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Osmanlı Devleti’nin tüm alanlarda olduğu gibi eğitimde de merkezî modele geçme girişimleri II. Mahmut (1808-1839) döneminden itibaren başlamıştır. Eğitim kurumları, gerek ıslah edilerek gerekse yerine yeni kurumlar getirilerek kontrol edilmeye çalışılmıştır. Tanzimat Dönemi ile beraber bu girişimler daha da hız kazanmıştır. Özellikle 1857’de Maarif Nezaretinin teşkil edilmesiyle Osmanlı toprakları üzerindeki bütün eğitim kurumları tek bir çatı altında toplanmıştır. Batılı anlamda eğitim modellerinin benimsenmesi ile modern eğitim kurumlarının niteliğinin değiştiği görülmektedir. II. Abdülhamid (1876-1909) dönemi de Tanzimat kararlarının uygulandığı bir dönemdir. 1869’da Maârif Nizamnamesi ile eğitim sistemi modernleştirilmeye çalışılmıştır. Nizamname ile Maarif Nezareti bünyesinde her öğretim derecesi için vilayet merkezlerinde birer maarif müdürlüğü ve meclis oluşturulmuş, sancak ve kazalarda maarif meclisi şubeleri teşkil edilmiştir. Böylece taşrada eğitimin teftişi daha mümkün hale gelmiştir. Özellikle sayıları giderek artan ve özel okullar adı altında açılan gayrimüslim cemaat okulları ve yabancı okulların denetimi kolaylaşmıştır. Bu çalışma, bu okullarda işlenen derslerin ve ders kitaplarının teftişi meselesinin boyutlarına odaklanmıştır.
As in all areas of the Ottoman State, the initiatives to move to the central model in education are also. Mahmut (1808–1839) was the first time. The educational institutions, if necessary, have been inspected by new institutions instead of repair. With the Tanzimat period, these efforts gained even faster. Especially in 1857 with the formation of the Maarif Nazareth, all educational institutions on the Ottoman territory were gathered under one roof. In the Western sense, the adoption of educational models and the nature of modern educational institutions is seen to change. and II. The period of Abdülhamid (1876-1909) was also a period in which the Tanzimat decisions were applied. In 1869 the Maârif Nizamnamesi attempted to modernise the educational system. In Nizamname and Maarif Nezareti for each degree of teaching in the province centers a maarif directory and parliament was formed, and the maarif parliament branches were formed in sanctuaries and accidents. Thus, the training in the field has become more possible. Especially the number of increasing and opened under the name of private schools, the control of non-Muslim community schools and foreign schools has become easier. This study focuses on the dimensions of the examination issue of the lessons and the lesson books processed in these schools.
The attempts of Ottoman Empire to adopt the central model in education, as in all fields, started from the period of Mahmut II (1808-1839). Educational institutions were tried to be controlled by either reforming or replacing them with new institutions. With the Tanzimat Period, these attempts gained speed. Especially with the establishment of the Maarif Nezareti in 1857, all educational institutions on the Ottoman lands were gathered under one roof. It is seen that the quality of modern educational institutions has changed with the adoption of educational models in the western sense. The period of Abdulhamid II (1876-1909) was also a period in which the Tanzimat decisions were implemented. In 1869, the education system was tried to be modernized with Maarif Nizamnamesi. With the Nizamname, an education directorate and a parliament were established in the provincial centers for each education degree within the Maarif Nezareti, education council branches were established in sanjak and accidents. Thus, the inspection of education in the provinces has become more possible. In particular, the control of non-Muslim community schools and foreign schools, which are increasing in number and opened under the name of private schools, has become easier. This study focuses on the aspects of the inspection of the lessons and textbooks taught in these schools.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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