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Eğitimi toplumsal değişimde bir araç olarak kullanmak birçok siyasal iktidarın başvurduğu bir yöntemdir. Cumhuriyet’in kurucuları da eğitimin bu işlevinden yararlanabilmek için eğitim faaliyetleriyle yakından ilgilenmişler; okul, öğretmen ve öğrenci sayısını artırmaya çaba göstermişlerdir. Özellikle öğretmenlik mesleğinin tüm dünyada çağdaşlaşmanın en önemli araçlarından biri olması nedeniyle de öğretmenliğe ve milli eğitime başından beri büyük önemle yaklaşılmıştır. Daha Kurtuluş Savaş’ı devam ederken toplumu mücadeleye ikna etmek ve Türkiye Büyük Millet Meclisi’nin yanında yer almalarını sağlamak için öğretmenlere ve eğitime çok önem verilmiştir. Bu önem Cumhuriyet’in ilk yıllarında artarak devam etmiştir. Öğretmenlerin ücretlerinde iyileştirmeler yapılırken, toplumsal statülerinin de güçlendirilmesine özen gösterilmiştir. Öğretmenler, okulda ve toplumda Cumhuriyet rejiminin birer temsilcisi olarak konumlandırılmışlardır. Çünkü onlar yeni rejimin değerlerini topluma benimsetmekle yükümlü kabul edilmekteydiler. Köklü değişimlerin sağlandığı Cumhuriyet’in ilk yıllarında da öğretmenler kendilerine yüklenen bu misyonu başarıyla yerine getirmişler ve yeni rejim ile devrimlerin kabul görmesinde önemli bir rol oynamışlardır. Cumhuriyet’in ilk yıllarında eğitim, toplumu dönüştürücü en etkili araç olarak kabul edilince doğal olarak eğitim sisteminin baş aktörlerinden biri olan öğretmenlerin konumunun güçlendirilmesi de bir zorunluluk olmuştur. Özellikle Mustafa Necati’nin bakanlık yaptığı dönemde öğretmenlik mesleğinin saygınlığı artırılmış ve bu saygınlığı zedeleyecek herhangi bir girişime izin verilmemiştir. Makalede, 1925 yılında İstanbul Erkek Lisesi’nde Arapça dersi öğretmenine karşı yapılan bir saygısızlıktan hareketle dönemin eğitim politikası ve okullarda uygulanan disiplin cezaları değerlendirilmiştir.
Using education as a tool in social change is a method applied by many political powers. The founders of the Republic were also closely interested in their educational activities to take advantage of this function of education; they tried to increase the number of schools, teachers and students. Especially because the teaching profession is one of the most important instruments of modernization throughout the world, it has been approached with great importance to teaching and national education since the beginning. While the Liberation War continues, teachers and education have been given great importance to persuade society to fight and ensure that they attend the Great National Assembly of Turkey. This importance continued to increase in the first years of the Republic. Teachers' salaries are improved, while their social status is also strengthened. Teachers are positioned as a representative of the Republican regime in school and in society. Because they were obliged to adopt the values of the new regime to society. In the early years of the Republic, where root changes were provided, the teachers successfully fulfilled this mission, and they played an important role in the acceptance of the new regime and the revolutions. In the early years of the Republic, when education was considered as the most effective means of transforming society, it was naturally an obligation to strengthen the position of teachers who were one of the main actors of the educational system. In particular, during the time of Mustafa Necati's ministry, the reputation of the teaching profession has been increased and no initiative to undermine this reputation has been allowed. In the article, in 1925, a disrespect against the teacher of Arabic lessons at the Istanbul Men's High School assessed the educational policy of the period and the disciplinary penalties applied in schools.
One of the main strategies for political parties is to use education as a means to achieve their aims. The founders of the Republic were involved in the educational activities and changes and endeavored to increase the number of school, staff and students. The main concern was teacher education and national education system as teaching profession was one of the most significant indicators of modernity. Even during the independence war, there were remarkable efforts to persuade teachers and to get their support the Turkish Grand National Assembly. This priority prevailed in the first years of the Republic and the steps were taken to ameliorate their salaries and enhance their standing in the society. Teachers were seen as representatives of the regime in the schools and society as their mission was to spread the values of the republic to every strata of the society. Teachers managed to achieve this mission successfully and played a significant role in establishing the revolutions and foundation of the republic. Education was considered as the most influential transformative power in the society in the first decade of the Republic, hence the need arose to strengthen the stance of teachers. During the term when Mustafa Necati served as a minister of education, the profession kept its dignity and attempts were thwarted to ruin the image of teaching profession. This study aims at evaluating and assessing discipline punishments and educational policy of Turkey revolving around the case study of a disrespectful attitude of students towards their Arabic teacher in Istanbul Boys' School in 1925.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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