Ruznamçe Nedir

НОВОСТИ, В КОТОРЫХ ВСТРЕЧАЕТСЯ ТЕРМИН «AKARLAR»

ССЫЛКИ

« EDUCALINGO. Akarlar [онлайн]. Доступно на <https://educalingo.com/ru/dic-tr/akarlar>. Июн 2023 ».

The modernization movement in education started with XVIIth century in Ottoman Empire also continued with Albdulhamid II’s Period, and despite of the financial difficulties, the education was perceived by political power as a public service that must be assumed by government. In Abdulhamid II’s Period, the Otoman educational system was strengthened with the realization of all clauses of Maarif-i Umumiye Regulation (Public Educational Regulation), thus, the generalization of the education and the control of the government over educational system was achieved, even if partially, with setting up the infrastructure. Adulhamid II, understanding the education as a functional means, considered the concept of education as an institution through which he could have reproduced and strengtherned his power. It is because of this reason that the education was worked up into one of the means that was referred frequently to promote the official ideology. When Abdulhamid II ascended to the throne, in Otoman Empire, there were 4 high schools, 4 teachers’ schools, 253 intermediary schools, 18.490 children’s schools and 1 private school. Towards the end of the Abdulhamid II’s Period, the number of schools in the country reached to 619 intermediary, 109 preparatory, 32 teachers’ schools, and about 5000 primary schools. In Abdulhamid II’s Period, besides other educational institutions, the military intermediary schools were also considered important, and in a geography extending from İstanbul to Manastır and Syria twenty eight military intermediary schools in total were included into the educational system. The educational system and educational materials, which can be considered as modern for its period, were put into practice in these schools. However, Abdulhamid who did very assertive moves in modernization of education, on the contrary to the preparatory architectural, could not have redesigned the architectural topology of the military intermediary schools in the repertoire of XIX Century school architectural, and, it should not be overlooked that, in our history of education, the military intermediary schools made their presence felt with their educational models they applied, but, not with their architectural ones.