Osmanlı İmparatorluğunun son yüzyılı ve Cumhuriyetin ilk yıllarında Eğitimde cezalandırma ve şiddet


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Akçatepe R.

JOURNAL OF SCIENTIFIC PERSPECTIVES, ss.73-80, 2019 (Hakemli Üniversite Dergisi)

  • Basım Tarihi: 2019
  • Doi Numarası: 10.26900/jsp.3.046
  • Dergi Adı: JOURNAL OF SCIENTIFIC PERSPECTIVES
  • Sayfa Sayısı: ss.73-80

Özet

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 t
he 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, modern
ization,
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). After the 18
th
century, with the
inevitable effect of
industrialization and modernization, new practices and rules began to be
introduced in education as in many areas. By the 19
th
century, the Ottoman Empire had decided
to open new modern schools next to traditional educational institutions. First, military
schools,
then Rüştiye (Ottoman junior high school), İdadi Schools (Ottoman High School) and
Darülfünun (Ottoman university) were opened. As a requirement of this modernization and
innovation, the rights and responsibilities of children have passed into nat
ional and international
texts. However, in addition to these written rules for a long time, more traditional, regional and
instructor
-
related practices also remain in place. This is because in 19
th
century, in addition to