Social, Educational, Political, Economic and Other Developments Occurred in Turkey Between the Years of 1923-1938 Editors Assoc.Prof.Dr. Özkan AKMAN Asst.Prof.Dr. Mustafa Murat ÇAY Asst.Prof.Dr. Fatih BOZBAYINDIR SOCIAL, EDUCATIONAL, POLITICAL, ECONOMIC AND OTHER DEVELOPMENTS OCCURRED IN TURKEY BETWEEN THE YEARS OF 1923-1938 EDITORS ASSOCIATE PROF. DR. ÖZKAN AKMAN ASSISTANT PROF. DR. MUSTAFA MURAT CAY ASISTANT PROF. DR. FATIH BOZBAYINDIR 2018 Social, Educational, Political, Economic and Other Developments Occurred in Turkey between the Years of 1923-1938 Editors Assoc.Prof.Dr. Özkan AKMAN Asst.Prof.Dr. Mustafa Murat ÇAY Asst.Prof.Dr. Fatih BOZBAYINDIR Cover Design and Layout Davut Alan This book was typeset in 10/12 pt. Calibri, Italic, Bold and Bold Italic. Copyright © 2018 by ISRES Publishing All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without prior written permission of the publisher. Social, Educational, Political, Economic and Other Developments Occurred in Turkey between the Years of 1923-1938 Published by ISRES Publishing, International Society for Research in Education and Science (ISRES). Includes bibliographical references and index. ISBN 978-605-81654-6-5 Date of Issue December, 2018 E-mail [email protected] www.isres.org PROEM Turkey in 1923 and the period between the years 1938 to think about when analyzing as Turkey, especially during and after the proclamation of the Republic is necessary to examine the period up to Atatürk’s death. When we first look at the events in this process in chronological order; It is necessary to examine the revolutions made since 1923 before the establishment of the Turkish Grand National Assembly. Because the decisions taken in the Parliament affected the following years. The applications show that a planned plan is carried out step by step by considering the political balances. In any case, politics is the method followed in order to reach a goal with the simplest expression. no doubt the world has also been influenced by political developments in Turkey’s domestic political conditions there. This is a natural process. New Turkey since Ataturk shaping the country as much as possible by planning a modern Turkey, unlike all the institutions have been thinking about him apart from the world to integrate with internal politics and economic stability have also worked together to execute. While making these changes, radical changes have been made in many respects, Revolution movements have been implemented within a certain line of logic and these changes have been realized despite the existence of those who oppose the change. The period between 1923 and 1938 has been based on the principles of Republicanism, Nationalism, Populism, Statism, Secularism and Revolutionism. The changes made by taking into consideration these principles have caused the reaction of those who oppose the change and these reactions have emerged as the resistance against the ones that are often wanted to be done. This resistance sometimes occurred in the form of insurrection, and sometimes attempted to assassinate himself. However, in spite of all these difficulties, they were all overcome. This book prepared by the experts of their field; between the years of 1923-1938 in Turkey he has tried to explain the events occurring in some but not all of them. Assoc. Prof. Dr. Özkan Akman 4 PART 1: 3 MARCH 1924 TEVHID TEDRISAT LAW AND REQUIREMENTS 6 - 21 Associate Prof. Dr. Özkan AKMAN, Prof. Dr. Ali MEYDAN PART 2: CONSTITUTIONAL CHANGES IN THE REPUBLIC OF TURKEY, AND THE LAW 22 - 41 OF TEŞKİLAT-I ESASİYE DATED FROM APRIL 1924 Asistant Prof. Dr. Mustafa Murat ÇAY PART 3: THE CLOSURE OF THE SHARIA COURTS 42 - 56 Research Assistant Macit AKMAN PART 4: MULTI-PARTY LIFE TRANSITION EXPERIMENTS IN THE TURKISH 57 - 88 REPUBLIC (1925-1930) Asistant Prof. Dr. Mustafa Murat ÇAY PART 5: THE POLICIES ON TRAINING TEACHERS IN ATATÜRK PERIOD (1923-1938) 89 - 112 Asistant Prof. Dr. Fatih BOZBAYINDIR PART 6: CLOSING THE MADRASAS 113 - 125 Asistant Prof. Dr. Sefa Salih AYDEMİR PART 7: IMPLEMENTATION OF ALPHABET AND LANGUAGE REVOLUTION AND IT’S 126 - 138 POTENTIAL IMPACTS