Educational Policy and Philosophy of Republican Era in Turkey PDF

# EDUCATIONAL POLICY AND PHILOSOPHY OF REPUBLICAN ERA IN TURKEY ## SUMMARY The purpose of this study is to analyze educational policies and philosophies in Turkish Republican Era. For this purpose, formation of education policies and philosophies are examined in conjunction with socio-psychologica...

# EDUCATIONAL POLICY AND PHILOSOPHY OF REPUBLICAN ERA IN TURKEY ## SUMMARY The purpose of this study is to analyze educational policies and philosophies in Turkish Republican Era. For this purpose, formation of education policies and philosophies are examined in conjunction with socio-psychological components. Consequently, different evaluations related to philosophical and political characteristics of Turkish Education System are presented. ## Keywords: Republican Era, educational policy, philosophy of education, school conceptions. ## INTRODUCTION During the second constitutional period (1908-1920), the educators agreed that the new education should be based on psychology and focus on the child. In this era, Satı Bey and Ziya Gökalp had a debate on education regarding the Spencerian and Durkheimian views. At the end of this period, Ziya Gökalp's Durkheimian view, supported by İttihat ve Terakki, triumphed. After the Ottoman Parliament (TBMM) was established in 1920, the Ministry of National Education was founded. The new Turkish Republic was declared on October 29, 1923. Education played a crucial role in shaping the new Republic. ### 1.1 REPUBLICAN ERA EDUCATION POLICIES AND ITS FUNDAMENTAL LAWS * "Tevhid-i Tedrisat Law" /430/29.4. 1340 (1924). * "Law on the Adoption and Implementation of Turkish Alphabet" /1353/3.11.1928. * "Law on the Organization of Education" /789/3.4.1926. * "Law on the Central Organization and Responsibilities of the Ministry of Education" /2287/22.6.1933. * "Law on Elementary School Teachers and their Responsibilities" / 842/2.6.1926. * "Law on Village Teachers" /3238/24.6.1937. * "Law on Village Institutes" /3803/22.4.1940. * "Law on Organization of Village Schools and Institutes" /4274/25.6.1942 * "Law on Children in Need of Protection"/5387/27.5.1949. * "Law on Secondary School Teachers" /439/7.4. 1340 (1924). * "Law on the Abolition of the Istanbul University and the Establishment of New University by the Ministry of Education" /2252/6.6.1933. * "Law on Primary and Secondary Education" /222/5.1.1961. * "Fundamental Law of National Education" /1739/14.6.1973. * "Law on Primary and Secondary Education, Fundamental Law of National Education, Apprenticeship and Vocational Training Law, the Organization and Responsibilities of the Ministry of National Education and Amendment of the Law numbered 3418 dated March 24, 1988, and the collection of Education Contribution from Certain Papers and Transactions" /4306/18.8.1997. * "Law on Higher Education" /2547/4.11.1981. ### 1.2 REPUBLICAN ERA CURRICULUM PROGRAMS AND ITS FUNDAMENTAL DOCUMENTS **(a) PRIMARY EDUCATION** * 1924 Primary School Curriculum Program * 1926 Primary School Curriculum Program * 1930 Village School Curriculum Program * 1939/1940 Village Primary School Program Project * 1948 Primary School Program * 1968 Primary School Program * 2005 Primary School Program (A. TÜRKOĞLU / M. SARI, 2006, p. 328-366). **(b) SECONDARY EDUCATION** * 1924 Program * 1931 Program * 1934 Program * 1938 Program * 1949 Program * 1952 Program * 1956 Program * 1970 Program (H. DOĞAN, 1972, p. 24) * IX. Council Program (June 24-July 4, 1974) * 1991-1992 Program / Course Pass and Credit System * 1995-1996 Program / Class Pass System * 2005-2006 Program (M. HESAPÇIOĞLU 2008, p. 84-86) O. Kafadar states that the most significant developments during the Republican era are in primary education. ### 1.3 FUNDAMENTAL MEETINGS AND COUNCILS FOR REPUBLICAN ERA EDUCATION POLICIES * 1st Scientific Assembly (July 15-August 15, 1923) * 2nd Scientific Assembly (April 23, 1924) * 3rd Scientific Assembly (December 26, 1925) * 1st National Education Council (July 17-29, 1939) * 2nd National Education Council (February 15-21, 1943) * 3rd National Education Council (December 2-10, 1946) * 4th National Education Council (August 22-31, 1949) * 5th National Education Council (February 5-14, 1953) * 6th National Education