Abstract:

The historiography of education and the historiography of the madrasah began during the Second Constitutional Monarchy period in Türkiye. The first examples of how to write the history of education were found in the texts of the Tanzimat and Abdülhamid II periods. Some of the comprehensive studies on the history of education, which provided original examples in the Republican period, became the paradigm-building basic texts of the following period. The works of Nâfî Atuf Kansu, Osman Ergin, Nevzad Ayasbeyoğlu, Faik Reşit Unat, Hasan Ali Koçer, Cavit Binbaşıoğlu, Cahit Yalçın Bilim, Necdet Sakaoğlu and Yahya Akyüz are at the top of these. This study focuses on how the subject of madrasah is handled, its sources, methodology, basic claims, discourses and their influence on the main works of the aforementioned historians of education. In this study, which is based on the method of document analysis, the madrasah sections in the basic works of the aforementioned historians of education are evaluated within themselves, and then the common and divergent points are emphasized. As a result, it has been observed that there are common assumptions, prejudices and memorization in terms of mentality and source preferences in the historiography of the madrasa in the history of Turkish education, as well as some information errors and methodological mistakes.

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