New Education System in Turkey (4 +4 +4): A Critical Outlook

Gün, Feyza; Baskan, Gülsün Atanur

doi:10.1016/j.sbspro.2014.04.109

Cited by 31 publications

(20 citation statements)

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“…With the approval of the measure, on March 30, 2012, it became mandatory for students to attend four years of primary school, four years of elementary school, and four years of high school. Despite the argument used by proponents of the measure who claim that this was a step that brought the Turkish education system closer to that of developed countries—following EU standards, for instance—critics say the move is a departure from the secular and democratic system of Turkish education (Gün & Baskan, 2014; TBMM, 2012). This is mainly due to Article No.…”

Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

“…6287). Thus, students have no choice but to study subjects related to the Qur'an or Muhammad's life, regardless of their religious background (Ҫınar & Yıldırım, 2014; Gün & Baskan, 2014; TBMM, 2012).…”

Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

“…Before the AKP came to power, for instance, there were less than 700 Imam‐Hatip schools across Turkey. However, between 2012 and 2013 alone, around 1,100 Imam‐Hatip schools were built across the country (Ҫınar & Yıldırım, 2014; ERG, 2012; Gün & Baskan, 2014). In addition, with Law No.…”

Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

“…6287 of 2012, all public elementary and high schools, except Imam‐Hatip schools, began to conduct selection tests as a requirement for students’ enrollment. As a result, many students who failed the conventional school selection tests were eventually assigned to their neighborhood's Imam‐Hatip schools due to convenience for parents or a lack of better options (Ҫınar & Yıldırım, 2014; ERG, 2012; Gün & Baskan, 2014).…”

Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

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Erdoğan’s pragmatism and the ascension of AKP in Turkey: Islam and neo‐Ottomanism

Gontijo

Barbosa

2020

Digest Mid East Studies

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This article aimed to analyze the ascension of Justice and Development Party-Adalet ve Kalkınma Partisi (AKP)in Turkey and its political measures regarding both Islam and the country's Ottoman past, in order to comprehend the party's role in a potential shift of Turkish national identity and in Turkey's relationship with the Middle East. The article does this through a content analysis of decrees, laws, and other measures taken by the AKP that emphasizes its cultural and religious policies, as well as revisiting literature produced about the subject. Analyzing Recep Tayyip Erdoğan's government during his time as Prime Minister (2003-2014), two noteworthy features come to light: its Islamic influence and its so-called neo-Ottomanist outlook.However, this article argues that besides an identity-and ideology-based motivation, the AKP had pragmatic intentions in adopting such approaches, aiming to gather support both domestically and regionally. K E Y W O R D SAKP, Erdoğan, Islam, Neo-Ottomanism, national identity

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Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

Section: Islamic Influence and Neo‐ottomanism Within Turkeymentioning

confidence: 99%

See 2 more Smart Citations

Erdoğan’s pragmatism and the ascension of AKP in Turkey: Islam and neo‐Ottomanism

Gontijo

Barbosa

2020

Digest Mid East Studies

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“…In other words, it should not only deal with various orientations within the same religion but also address different religions and their worldviews and ethical understandings [28] (pp. [32][33][34][35][36][37][38][39][40].…”

Section: Religious Education Between 1980 and 2012mentioning

confidence: 99%

Values Education or Religious Education? An Alternative View of Religious Education in the Secular Age, the Case of Turkey

Genç

2018

Education Sciences

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Debates about the teaching of religion date back to the formation of the modern education system, when religion was first compartmentalized as a distinct subject within a broader curriculum. In many places, they continue to rage today. In Turkey, they are inextricably tied to the creation of the country’s system of secular public instruction in the 1920s and the transition to multi-party government in the 1940s. On 30 March 2012, Turkey passed a new law that revamped the country’s public educational system, mandating twelve years of instruction divided into three four-year periods (roughly corresponding to elementary, middle, and high school). This law led to the opening of many new religious schools—known as Imam-Hatip schools (i.e., schools for the training of imams and hatips, or preachers)—across the country, especially at the middle-school level. The number of students studying in these schools rose from 70,000 in 2002 to 1,300,000 after the new law. New elective courses on religion were also added to the curriculum, and curricular and extra-curricular religious-education activities offered by government-sponsored Islamic civil society organizations became more prevalent. All of this has reignited old debates about religious instruction in the country. This article begins with an overview of the history of secularism in Turkey. It then focuses on the history of religious education and the model of religious education in Turkey. It concludes with a discussion of how religious education centering on values education operates within the secular framework of public education in confessional and non-confessional formats.

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Hybrid Ideology: Anchor for Electoral Consolidation and Further Entrenchment in Turkish Society and Politics

Bermek

2019

The Rise of Hybrid Political Islam in Turkey

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New Education System in Turkey (4 +4 +4): A Critical Outlook

Cited by 31 publications

References 1 publication

Erdoğan’s pragmatism and the ascension of AKP in Turkey: Islam and neo‐Ottomanism

Erdoğan’s pragmatism and the ascension of AKP in Turkey: Islam and neo‐Ottomanism

Values Education or Religious Education? An Alternative View of Religious Education in the Secular Age, the Case of Turkey

Hybrid Ideology: Anchor for Electoral Consolidation and Further Entrenchment in Turkish Society and Politics

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