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Punishment and Violence in Education During the Last Century of the Ottoman Empire and the Early Years of the Republic
Journal of Scientific Perspectives Volume 3, Supplement Issue 2019: 1st Understanding Violence Congress, pp. 73-80 E - ISSN: 2587-3008 URL: https://ratingacademy.com.tr/ojs/index.php/jsp DOİ: https://doi.org/10.26900/jsp.3.046 Research Article PUNISHMENT AND VIOLENCE IN EDUCATION DURING THE LAST CENTURY OF THE OTTOMAN EMPIRE AND THE EARLY YEARS OF THE REPUBLIC Rezzan AKÇATEPE * * Lect. Acıbadem Mehmet Ali Aydınlar University, Department of Ataturk's Principles and History of Turkish Revolution, TURKEY, e-mail: [email protected] ORCİD ID: https://orcid.org/0000-0003-2285-8449 Received: 05 November 2019; Accepted: 21 November 2019 ABSTRACT The aim of this study is to examine the punishment and violence-based practices applied to the students in the last century of the Ottoman Empire and in the early years of the Republic and to present the information on the subject based on the sources. It is insufficient to understand the discipline and practices of Ottoman educational institutions only with regulations and instructions. Therefore, we have benefited from memories, school memories and autobiographies which are important in educational history studies. In addition to these, we frequently included the publications of our researchers historians who studied the last century of the Ottoman Empire, and in light of these, we tried to analyze the case of punishment and violence in education in the last century of the Ottoman Empire and in the early years of the Republic. Keywords: Ottoman Empire, education, modernization, punishment, violence 1. INTRODUCTION During the Classical Period of the Ottoman Empire, education was carried out by the madrasa and Enderun (a special school in the Ottoman palace). -
Ottoman Women in Public Urban Spaces
Ottoman Women in Public Urban Spaces Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Department of Near Eastern and Judaic Studies, and Women and Gender Studies Kanan Makiya, Advisor In Partial Fulfillment of the Requirements for Master’s Degree by Emily Baum August 2012 Acknowledgements First and foremost, I offer my sincerest gratitude to my advisor, Professor Kanan Makiya, who has supported me throughout my thesis with his patience and knowledge while still allowing me the room to work in my own way. His encouragement and effort was vital to the survival of this project and without him, this thesis would not have been completed or written. As well, Professors Sarah Lamb, ChaeRan Freeze, and Bernadette Brooten have offered much advice and insight throughout my work. I would also like to thank Shannon Hunt for dealing with my many moments of panic about this project and her ever-present support over the past year. As well, I would like to thank the departments of Near Eastern and Judaic Studies and Women and Gender Studies for providing the support and resources I have needed to produce and complete my thesis. Finally, I would like to thank my family and friends for supporting me throughout all my studies. This would have been impossible without their support and love. Emily Baum ii Abstract Ottoman Women in Public Urban Spaces A thesis presented to the Near Eastern and Judaic Studies, and Women and Gender Studies Departments Graduate School of Arts and Sciences Brandeis University Waltham, Massachusetts By Emily Baum This paper seeks to examine women’s interactions with urban spaces in the Ottoman Empire. -
6 X 10.5 Three Line Title.P65
