{"id":4051,"date":"2026-10-17T22:58:58","date_gmt":"2026-10-17T19:58:58","guid":{"rendered":"https:\/\/tarihkursu.com\/?p=4051"},"modified":"2026-10-17T22:58:58","modified_gmt":"2026-10-17T19:58:58","slug":"turklerde-egitim-ve-bilim-3-unite-turkistandan-turkiyeye-turklerde-egitim-bilim-sanat-ve-spor-maarif-modeli","status":"publish","type":"post","link":"https:\/\/tarihkursu.com\/index.php\/2026\/10\/17\/turklerde-egitim-ve-bilim-3-unite-turkistandan-turkiyeye-turklerde-egitim-bilim-sanat-ve-spor-maarif-modeli\/","title":{"rendered":"T\u00fcrklerde E\u011fitim ve Bilim \/ 3. \u00dcnite: T\u00fcrkistan\u2019dan T\u00fcrkiye\u2019ye T\u00fcrklerde E\u011fitim, Bilim, Sanat ve Spor | Maarif Modeli"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli <strong>T\u00fcrk K\u00fclt\u00fcr ve Medeniyet Tarihi<\/strong> dersinin 3. \u00fcnitesi, \u201c<strong>T\u00fcrkistan\u2019dan T\u00fcrkiye\u2019ye T\u00fcrklerde E\u011fitim, Bilim, Sanat ve Spor<\/strong>\u201d ba\u015fl\u0131\u011f\u0131n\u0131 ta\u015f\u0131r. Bu sayfada TKMT 3.1 \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131na y\u00f6nelik <strong>T\u00fcrklerde E\u011fitim ve Bilim<\/strong> ders notlar\u0131 bulunmaktad\u0131r. \u0130slamiyet \u00f6ncesi T\u00fcrklerde aile, t\u00f6re, Orhun Yaz\u0131tlar\u0131 ve Uygur e\u011fitim anlay\u0131\u015f\u0131n\u0131n \u00f6zellikleri ele al\u0131nmaktad\u0131r. T\u00fcrk-\u0130slam devletlerinde medreseler, Nizamiye Medreseleri, dar\u00fc\u015f\u015fifalar ve Ahilik gibi e\u011fitim ve bilim kurumlar\u0131n\u0131n geli\u015fimi incelenmektedir. Osmanl\u0131 Devleti\u2019nde s\u0131byan mektepleri, Enderun, medreseler ve modern e\u011fitim kurumlar\u0131 ile \u00f6ne \u00e7\u0131kan bilim insanlar\u0131n\u0131n \u00e7al\u0131\u015fmalar\u0131 a\u00e7\u0131klanmaktad\u0131r. Cumhuriyet d\u00f6neminde e\u011fitim reformlar\u0131, bilimsel kurumla\u015fma ve T\u00fcrk bilim tarihindeki d\u00f6n\u00fc\u015f\u00fcm kar\u015f\u0131la\u015ft\u0131rmal\u0131 tablolar, kronoloji ve s\u0131nav notlar\u0131yla sunulmaktad\u0131r.<\/p>\n\n\n\n<style>\n\/* TKMT 3.1: WordPress uyumlu, kayd\u0131rmas\u0131z tablolar *\/\n.tkmt-lesson {box-sizing:border-box;max-width:1000px;width:100%;min-width:0;margin:0 auto;color:#263244;font-family:system-ui,-apple-system,\"Segoe UI\",Roboto,Arial,sans-serif;font-size:16px;line-height:1.72;overflow-wrap:break-word;}\n.tkmt-lesson *, .tkmt-lesson *::before, .tkmt-lesson *::after {box-sizing:border-box;}\n.tkmt-lesson .tkmt-header {border-left:5px solid #087f93;padding:15px 20px;background:#f2f9fb;border-radius:0 12px 12px 0;margin:0 0 26px;}\n.tkmt-lesson .tkmt-kicker {margin:0 0 4px;color:#167489;font-size:.90em;font-weight:750;}\n.tkmt-lesson .tkmt-header h2 {margin:0 0 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{content:attr(data-label);display:block;font-size:.84em;color:#16637d;font-weight:750;margin-bottom:3px;}\n}\n\n\/* 6-column numerical comparison tables use the same readable, scroll-free mobile cards. *\/\n@media(max-width:1000px) {\n .tkmt-lesson table.tkmt-cols-6, .tkmt-lesson table.tkmt-cols-6 tbody,\n .tkmt-lesson table.tkmt-cols-6 tbody tr, .tkmt-lesson table.tkmt-cols-6 tbody td {display:block!important;width:100%!important;max-width:100%!important;}\n .tkmt-lesson table.tkmt-cols-6 thead,.tkmt-lesson table.tkmt-cols-6 colgroup {display:none!important;}\n .tkmt-lesson table.tkmt-cols-6 tbody tr {margin:0 0 12px;border:1px solid #d2e0e7;border-radius:8px;overflow:hidden;background:#fff;}\n .tkmt-lesson table.tkmt-cols-6 tbody td {border-width:0 0 1px!important;padding:9px 12px!important;}\n .tkmt-lesson table.tkmt-cols-6 tbody td:last-child {border-bottom:0!important;}\n .tkmt-lesson table.tkmt-cols-6 tbody td::before {content:attr(data-label);display:block;font-size:.84em;color:#16637d;font-weight:750;margin-bottom:3px;}\n .tkmt-lesson table.tkmt-cols-6 tbody tr:nth-child(even) td {background:#fff;}\n}\n<\/style>\n<style>\n\/* Additional narrowly-scoped 3.1 layout safeguards. *\/\n.tkmt-lesson .tkmt-note p + p {margin-top:6px;}\n.tkmt-lesson .tkmt-note .tkmt-note-label {display:block;margin-bottom:3px;line-height:1.45;}\n.tkmt-lesson table.tkmt-table th,.tkmt-lesson table.tkmt-table td {word-break:normal!important;overflow-wrap:break-word!important;hyphens:manual!important;}\n@media (max-width:1000px) and (min-width:801px) {\n .tkmt-lesson table.tkmt-cols-4,.tkmt-lesson table.tkmt-cols-4 tbody,.tkmt-lesson table.tkmt-cols-4 tbody tr,.tkmt-lesson table.tkmt-cols-4 tbody td {display:block!important;width:100%!important;max-width:100%!important;}\n .tkmt-lesson table.tkmt-cols-4 thead,.tkmt-lesson table.tkmt-cols-4 colgroup {display:none!important;}\n .tkmt-lesson table.tkmt-cols-4 tbody tr {margin-bottom:12px;border:1px solid #d2e0e7;border-radius:8px;overflow:hidden;background:#fff;}\n .tkmt-lesson table.tkmt-cols-4 tbody td {border-width:0 0 1px!important;padding:9px 12px!important;}\n .tkmt-lesson table.tkmt-cols-4 tbody td:last-child {border-bottom:0!important;}\n .tkmt-lesson table.tkmt-cols-4 tbody td::before {content:attr(data-label);display:block;color:#16637d;font-size:.84em;font-weight:750;margin-bottom:3px;}\n}\n<\/style>\n<article class=\"tkmt-lesson\" lang=\"tr\">\n<header class=\"tkmt-header\"><p class=\"tkmt-kicker\">3. \u00dcN\u0130TE: T\u00dcRK\u0130STAN\u2019DAN T\u00dcRK\u0130YE\u2019YE T\u00dcRKLERDE E\u011e\u0130T\u0130M, B\u0130L\u0130M, SANAT VE SPOR \u00b7 TKMT 3.1<\/p>\n<h2>3.1 T\u00dcRKLERDE E\u011e\u0130T\u0130M VE B\u0130L\u0130M<\/h2>\n<p class=\"tkmt-subtitle\">T\u00fcrkistan\u2019dan T\u00fcrkiye\u2019ye E\u011fitim ve Bilim Anlay\u0131\u015f\u0131n\u0131n De\u011fi\u015fimi<\/p><\/header>\n<h2 class=\"tkmt-section\" id=\"bolum-1\">1. E\u011fitim ve Bilimin Temel \u00c7er\u00e7evesi<\/h2>\n<ul class=\"tkmt-points\"><li>Bilgi, insan\u0131n \u00e7evresini ve do\u011fay\u0131 anlamas\u0131nda; e\u011fitim ise bu bilginin ku\u015faklar aras\u0131nda d\u00fczenli bi\u00e7imde aktar\u0131lmas\u0131nda temel ara\u00e7t\u0131r.<\/li><li>Tarih boyunca bilim ve e\u011fitim birbirini beslemi\u015ftir: Bilimin \u00fcretti\u011fi yeni bilgiler e\u011fitim kurumlar\u0131n\u0131n i\u00e7eri\u011fini yenilemi\u015f, e\u011fitim kurumlar\u0131 da yeni bilim insanlar\u0131n\u0131n yeti\u015fmesini sa\u011flam\u0131\u015ft\u0131r.<\/li><li>T\u00fcrklerde e\u011fitim ve bilim; ya\u015fam tarz\u0131, devlet anlay\u0131\u015f\u0131, din\u00ee-k\u00fclt\u00fcrel de\u011fi\u015fim, \u015fehirle\u015fme, sava\u015flar, modernle\u015fme ve teknolojik geli\u015fmeler do\u011frultusunda farkl\u0131 kurum ve y\u00f6ntemlerle geli\u015fmi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-1\">1.1. \u00d6rg\u00fcn ve Yayg\u0131n E\u011fitim<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>E\u011fitim T\u00fcr\u00fc<\/strong><\/p><\/th><th scope=\"col\"><p><strong>A\u00e7\u0131klama<\/strong><\/p><\/th><th scope=\"col\"><p><strong>T\u00fcrk Tarihinden \u00d6rnek<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"E\u011fitim T\u00fcr\u00fc\"><p>\u00d6rg\u00fcn e\u011fitim<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Okullarda belirli bir plan ve program \u00e7er\u00e7evesinde y\u00fcr\u00fct\u00fclen e\u011fitimdir.<\/p><\/td><td data-label=\"T\u00fcrk Tarihinden \u00d6rnek\"><p>Uygurlarda \u00f6rg\u00fcn e\u011fitim kurumlar\u0131; T\u00fcrk-\u0130slam devletlerinde medreseler; Osmanl\u0131da s\u0131byan mektebi, medrese ve Enderun; Cumhuriyette modern okul sistemi.<\/p><\/td><\/tr><tr><td data-label=\"E\u011fitim T\u00fcr\u00fc\"><p>Yayg\u0131n e\u011fitim<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Ki\u015fisel, mesleki, ahlaki ve k\u00fclt\u00fcrel geli\u015fimi hayat boyunca destekleyen okul d\u0131\u015f\u0131 e\u011fitimdir.