Atıf Sayısı
4
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209
İndirme
50
Osmanlı Devleti’nde klasik dönemde çağdaşları gibi genel halk eğitimini sağlamak üzere belli bir devlet politikası olmamıştır. Bununla birlikte dinsel sebeplerle de olsa Osmanlı medrese, sıbyan gibi eğitim kurumları açılmasına destek vermiştir. Bu eğitim kurumlarından sıbyan mektepleri temel halk eğitimini ilgilendiriyormuş gibi görünse de bunların belli bir programı müfredatı, yönetmeliği, denetimi söz konusu değildi. 19. yüzyılda Osmanlı Devleti’nde gerileme başlayınca devleti kurtarmak için ıslahatlar yapılmaya başlamıştır. Bu bağlamda iyi eğitilmiş bir toplumun devleti kurtaracağı fikriyle eğitim alanında da ıslahatlar yapılmıştır. Eğitim ıslahatları orta ve yüksek eğitimden başlamış, fakat orta ve yüksek eğitimin iyi bir temel eğitim olmadan başarılamayacağı anlaşılmıştır. Bu nedenle hemen her yerde kurulan sıbyan mekteplerinde ıslahat yapma ihtiyacı kendini göstermiştir. Tanzimat döneminde başlayan arayış ve uygulamalar, II. Abdülhamit döneminde devam etmiş, II. Meşrutiyet döneminde daha sistematik hale getirilmeye çalışılmıştır. Sıbyan mektepleri bu süreçte yeni modern eğitim veren ibtidai mekteplere dönüştürülmeye çalışılmıştır. 1913’te çıkarılan Tedrîsât-ı İbtidâiyye Kanun-ı Muvakkatının beşinci maddesi gereğince 1915’te Mekatib-i İbtidaiye-i Umumiye Talimatnamesi çıkartılmıştır. Talimatname ufak değişikliklerle Cumhuriyet’in ilk yıllarında uygulanmaya devam etmiştir. 1929 yılında yeni bir talimatname çıkarılmıştır. Türk eğitim tarihinde ilköğretimi şekillendiren talimatname hakkındaki değişiklik istekleri ve fikirler Maarif Vekâlet’inin yazışmalarına yansımıştır. Bu yazışmalarda ilköğretim sistemi kurma arayışları açıkça görülmüştür. Çalışmada söz konusu talimatname ve talimatnamenin değiştirilmesine ilişkin arşiv belgeleri kullanılmıştır. Çalışma talimatnamenin çıktığı ve değiştirildiği 1915-1929 yıllarıyla sınırlandırılmıştır. Elde edilen belge ve bilgiler kendi koşullarında sebep sonuç ilişkisi içinde değerlendirilmiş ve süreç açıklanmaya çalışılmıştır.
In the Ottoman state there was no certain state policy to provide general public education as its contemporaries in the classical period. However, despite religious reasons, the Ottoman Medrese supported the opening of educational institutions such as Sibian. These educational institutions appear to be related to basic public education, but a certain program of them was not related to the programming, regulation, supervision. In the 19th century, when the decline in the Ottoman State began, the state began to be rescued. In this context, the idea that a well-educated society will save the state has also been made in the field of education. The education processes began with secondary and higher education, but it is clear that secondary and higher education cannot be achieved without a good basic education. Therefore, it has shown itself the need to make the cleansing in the shadows that are established everywhere. Search and Applications in the Tanzimat Period, II. During the period of Abdülhamit II. It was tried to be more systematic during the period of law. The Sibian letters have been tried to be converted into new modern educational letters. According to the fifth article of the Muvakkat Act, which was issued in 1913, the Mekatib-i İbtidaiye-i Umumiye Instructions were issued in 1915. The instructions continued to be implemented with small changes in the first years of the Republic. A new order was issued in 1929. The requests and ideas for changes in the instruction that shaped the primary education in the Turkish education history reflect in the letters of Maarif Vekâlet. In these messages, the search for the establishment of the primary education system was clearly seen. In the study, the archive documents on the amendment of the instructions and instructions were used. The work instructions were limited to the years 1915-1929, when the instructions were issued and modified. The obtained documents and information in their own circumstances have been assessed in the cause result relationship and the process has been tried to be explained.
In the Ottoman Empire, there was no state policy to provide general public education, such as its contemporaries in the classical period. However, for religious reasons, it supported the establishment of educational institutions such as madrasah and primary level schools (sıbyan mektebi). Although the primary level schools of these educational institutions seemed to concern basic public education, they did not have a specific program, curriculum, regulation and supervision. When the Ottoman Empire began to decline in the 19th century, reforms were made to save the State. In this context, reforms were made in the field of education with the idea that a well-educated society would save the state. Educational reforms started in secondary and higher education, but it was understood that secondary and higher education could not be achieved without a good basic education. For this reason, the need to make improvements has emerged in the primary level schools established almost everywhere. The search and applications that started in Tanzimat period II. During the Constitutional Monarchy period, it was tried to be made more systematic. In this process, primary level schools were tried to be converted into new modern education primary (ibtidai) schools. In 1915, in accordance with the fifth article of the Provisional Primary Education Act issued in 1913, General Instruction for Primary Schools was issued in 1915. The instruction continued to be implemented in the first years of the Republic with minor changes. In 1929, a new instruction was issued. Requests and changes to the regulations on the form of primary education in the history of Turkish education were reflected in the correspondence of the Ministry of Education. In the correspondence, the search for establishing a primary education system was clearly seen. In this study, these instructions and archive documents regarding the amendment of these instructions were examined. Limited to the years 1915-1929, when the work instruction was issued and changed. The obtained documents and information were evaluated in their own conditions, cause and effect relation, and the process was tried to be explained.
Alan : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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