Cambridge University Press 978-0-521-84443-7 - The New Cambridge History of Islam: Volume 6, Muslims and Modernity Culture and Society Since 1800 Edited by Robert W. Hefner Index More information Index Abba¯s, Farhat 150 Adalet ve Kalkinma (AK) party 203 qAbba¯s, hand of 605 Aden 56–7 qAbba¯s H. ilm¯,ı Khedive 541 Adnan, Etel 617–18 Abba¯s Mirza¯, prince of Persia 562, 575 adoption, laws on 437 Abbasid caliphate 6, 315, 390 al-Afgha¯n¯,ı Sayyid Jama¯l al-D¯nı 18, 142–5, 176, Abbott, Nabia 615–16 209, 392–3, 398, 484, 555, 567, 649–50 qAbbu¯d, Ibra¯h¯mı 163 biography 142–3, 564 qAbd¯,ı qAbba¯s 455 journalism 582 qAbduh, Muh.ammad, Shaykh 18, 142, 144–7, political theory 143–4, 200–1 153, 176, 201, 342–4, 390–1, 396, 400, 404, studies 142 484, 567, 582, 607, 618–19 Afghanistan 70 biography 144–5, 564 clerical leadership 185 death 146–7 economy 93 influence 157 education 26, 516 legal theory 281, 282 internal conflicts 192, 447 reform programme 145–6 legal system 302, 312 relationship with al-Afgha¯n¯ı 143, 144–5 as militarist base 33–4 Risa¯lat al-Tawh.¯dı (Treatise on the Oneness post-colonial government 73 of God) 145 Soviet occupation 27, 194–5, 408 studies 144–6, 282 US invasion (2002) 251, 463 qAbdülaziz, Sultan 539–40, 599 see also Taliban Abdülhamid II, Sultan 41, 54, 67, 143, 201, 365, qAflaq, Michel 396 392, 406, 504, 505, 532, 538–9, 578, 583 Africa Abdülmecid, Sultan 52 colonial divisions/rule 15 Abu¯Bakr, Caliph (father-in-law of the Islamic expansion 360 Prophet) 114–15 nationalist movements 154–6, 164–5 Abu-Lughod, Janet 200, 525, 528 schools of thought 134 Abu-Odeh, Lama 418 Sufi networks 359–64, 375–7 Abu¯Sayf, S. -
3 March 1924 Tevhid Tedrisat Law and Requirements
3 MARCH 1924 TEVHID TEDRISAT LAW AND REQUIREMENTS Assoc. Prof. Dr. Özkan Akman Gaziantep University Prof. Dr. Ali Meydan Nevşehir Hacı Bektaşi Veli University Introduction Education and training activities in the Islamic society began with Muhammad’s prophethood, shaped, variegated and has continued until today. God, the Prophet. Muhammad download it in the first verse “read the name of the Lord the Creator! God Man ‘was created out of relevance. Read! Your Lord is the most generous. Allah is taught to write with a pen, do not know who has taught the people (Yazır, 2015; 95:6). “has reported that the Prophet himself in the eyes of God reveals that knowledge of the source and has commanded all believers to read. When the Islamic State began to expand and the Muslim community began to crowded, the education began to spread out of the mosques (Atay, 1983). Due to the increase in the Muslim population, the main purpose of the mosques was to prevent the worship to be done comfortably by the crowded student groups, the emergence of new branches of science (Kırpık, 2012) and the payment of wages to the teachers (Zengin, 2002). These training activities, which can be called informal and non-formal education which has a certain space, hierarchy, curricula and continuity, which are made specific to certain areas, have assumed important functions in Islamic society during the process which will continue until the establishment of madrasahs which are organized for this purpose and which are organized for this purpose (Tangulu, Karadeniz and Ateş, 2014; Zengin, 2002). Although it is accepted that a new era started in education with the establishment of madrasahs, Pedersen says that the madrasas do not differ much from the mosques, and that the same educational activities were continued (Pedersen, 1979). -
Vezîr-I Â'zamin Mâli Yetkileri
VEZÎR-İ Â’ZAMIN MÂLİ YETKİLERİ Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Yüksek Lisans Tezi Tarih Ana Bilim Dalı Yeniçağ Tarihi Programı Hazırlayan Çiğdem ŞENGÜL Danışman Dr. Öğr. Üyesi Selim PARLAZ Nisan – 2021 DENİZLİ Bu tezin tasarımı, hazırlanması, yürütülmesi, araştırmalarının yapılması ve bulgularının analizlerinde bilimsel etiğe ve akademik kurallara özenle riâyet edildiğini; bu çalışmanın doğrudan birincil ürünü olmayan bulguların ve materyallerin bilimsel etiğe uygun olarak kaynak gösterildiğini ve alıntı yapılan çalışmalara atıfta bulunulduğunu beyan ederim. Çiğdem ŞENGÜL i ÖN SÖZ Türklerin tarihi içerisinde önemli yeri olan ve adından sıkça söz ettirmiş devletlerden bir tanesi de Osmanlı Devleti olmuştur. Egemenliğini devam ettirdiği altı yüz senelik bir süre içerisinde yayıldığı alan itibarıyla Osmanlı Devleti’nin idare edilmesi çok da kolay olmamıştır. Buna yönelik de ülkenin başında yer alan hükümdara yardımcı olabilmesi suretiyle ileriki zamanlarda