Özet:

The historiography of Turkish education outcomes in the late Second Constructional period. The process that started with Satı Bey, Mahmud Cevat and Muallim Cevdet has continued with Osman Ergin, Aziz Berker, Hasan Ali Koçer and continuing new historian of Turkish education. The historiography of Turkish education today has focused on the person, city and educational works. At first, there is the process of growing up researchers and bureaucracy. The structure of graduate educational program, interdisciplinary interaction and performance deficiencies takes presidencies. The second problem is methods and programs that are used in history of educational researches. Researches based on archival materials, unable to usual contact with the other educational and science branches. Large proportion of the resources focuses on the center (Ankara and Istanbul) and many classical text that were written on the axis of the official ideology, are generally used without criticized. Third thing, less using of the out of published books and archival materials. The use of some resources such as newspaper, journal, antique, archeological finds, letters, memories, discipline and reward documents, museum and course materials are not widespread. Again interview, qualitative researches and oral history is also less preferred. The historiography of education has many risks and opportunities on the current topics. We have not serious researches on many important topics. Education of madrassa, license of the madrassa, curriculum of the madrassa Islamic scholar’s works and diversities and the evolution of the madrassa in the process of the modernization is not known yet. There is a little researches on the lodges and Ottoman primary schools. Palace school is still as a legend. We don’t comprehensively know non-Muslim education system in the Ottoman times. Missionary researches are continued as biased and Western resources almost never used. Educational historians do not clearly know many problems and mysteries of education in the Abdulhamid II, Second Constructional period and the early Republican period. In this paper, the opportunities and limitations of the history of Turkish education, in term of methodology, resources and topics will be explained along with the examples.

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