I. Meşrutiyet döneminde uygulanan tarih eğitimi
Yükleniyor...
Tarih
2006
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bir toplumun çağdaş medeniyet seviyesini yakalayabilmesi ve ilerleyebilmesi için
üzerinde durması gereken en önemli husus eğitimdir. Bu alanda tarih ve tarih eğitimi de
önemli bir yer tutar. Zira tarihin amacı geçmişten ders alıp yapılan hataları bir daha
yapmamak ve geleceğe yön vermektir. Tarih eğitimi milletlerin şuurunu derinden
etkileyen aktif hafıza konumundadır. Nesiller arası bağ ve ideal birliği tarih eğitimi yolu
ile olagelmektedir. Bu sebeple tarih eğitimi faal ve etkin bir konuma gelmiştir.
Araştırmamızda, I. Meşrutiyet öncesi ve dönemi ilk, orta ve yüksek öğretim
kurumlarında, eğitim öğretim ve tarih eğitiminin nasıl olduğunu tespit etmeye çalıştık.
Tarihîn açık olarak eğitim programlarına girmesi Tanzimat’a rastlamaktadır.
“1869 Maârif-i Umûmîye Nizamnâmesi” Osmanlı okullarında tarih eğitimi için bir
dönüm noktasıdır. Bu nizamnâmeyle, ilk kez ilköğretim kurumu olan Sıbyan
mekteplerine tarih dersi konmuş, orta öğretimde 1838’de baslayan tarih dersi daha
düzenli ve kapsamlı hale getirilmişti. Orta öğretim kurumları olan dâdî ve Sultânî
mekteplerinde tarih dersleri bu nizamnâmeyle başlatıldı. Modern yüksek öğretim
kurumu olarak kabul edilen Dârülfünûn’da ise, Ahmet Vefik Paşa’nın “tarih felsefesi”
sohbetleriyle baslayan tarih dersleri, 1869 Nizamnâmesi ile Hikmet ve Edebiyat
şubelerinde daha düzenli hale getirilmiştir. 1848 yılında açılan erkek öğretmen okulu
Darülmuallimîn’de ve 1869 yılında açılması kararlaştırılan ve ancak 1870 yılında
açılabilecek olan kız öğretmen okulu Dârülmuallimât’da, 1869 Nizamnâmesiyle tarih
derslerinin okutulması kararlaştırılmıştır.
Meşrûtiyet dönemi eğitim kurumları nitelik ve sayısal olarak gelişme göstermiş
olmasına rağmen, II. Abdülhamid tarafından eğitimin sıkı kontrol altına alınması
neticesinde, tarih eğitimi ve yazımı bundan oldukça fazla etkilenmiştir. Bu durumun
sebebi, özellikle “umûmî tarih” dersleri içerisinde yer alan özgürlük hareketlerini konu
alan tarihi yaklaşımlardan tedirgin olunmasındandır. Bu yüzden tarih ders saatleri
azalmış, bu ders saatleri ahlak dersleri ile doldurulmuş, “Osmanlı ve İslâm Tarihi”
konularına ağırlık verilmiştir. Netice itibariyle Tazimat’la ağırlık kazanan Tarih
dersleri zaman zaman azaltılsa da eğitim sistemi içerisinde önemli bir yere sahip
olmuştur.
For a society, the most important matter is education in order to climb to the level of contemporary civilizations and to develop. History and also education of history has an important place, because purpose of history is to learn lessons from the past, not to repeat the same mistakes again and to give a direction to future. Education of history is in the position of active memory that deeply affects the conscious of nations. Intergeneration link and ideal union have been the way of historical education. Therefore, historical education has been in an active and effective position. In our researches, we tried to determine how was the education, training and historical education in secondary and higher educational institutions before and during Constitutional Monarchy I. Obvious enter of history into the educational programs coincided with Administrative Reforms. “Rules and Regulations for General Education” is the turning point for historical education in Ottoman schools. With these rules and regulations, the lesson of history was put into the Primary Schools which were the institution of elementary schools and lesson of history that began in 1838 in secondary education was made more regular and comprehensive. In Idadi and Sultani schools which were institutions for secondary education, the lesson of history began with these rules and regulation. And Darülfünun which was considered as higher education institutions became more regular in branches of philosophy and literature thanks to history lessons began with “historical philosophy” conversations of Ahmet Vefik Pasha and with 1869 Rules and Regulation. With 1869 rules and regulations, it was decided to teach history in Darülmuallimin that was opened in 1848 as Teacher’s Training College for boys and in Darülmuallimat which was decided to open in 1869, but could be opened in 1870 as Teacher’s Training College for girls. Although educational institutions of period of Constitutional Monarchy improved qualitatively and numerically, as a result of keeping a firm hand on education by Abdulhamid II, historical education and writing were effected highly by this. Reason of this circumstance is to be disturbed by historical approaches pointing out liberation movements which took place especially in the courses of “general history”. Therefore, history lessons reduced, these course hours were fulfilled by moral lessons and it was emphasized on the “History of Ottoman and Islam. In conclusion, although the lessons of history that was concentrated through constitutional reforms reduced, it has got an important place within education system.
For a society, the most important matter is education in order to climb to the level of contemporary civilizations and to develop. History and also education of history has an important place, because purpose of history is to learn lessons from the past, not to repeat the same mistakes again and to give a direction to future. Education of history is in the position of active memory that deeply affects the conscious of nations. Intergeneration link and ideal union have been the way of historical education. Therefore, historical education has been in an active and effective position. In our researches, we tried to determine how was the education, training and historical education in secondary and higher educational institutions before and during Constitutional Monarchy I. Obvious enter of history into the educational programs coincided with Administrative Reforms. “Rules and Regulations for General Education” is the turning point for historical education in Ottoman schools. With these rules and regulations, the lesson of history was put into the Primary Schools which were the institution of elementary schools and lesson of history that began in 1838 in secondary education was made more regular and comprehensive. In Idadi and Sultani schools which were institutions for secondary education, the lesson of history began with these rules and regulation. And Darülfünun which was considered as higher education institutions became more regular in branches of philosophy and literature thanks to history lessons began with “historical philosophy” conversations of Ahmet Vefik Pasha and with 1869 Rules and Regulation. With 1869 rules and regulations, it was decided to teach history in Darülmuallimin that was opened in 1848 as Teacher’s Training College for boys and in Darülmuallimat which was decided to open in 1869, but could be opened in 1870 as Teacher’s Training College for girls. Although educational institutions of period of Constitutional Monarchy improved qualitatively and numerically, as a result of keeping a firm hand on education by Abdulhamid II, historical education and writing were effected highly by this. Reason of this circumstance is to be disturbed by historical approaches pointing out liberation movements which took place especially in the courses of “general history”. Therefore, history lessons reduced, these course hours were fulfilled by moral lessons and it was emphasized on the “History of Ottoman and Islam. In conclusion, although the lessons of history that was concentrated through constitutional reforms reduced, it has got an important place within education system.
Açıklama
Anahtar Kelimeler
Tarih eğitimi, Historical education, 1st Constitutional monarchy, 1. Meşrutiyet
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Yıldız, R. (2006). I. Meşrutiyet döneminde uygulanan tarih eğitimi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
