İŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI
The 18th century Europe was struggling for equality with the impact of the Age of Enlightenment. The mottos liberty, equality, and fraternity, which were realized in France in 1789, had their effects around Europe in a short time. The most significant of these rights was the right to receive educati...
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Fırat University
2019
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oai:doaj.org-article:f515216d46fb44a480872069bc7621622021-11-24T09:21:00ZİŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI2148-416310.9761/JASSS1972https://doaj.org/article/f515216d46fb44a480872069bc7621622019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=183015307_07bat%C4%B1r%20bet%C3%BCl-111-121.pdf&key=27004https://doaj.org/toc/2148-4163The 18th century Europe was struggling for equality with the impact of the Age of Enlightenment. The mottos liberty, equality, and fraternity, which were realized in France in 1789, had their effects around Europe in a short time. The most significant of these rights was the right to receive education. Being a country with similar political and economic inconsistencies, in Turkey these problems had their most severe effects on the public. The education ideology of the country which struggled for life-or-death at the start of the 20th century developed as public education and social education during its construction. In this sense, one of the educators to support the ideas of Pestalozzi and Kerschensteiner on public education and industrial school and to establish these ideas in Turkey by his translations is Ismail Hakkı Tonguç. His difference from other educators who made translations and contributed to the country is that he was the one to put these ideas into practice. To compensate for this deficiency, in 1935 Minister of Culture Saffet Arıkan appointed Ismail Hakkı Tonguç as the General Director of Elementary Education (1935-1946). There were many reasons to choose Tonguç for this duty. Tonguç was a graduate of Istanbul Male Teachers School in 1918 and he had attended the seminars on teacher education and work education given at the Ettlingen Teachers School and Leipzig Pedagogy Institute in Germany. Between 1925-1938 he was sent to Europe (Germany, Italy, Swiss, France, England, Bulgaria, Hungary and Austria) several times by the Ministry of Culture in order to study rural education in these countries. He also wrote and translated books about the training of village teachers and instructional method . As a result of these influences, Tonguç prepared the regulations for his planned Village Institutes. He also presented a proposal and the justification for the creation of the Village Institutes in the Grand National Assembly of Turkey in 1935. Based on the data of the national census of 1935, only 23.3 per cent of the males and 8.2 per cent of the females were literate. Though attendance at the elementary level was compulsory by law, and 80 per cent of the children in urban areas were being educated, only 26 per cent of those in villages were able to attend school . He founded the Village Institutes along with Hasan Ali Yücel. In this study, within the scope of Pestalozzi’s and Kerschensteiner's ideas of social education and industrial schBetül BATIRFırat Universityarticlework schoolturkish education systemjohann heinrich pestalozzigeorge kerschensteinerismail haSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 23, Pp 111-121 (2019) |
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work school turkish education system johann heinrich pestalozzi george kerschensteiner ismail ha Social Sciences H Social sciences (General) H1-99 |
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work school turkish education system johann heinrich pestalozzi george kerschensteiner ismail ha Social Sciences H Social sciences (General) H1-99 Betül BATIR İŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI |
| description |
The 18th century Europe was struggling for equality with the impact of the Age of Enlightenment. The mottos liberty, equality, and fraternity, which were realized in France in 1789, had their effects around Europe in a short time. The most significant of these rights was the right to receive education. Being a country with similar political and economic inconsistencies, in Turkey these problems had their most severe effects on the public. The education ideology of the country which struggled for life-or-death at the start of the 20th century developed as public education and social education during its construction. In this sense, one of the educators to support the ideas of Pestalozzi and Kerschensteiner on public education and industrial school and to establish these ideas in Turkey by his translations is Ismail Hakkı Tonguç. His difference from other educators who made translations and contributed to the country is that he was the one to put these ideas into practice. To compensate for this deficiency, in 1935 Minister of Culture Saffet Arıkan appointed Ismail Hakkı Tonguç as the General Director of Elementary Education (1935-1946). There were many reasons to choose Tonguç for this duty. Tonguç was a graduate of Istanbul Male Teachers School in 1918 and he had attended the seminars on teacher education and work education given at the Ettlingen Teachers School and Leipzig Pedagogy Institute in Germany. Between 1925-1938 he was sent to Europe (Germany, Italy, Swiss, France, England, Bulgaria, Hungary and Austria) several times by the Ministry of Culture in order to study rural education in these countries. He also wrote and translated books about the training of village teachers and instructional method . As a result of these influences, Tonguç prepared the regulations for his planned Village Institutes. He also presented a proposal and the justification for the creation of the Village Institutes in the Grand National Assembly of Turkey in 1935. Based on the data of the national census of 1935, only 23.3 per cent of the males and 8.2 per cent of the females were literate. Though attendance at the elementary level was compulsory by law, and 80 per cent of the children in urban areas were being educated, only 26 per cent of those in villages were able to attend school . He founded the Village Institutes along with Hasan Ali Yücel. In this study, within the scope of Pestalozzi’s and Kerschensteiner's ideas of social education and industrial sch |
| format |
article |
| author |
Betül BATIR |
| author_facet |
Betül BATIR |
| author_sort |
Betül BATIR |
| title |
İŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI |
| title_short |
İŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI |
| title_full |
İŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI |
| title_fullStr |
İŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI |
| title_full_unstemmed |
İŞ OKULU’NUN TÜRKIYE’DE ORTAYA ÇIKIŞI |
| title_sort |
i̇ş okulu’nun türkiye’de ortaya çikişi |
| publisher |
Fırat University |
| publishDate |
2019 |
| url |
https://doaj.org/article/f515216d46fb44a480872069bc762162 |
| work_keys_str_mv |
AT betulbatir isokulununturkiyedeortayacikisi |
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