Council (March 18-23, 1957) * 7th National Education Council (February 5-15, 1962) * 8th National Education Council (September 28-October 3, 1970) * 9th National Education Council (June 24-July 4, 1974) * 10th National Education Council (June 23-26, 1981) * 11th National Education Council (June 8-11, 1982) * 12th National Education Council (July 18-22, 1988) * 13th National Education Council (January 15-19, 1990) * 14th National Education Council (September 27-29, 1993) * 15th National Education Council (May 13-17, 1996) * 16th National Education Council (February 12-26, 1999) * 17th National Education Council (November 13-17, 2006) ### 1.4 REFORMS IN THE EARLY YEARS OF THE REPUBLIC * January 20, 1921 / Constitutional Decree * October 29, 1923 / Declaration of the Republic * April 8, 1924 / Abolition of Sharia Courts * April 20, 1924 / Law No. 491 on the Constitutional Decree * November 25, 1925 / Hat Law * November 30, 1925 / Closure of Tekkes, Dervish Lodges and Shrines * December 26, 1925 / Adoption of Gregorian Calendar and Time * February 12, 1926 / Adoption of Civil Law * May 24, 1928 / Adoption of Roman Numerals * November 3, 1928 / Adoption of the Latin Alphabet * 1928 / Millet Schools * 1930 / Adult Literacy Houses * 1932 / Community Houses * 1936 / Teacher Courses * 1940 / Village Institutes (O. KAFADAR 1997, p. 136-154) ### 1.5 DEVELOPMENT PLANS DURING THE PLANNING STAGE OF THE REPUBLICAN ERA Between 1963 and 2008, three long-term plans and nine five-year plans were prepared, directing education policy. ### 1.6 THE REPUBLICAN ERA EDUCATION POLICY PERIODS Ali Güler analyzes Republican Era educational policy periods. According to him, these periods are: * **Nationalization Period (October 29, 1923-1938)** In this period, the essential elements of Atatürk's and the new Turkish Republic's education program are: * National character motif, * Science and technology motif, * Economy motif, * Unity principle, * Eliminating illiteracy principle, * Nationalism principle, * Modernization principle, * Scientific principle, * Work-based education principle, * Discipline principle, * Mixed education principle, * Secularization principle. * **Humanization Period (1938-1950)** * **Americanization Period (1950-1960)** * **Planning Period (1960-1980)** * **Neoliberalism period (1980 and after) (A. GÜLER 2004, p. 78-115).** ## THE TWO MODELS IN THE DEVELOPMENT OF THE WESTERN EDUCATION SYSTEM R. Descartes' rationalism and J. Locke's empiricism form the starting points of two new education systems. ### 2.1 THE FRENCH MODEL * **Rationalism:** This emphasizes that the fundamental basis of human knowledge is mathematics, and the development of science and humanities depends on this. * **Centralization**: It stresses the role of a centralized government in education. This is deeply rooted in the French system. * **Deductive Approach**: French education aims to develop students who analyze and use abstract ideas. The focus of is on reasoning and logical thinking. ### 2.2 THE BRITISH MODEL * **Empiricism**: It emphasizes experience and observation as fundamental to knowledge gaining. * **Decentralization**: It emphasizes the importance of local communities in education. The British system features a shared responsibility between the government and local interest groups. * **Inductive Approach**: It values hands-on learning and application. It encourages students to solve problems through direct experience rather than relying entirely on abstract frameworks. ### TABLE 1: CLASSIFICATION OF FRENCH AND BRITISH EDUCATION SYSTEMS | | French System | British System | |-------------- |-------------- |-------------- | | Epistemology | Rationalism | Empiricism | | Problem Solving | Deductive | Inductive | | Management Philosophy | Centralized | Decentralized | ### 2.3 PSYCHOLOGISM AND SOCIOLOGISM CURRENTS IN EDUCATION * **Psychologism:** This view prioritizes the individual as the main subject of education. It emphasizes the individual's role in constructing their own interpretation of reality, and perceives the individual as both the creator and the creation within the world. * **Sociologism:** This view prioritizes society as the key influence on education. It focuses on how social factors shape an individual's thinking and emphasizes society's