20. Yy Türk Dünyasinda Eğitim Reformu

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20. Yy Türk Dünyasinda Eğitim Reformu T.C. SAKARYA ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ 19. Y.Y. - 20. Y.Y. TÜRK DÜNYASINDA EĞİTİM REFORMU ÇALIŞMALARI VE USUL-İ CEDİD HAREKETİNİN EĞİTİM FELSEFESI AÇISINDAN ELEŞTİRİSİ YÜKSEK LİSANS TEZİ Zhanylmyrza TYNYBEK KYZY Enstitü Anabilim Dalı: Felsefe Tez Danışmanı: Prof. Dr. Rahmi KARAKUŞ ARALIK – 2018 ÖNSÖZ Yüksek lisans eğitimim boyunca değerli bilgi ve deneyimlerinden yararlandığım, her konuda bilgi ve desteğini almaktan çekinmediğim, araştırmanın planlanmasından yazılmasına kadar tüm aşamalarında yardımlarını esirgemeyen, teşvik eden, aynı titizlikte beni yönlendiren değerli danışman hocam Prof. Dr. Rahmi KARAKUŞ’a karşılığı ödenmeyecek emek ve katkıları için sonsuz teşekkürlerimi ve saygılarımı sunarım. Ayrıca savunma sınavı jüri üyeleri, Prof. Dr. Hüseyin Nejdet ERTUĞ ve Prof. Dr. Nedim ÜNAL hocalarıma, yüksek lisans dönemi boyunca çalışma fırsatı bulduğum hocalarıma bu vesileyle teşekkürü borç bilirim. Son olarak, bugünlere gelmemde haklarını asla ödeyemeyeceğim çok kıymetli anneme, babama ve kardeşlerime şükranlarımı sunarım. Zhanylmyrza TYNYBEK KYZY 20.12.2018 İÇİNDEKİLER ÖNSÖZ .......................................................................................................................................... i KISALTMALAR .......................................................................................................................... ii TABLOLAR LİSTESİ ................................................................................................................. iii GİRİŞ ........................................................................................................................................... 1 BÖLÜM 1. LİTERATÜR İNCELEMESİ VE KAVRAMSAL BAKIŞ .................................. 18 1.1. 19. Y.Y. - 20. Y.Y. Türk Dünyasına Genel Bakış ...................................................... 18 1.2. Eğitim Kavramı ve Tarihi Perspektifi ........................................................................ 27 1.3. Eğitim Felsefesi ............................................................................................................. 31 1.4. Eğitimde Reform .......................................................................................................... 37 1.5. Ceditçilik: Türk Rönesans’ı mı? ................................................................................. 40 1.6. Türk Dünyasında Eğitim Reformu Üzerine Yapılmış Araştırmalar ...................... 42 BÖLÜM 2: USUL-İ CEDİD HAREKETİNİN EĞİTİM FELSEFESİ .................................... 44 2.1. Usul-i Cedit Uygulama Alanının Toplumsal Yapısı ...................................................... 44 2.2. Usul-i Cedit Hareketinin Oraya Çıkış Nedeni ve Orijini ......................................... 51 2.3. Usul-i Cedid Hareketini Etkileyen Fikir Akımları .................................................... 65 2.4. Usul-i Cedid Hareketinin Amacı, Karakteri ve Kapsamı......................................... 68 2.5. Usul-i Cedid Hareketinin Eğitim Anlayışına Getirdiği Yenilikler .......................... 90 2.6. Usul-i Cedid Hareketinin Türk Dünyasında Yayılması ........................................... 92 2.7. Usul-i Cedid Hareketinin Anadolu’daki Yansımaları .............................................. 99 SONUÇ .................................................................................................................................... 104 KAYNAKÇA ........................................................................................................................... 108 ÖZGEÇMİŞ ............................................................................................................................. 126 i KISALTMALAR GARF : Rusya Federasyonu Devlet Arşivi TsGARUz : Özbekistan Cumhuriyeti Merkez Eyalet Arşivi TVG : Türkistan Vilayeti Gazetesi ii TABLOLAR LİSTESİ Tablo 1: Türkistan’da Rus-Yerel Okulları (1896-1909) ........................................... 71 Tablo 2: Usul-i Cedit Okulları Yıllık Akademik Program ..................................... 