<\/p><\/td><td data-label=\"T\u00fcrk Tarihinden \u00d6rnek\"><p>Destan, efsane ve yaz\u0131tlarla t\u00f6renin aktar\u0131lmas\u0131; Ahilik-lonca e\u011fitimi; tekke ve zaviyeler; Cumhuriyette millet mektepleri, halkevleri ve halk kurslar\u0131.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">SINAV NOTU<\/strong><\/p><p>MEB anlat\u0131m\u0131nda T\u00fcrklerde \u00f6rg\u00fcn e\u011fitimin Uygurlar D\u00f6nemi\u2019nde belirginle\u015fti\u011fi kabul edilir. \u0130lk d\u00f6nemlerde aile, t\u00f6re, s\u00f6zl\u00fc k\u00fclt\u00fcr ve asker\u00ee-mesleki e\u011fitim daha bask\u0131nd\u0131r.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-2\">1.2. Temel Kavramlar ve \u0130simler<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Kavram \/ Ki\u015fi<\/strong><\/p><\/th><th scope=\"col\"><p><strong>K\u0131sa A\u00e7\u0131klama<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Uygurlar<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>T\u00fcrklerde \u00f6rg\u00fcn e\u011fitimin geli\u015fti\u011fi ilk d\u00f6nemlerden biri; yaz\u0131, k\u00e2\u011f\u0131t, kitap, bask\u0131 ve k\u00fct\u00fcphane k\u00fclt\u00fcr\u00fcyle \u00f6ne \u00e7\u0131kar.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Dar\u00fc\u015f\u015fifa \/ Bimaristan<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>T\u00fcrk-\u0130slam d\u00fcnyas\u0131nda hastane ve ayn\u0131 zamanda t\u0131p e\u011fitimi verilen kurum.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Piri Reis<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>D\u00fcnya haritas\u0131 ve Kit\u00e2b-\u0131 Bahriyye ile tan\u0131nan Osmanl\u0131 denizci, kartograf ve co\u011frafyac\u0131s\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Harezmi<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>Matematik, astronomi ve co\u011frafya alanlar\u0131nda \u00e7al\u0131\u015fan; cebir tarihinin kurucu isimlerinden bilim insan\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Ali Ku\u015f\u00e7u<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>Semerkand bilim \u00e7evresinde yeti\u015fmi\u015f, Fatih D\u00f6nemi\u2019nde \u0130stanbul\u2019a gelmi\u015f matematik\u00e7i ve astronom.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Cezeri<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>Artuklu \u00e7evresinde \u00e7al\u0131\u015fan, mekanik ve otomatik d\u00fczenekleriyle tan\u0131nan m\u00fchendis ve mucit.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Orhun Yaz\u0131tlar\u0131<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>G\u00f6kt\u00fcrk D\u00f6nemi\u2019ne ait, T\u00fcrk dili ve tarihi a\u00e7\u0131s\u0131ndan temel yaz\u0131l\u0131 an\u0131tlar.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Rasathane<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>Astronomik g\u00f6zlem ve hesaplamalar\u0131n yap\u0131ld\u0131\u011f\u0131 g\u00f6zlemevi.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Nizamiye Medreseleri<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>B\u00fcy\u00fck Sel\u00e7uklu D\u00f6nemi\u2019nde Nizam\u00fclm\u00fclk \u00f6nc\u00fcl\u00fc\u011f\u00fcnde kurulan, medrese e\u011fitimini sistemle\u015ftiren y\u00fcksek\u00f6\u011fretim kurumlar\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Medrese<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>T\u00fcrk-\u0130slam tarihinde din\u00ee ve akl\u00ee ilimlerin \u00f6\u011fretildi\u011fi e\u011fitim kurumu.<\/p><\/td><\/tr><tr><td data-label=\"Kavram \/ Ki\u015fi\"><p>Ka\u015fgarl\u0131 Mahmud<\/p><\/td><td data-label=\"K\u0131sa A\u00e7\u0131klama\"><p>D\u00eev\u00e2nu Lug\u00e2ti\u2019t-T\u00fcrk\u2019\u00fcn yazar\u0131; T\u00fcrk dili ve k\u00fclt\u00fcr\u00fcn\u00fc kay\u0131t alt\u0131na alan \u00f6nemli dil bilgini.