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Osmanlı’da 19. yüzyılın resmî politikası olan modernleşme ile başlayan askerî, hukukî ve bürokratik tanzimin kökleşebilmesi, eğitimde yapılan reform ve kurumsallaşmaya dair atılımlar ile gerçekleştirilmişti. Her ne kadar Tanzimat Fermanı’nın (1839) esasları içerisinde net bir dille yer almasa da eğitim, Memâlik-i Âl-i Osman içerisinde bilhassa Islahat Fermanı (1856) ve de Osmanlıcılık ideolojisinin yayılımıyla ciddî dönüşümler geçirmiş, ıslah edilerek teşkilâtlandırılmaya başlanmıştı. Yaklaşık aynı tarihlerde Ermeniler arasında da kilisenin oligarşik gücü, seküler aydın bir topluluğun cemaat içerisinde söz sahibi olmaya başlamasıyla sarsılmış, böylelikle modern okullaşma hareketleri ivme kazanmıştı. Öncesinde, kimi münferit atılımlar haricinde, ruhban kesim tarafından yürütülen Ermeni eğitimi, 1853 yılında “Maârif Komisyonu”nun [Usumnagan Khorhurt] kurulması, ardından 1863 yılında Nizâmnâme-i Milleti Ermeniyân’ın ilân edilmesiyle cemaat içerisinde toplumsal bir sorumluluk haline gelmişti. Bu doğrultuda makale, 19. yüzyılda İstanbul’un en önemli Ermeni yerleşimlerinden biri olan Hasköy’ün, dönemin okullaşma hareketlerinde nasıl öncü bir konuma sahip olduğunu arşiv belgeleri, inşa ve tamir süreçlerine dair yazışmalar ve fotoğrafların yardımıyla bugün var olmayan üç eğitim yapısı üzerinden okumaya çalışmaktadır. Biri harap olması, ikisi 1969 yılında çıkarılan istimlâk kararı sonucu yıktırılan bu yapıların araştırılmasıyla anlaşılmıştır ki modern eğitime geçişte önemli olan bu üç okul, salt işlevsel özelliklerinin yanında -halen olduğu gibi- kültürel hafızanın önemli bir parçasını oluşturmaktadır.
In Ottoman, the modernization of the military, legal and bureaucratic tanzim, which began with the official policy of the 19th century, was carried out with the steps to reform and institutionalization in education. Although Tanzimat Ferman's (1839) principles are not included in a clear language, education, especially in Memâlik-i Âl-i Osman's (1856) and the dissemination of the Ottomanism ideology, had passed serious transformations and began to be organized. Almost at the same time, among the Armenians, the oligarchic power of the church was stumbled by the beginning of a secular clear community to be prominent within the community, and so the modern schooling movements were pushed. Before, with the exception of some münferit breakthroughs, the Armenian education carried out by the Ruhban section, in 1853 the establishment of the "Maârif Commission" [Usumnagan Khorhurt] and then in 1863 the proclamation of the Nizâmnâme-i Nation Armenia became a social responsibility within the community. In this direction, the article tries to read how Hasköy, one of the most important Armenian settlements in Istanbul in the 19th century, has a leading position in the schooling movements of the time; archive documents, the help of the correspondences and photos about the construction and repair processes and the three educational structures that are not today. The study of these structures, which were destroyed as a result of the establishment decision issued in 1969, revealed that these three schools, which are important in the transition to modern education, together with their purely functional characteristics – as they are – constitute an important part of cultural memory.
In the Ottoman Empire, the military, judicial, and bureaucratic adjustments that started with modernization as the official policy of the 19th century, became established through educational and institutional reforms. Although not clearly included in the Tanzimat Edict (1839), education underwent serious transformations and started to be institutionalized by means of the Reform Edict (1856) and the dissemination of Ottomanism in Memâlik-i Âl-i Osman. At approximately the same time, the oligarchic power of the Church over the Armenians was shaken with the rise of the secular intelligencia, as a result of which modern schooling movements gained momentum. The Armenian education, previously carried out by the clergy, became a societal responsibility within the community through the establishment of the Education Commission [Maârif Komisyonu, Usumnagan Khorhurt] in 1853 and with the declaration of Nizâmnâme-i Milleti Ermeniyân in 1863. The article discusses how Hasköy, an important Armenian settlement in Istanbul in the 19th century, led the schooling movements of the period and studies three vanished educational structures using correspondence on construction and repair, and photographs preserved in the archives. Three schools, one demolished because of its ruinous condition and two others as a result of an expropriation decision in 1969, played an active role in the transition to modern education and are still important elements in the cultural memory.
Field : Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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