Publication: II. Meşrutiyet döneminde eğitim tartışmaları ve 1913_x000D_
tarihli Tedrisat-ı İptidaiye Kanunu’nun uygulanması
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Gelecek kuşakların yetiştirilmesinde belirleyici olan eğitim, devletlerin istikbali bakımından geçmiştenbugüne önemli bir unsur olagelmiştir. Osmanlı Devleti’nde de eğitim gelecek kuşakların yetiştirilmesindeetkili olmuştur. II. Meşrutiyet döneminde ise eğitim felsefeleri ve eğitime ilişkin strateji sorunlarıtoplumsal gündemin tartışma konuları arasında yer almıştır. Ancak bu dönemde eğitimin mevcut yapısı,Osmanlının geleceğini kurtarmayı sağlayacak bir durumda değildi. Bu nedenle Meşrutiyetin başında,Müslüman Türk unsurun eğitimini yürüten kurumların ıslah edilmesi gündeme gelmiş ve yapılantartışmalar sonucunda ıslahata ilkokullardan başlanması yönünde bir görüş birliğine varılmıştır.İlköğretim kapsamında 6 Ekim 1913’te Tedrisat-ı İptidaiye Kanun-ı Muvakkati uygulamaya konulmuştur.Bu kanun eğitim tarihimiz açısından son derece öneme sahiptir. Kanun ilk olma niteliğini taşımaklabirlikte Cumhuriyet dönemi de dâhil uzun bir müddet yürürlükte kalmış, eğitim öğretim faaliyetlerinebirçok yenilik ve çözüm getirmiştir. Kanun çıktığı döneme kadar iller bazında birtakım düzenlemeler ileyürütülen eğitim öğretim faaliyetleri ülkede tek bir kanunla bir çatı altında toplanmıştır. Bu yönüyleTedrisat-ı İptidaiye Kanunu eğitim öğretim faaliyetlerini yerel boyuttan ulusal boyuta taşımıştır.Kanunun çıkarılma amacı, ilköğretimin genel yapısını belirleyip bir düzene kavuşturmak ve eğitimdekifinansal sorunlara çözüm üretmektir. Bu kanunla; o zamana kadar iptidai ve rüştiye olarak ikiye ayrılmışolan ilköğretim “mekatib-i iptidaiye-i umumiye” adı altında birleştirilerek altı yıllık iptidai okullaraçılmaya başlanmıştır. Bu okulların yönetimleri ve masraflarının karşılanması vilayetlerde kurulanhususi idareye bırakılmıştı. Bu araştırmanın amacı II. Meşrutiyet döneminde Türk eğitim sistemindekitartışmaları ele almak ve Tedrisat-ı İptidaiye Kanun-ı Muvakkati’nin ilköğretime getirdiği yeniliklerisaptamaktır. Nitel araştırma deseninde tasarlanan çalışmada veri toplama aracı olarak dokümanincelemesi tekniği kullanılmıştır. Araştırmanın amacı doğrultusunda Tedrisatı İptidaiye Kanun-ıMuvakkati’nin orijinali Türkçeye transkripsiyon edilmiş ve elde edilen bulgular betimsel analizyöntemiyle incelenerek raporlaştırılmıştır.
Education, which is decisive in the upbringing of future generations, has been an important factor in the_x000D_ future of states from past to present. Education in the Ottoman Empire has also been effective in raising_x000D_ future generations. In the Second Constitutional Monarchy period, educational philosophies and_x000D_ educational strategy issues were among the discussion topics of the social agenda. However, the current_x000D_ structure of education in this period was not in a position to save the future of the Ottoman Empire. For_x000D_ this reason, at the beginning of the constitutional monarchy, the reform of the institutions that carry out_x000D_ the education of the Muslim Turkish element came to the agenda. As a result of the discussions, a_x000D_ consensus was reached to start the rehabilitation in primary schools. Tedrisat- İptidaiye Law was put_x000D_ into practice temporarily within the scope of primary education on October 6, 1913. This law is_x000D_ extremely important for our educational history. Besides being the first, the Law was in effect for a long_x000D_ time, including The Republic period and brought many innovations and solutions to educational_x000D_ activities. Until the enactment of the law, educational activities, which were carried out with some_x000D_ regulations on the basis of provinces, were gathered under a single law in the country. From this aspect,_x000D_ Tedrisat-ı İptidaiye Law has raised the value of educational activities from the local dimension to the_x000D_ national dimension. The purpose of enacting the law is to determine the general structure of primary_x000D_ education and bring it into order and to find solutions to financial problems in education. With this law,_x000D_ until then, primary education, which was divided into two as primitive and high school, was combined_x000D_ under the name of “mekatib-i iptidaiye-i umumiye”, and six-year primitive schools were started to be_x000D_ opened. The administration of these schools and the payment of their expenses were left to the private_x000D_ administration established in the provinces. The aim of this research is to deal with the debates in the_x000D_ Turkish education system during the Second Constitutional Monarchy and to determine the innovations_x000D_ brought by the Education Law of Education to primary education. The document analysis technique was_x000D_ used as a data collection tool in the study designed in qualitative research design. In line with the purpose_x000D_ of the study, the original of the Education Law was transcribed into Turkish and the findings obtained_x000D_ were analyzed and reported by descriptive analysis method.
Education, which is decisive in the upbringing of future generations, has been an important factor in the_x000D_ future of states from past to present. Education in the Ottoman Empire has also been effective in raising_x000D_ future generations. In the Second Constitutional Monarchy period, educational philosophies and_x000D_ educational strategy issues were among the discussion topics of the social agenda. However, the current_x000D_ structure of education in this period was not in a position to save the future of the Ottoman Empire. For_x000D_ this reason, at the beginning of the constitutional monarchy, the reform of the institutions that carry out_x000D_ the education of the Muslim Turkish element came to the agenda. As a result of the discussions, a_x000D_ consensus was reached to start the rehabilitation in primary schools. Tedrisat- İptidaiye Law was put_x000D_ into practice temporarily within the scope of primary education on October 6, 1913. This law is_x000D_ extremely important for our educational history. Besides being the first, the Law was in effect for a long_x000D_ time, including The Republic period and brought many innovations and solutions to educational_x000D_ activities. Until the enactment of the law, educational activities, which were carried out with some_x000D_ regulations on the basis of provinces, were gathered under a single law in the country. From this aspect,_x000D_ Tedrisat-ı İptidaiye Law has raised the value of educational activities from the local dimension to the_x000D_ national dimension. The purpose of enacting the law is to determine the general structure of primary_x000D_ education and bring it into order and to find solutions to financial problems in education. With this law,_x000D_ until then, primary education, which was divided into two as primitive and high school, was combined_x000D_ under the name of “mekatib-i iptidaiye-i umumiye”, and six-year primitive schools were started to be_x000D_ opened. The administration of these schools and the payment of their expenses were left to the private_x000D_ administration established in the provinces. The aim of this research is to deal with the debates in the_x000D_ Turkish education system during the Second Constitutional Monarchy and to determine the innovations_x000D_ brought by the Education Law of Education to primary education. The document analysis technique was_x000D_ used as a data collection tool in the study designed in qualitative research design. In line with the purpose_x000D_ of the study, the original of the Education Law was transcribed into Turkish and the findings obtained_x000D_ were analyzed and reported by descriptive analysis method.