IN HISTORICAL PROCESS Associate Prof. Dr. Zafer TANGÜLÜ , Asistant. Prof. Dr. Alev DURAN PART 8: REMOVAL OF THE STATEMENT “THE STATE’S RELIGION IS ISLAM” FROM 139 - 149 THE CONSTITUTION IN 1928 Asistant Prof. Dr. Mehmet BİÇİCİ PART 9: HISTORICAL DEVELOPMENT OF LIFE SCIENCE COURSE BETWEEN 1923-1938 150 - 161 Asistant Prof. Dr. Yavuz TOPKAYA, Research Asistant Durmus BURAK, Assist Prof. Dr. Kerem COSKUN PART 10: INSTITUTIONAL APPROACHES TO SPORTS IN TURKEY BETWEEN THE 162 - 171 YEARS 1922-1938 Associate Prof. Dr. Uğur ABAKAY, Associate Prof. Dr. Fikret ALINCAK PART 11: ENACTMENT OF CIVIL LAW (1926) 172 - 180 Asistant Prof. Dr. Kürşat KURTULGAN PART 12: DEVELOPMENTS IN THE GEOGRAPHY OF 1923-1938 181 - 190 Prof. Dr. Ali MEYDAN, Associate Prof. Dr. Özkan AKMAN PART 13: INDUSTRIAL ENTREPRENEURS AND THEIR GEOGRAPHICAL DISTRIBUTION 191 - 206 IN THE FIRST YEARS OF THE REPUBLIC Associate Prof. Dr. Mehmet Emin SÖNMEZ, Research Asistant Dr. Uğurcan AYIK 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). In addition, it suggests that the cells that divide the mosques into education are called madrasas. In addition to this, it was claimed that the madrasas which were built separately carried out mosque services and therefore the madrasa had been walking on the same plane (Pedersen, 1979). However, Pedersen also acknowledges that the Nizamiye madrasahs were the beginning of a new era for madrassas (Pedersen, 1979). We can classify the educational institutions within the Ottoman classical education system as Enderun school providing education for the education of primary schools, madrassas educating scholars and jurists, and managerial cadres (Kırpık, 2012). In addition to these, we can also include courses of public education (Özkan, 2011) carried 6 out by the tarikats who undertake the education of the people who are not under the control of the state, and the courses offered publicly through the mosques and masjids as lectures (İpşirli, 1994; Şimşek, Küçük and Topkaya, 2012). The main educational institution of the Ottoman Empire was undoubtedly madrasas. In the Ottoman Empire, the madrasa included secondary and higher education. Someone who wanted to start the madrasa had to have graduated from primary school, dâru’l- huffaz or had received special education at home (Şanal, 2003). The Ottoman sultan and other administrators made great efforts to establish and maintain the madrasas. The Ottomans recognized the existing foundations in the land they acquired from Muslim principalities and allowed them to continue their activities in their mores (Uzunçarşılı, 1965). Thus, the foundations in the places seized and the madrasas affiliated with these foundations continued their educational activities. In places taken away from non-Muslims, a rapid reconstruction work was carried out, new madrasas and foundations were established to provide the expenses of these madrasas. The students who were collected in the Ottoman education system were called by the names such as tüllâb, suhte (softa), musteid, and consultancy. However, it was generally called to the students of the primary school, to the students in the lower medrese students and to the students in the high school students (Kazıcı, 2011). The student, who was included in the Ottoman education system, could enroll in a madrasa in the upper secondary school with the certificate he got from the madrasah he had finished. The so-called Temessük are important in terms of showing the students who read the courses they have read. In time, the emergence of those who wished to enter the way of the short path by not obeying the hierarchy of the madrasa along with the distortions that occurred in the madrasa education system made it necessary to have icazetnâmen being accepted to the madrasa (Uzunçarşılı, 1965). According to this, the student had to read the lessons which should be read at every medrese degree in sufficient time and amount and he had to document with icâzetnâme. Education in the Ottoman Empire, the classical educational institutions in addition to the madrasa of Western-style education schools opened into a new process.