Tek parti dönemi tarih anlayışı ve öğretimi (1931-1950)
The History understanding and education in the single parti term
- Tez No: 73970
- Danışmanlar: DOÇ. DR. MUSTAFA SAFRAN
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1998
- Dil: Türkçe
- Üniversite: Gazi Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Tarih Eğitimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 95
Özet
89 SUMMARY Ottaman Empire was a government that includes human bengs in different races, religions and cultures. This specialty of the state more affected Ottoman work of historian and history teahing smilar as in other are as beginning in the middle of 19th century. Acording to the this peculiarity, until the period of Tanzimat Ottaman historie was asclassical Islamic and after Tanzimat it was comprising the characteristic of dynasty work of historian. Atatürk gave a big importance to reforms in education after establishing the modern Türkkıs state. Especially, he interested more in history researces after 1928, by this way it was expected that the newrepublic generationswere going to idendify themselves in history in an easy way. It was given a special importance importance, to Turkish history before prehistorical period why it was the cause of neglecting this period in Ottoman Empire, at researches in the period of Atatürk to the history teaching. The results of this researches which were began in 1928, started to teach at schools after 1931. An important claim was spoken after historical researches. To this, civilation was carried from Middle Assia that is the ancient native country of Turks. Hittites, Sumerians, Frigians... came from Middle Asia by emigrating, who were have important supplements in World Civilation. Essentially Atatürk was wishing to formate a consience of nation. Near this, it was wishing to answer the points of view in Europe which were looking Turks as second sort of human and as the primative comminity and also to the88 iddia eden fikirlere cevap verilmek isteniyordu. Bunun için de en ciddi araç tarih idi ve en kısa zamanda bu yeni görüşler Türk çocuklarına aktarılmalıydı. İnönü döneminden itibaren bu iddialardan uzaklaşılmaya başlandı. Çünkü bu tartışma götürür fikirler hedefine ulaşmıştı. Avrupalıların, tarih içindeki bu büyük gelişmelerinin temelinde hümanizm vardı. Aynı aşamadan Türkler de geçmeliydi. Artık eğitimde ve tarih öğretiminde aslolan hümanizmdi. Çünkü Latin ve Yunan kaynaklarına Avrupalılar gibi ulaşılmalıydı. Buna uygun olarak da liselerde Latince öğretilmeye başlandı. Tarih kitaplarında da Yunan tarihine daha çok ağırlık verildi Görüldüğü gibi iktidar sorumluluğunu üstlenenler, fikir ve uygulamalarını benimsetip yaygınlaştırmak için tarihe ve öğretimine özel bir önem verdiler. Böylelikle değişen her iktidara göre tarihin öğretilmesinde de ciddi değişiklikler gerçekleşiyordu.
Özet (Çeviri)
89 SUMMARY Ottaman Empire was a government that includes human bengs in different races, religions and cultures. This specialty of the state more affected Ottoman work of historian and history teahing smilar as in other are as beginning in the middle of 19th century. Acording to the this peculiarity, until the period of Tanzimat Ottaman historie was asclassical Islamic and after Tanzimat it was comprising the characteristic of dynasty work of historian. Atatürk gave a big importance to reforms in education after establishing the modern Türkkıs state. Especially, he interested more in history researces after 1928, by this way it was expected that the newrepublic generationswere going to idendify themselves in history in an easy way. It was given a special importance importance, to Turkish history before prehistorical period why it was the cause of neglecting this period in Ottoman Empire, at researches in the period of Atatürk to the history teaching. The results of this researches which were began in 1928, started to teach at schools after 1931. An important claim was spoken after historical researches. To this, civilation was carried from Middle Assia that is the ancient native country of Turks. Hittites, Sumerians, Frigians... came from Middle Asia by emigrating, who were have important supplements in World Civilation. Essentially Atatürk was wishing to formate a consience of nation. Near this, it was wishing to answer the points of view in Europe which were looking Turks as second sort of human and as the primative comminity and also to the
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