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-3\">1.3. Rasathanelerden Uzaya: Astronomi Gelene\u011fi<\/h3>\n<ul class=\"tkmt-points\"><li>\u0130slam d\u00fcnyas\u0131nda astronomik g\u00f6zlemevlerinin kurumsalla\u015fmas\u0131nda T\u00fcrk ve T\u00fcrk-\u0130slam bilim \u00e7evreleri \u00f6nemli rol oynam\u0131\u015ft\u0131r.<\/li><li>\u0130bni Sina astronomi \u00e7izelgeleri ve g\u00f6zlem ara\u00e7lar\u0131 \u00fczerinde \u00e7al\u0131\u015fm\u0131\u015f; azimut kadran\u0131 olarak bilinen bir g\u00f6zlem aleti geli\u015ftirmi\u015ftir.<\/li><li>Cumhuriyet D\u00f6nemi\u2019nde Kandilli Rasathanesi yeniden d\u00fczenlenmi\u015f; astronomi ve deprem ara\u015ft\u0131rmalar\u0131 kurumsal bir yap\u0131da s\u00fcrd\u00fcr\u00fclm\u00fc\u015ft\u00fcr.<\/li><li>Prof. Dr. Feryal \u00d6zel, 2019\u2019da M87 kara deli\u011finin ilk g\u00f6r\u00fcnt\u00fcs\u00fcn\u00fc olu\u015fturan uluslararas\u0131 ekipte yer alm\u0131\u015ft\u0131r; 2015\u2019te Amerikan Fizik Derne\u011fi onur \u00fcyeli\u011fine se\u00e7ilmi\u015ftir. Ders kitab\u0131 ayr\u0131ca onun NASA Astrofizik Komitesi Ba\u015fkanl\u0131\u011f\u0131 g\u00f6revini s\u00fcrd\u00fcrd\u00fc\u011f\u00fcn\u00fc belirtmektedir; kurum g\u00f6revleri zaman i\u00e7inde de\u011fi\u015febilece\u011fi i\u00e7in bu bilgi kaynak d\u00f6nemiyle s\u0131n\u0131rl\u0131 okunmal\u0131d\u0131r.<\/li><li>T\u00dcB\u0130TAK UZAY; yerli ve mill\u00ee uydular, haberle\u015fme sistemleri, y\u0131ld\u0131z izlerleri ve u\u00e7u\u015f bilgisayarlar\u0131 gibi uzay teknolojileri \u00fczerinde \u00e7al\u0131\u015fmaktad\u0131r.<\/li><li>T\u00dcB\u0130TAK 1001 deste\u011fi ve Ankara \u00dcniversitesi Astronomi ve Uzay Bilimleri koordinasyonuyla y\u00fcr\u00fct\u00fclen \u00e7al\u0131\u015fmalar sonucunda \u00e7ift y\u0131ld\u0131z sistemleri \u00e7evresinde iki \u00f6tegezegen ke\u015ffedilmi\u015ftir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Kaynakta \u201cYunan ve \u00c7in medeniyetlerinde g\u00f6zlemevi bulunmad\u0131\u011f\u0131\u201d bi\u00e7iminde \u00e7ok genel bir ifade yer almaktad\u0131r. \u00c7in\u2019de \u00e7ok eski tarihlerden itibaren kurumsal astronomi ve g\u00f6zlem gelene\u011fi bulunur. Do\u011fru vurgu, \u0130slam d\u00fcnyas\u0131nda rasathanenin s\u00fcrekli g\u00f6zlem ve hesaplamaya dayal\u0131 bilim kurumu olarak geli\u015fmesinde T\u00fcrk ve M\u00fcsl\u00fcman bilim insanlar\u0131n\u0131n \u00f6nemli katk\u0131 sa\u011flamas\u0131d\u0131r.<\/p><\/aside>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Kaynakta \u0130bni Sina\u2019n\u0131n rasathanesi bir yerde Hemedan, ba\u015fka bir yerde Ba\u011fdat olarak verilmi\u015ftir. Modern bilim tarihi \u00e7al\u0131\u015fmalar\u0131nda onun Ala\u00fcddevle ad\u0131na yapt\u0131\u011f\u0131 g\u00f6zlemlerin \u0130sfahan\u2019da ger\u00e7ekle\u015fti\u011fi g\u00f6r\u00fc\u015f\u00fc daha g\u00fc\u00e7l\u00fcd\u00fcr. Ders anlat\u0131m\u0131nda \u201c\u0130bni Sina astronomik g\u00f6zlemler yapt\u0131 ve azimut kadran\u0131 geli\u015ftirdi\u201d bilgisi esas al\u0131nmal\u0131d\u0131r.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-4\">1.4. Esik (Iss\u0131k) Kurgan\u0131, Alt\u0131n Elbiseli Adam ve Erken Yaz\u0131l\u0131 K\u00fclt\u00fcr<\/h3>\n<ul class=\"tkmt-points\"><li>1970\u2019te Kazakistan\u2019daki Esik (Iss\u0131k) kurgan\u0131nda \u00e7ok zengin alt\u0131n s\u00fcslemeli bir sava\u015f\u00e7\u0131 mezar\u0131 bulunmu\u015ftur. Ders kitab\u0131 bu buluntuyu T\u00fcrklerin erken k\u00fclt\u00fcr ve teknik birikimini g\u00f6stermek i\u00e7in kullanmaktad\u0131r.