin ilk defa sistemlestirildigi yıl olan 1869'dan itibaren, merkez ve tasraegitim idaresindeki bürokratiklesme süreci incelenmistir. Yeni kurulan ilkögretimokullarının teskilat ve idare yapısı, ögretmen ve ögrenci keyfiyeti, egitim ? ögretiminniteligi, bina, ders araç ? gereç özellikleri üçüncü bölümün konusu olmustur.mparatorlugun ilkögretim politikasının mali kaynaklarına temas edilen dördüncübölümün ardından, Osmanlı ilkögretim sistemine iliskin klasik yaklasımların dısındafarklı anlayısların gelistirilmesi ve siyasi akımların ders kitaplarına etkisi besincibölümde incelenmeye çalısılmıstır. Altıncı bölüm, imparatorlugun kozmopolit nüfusyapısının ve yabancı okulların, ilkögretimin modernlesme sürecindeki rolünü ortayakoyma amacıyla hazırlanmıstır. lkögretimdeki modernlesme süreci hakkında dahagerçekçi varsayımlar, tespitler gelistirebilmek ve yorumlar yapabilmek için son olarakokul izlenimleri bölümü kaleme alınmaya çalısılmıstır.

Abstract:
The term of education, is derived from ?educare? in Latin, means ?to rear?, ?tobring up? or ?to improve?. But at the same time the meaning of education in all its richvariety, above all the connection with ?learning? and ?teaching?, there is no specificdefinition about education. Nevertheless, without any very clear idea education isaccepted as a main human activity, which during the mankind history in its legal ?illegal, systematic ? unsystematic and objectively ? unobjectionably practices weredetermined.There are few who would argue with the notion of education has played a criticalrole in the modernization of the Ottoman Empire. Indeed, it is both methodological issuewriting the thesis of modernization and settling the attitude of Turkish modernization.The modernization is a variable within so many parameters in the context ofWesternization or in the other scopes. As one of main element of this variable education,has been placed the second part of the Ottoman researches. However, it is essential thatgiving up historiography as a definer, descriptor and storyteller instead interpreter,comprehensive and problem solver, which means, the contribution of education asfundamental as political, military and economical elements in Ottoman modernizationand indeed, creation of the modern world. This thesis is the result of an interest in thesubject of the role of education in the Ottoman modernization. It is hoped that thisresearch helps to explain why the attempts of Ottoman modernization were not reach itsaim.It might be a mistake to expect an acquired scientific and rational mentality inOttoman education as a result of the attempts at modernization of education, because itwas not overcame the traditional structure of Islamic thesis above elementary educationuntil the end of empire. Further, while the main stress on the centralist politics since 19thcentury, special attention into the elementary education is directed to spreading throughthe symbols of legitimate.This study focuses on two aspects of Ottoman modernization of primaryeducation: the use of education by a state as a tool for achieving certain goals in order torecover empirial unity, and the reorganization of curriculum and schooling. Thecomplexity of the material covered here is such that only two arrangements ? theoriginality and the objectivity ? seemed practical. The Bibliography will bear witness tothe extent which I am selected for the work of many others which is relevant to mysubject. According to the researches about Ottoman social structure, Tanzimat Era wasdefined as a period, which was appeared a new mankind-type into the Ottoman sociallife.1 The completion of this study represents an investigation of both alterations andaffects in education of the new mankind-type.Faced with an unaware population of the meaning or significance of education,the Ottoman Empire conceived the inevitability of getting primary education into a statepolicy while the financial crises took shape over the whole empire. This research shows,how the primary education was changed in practice, from indoctrination of orthodox ?Islamic values into the accumulation of political ideology, belief, and ethics. Regardingof this content, the core of the present study is the development of curriculum andschooling.