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Bu çalışmada Türk tarih tezine fikirleriyle destek olan Ziya Gökalp ve onun Türkçülük düşüncesinin millî tarih ders kitaplarına etkisi incelenmiştir. 1985-1986 öğretim yılından itibaren ortaokul düzeyinde sosyal bilgiler dersi yerine Millî Tarih dersleri okutulmaya başlanmıştır. Söz konusu ders kitapları, Türk tarih tezi ve Türk İslam sentezinin izlerini taşımaktadır. Çalışmada nitel araştırma yöntemlerinden dokuman incelemesi ile 1985-1997 arasında okutulan 7 ders kitabı incelenmiştir. Kitapların ilk basımlarına ulaşılmaya özen gösterilmiştir. İncelenen ders kitaplarında konu olarak Eski Türk devletleri ve Türk İslam devletleri ele alınarak araştırmanın sınırlılığı belirlenmiştir. Veriler, içerik analizi yöntemi ile analiz edilmiş köklü medeniyet, yaşayış tarzı, kahramanlık, dil, din olmak üzere 5 kategori bulunmuştur. Kategoriler, Ziya Gökalp’in Türkçülük düşüncesiyle paraleldir.
In this study, Ziya Gökalp, who supports the Turkish history thesis with his ideas, and the influence of his Turkish thought on the national history lessons were studied. From 1985 to 1986, the National History classes began to be taught instead of social information classes at the high school level. These lessons carry traces of Turkish history thesis and Turkish Islamic synthesis. In the study, 7 lessons studied from the quality research methods and the document study between 1985-1997 were studied. The first editions of the books were made available. The examined curriculum has determined the limitation of the research by addressing the ancient Turkish states and Turkish Islamic states as the subject. The data were found in 5 categories, including root civilization, lifestyle, heroism, language, religion, which were analyzed by the method of content analysis. The categories are parallel to Ziya Gökalp's Turkish thought.
In this study, Ziya Gökalp, who supported the Turkish history thesis with his ideas, and his influence on Turkish history textbooks were examined. Starting from the 1985-1986 academic year, National History lessons were started to be taught instead of social studies lessons at the secondary school level. The textbooks in question bear the traces of the Turkish history thesis and the Turkish-Islamic synthesis. In the study, 7 textbooks that were taught between 1985-1997 were examined with the document review, one of the qualitative research methods. It was tried to reach the first editions of the books examined within the scope of the research. In the textbooks examined, the limitation of the research was determined by considering the Old Turkish states and Turkish Islamic states. The data were analyzed with the content analysis method, and there were 5 categories: deep-rooted civilization, lifestyle, heroism, language, religion. The categories revealed that the secondary school national history textbooks between 1985-1998 contain elements that strengthen national unity. In this respect, the categories are parallel to Ziya Gökalp's thought of Turkism.
Alan : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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