Yazar "Boyacioglu, Fuat" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim Yok
    Öğe
    The historical development of the foreign language education in Ottoman Empire
    (ELSEVIER SCIENCE BV, 2015) Boyacioglu, Fuat
    The education in the Ottoman Empire as a public work had been realized since the Ottoman Tanzimat Reformation. The foreign language education after the Tanzimat has been carried out by the European methods while the education before the Tanzimat was based on the religious basics. In the rising periods of the Ottoman Empire, Arabic and Persian were taught whereas European languages especially French were taught in its period of stagnation and decline with the adoption of the European supremacy. The westernisation and modernisation movements such as Tanzimat and Islahat were launched firstly in the Ottoman military schools then, in the public schools. After the First Constitution in 1908 French teaching became obligatory and German and English teaching became elective in all Ottoman schools. (C) 2015 The Authors. Published by Elsevier Ltd.
  • Küçük Resim Yok
    Öğe
    THE IRONIC CRITICISM OF THE ACQUISITION OF THE DOCTRINE OF ABSOLUTE FREEDOM IN "THE IMMORALISTE" ANDRE GIDE
    (SELCUK UNIV, FAC LETTERS, 2016) Boyacioglu, Fuat; Kol, Hulya
    In Gide' five novels named Andre Walter's Books (Les Cahiers d'Andre Walter), The Immoralist (L'Immoraliste), The Narrow Gate (La Porte etroit), Isabelle, The Rural Symphony (La Symhonie Pastoral) it is seen a protagonist trying to create firstly an absolute and unchangeable doctrine for himself, then feeling repulsion from his romanesque world while making contact with the external world and real life and afterward jugding and criticizing his former senses. A three-stage psychological evolution is seen in this protagonist. In Immoralist Gide shows us the evolution in three stages of his hero Michel who, liberated from the protestant moral conception, opposes to the traditional moralism and tries to obtain an absolute freedom. In the first step, the hero constitutes an absolute freedom conception incompatible withe the real life under the influnce of Menalque, philosopher whose philosophy consists of immoralism and hedonism. In the second stage, Michel struggles to obtain an absolute freedom and strives to practice his doctrine: Michel is attracted to people living in poor and devoid of life wisdom. He neglects his wife who becomes ill. He lives the goings and comings between the good and the evil. He prefers the evil. He causes the death of his wife. He becomes a prisoner of his pedofile passions and desires. In the third step, Michel faces to the reality of life. He is depressed and does not know how to get out. He discovers that the absolute freedom doctrine carries him to the misery and the disappointment and doesn't bring the happiness. The fact that he repents of his pervers sexual relations and he invokes to his friends show us the irony of the absolute freedom doctrine.