role in shaping individuals' views of reality. ## EDUCATION IN TURKEY DURING THE REPUBLICAN ERA The Turkish Republic adopted the French education system. However, the "New Education" movement, which emerged in Europe and the United States in the early 20th century, influenced the Turkish education system. ### 3.1 THE "NEW EDUCATION" MOVEMENT * **Criticism of Traditional Education:** The movement criticized traditional schools for their rigid curriculum, lack of freedom, and reliance on rote learning rather than hands-on experiences. * **Focus on Child Development:** It emphasized the importance of child development and advocated for active learning methods. * **Progressive Education:** It prioritized experiential learning and emphasized the importance of engaging students in real-world applications. ### 3.2 THE INFLUENCE OF THE "NEW EDUCATION MOVEMENT" ON TURKEY * **The 1926 Primary Education Program:** This program, heavily influenced by American pragmatism, aimed for a more student-centered approach to learning. However, despite its innovative approach, the model could not overcome the long-standing French influence in the Turkish education system. ## THE INFLUENCE OF ZİYA GÖKALP AND DURKHEIM Ziya Gökalp's Durkheimian sociology became dominant in Turkey. It emphasized the social origins of knowledge. Atatürk's idea of "intellectually free, conscience-free, knowledgeable generations" could not be fully implemented in the Turkish context. ### 4.1 THE INFLUENCE OF DURKHEIM'S THEORY ON THE TURKISH EDUCATION SYSTEM The Turkish government placed greater emphasis on collective identity and focused on meeting the needs of the nation. ### 4.2 THE INFLUENCE OF PROGRESSIVISM ON THE TURKISH EDUCATION SYSTEM The 1940s witnessed a short-lived attempt at implementing progressive education through Village Institutes. However, this movement did not produce lasting change. In the 1950s, the influence of American behaviorism increased through educational collaboration with the United States. This shift resulted in a more passive model of education, prioritizing the individual as the recipient of knowledge rather than a creator of their own understanding. ### 4.3 THE INFLUENCE OF POSTMODERNISM ON THE TURKISH EDUCATION SYSTEM In the 1990s, constructivism became the dominant pedagogical approach. This approach emphasizes the learner's active role in constructing knowledge. Despite the benefits of constructivism, it raises concerns about the potential for extreme individualism and the potential for students to lose sight of their responsibility within society. ## THEORETICAL VIEWS ON THE FORMATION OF SOCIETY There are two dominant perspectives on the formation of society: the atomic/social contract perspective and the organic perspective. ### 5.1 THE ATOMIC PERSPECTIVE This view sees society as the result of a social contract between individuals who agree to come together for mutual benefit. It supports decentralization of power and prioritizes individual rights. ### 5.2 THE ORGANIC PERSPECTIVE This view perceives society as a living organism, with individuals playing specific roles that are determined by their place within the social structure. It favors a more centralized system with government playing a leading role in directing social development. ### 5.3 THE INFLUENCE OF SOCIETY FORMATION THEORIES ON EDUCATION * **Atomic/Social Contract Perspective**: Views education as empowering individuals with the skills to participate in a democratic society. * **Organic Perspective**: Views education as preparing students for specific social roles and responsibilities. ## THE TURKISH EDUCATION SYSTEM AND DEMOCRACY A movement towards democratizing education started in Turkey's early years. However, the Turkish education system has not fully embraced democratic principles and continues to prioritize collective identity over individual freedom. ## CONCLUSION The Turkish education system is: * Epistemologically rationalistic * Deductive in its problem-solving approach * Centrally managed * Sociologist in its view of knowledge It is necessary to move beyond traditional models of education and adopt a more progressive approach that empowers individuals to think critically, engage in active learning, and be responsible citizens in a globalized world.