Selanik vilayetinde eğitim (1850-1912)
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Dosyalar
Tarih
2017
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Cilt Başlığı
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Osmanlı Devleti’nde eğitim alanındaki değişim, bir başka ifade ile eğitim modernleşmesi, tabii olarak başkent İstanbul’da başlamıştır. Sivil alandaki modern eğitim kurumlarının ilk örnekleri olan rüşdiye mekteplerinin 1839’da açılmasından yaklaşık on dört yıl sonra bu girişimin başkent dışına da yansıtılmasına karar verilmiştir. Bu kararın hayata geçirilmesi elbette çeşitli zorlukları bünyesinde barındırmıştır. Vilayetlerde gerçekleştirilecek eğitim yatırımlarının mali kaynağının bulunması, ilgili yatırımları koordine edecek ve sürdürecek taşra teşkilatlarının olmayışı, öğretmen yokluğu en önemli problemlerin başında gelmektedir. Tanzimat Dönemi’nde eğitim reformları ile ilgili hazırlanan kanuni alt yapı Ancak II. Abdülhamid Dönemi’nde hayata geçirilebilmiştir. Osmanlı eğitim modernleşmesinin genel profilinin belirlenmesi ile ilgili çeşitli çalışmalar yapılmıştır. Ancak eğitim reformlarını vilayet bazında bir bütün olarak ele alan çalışmalar oldukça azdır. Merkezde alınan kararların vilayetlerde uygulanışını ve gerçekleştirilmeye çalışılan reformların etkisini anlamak için vilayet temelli çalışmalar oldukça önem arz etmektedir. Diğer taraftan Selanik vilayeti, Osmanlı Devleti’nin siyasi, ekonomik, ticari vb. alanlardaki değişimi sürecinde önemli bir yere sahiptir. Bu çalışmada Osmanlı modernleşmesi sürecinin, eğitim reformları yönüyle, Selanik vilayetindeki izleri aranmaktadır. Selanik’te yabancılar ve Gayrimüslimlerin eğitim faaliyetleri ve etkileri, Osmanlı yönetiminin onlarla rekabeti ve mücadelesi, mesleki eğitim, bunların hepsinde Selanik maarif idaresinin rolü çeşitli yönleriyle açıklanmaya çalışılmıştır.
During the period of Ottoman State, changes in the field of education, in other words the modernization of education had naturally commenced in the capital city, İstanbul. The rushdiye schools which were the first examples of the non-military modern education institutions was founded in 1839. Approximately, after fourteen years it was decided that these rushdiye schools be established in the other provinces of the Ottoman State. The realization of this decision was challenging and embedded certain difficulties. The need for financial resources, the lack of a provincial education authority to coordinate and pursue these investments, and the shortage of teachers were among the most important problems. The educational laws and regulations in the Tanzimat Era were put into practice during the era of Abdulhamid II. Although it is possible to find studies which investigated the modernization of education during the Ottoman State, studies investigating the reflection of educational modernization on the provinces is vey scarce. In order to understand how the educational laws and regulations were implemented, and their effects in the provinces, there is a need for studies which specifically focus on these provinces. One of these notable provinces was that of Thessalonica. Studies have displayed that the province of Thessalonica was of significance in the process of changes in political, economic, and commercial areas of the Ottoman State. The main aim of the present study is to investigate whether the role of modernization of education during the Ottoman State had had an impact on the above-mentioned changes Thessalonica. In this study, the implementation of educational modernization in the province of Thessalonica is analyzed. Within this context, our aim is to discover whether the modernization of education had an impact on the changing of Thessalonica
During the period of Ottoman State, changes in the field of education, in other words the modernization of education had naturally commenced in the capital city, İstanbul. The rushdiye schools which were the first examples of the non-military modern education institutions was founded in 1839. Approximately, after fourteen years it was decided that these rushdiye schools be established in the other provinces of the Ottoman State. The realization of this decision was challenging and embedded certain difficulties. The need for financial resources, the lack of a provincial education authority to coordinate and pursue these investments, and the shortage of teachers were among the most important problems. The educational laws and regulations in the Tanzimat Era were put into practice during the era of Abdulhamid II. Although it is possible to find studies which investigated the modernization of education during the Ottoman State, studies investigating the reflection of educational modernization on the provinces is vey scarce. In order to understand how the educational laws and regulations were implemented, and their effects in the provinces, there is a need for studies which specifically focus on these provinces. One of these notable provinces was that of Thessalonica. Studies have displayed that the province of Thessalonica was of significance in the process of changes in political, economic, and commercial areas of the Ottoman State. The main aim of the present study is to investigate whether the role of modernization of education during the Ottoman State had had an impact on the above-mentioned changes Thessalonica. In this study, the implementation of educational modernization in the province of Thessalonica is analyzed. Within this context, our aim is to discover whether the modernization of education had an impact on the changing of Thessalonica
Açıklama
Anahtar Kelimeler
Selanik, Siroz, Dırama, Modernleşme, Eğitim, Okul, Thessalonica, Serez, Drama, Modernization, Education, School
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
DEMİREL, F., & AYKURT, Ç. (2017). Selanik Vilayetinde Eğitim (1850-1912).
