Maarif: transformation of a concept in the Ottoman Empire at the beginning of the nineteenth century

Yıldız, Aytaç; Gündüz, Mustafa

doi:10.1080/0046760x.2019.1574912

Cited by 6 publications

(4 citation statements)

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“…In the study, classroom experiences are observed for power relations and it was observed that the teacher distributes power unequally in the classroom with her interactions with the previously constructed meanings of “objects” (Blumer, 1986, s.10) and students. Teacher as a social object was historically and culturally constructed as a figure of dignity (Atatürk, 1923; Gümüşlü, 2005; Yıldız & Gündüz, 2019) and placed in the center of education (Trkiye Byk Millet Meclisi, 1926). The reflections of this social object (teacher) were observable in the classroom when Kubra Teacher reminded the classroom that she is the power:“ Listen to me.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers have long been perceived as "figures of dignity" in Turkey. This perception has a foundation in the Ottoman education system where teachers were beholders of Islamic knowledge and respected for religious reasons (Yıldız & Gündüz, 2019;Akyüz, 1982). Their power was conserved politically when the Turkish Republic was founded by positioning them in the center of the new system (Türkiye Büyük Millet Meclisi, 1926).…”

Section: Power In the Hands Of The Teacher The Figure Of Dignitymentioning

confidence: 99%

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The reproduction of inequality in Turkey: Power distribution in a primary class*

İlhan

GNDZ

2022

Power and Education

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This paper aims to understand the nature of classrooms, “power containers” in Gidden’s words ( Giddens, 1986 , p.136), in terms of inequality and power share. Inequalities in education have been a by-passed subject in Turkey for a long time, and classroom practices remained “black boxes” ( Mehan, 1979 , p.4). Thus, after a brief summary of power issue in education, educational inequality discussions and their reflections in the Turkish context are discussed in the study. Then, the position teachers hold is discussed with references to history and society. Then, the 6-month observations and interviews conducted on the first grade are discussed both chronically and thematically. Beginning on the first day of school, the teacher held a higher position than the students and parents and distributed power share among students. Students were discriminated against according to their parents and cultural capital (language, strategies, communication style, and school materials). In accordance with the neoliberal policies, middle-class students and their parents were fronted in the classroom and they had more power than the others. However, lower-class students had little power and they were mostly criticized in the classroom. The strategies and advantages middle-class students had over lower-class ones are discussed in the study.

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Section: Discussionmentioning

confidence: 99%

Section: Power In the Hands Of The Teacher The Figure Of Dignitymentioning

confidence: 99%

The reproduction of inequality in Turkey: Power distribution in a primary class*

İlhan

GNDZ

2022

Power and Education

Self Cite

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“…During this period, madrasas lost their financial freedom, and their income was confiscated by the Ministry of Endowment. Thus, traditional education was greatly restricted, and state control was ensured up to a point (Yıldız & Gündüz, 2019).…”

Section: Reforms In Educationmentioning

confidence: 99%

“…"Mekteb-i maarif-i adliye" was opened for the realization of this purpose. In addition to this, it was aimed to train civil servants in "mekteb-i ulum-u edebiyye" (Yıldız & Gündüz, 2019).…”

Section: Reforms In Educationmentioning

confidence: 99%

Educational Reforms During the Reign of Mahmud II in Turkey

2023

IJSSES

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Mahmud II came to the throne in 1808 after very difficult processes. Afterwards, he carried out many reforms within the State. Mahmud II implemented many reforms, especially in the western style, and followed the developments in the West closely. One of the most striking features of this period is the opening of westernstyle and secular education institutions in contrast to the traditional education that has existed in the state for hundreds of years. The aim of these educational institutions is both to save the State from collapse and to modernize the society. Especially in this period, it is possible to see that the Ottoman state elite followed and implemented all kinds of developments in the west. These developments emerged especially in the field of education.

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Islamic philosophy and the globalization of science: Ahmed Cevdet's translation of the sixth chapter of Ibn Khaldun'sMuqaddimah

Tekin

2022

Br J Hist Sci

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This article contributes to the study of the globalization of science through an analysis of Ahmed Cevdet's nineteenth-century translation of the sixth chapter of Ibn Khaldun's (d. 1406) Muqaddimah, which deals with the nature and history of science. Cevdet's translation and Ottomanization of that text demonstrate that science did not simply originate in Europe to be subsequently distributed to the rest of the world. Instead, knowledge transmitted from Europe was actively engaged with and appropriated by scholars, who sought to put that material within their own cultural context in a manner that could serve their own intellectual and practical needs. Cevdet's case is particularly interesting because it demonstrates that (1) Islamic conceptions of human nature, the soul and the nature of knowledge provided particularly fertile soil in which empiricist and positivist traditions could take root, and (2) aspects of modern science – specifically its ostensive separation from metaphysical debates – made it more attractive to Islamic theologians than was, for example, the work of Aristotelian philosophers. Through an exploration of Cevdet's career and a close analysis of his historiographical treatment of Ibn Khaldun's account of sciences, this article foregrounds the agency of non-Europeans in the late nineteenth-century circulation of scientific knowledge.

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Maarif: transformation of a concept in the Ottoman Empire at the beginning of the nineteenth century

Cited by 6 publications

References 0 publications

The reproduction of inequality in Turkey: Power distribution in a primary class*

The reproduction of inequality in Turkey: Power distribution in a primary class*

Educational Reforms During the Reign of Mahmud II in Turkey

Islamic philosophy and the globalization of science: Ahmed Cevdet's translation of the sixth chapter of Ibn Khaldun'sMuqaddimah

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