Publication: Osmanlı Son Döneminde Medreselerin Islahı ve Panislamizm Tartışmaları Bağlamında Bir Medrese: Kudüs Selâhaddîn-i Eyyûbî Külliye-i İslâmiyyesi ve Külliye Talimatnamesi
Abstract
Osmanlı'da medreselerin gerilemesi ve ıslahı meselesinin tarihi XVI. asra kadar uzansa da bu konudaki tartışmalar özellikle Tanzimat döneminde yoğunlaşmış, ilk somut ve ciddi adımlar ise II. Meşrutiyet'ten sonra atılmıştır. 1910 yılında yayınlanan Medâris-i İlmiye Nizamnamesi ve 1914 tarihli Islâh-ı Medâris Nizamnamesiyle kurulan Dârü'l-Hilâfeti'l-Aliyye Medresesi bu hususta en önemli girişimler olarak dikkati çekmektedir. Bu dönemde meşihata bağlı olarak yeni kurulan bazı müstakil eğitim kurumları ise İstanbul merkezli ıslah hareketlerinden özellikle müfredat alanında etkilenmiştir. Bu medreselerden biri olan ve Kudüs'te kurulan Selâhaddîn-i Eyyûbî Külliye-i İslâmiyyesi özellikle ayrılıkçı Arap akımlarına karşı Osmanlı Devleti'nin eğitim alanında attığı önemli bir adım olmuştur. Külliye, şerî ilimlerin yanında modern ilimleri de barındıran müfredatıyla önemli birtakım yenilikleri yansıtmaktadır. Diğer taraftan Osmanlı ve İslâm coğrafyasının farklı bölgelerinden talebe kabul etmesi planlanan ve eğitim dili Arapça olan külliye Osmanlı son dönemi milliyetçilik, Osmanlıcılık ve İslâmcılık gibi siyasî-ilmî tartışmaları açısından da önemlidir. Külliyenin idari ve eğitim kadrolarının hem Osmanlı son döneminin hem de Osmanlı sonrası dönemde kurulan yeni devletlerin dini, siyasi ve kültürel hayatında önemli rol oynamış isimler olmaları da dikkat çekicidir. Külliyenin kuruluş ve işleyişi bir talimatname ile düzenlenmiş, külliyedeki eğitim, öğretim, idare, talebe gibi konularla ilgili bütün hususlar bu talimatnamede detaylı bir şekilde ele alınmıştır.
Although the question of decline and reform of the Ottoman madrasas goes back to the XVI. century, the debates regarding this matter started to intensify especially during Tanzimat period, and the first solid steps were taken after the second constitutional period. Medâris-i İlmiye Nizamnamesi published in 1910, and Dârü'l-Hilâfeti'l-Aliyye Medresesi established by the publication of Islâh-ı Medâris Nizamnamesi in 1914 stand out as the most important attempts to this end. Some independent institutions of education established during this period were influenced by reform movements centered in Istanbul especially with respect to curriculum. As being one of these madrasas, Kulliya al-Salahiyya al-Islamiyya was founded in Quds by the Ottomans as an important educational precaution against the separatist Arab movements of the Empire. The curriculum of the Kulliya reflects some important innovations of the period by including religious disciplines along with modern disciplines. In addition to this, the Kulliya was planned to accept students from different regions of the Ottoman Empire and the Muslim world, and provided instruction in Arabic. The Kulliya was also important from the point of the political and scholarly debates of the time such as Ottomanism, Panislamisim and Nationalism. It is also remarkable that the administrative and teaching staff of the Kulliya served in important positions of religious, political and cultural life in the Ottoman Empire as well as in the nation-states that were established after the Empire. The establishment and functioning of the Kulliya were organized in a guideline which explains the codes of education and management.
Although the question of decline and reform of the Ottoman madrasas goes back to the XVI. century, the debates regarding this matter started to intensify especially during Tanzimat period, and the first solid steps were taken after the second constitutional period. Medâris-i İlmiye Nizamnamesi published in 1910, and Dârü'l-Hilâfeti'l-Aliyye Medresesi established by the publication of Islâh-ı Medâris Nizamnamesi in 1914 stand out as the most important attempts to this end. Some independent institutions of education established during this period were influenced by reform movements centered in Istanbul especially with respect to curriculum. As being one of these madrasas, Kulliya al-Salahiyya al-Islamiyya was founded in Quds by the Ottomans as an important educational precaution against the separatist Arab movements of the Empire. The curriculum of the Kulliya reflects some important innovations of the period by including religious disciplines along with modern disciplines. In addition to this, the Kulliya was planned to accept students from different regions of the Ottoman Empire and the Muslim world, and provided instruction in Arabic. The Kulliya was also important from the point of the political and scholarly debates of the time such as Ottomanism, Panislamisim and Nationalism. It is also remarkable that the administrative and teaching staff of the Kulliya served in important positions of religious, political and cultural life in the Ottoman Empire as well as in the nation-states that were established after the Empire. The establishment and functioning of the Kulliya were organized in a guideline which explains the codes of education and management.