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Bir milletin gelişmişlik düzeyinin en önemli göstergelerinden birisi eğitim seviyesidir. Eğitim seviyesinde çıtayı yükseklerde tutabilen toplumlar kısa sürede gelişmişlik düzeyini artırabilmektedirler. Selçuklular da bu konuda önemli hamleler yapmış ve 13. yüzyılda Anadolu’da gelişmiş bir eğitim seviyesi yakalayabilmişlerdir. Eğitimin içinde yer alan insan unsurunun kalitesi ve motivasyonu da eğitimin seviyesini belirleyen önemli göstergelerden birisidir. Biz bu çalışmamızda eğitimin en temel unsurunu oluşturan öğrencilerin Selçuklular dönemindeki sosyo ekonomik durumlarından bahsedeceğiz. Selçuklularda fakih, talib, tilmiz gibi adlarla anılan öğrenciler, eğitimlerini genelde medresede almakta idiler. Hemen her medrese farklı kategorilerde öğrencileri bünyesine alırdı. Medreseye kaydolan öğrenciler kendi eğitim seviyelerine göre genellikle üç kategoriye ayrılır ve ona göre dersleri takip ederlerdi. Uzmanlık eğitimine başlayan bir öğrenci grubu ile henüz eğitiminin ilk aşamasındaki öğrenciler aynı medrese içinde eğitim görebilirlerdi. Öğrencilerin tamamı burs alırlardı. Bu burslar medrese vakıflarından karşılanırdı. Dolayısıyla öğrenci burslarının miktarı standart olmayıp, medreseden medreseye farklılık göstermekte idi. Aynı şekilde öğrencilerin aldığı burslar eğitim seviyelerine göre de değişmekte idi. Onlar, bu bursları ve medreseden karşıladıkları diğer iaşeleri sayesinde oldukça rahat bir hayat sürme imkânı bulmuşlardır.
One of the most important indicators of a nation’s level of development is the level of education. Communities that are able to maintain high levels of education will be able to increase their level of development in short time. The Selchucks also made significant movements in this regard and in the 13th century they were able to capture an advanced level of education in Anatolia. The quality and motivation of the human element involved in education is also one of the important indicators that determine the level of education. In this study we will talk about the socio-economic situation of the students in the Selchukular period that form the most fundamental element of education. Students named with names such as fakih, talib, tilmiz in Selçukli were usually taking their education in medres. Every student took the students in different categories. Students registered in Medrese were usually divided into three categories according to their level of education and followed the courses according to it. With a group of students starting specialization, students in the early stages of their education could see education within the same medrese. The students were all getting a bursus. These burses were welcomed from the Medrese foundations. Therefore, the number of students' scholarships was not standard, and it was different from medres to medres. The students received scholarships were also changing according to their level of education. They have found the opportunity to live a very comfortable life thanks to these burses and other gifts they have received from the medres.
Education level is one of the most important indicators of the development level of a nation. Societies that can keep the bar high at the level of education can increase the level of development in a short time. The Seljuks also made important moves in this regard and they achieved an advanced level of education in the 13th century in Anatolia. The quality and motivation of the human element in education are one of the important indicators that determine the level of education. In this study, we will examine the socio-economic status of the students, which constitute the most basic element of the education, in the Seljuk period. The students, who were named with the names such as fakih, talib, tilmiz in the Seljuks, were taking their education in madrasahs. Almost every madrasah accepts students in different categories. Students enrolled in the madrasah were usually divided into three categories according to their level of education and followed the courses according to their level. A group of students who started specialization training and students in the first stage of their education could study in the same madrasa. All of the students received a certain amount of scholarship. These scholarships were covered by the madrasa foundations. Therefore, the amount of scholarships were not standardized and they differed from madrasas to madrasas. Similarly, the scholarships that students received were also changing according to their educational level. They have found the opportunity to live a fairly comfortable life thanks to these scholarships, and other rationing covered by their madrasas.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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