Osmanlılar’da II. Meşrutiyet Döneminde Yeni Açılan Medreseler ve Din Görevlisi Yetiştirme Çalışmaları

Abstract

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.

Çağımızın Ahlak Eğitimi Anlayışıyla Ahmed Şem’î’nin Hülâsatü’l Ahlâk Adlı Eserin Değerlendirilmesi

“…Tanzimat Dönemi'yle başlayan ve II. Abdülhamid Dönemi'yle devam eden tüm bu gelişmeler sonucunda, medrese genel eğitim içindeki ağırlığını kaybederek hukuk ve özellikle din görevlisi yetiştirme alanlarına çekilmiştir (Zengin, 2016). II.…”