önemi daha da artacak olan vezâret kurumu meydana getirilmiştir. Bu kurum yeni olmamakla birlikte geçmişteki Türk - İslam ülkeleri içerisinde de varlık göstermiştir. Osmanlı Devleti sınırlarında ise, hükümdar Orhan Bey tarafından oluşturulmuştur. Osmanlı Devleti’nde kuruluş yılları itibarıyla yalnızca bir adet vezir bulunurken, hükümdar Birinci Murad Dönemi’nde sayı artmıştır. Böylece birinci sıradaki vezire “Vezir-i â’zam” sıfatı verilmiştir. İlerleyen tarihlerde “Sadr-ı â’zam” olarak da anılmıştır. Devlet içerisinde vezir-i â’zamlar önemli bir konuma sahip olmuşlardır. Yani; idâri, mâli, askeri, kazâi ve diplomatik alanda birçok yetkiyi elinde bulundurmuşlardır. Kanunnâmelerde geçtiği üzere de hükümdarın mutlak vekili olmuşlardır. Bu yüzden ikinci adam saltanatı diyebileceğimiz vezir-i â’zamları detaylı olarak ele almak gerekmektedir. Çalışmamızda; başvekil olan vezir-i â’zamların devlet içerisinde mâli anlamda yetkisini kullanıp, nasıl çalışmalar yaptığı örnekler üzerinden açıklanmıştır. -
Said Halim Pasha: an Ottoman Statesman and an Islamist Thinker (1865-1921)
SAID HALIM PASHA: AN OTTOMAN STATESMAN AND AN ISLAMIST THINKER (1865-1921) by Ahmet ~eyhun A dissertation submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements of the degree of Doctor of Philosophy Institute of Islamic Studies McGill University Montreal January 2002 ©Ahmet ~eyhun 2002 National Library Bibliothèque nationale 1+1 of Canada du Canada Acquisitions and Acquisisitons et Bibliographie Services services bibliographiques 395 Wellington Street 395, rue Wellington Ottawa ON K1A ON4 Ottawa ON K1A ON4 Canada Canada Your file Votre référence ISBN: 0-612-88699-9 Our file Notre référence ISBN: 0-612-88699-9 The author has granted a non L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts from it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou aturement reproduits sans son permission. autorisation. ln compliance with the Canadian Conformément à la loi canadienne Privacy Act some supporting sur la protection de la vie privée, forms may have been removed quelques formulaires secondaires from this dissertation. -
UNIVERSITY of CALIFORNIA Los Angeles the Lazy, the Idle, The
UNIVERSITY OF CALIFORNIA Los Angeles The Lazy, the Idle, the Industrious: Discourse and Practice of Work and Productivity in Late Ottoman Society A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Melis Hafez 2012 © Copyright by Melis Hafez 2012 ABSTRACT OF THE DISSERTATION The Lazy, the Idle, the Industrious: Discourse and Practice of Work and Productivity in Late Ottoman Society by Melis Hafez Doctor of Philosophy in History University of California, Los Angeles, 2012 Professor James L. Gelvin, Chair This dissertation traces the establishment of a binary between work and laziness from 1839 to 1920, the last century of the Ottoman Empire. Over this period, Ottoman society experienced an epochal shift in the discourses and practices of work. This study examines this shift, first, by exploring how concepts of work and productivity were moralized, socially practiced, militarized and politicized in a non-European modernity project, and second, by demonstrating how this emergent discourse, formulated as an issue of ‘national’ importance, became a constitutive element of the general nation-formation process within the last Ottoman century. I examine the configuration and development of the moralistic discourse of an ‘Islamic work ethic’ as an integral part of creating productive citizens. To do this, I consult an underutilized source, morality books, which display the connection between the mobilization for productivity, modern ii conceptualizations of body and time, and nation formation. Emphasizing the role of social practice in emergent discourses, I investigate how the bureaucratic reforms of the state in the last Ottoman century played a pivotal role in the transformation of concepts and practices of work. -
Barbarossa' Marine Strategy the Role of Algeria