<\/li><li>Kaynak g\u00f6rselinde ta\u00e7l\u0131 ba\u015fl\u0131kta tu\u011flar ve oklar; al\u0131n b\u00f6l\u00fcm\u00fcnde ko\u00e7, geyik ve at kabartmalar\u0131; kemerin solunda kama, sa\u011f\u0131nda k\u0131l\u0131\u00e7 bulundu\u011fu belirtilir. Giysinin yakla\u015f\u0131k 4.800 \u00fc\u00e7gen ve d\u00f6rtgen alt\u0131n par\u00e7an\u0131n b\u00fcy\u00fck titizlikle birle\u015ftirilmesiyle olu\u015fturuldu\u011fu aktar\u0131l\u0131r.<\/li><li>Kurganda bulunan g\u00fcm\u00fc\u015f bir kap \u00fczerindeki k\u0131sa yaz\u0131t, Avrasya bozk\u0131r\u0131ndaki erken yaz\u0131 k\u00fclt\u00fcr\u00fc tart\u0131\u015fmalar\u0131n\u0131n \u00f6nemli buluntular\u0131ndan biridir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Ders kitab\u0131ndaki \u201cM\u00d6 V. y\u00fczy\u0131la ait bu yaz\u0131 bilinen ilk T\u00fcrk yaz\u0131s\u0131d\u0131r ve Orhun Yaz\u0131tlar\u0131yla ayn\u0131 yaz\u0131d\u0131r\u201d h\u00fckm\u00fc akademik a\u00e7\u0131dan kesin de\u011fildir. Iss\u0131k yaz\u0131t\u0131n\u0131n dili ve okunu\u015fu h\u00e2l\u00e2 tart\u0131\u015fmal\u0131d\u0131r; g\u00fcvenli bi\u00e7imde \u201cerken bozk\u0131r yaz\u0131tlar\u0131ndan biri\u201d denmelidir. Ayr\u0131ca T\u00fcrk ad\u0131n\u0131n tarih\u00ee kaynaklarda kesin bi\u00e7imde g\u00f6r\u00fcld\u00fc\u011f\u00fc d\u00f6nem G\u00f6kt\u00fcrklerdir; T\u00fcrklerin etnogenezi daha eskiye uzansa da \u201cM\u00d6 3-4 binlerde T\u00fcrkler\u201d bi\u00e7iminde kesin bir devlet\/etnonim tarihi kurulamaz.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-2\">2. \u0130slamiyet \u00d6ncesi T\u00fcrklerde E\u011fitim<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-5\">2.1. Ya\u015fam Tarz\u0131n\u0131n E\u011fitime Etkisi<\/h3>\n<ul class=\"tkmt-points\"><li>\u0130slamiyet \u00f6ncesi T\u00fcrk toplumlar\u0131nda e\u011fitim, bozk\u0131r hayat\u0131n\u0131n ihtiya\u00e7lar\u0131na g\u00f6re \u015fekillenmi\u015ftir.<\/li><li>Ama\u00e7; g\u00fc\u00e7l\u00fc, sava\u015f\u00e7\u0131, disiplinli, \u00f6zg\u00fcr ve ba\u011f\u0131ms\u0131z ya\u015famaya haz\u0131r bireyler yeti\u015ftirmektir.<\/li><li>Aile, bilgi ve becerilerin \u00e7ocu\u011fa aktar\u0131lmas\u0131nda temel e\u011fitim \u00e7evresidir.<\/li><li>Masal, destan, efsane ve t\u00f6re s\u00f6zl\u00fc e\u011fitim ara\u00e7lar\u0131d\u0131r; bu anlat\u0131lar \u00f6z g\u00fcveni, edeb\u00ee k\u00fclt\u00fcr\u00fc, birlik ve dayan\u0131\u015fmay\u0131 g\u00fc\u00e7lendirmi\u015ftir.<\/li><li>Cesur, kahraman ve bilge ki\u015fiyi ifade eden \u201calp\u201d insan tipi ideal kabul edilmi\u015ftir.<\/li><li>Ata binme, ok atma, k\u0131l\u0131\u00e7 ve kalkan kullanma gibi asker\u00ee beceriler k\u00fc\u00e7\u00fck ya\u015flardan itibaren \u00f6\u011fretilmi\u015ftir. Kad\u0131n, erkek, gen\u00e7 ve ya\u015fl\u0131lar\u0131n gerekti\u011finde sava\u015fabilecek durumda olmas\u0131 bozk\u0131r hayat\u0131n\u0131n sonucudur.<\/li><li>Mesleki e\u011fitimde hayvan \u00fcr\u00fcnlerini i\u015fleme, hal\u0131-kilim dokuma, maden i\u015fleme, ok-yay ve silah yap\u0131m\u0131 gibi alanlar \u00f6nem ta\u015f\u0131m\u0131\u015ft\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">NEDEN \u00d6NEML\u0130?<\/strong><\/p><p>\u0130lk T\u00fcrk topluluklar\u0131nda e\u011fitim, yaln\u0131z \u201cokul\u201d kavram\u0131yla s\u0131n\u0131rland\u0131r\u0131lamaz. Aile, t\u00f6re, asker\u00ee e\u011fitim, meslek \u00f6\u011frenimi ve s\u00f6zl\u00fc k\u00fclt\u00fcr toplumun s\u00fcreklili\u011fini sa\u011flayan e\u011fitim mekanizmalar\u0131d\u0131r.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-6\">2.2. Yaz\u0131l\u0131 K\u00fclt\u00fcr: G\u00f6kt\u00fcrkler ve Orhun Yaz\u0131tlar\u0131<\/h3>\n<ul class=\"tkmt-points\"><li>G\u00f6kt\u00fcrkler, 38 i\u015faretli Orhun alfabesini kullanm\u0131\u015f ve T\u00fcrk dilinin en \u00f6nemli erken yaz\u0131l\u0131 an\u0131tlar\u0131n\u0131 b\u0131rakm\u0131\u015ft\u0131r.