822 iii Sakarya Üniversitesi Sosyal Bilimler Enstitüsü Tez Özeti Yüksek Lisans Doktora Tezin Başlığı: 19. Y.Y. - 20. Y.Y. Türk Dünyasında Eğitim Reformu Çalışmaları Ve Usul-I Cedid Hareketinin Eğitim Felsefesi Açısından Eleştirisi Tezin Yazarı: Zhanylmyrza Danışman: Prof. Dr. Rahmi KARAKUŞ TYNYBEK KYZY Kabul Tarihi: 20.12.2018 Sayfa Sayısı: iv (ön kısım) + 126 (tez) Anabilim Dalı: Felsefe Bilim Dalı: Usul-i Cedit bir eğitim ve fikir hareketidir ve toplumsal bir transformasyon sürecidir. Hareket adını gerçekleştirdiği yenilikçi reform hamlelerinden almaktadır. Devlet destekli ve örgütlü reform hareketlerinden farklı olan Usul-i Cedit süreci tamamen sosyal dinamiklerin bir ürünüdür ve başka bir ulusun egemenliği altında gerçekleştirilmiştir. Hareketin etkin olduğu dönem 19. Yüzyılın sonları ve 20. Yüzyılın başlarıdır. Etki alanı ise genel itibari ile Rus İmparatorluğu yönetiminde bulunan Müslüman Türk halklarıdır. Çalışmada Usul-i Cedit Hareketinin daha çok eğitim boyutu mercek altına alınmıştır ve felsefi açıdan analiz edilmiştir. Bu analiz çerçevesinde bir taraftan Usul-i Cedit Hareketinin başlangıç noktası, ortaya çıkış nedenleri, karakteri, hedef toplumun yapısı ve eğitim reformlarının kapsamı detaylı bir şekilde incelenirken, diğer taraftan da etkilendiği fikir akımları tanıtılmakta ve rol oynadığı önemli gelişmeler tartışılmaktadır. Çalışmanın sonunda Usul-i Cedid’in Türk dünyası ve Anadolu’daki yansımalarına yer verilmiştir. Ne denli özgün bir eğitim hareketi olduğu tartışmaya açılmıştır. Bu tartışma esnasında Rönesans süreci ile olan benzerlikleri ve farklılıkları da sorgulanmıştır. Anahtar Kelimeler: Usul-i Cedit, eğitim felsefesi, eğitim reformu, Ceditçilik, toplumsal transformasyon. iv Sakarya University Institute of Social Sciences Abstract of Thesis Master Degree Ph.D. Title of Thesis: Educatıon reform efforts ın the Turkıc world ın the late 19th and early 20th century And Crıtıcısm of Usul-ı Jadid movement From the viewpoint of education philosophy Author of Thesis: Zhanylmyrza Supervisor: Prof. Dr. Rahmi TYNYBEK KYZY KARAKUŞ Accepted Date: 20.12.2018 Number of Pages: iv (pre text) + 126 (main body) Department: Philosophy Subfield: Usul-i Jadid is an educational and intellectual movement and a process of social transformation. The movement takes its name from its innovative reform efforts. The Usul- i Jadid process, differently from reform movements supported and organised by government, was a product of social dynamics and took place under a colonial administration. The late 19th and early 20th century was the period in which the movement was active. Influence area of the movement was the Muslim Turkic peoples, who were under the rule of the Russian Empire. In the study, the education dimension of the Usul-i Jadid movement was examined and analyzed philosophically. On the one hand, the starting point of the Usul-i Jadid Movement, the reasons for its emergence, its character, the structure of the targe society and the scope of educational reforms are examined in detail. On the other hand, the movements of idea that are effective on the Usul-i Jadid, are described and important developments in which the Usul-i Jadid Movement plays a vitale role, are disscussed. At the end of the study, a wide coverage is given to the reflections of Usul-i Jadid on the Turkic World and Anatolia. It is also argued, whether this education movement can be described as sui generis. During this discussion, its similarities and differences with the Renaissance process are also examined. Keywords: Usul-i Jadid, Philosophy of education, education reform, Jadidism, social transformation. v GİRİŞ “Usül-i Cedid” diğer tabiri ile “Ceditçilik” Türk halklarının yaşadığı belirli bir bölgede bir döneme damgasını vuran eğitim ve fikir hareketidir. Çalışmada Usul-i Cedit Hareketinin daha çok eğitim tarafı felsefi açıdan ele alınacak ve irdelenecektir. Hiç şüphesiz Usul-i Cedid’i tetikleyen nedenler olduğu kadar etkilendiği fikir akımları da vardı. Bütün bunlara ilave olarak Usul-i Cedit hareketinin hem bölgesel hem de fikri olarak etki ettiği alanlar ve yaklaşımlar da vardı. Hepsinden önemlisi de Usul-i Cedit belirli bir dönemde ve coğrafyada cereyan eden bir eğitim ve fikir hareketi olmasına rağmen Türk toplumu üzerinde derin izler bıraktı. “Yakın tarihimizde cerayan eden sosyal ve kültürel hareketler arasında Ceditçilik kadar önemli rol oynayan, aynı zamanda onun gibi farklı şekillerde izah edilen ve değerlendirilen ikinci bir hadiseyi bulmak zordur” (Kasımov, 1993: 335) şeklindeki sözler durumu daha açık bir şekilde izah etmektedir. Usul-i Cedit koca bir halkın büsbütün ümitsizliğe düştüğü ya da geleceğe dair olumlu beklentilerini büyük ölçüde kaybettiği bir ortamın ürünüdür. Belki de eğitimsizliğin açtığı yara toplumda ilk kez bu kadar hissedilmişti ki toplumun bağrından çıkan birileri daha yüksek sesle sorunları dillendirmeye cesaretlenmişti. Cesaretlenmişti çünkü bu değişimin gerekliliğini anlattığında halkta kabul göreceğine dair inanç artmıştı. Bu ruh hali ile Usul-i Cedit Hareketinin başladığı yılları Hacı Müin Şükrüllah şu sözlerle özetlemektedir: “Şu anda biz Türkistanlılar dini ve dünyevi bilgiyle yeterince tanışmadık. Eski mekteplerimiz ve medreselerimiz baykuşların yuvalanma yerlerini anımsatan harabelerdendir. Medreselerimiz, dünya bilimlerini öğretmekten uzaktır, tefsir ve hadisleri bile öğretememektedir. Öğretmen yetiştirmek için herhangi bir okulumuz veya beceri öğretmek için herhangi bir atölyemiz bulunmamaktadır. Modern iş becerilerine
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