ALTRALANG Journal Volume: 01 Issue: 01 / July 2019 pp. 50-57 e-ISSN: 2710-8619 p-ISSN: 2710-7922 Barbarossa’ Marine Strategy the Role of Algeria KADIOGLU Muhsin1 1Istanbul Technical University. Turkey [email protected] Received: 19/06/2019, Accepted: 30/07/2019, Published: 31/07/2019 ABSTRACT: Hayreddin Barbarossa is the biggest admiral of Turkish and Islamic history. Barbarossa' victory over the crusader navy has not been passed on to any other admiral. As it is known, Hayreddin Barbarossa has written the war stories with the order of Suleiman the Magnificent. The name of this book is “Gazavat-ı Hayreddin.” This book contains objective information about religious, political and military conflicts with Spain and the Habsburg Empires. On the other hand, in this book there is information on the invitation of Hayreddin Barbarossa to Algeria, economic, social, cultural and religious status of Algeria at that time, and power struggles. In this study, the role and importance of Algeria in the maritime strategy of Hayreddin Barbarossa will be evaluated in the context of the information given in the mentioned book. KEYWORDS: Algeria, Barbarossa, Hayreddin Pasha, Kapudan Pasha, Ottoman, Marine strategy Resume: Hayreddin Barbarossa is the greatest admiral of Turkish-Islamic history. He was among the world's greatest admirals with his victory in the battle of Preveze. There is a book that Hayreddin Barbarossa has written about his wars and memories. It is possible to understand the ideals of Hayreddin Barbarossa in this book. In 1538, Hayreddin Barbarossa defeated the Crusader's navy about five times stronger and larger than his own navy. -
Istanbul As a Military Target
Istanbul as a Military Target Christine Isom-Verhaaren Brigham Young University The Ottomans viewed Istanbul as the ideal capital of their Empire long before its conquest in 1453. However Istanbul both benefitted and suffered from its location on the straits that connect- ed the Mediterranean to the Black Sea. Mehmed II’s rebuilding of the city into a thriving metropolis brought the danger that enemies of the Ottomans would consider access to the city as a military strategy. Istanbul’s large population required an elaborate system of supply to feed the city and sea borne trade was vital for the city’s prosperity.1 This transformed the need for an effective Ottoman naval force from a desirable option to an absolute necessity. The creation and maintenance of effective naval power progressed une- venly from the 1450s with Mehmed II’s creation of a large but not particularly high quality navy. Bayezid II improved the empire’s naval forces through the recruitment of the corsair Kemal Reis as a commander. During the reign of Süleyman, under the former corsair, 1 Colin Imber, “Before the Kapudan Pashas: Sea Power and the Emergence of the Ottoman Empire,” The Kapudan Pasha: His Office and his Domain, Halycon Days in Crete IV, a symposium held in Rethymnon 7-9 January 2000, ed. Elizabeth Zachariadou (Rethymnon: University of Crete Press, 2002), 49-59. 719 OSMANLI ó STANBULU IV Admiral Hayreddin Pasha, Ottoman naval power extended to the western Mediterranean and the shores of Algiers. Hayreddin led the Ottoman navy so effectively that he defeated the combined forces of Venice and Habsburg Spain under the Genoese admiral Andrea Doria at Preveza in 1538. -
2067 1890-1901 ERMENİ OLAYLARI VE HALİL RIFAT PAŞA Nurettin BİROL
1890-1901 ERMENİ 1890-1901 ARMENIAN EVENTS AND HALIL OLAYLARI VE HALİL RIFAT PAŞA RIFAT PASHA SUMMARY It has never been widely the revolts of Armenians living under Ottoman domination until 1877-1878 Ottoman-Russian War. Because, The Ottoman Society had a tolerant administration. For this Nurettin BİROL * reason, they constitute one of the most prosperous areas with the effect of the economic life experiences of Armenians. The 19th century was a difficult period for the Ottoman Empire. Because, this period was the sharing fight of the Ottoman heritage before it died which the western big states said to it “a sick man”. The Ottoman Empire lost ÖZET the wars and with the support of the Christian Balkan communities under the domination of the