<\/li><li>Orhun Yaz\u0131tlar\u0131n\u0131n geli\u015fmi\u015f dili, kompozisyonu ve edeb\u00ee niteli\u011fi; yaz\u0131y\u0131 kullanan, okuyabilen ve metni anlayabilen e\u011fitimli bir \u00e7evrenin bulundu\u011funu g\u00f6sterir.<\/li><li>Yaz\u0131tlarda yaln\u0131z tarih\u00ee olaylar anlat\u0131lmaz; halka ve beylere birlik, devlet d\u00fczeni, sorumluluk ve ge\u00e7mi\u015ften ders \u00e7\u0131karma konusunda \u00f6\u011f\u00fctler verilir.<\/li><li>Bu y\u00f6n\u00fcyle Orhun Yaz\u0131tlar\u0131 hem tarih\u00ee belge hem de toplumun e\u011fitilmesine y\u00f6nelik siyasal-k\u00fclt\u00fcrel metinlerdir.<\/li><li>Tapo Ka\u011fan D\u00f6nemi\u2019nde \u00c7in edebiyat\u0131 ve felsefesine ait eserlerin T\u00fcrk\u00e7eye \u00e7evrilmesinin istenmesi, G\u00f6kt\u00fcrk \u00e7evresinde geli\u015fmi\u015f bir dil ve terc\u00fcme faaliyetinin varl\u0131\u011f\u0131n\u0131 g\u00f6sterir.<\/li><li>Ders kitab\u0131, Orhun yaz\u0131l\u0131 k\u00fclt\u00fcr\u00fcn\u00fcn erkenli\u011fini g\u00f6stermek amac\u0131yla Frans\u0131zca ve Almancan\u0131n erken belgelerini IX. y\u00fczy\u0131la, \u0130ngilizcenin erken belgelerini VIII. y\u00fczy\u0131la ve Japon Nihon Shoki\u2019yi 720 y\u0131l\u0131na yerle\u015ftiren kar\u015f\u0131la\u015ft\u0131rmal\u0131 bir pano kullan\u0131r. Bu tarihler yakla\u015f\u0131k kar\u015f\u0131la\u015ft\u0131rma amac\u0131 ta\u015f\u0131r; farkl\u0131 dillerin \u201cilk belgesi\u201d tan\u0131m\u0131 kaynak t\u00fcr\u00fcne g\u00f6re de\u011fi\u015febilir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">\u00d6SYM D\u0130KKAT<\/strong><\/p><p>Orhun Yaz\u0131tlar\u0131 i\u00e7in ay\u0131rt edici \u00fc\u00e7 \u00f6zellik: T\u00fcrk ad\u0131n\u0131n ge\u00e7ti\u011fi temel metinler, geli\u015fmi\u015f yaz\u0131-dil k\u00fclt\u00fcr\u00fc ve halka\/gelecek ku\u015faklara devlet bilinci kazand\u0131rma amac\u0131.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-7\">2.3. Uygurlarda E\u011fitim, Yaz\u0131, Kitap ve K\u00fct\u00fcphane K\u00fclt\u00fcr\u00fc<\/h3>\n<ul class=\"tkmt-points\"><li>Uygurlar D\u00f6nemi\u2019nde yerle\u015fik hayat\u0131n geli\u015fmesi ve farkl\u0131 k\u00fclt\u00fcrlerle etkile\u015fim, e\u011fitim anlay\u0131\u015f\u0131n\u0131 de\u011fi\u015ftirmi\u015ftir.<\/li><li>Devlet y\u00f6netimi, hukuk, askerlik, ekonomi, ticaret, fen, dil, yaz\u0131, e\u011fitim ve sanat alanlar\u0131nda geli\u015fmeler ya\u015fanm\u0131\u015ft\u0131r.<\/li><li>Uygurlar farkl\u0131 yaz\u0131 sistemlerini kullanm\u0131\u015f; k\u00e2\u011f\u0131t ve bask\u0131 tekniklerinden yararlanm\u0131\u015f, kitap \u00fcretmi\u015f ve k\u00fct\u00fcphaneleri yayg\u0131nla\u015ft\u0131rm\u0131\u015ft\u0131r.<\/li><li>Yerle\u015fik hayat ve ticari faaliyetler kay\u0131t tutmay\u0131 gerekli k\u0131lm\u0131\u015f; okuryazarl\u0131\u011f\u0131n ve planl\u0131 e\u011fitimin geli\u015fmesine zemin haz\u0131rlam\u0131\u015ft\u0131r.<\/li><li>Uygur metinlerinde bilginin de\u011feri s\u0131k\u00e7a vurgulanm\u0131\u015ft\u0131r; bilgili insan toplumda sayg\u0131n kabul edilmi\u015ftir.<\/li><li>Kaynakta Uygur alfabesiyle dikey yaz\u0131lm\u0131\u015f resimli el yazmas\u0131 \u00f6rne\u011fi, Uygur yaz\u0131l\u0131 k\u00fclt\u00fcr\u00fcn\u00fcn ve kitap sanat\u0131n\u0131n g\u00fcn\u00fcm\u00fcze kalan erken \u00f6rneklerinden biri olarak g\u00f6sterilmi\u015ftir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Kaynakta Uygurlar\u0131n \u201chareketli harfli matbaay\u0131 \u00c7inlilerden \u00f6nce ke\u015ffetti\u011fi\u201d g\u00f6r\u00fc\u015f\u00fc kesin bilgi gibi sunulmaktad\u0131r. G\u00fcncel bilim tarihinde hareketli matbaan\u0131n ilk a\u00e7\u0131k kayd\u0131 XI. y\u00fczy\u0131l \u00c7in\u2019inde Bi Sheng\u2019e aittir. Uygurlar\u0131n bask\u0131 teknolojisini yo\u011fun kulland\u0131\u011f\u0131 ve daha sonraki y\u00fczy\u0131llarda ah\u015fap hareketli harflerden yararland\u0131\u011f\u0131 ise g\u00fc\u00e7l\u00fc bi\u00e7imde belgelenmi\u015ftir.