The Ottoman education system has changed considerably since the Tanzimat period due to a renewed understanding and a refined structural organization. A new structure of education developed rapidly after the establishment of the Ministry of Education (Maarif-i Umumiye Nezareti) in 1857, and general education was taken entirely into the realm of official schools. With this, madrasas were limited largely to the teaching of religious sciences and to training religious commissary. All of these developments necessitated new regulations in madrasas in order to effectively accomplish their goals. The need for arrangements in the madrasa system had been voiced and even some attempts had been undertaken during the Tanzimat era and Abdulhamit II's reign; despite this, the madrasa had retained its traditional structure. The re-organization of madrasas in accordance with the new education system was made in the Constitutional Period. The re-organization of madrasas had two goals: namely, harmonizing madrasas in accordance with the new educational system, and secondly, improving education quality to better train commissaries. For this purpose, in addition to general madrasas, new madrasas were established with the goal of raising religious commissaries, including prayer leaders (imāms) and preachers (khatīb and wāiz). These madrasas were united under the rubric of Madrasa al-Irshād due to changes made in the subsequent years. However, this attempt failed because of the crisis that took place after the Ottoman State's participation in World War I and disagreements that surfaced about the administrative and financial structure of the madrasa. However, efforts during the given period served as a model for institutions that would open with the same objectives in the Republican period. These efforts and their results are also significant in that they shed light on today's educational problems and offer potential solutions to them. This article aims to present this historical process as much as to reflect upon its implications for today.
Bu çalışma toplumsal cinsiyet olgusunun yapılandırılmasında ve geleceğe aktarılmasında önemli bir etkisi bulunan ders kitapları üzerinden yürütülmüştür. Örgün eğitimin gerçekleştirilmesinde önemli bir araç olan ders kitapları öğrencilerin çeşitli toplumsal kültürel roller edinmesinin yanında cinsiyet rollerinin de kazanılmasında aktif rol oynamaktadır. Ders materyallerindeki cinsiyet temsillerinin kültürel değerleri, davranışları, tutumları etkilediği ve ders kitaplarında sunulan cinsiyet rolleri ve kalıpları ile aktarılan mesajların öğrencilerin kimlik, öz saygı gelişimini ve cinsiyetlere karşı tutumlarını şekillendirdiği çeşitli araştırmalar tarafından kanıtlanmıştır. Bu nedenle, * Bu çalışma Yasemin DAVARCI'nın Ankara Yıldırım Beyazıt Üniversitesi Felsefe ve Din Bilimleri ABD'nda Prof Dr. Zeki Salih ZENGİN danışmanlığında hazırladığı doktora tezinin bir bölümünden oluşturulmuştur Etik Beyan: Bu çalışmanın hazırlanma sürecinde bilimsel ve etik ilkelere uyulduğu ve yararlanılan tüm çalışmaların kaynakçada belirtildiği beyan olunur. Makale en az iki hakem tarafından incelenmiş, Turnitin kullanılarak benzerlik raporu alınmış ve araştırma/yayın etiğine uygunluğunu teyit edilmiştir. Ethical Statement: It is declared that scientific and ethical principles have been followed while carring out and writing this study and that all the sources used have been properly cited. The article was reviewed by at least two referees, a similarity report was obtained using Turnitin, and compliance with research/publication ethics was confirmed.
Osmanlı Devleti, çok çeşitli etnik ve dini özelliklere sahip nüfusu bünyesinde barındıran bir demografik yapıya sahip olmuştur. Müslüman olmayan (gayrımüslim) nüfusun hak ve sorumlulukları, söz konusu dönem içerisinde İslam hukukunun öngördüğü esaslar çerçevesinde belirlenmiştir. Buna göre gayrımüslimlerin, azınlık olarak, özellikle dini haklarının korunduğu, askerlik görevinden muaf tutuldukları, mal ve can güvenliklerinin teminat altına alındığı, dolayısıyla Müslüman olan vatandaşlar karşısında ikinci sınıf bir hukuki statüye sahip olmadıkları bilinmektedir.
During the Covid-19 pandemic, lectures have been delivered through distance education since the Spring Semester of the 2019-2020 Academic Year at the faculties of theology/Islamic sciences, as has been the case at all educational levels in our country. The purpose of this study is to investigate the perceptions of the students and faculty members of the faculty of theology/Islamic sciences, regarding the impacts of distance education on higher religious education, its advantages and disadvantages, along with problems encountered in this medium of education. In this quantitative study, the data were collected using two online surveys, one of them being for students and the other for faculty members. The data obtained from the participants were analyzed using SPSS v24. The population of the study was the faculty members and students of the faculty of theology/Islamic sciences in Turkey. The sample of the study was selected from a group of faculty members and students at 25 faculties of theology/Islamic sciences dispersed across the seven geographical regions in Turkey.
Activities For the Formation of the Contents of the Lessons and
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