Russians turned into slowly as the independent States, Armenians Osmanlı hâkimiyeti altında yaşayan has also referred to the rebellion. They tried to perform Ermenilerin 1877-1878 Osmanlı-Rus Savaşına kadar their own interests mainly through the Ottoman geniş çapta isyanları olmamıştı. Çünkü Osmanlı minorities, especially in the states such as Russia and toplumu hoşgörülü bir yönetim anlayışına sahipti. Bu England which had the ideals on The Ottoman lands. sebeple Ermeniler İktisadi hayattaki tecrübelerinin de However, unlike the Balkans, The Armenians were a etkisiyle toplumun en müreffeh kesimlerinden birini minority with regard to the population in each province teşkil ediyorlardı. of Anatolia. 19. yüzyıl Osmanlı Devleti için zor bir In the end, the rebellions became almost in all The dönemdi. Zira bu dönem batılı büyük devletlerin hasta Anatolian provinces especially in six provinces in the adam dedikleri Osmanlı’nın ölmeden mirasını paylaşma 2067 years of 1890 with the independent state dreams of The mücadelesine sahne oluyordu. -
Building Sovereignty in the Late Ottoman World: Imperial Subjects, Consular Networks and Documentation of Individual Identities
Building Sovereignty in the Late Ottoman World: Imperial Subjects, Consular Networks and Documentation of Individual Identities Merve Ispahani Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2018 © 2018 Merve Ispahani All rights reserved ABSTRACT Building Sovereignty in the Late Ottoman World: Imperial Subjects, Consular Networks and Documentation of Individual Identities Merve Ispahani This dissertation examines the formation of Ottoman sovereignty in the nineteenth and early twentieth centuries at the disciplinary intersection of international law and history. As an attempt to break away from a strictly territorial understanding of sovereignty as a fixed legal construct, it explores shifting definitions of sovereignty within and across the boundaries of the Ottoman Empire as well as its semi-autonomous provinces. It argues that Ottoman sovereignty was constantly re-defined by inter-imperial rivalries, jurisdictional politics and the formation of modern subjecthood and citizenship in the emerging arena of international law during the period in question. Exploring what it meant to be an Ottoman and a foreigner in the Ottoman Empire during this period, I argue that subjecthood; nationality and citizenship often appear as instrumental categories incidentally utilized by ordinary individuals when deemed necessary. A careful examination of the Ottoman passport regime, on the other hand, proves that there already existed a prolonged process of experimentation on individual documentation and movement controls during the second half of the nineteenth history. Studying a collection of identity cards and passports, I argue that individual documentation was more important for some subjects than others, who needed to maintain and negotiate their identities under overlapping structures of multiple sovereignties. -
The Ottoman Age of Exploration
the ottoman age of exploration the Ottomanof explorationAge Giancarlo Casale 1 2010 3 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dares Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offi ces in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Th ailand Turkey Ukraine Vietnam Copyright © 2010 by Oxford University Press, Inc. Published by Oxford University Press, Inc. 198 Madison Avenue, New York, New York 10016 www.oup.com Oxford is a registered trademark of Oxford University Press. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Casale, Giancarlo. Th e Ottoman age of exploration / Giancarlo Casale. p. cm. Includes bibliographical references and index. ISBN 978-0-19-537782-8 1. Turkey—History—16th century. 2. Indian Ocean Region—Discovery and exploration—Turkish. 3. Turkey—Commerce—History—16th century. 4. Navigation—Turkey—History—16th century. I. Title. DR507.C37 2010 910.9182'409031—dc22 2009019822 1 3 5 7 9 8 6 4 2 Printed in the United States of America on acid-free paper for my several