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-8\">2.4. Dede Korkut Hik\u00e2yelerinde E\u011fitim ve De\u011ferler<\/h3>\n<ul class=\"tkmt-points\"><li>Dede Korkut, O\u011fuz toplumunda bilge, \u00f6\u011f\u00fct veren, \u00e7ocuklara ad koyan ve toplumsal sorunlarda yol g\u00f6steren \u015fahsiyet olarak anlat\u0131l\u0131r.<\/li><li>Hik\u00e2yelerde \u00e7ocu\u011fun kendi \u00e7\u0131kar\u0131ndan \u00f6nce toplum yarar\u0131n\u0131 d\u00fc\u015f\u00fcnmesi, anne-baba s\u00f6z\u00fc dinlemesi ve b\u00fcy\u00fcklere sayg\u0131 g\u00f6stermesi vurgulan\u0131r.<\/li><li>Cesaret, sadakat, yi\u011fitlik, sayg\u0131, vefa ve namuslu olma temel de\u011ferler aras\u0131ndad\u0131r.<\/li><li>E\u011fitimde model g\u00f6sterme y\u00f6ntemi kullan\u0131l\u0131r: iyi davran\u0131\u015flar \u00f6rneklenirken k\u00f6t\u00fc \u00f6rnekler de \u201cnas\u0131l davran\u0131lmamas\u0131 gerekti\u011fini\u201d somutla\u015ft\u0131r\u0131r.<\/li><li>Aile b\u00fcy\u00fc\u011f\u00fcne sayg\u0131, d\u00fcr\u00fcstl\u00fck, yard\u0131mseverlik, vatan sevgisi ve \u00f6rnek olayla de\u011fer \u00f6\u011fretimi g\u00fcn\u00fcm\u00fczde de devam eden y\u00f6nlerdir.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Dede Korkut anlat\u0131lar\u0131 eski O\u011fuz geleneklerini ta\u015f\u0131makla birlikte bug\u00fcn bilinen yazmalar\u0131 \u0130slam\u00ee d\u00f6nemde \u015fekillenmi\u015ftir. Bu nedenle eser, \u0130slamiyet \u00f6ncesi e\u011fitim anlay\u0131\u015f\u0131n\u0131n birebir ve tek ba\u015f\u0131na do\u011frudan belgesi olarak de\u011fil, eski T\u00fcrk gelenekleriyle \u0130slam\u00ee unsurlar\u0131n birle\u015fti\u011fi k\u00fclt\u00fcrel bir kaynak olarak de\u011ferlendirilmelidir.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-3\">3. \u0130slamiyet \u00d6ncesi T\u00fcrklerde Bilim ve Teknoloji<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-9\">3.1. Bilimsel Faaliyetleri Do\u011furan \u0130htiya\u00e7lar<\/h3>\n<ul class=\"tkmt-points\"><li>T\u00fcrklerin bilimsel uygulamalar\u0131nda temel belirleyici unsur ya\u015fam tarz\u0131d\u0131r. G\u00f6\u00e7, y\u00f6n bulma, hayvanc\u0131l\u0131k, sava\u015f, \u00fcretim ve sa\u011fl\u0131k ihtiya\u00e7lar\u0131 pratik bilgiyi geli\u015ftirmi\u015ftir.<\/li><li>G\u00f6\u00e7 yollar\u0131n\u0131, mevsimleri ve zaman\u0131 belirleme ihtiyac\u0131 astronomi ve takvim bilgisini geli\u015ftirmi\u015ftir.<\/li><li>Atl\u0131 hayat; eyer, \u00fczengi, nal ve gem gibi ara\u00e7lar\u0131n geli\u015ftirilmesine, hareketli sava\u015f d\u00fczenine ve i\u015flevsel k\u0131yafet k\u00fclt\u00fcr\u00fcne katk\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/li><li>Demircilik ve madencilik; k\u0131l\u0131\u00e7, kalkan, karg\u0131, m\u0131zrak ve ok ucu \u00fcretiminde ileri tekniklerin kullan\u0131lmas\u0131n\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/li><li>Arkeolojik buluntulardaki kaplar, ko\u015fum tak\u0131mlar\u0131, tak\u0131lar, giysiler, hal\u0131lar, b\u0131\u00e7aklar, kamalar ve ok u\u00e7lar\u0131; malzeme bilgisi, kimya, metalurji ve teknik becerilerin geli\u015fti\u011fini g\u00f6sterir.<\/li><li>Hayvansal \u00fcr\u00fcnlerden ila\u00e7 yap\u0131lmas\u0131, veterinerlik ve zooloji bilgisinin varl\u0131\u011f\u0131na i\u015faret eder.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Kaynakta bronzun, y\u00fcksek tekerlekli araban\u0131n, pantolon ve ceketin \u201cT\u00fcrkler taraf\u0131ndan icat edildi\u011fi\u201d y\u00f6n\u00fcnde kesin ifadeler bulunmaktad\u0131r. Bu bulu\u015flar\u0131n k\u00f6keni tarihsel T\u00fcrk topluluklar\u0131ndan daha eski d\u00f6nemlere uzan\u0131r. Do\u011fru anlat\u0131m: T\u00fcrk ve bozk\u0131r toplumlar\u0131 bu ara\u00e7, giyim ve metal i\u015fleme tekniklerini etkili bi\u00e7imde kullanm\u0131\u015f ve geli\u015ftirmi\u015ftir; \u201cilk mucit\u201d olduklar\u0131 kesin olarak s\u00f6ylenemez.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-10\">3.2. Uygulamal\u0131 Bilim \u00d6rnekleri<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Kaynakta Verilen \u00d6rnek<\/strong><\/p><\/th><th scope=\"col\"><p><strong>\u0130lgili Bilim \/ Teknoloji Alan\u0131<\/strong><\/p><\/th><th scope=\"col\"><p><strong>A\u00e7\u0131klama<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>Uygurlar\u0131n maden k\u00f6m\u00fcr\u00fc kullanmas\u0131<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>Kimya &#8211; jeoloji<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>K\u00f6m\u00fcr\u00fcn yak\u0131t olarak tan\u0131nmas\u0131 ve do\u011fal maden kaynaklar\u0131n\u0131n kullan\u0131lmas\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>G\u00f6kt\u00fcrklerin pulluk, k\u00fcrek, yakla\u015f\u0131k 10 km kanal ve su da\u011f\u0131t\u0131m \u015febekesi kullanmas\u0131<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>Tar\u0131m bilimi &#8211; m\u00fchendislik<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Tar\u0131m ara\u00e7lar\u0131, sulama ve su y\u00f6netimi.<\/p><\/td><\/tr><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>Uygurlarda bask\u0131 teknikleri<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>Matbaac\u0131l\u0131k &#8211; teknoloji<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Kitap \u00e7o\u011faltma ve yaz\u0131l\u0131 k\u00fclt\u00fcr\u00fcn yay\u0131lmas\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>Demir tavlama ocaklar\u0131 ve demircilik<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>Madencilik &#8211; metalurji<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Metal i\u015fleme, silah ve ara\u00e7 \u00fcretimi.<\/p><\/td><\/tr><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>Say\u0131 dizileri ve say\u0131sal bilmeceler<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>Matematik<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Aritmetik, \u00f6r\u00fcnt\u00fc ve problem \u00e7\u00f6zme becerisi.<\/p><\/td><\/tr><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>K\u0131zam\u0131k ve \u00e7i\u00e7ek hastal\u0131klar\u0131na dair uygulamalar<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>T\u0131p &#8211; eczac\u0131l\u0131k<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Halk hekimli\u011fi ve hastal\u0131kla m\u00fccadele y\u00f6ntemleri.<\/p><\/td><\/tr><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>Bitki ve inorganik maddelerden k\u0131rm\u0131z\u0131 boya<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>Kimya<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>Do\u011fal ve mineral k\u00f6kenli boya \u00fcretimi.<\/p><\/td><\/tr><tr><td data-label=\"Kaynakta Verilen \u00d6rnek\"><p>Hun kurganlar\u0131nda baz\u0131 cesetlerin bozulmadan kalmas\u0131<\/p><\/td><td data-label=\"\u0130lgili Bilim \/ Teknoloji Alan\u0131\"><p>T\u0131p &#8211; anatomi<\/p><\/td><td data-label=\"A\u00e7\u0131klama\"><p>G\u00f6mme \u00f6ncesi baz\u0131 organlar\u0131n \u00e7\u0131kar\u0131lmas\u0131 gibi uygulamalar.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<ul class=\"tkmt-points\"><li>Uygurca t\u0131p metinlerinde g\u00f6z, kulak, burun, a\u011f\u0131z, ba\u015f, solunum, kalp, deri, k\u0131r\u0131k-\u00e7\u0131k\u0131k ve zihinsel rahats\u0131zl\u0131klar hakk\u0131nda tedavi bilgileri bulunmaktad\u0131r.<\/li><li>\u00c7i\u00e7ek hastal\u0131\u011f\u0131na kar\u015f\u0131 yaralardan al\u0131nan kabuklar\u0131n kurutulup daha sonra suland\u0131r\u0131larak uygulanmas\u0131, kaynakta erken bir variolasyon \u00f6rne\u011fi olarak aktar\u0131lm\u0131\u015ft\u0131r.<\/li><li>Uygurlar\u0131n ta\u015f k\u00f6m\u00fcr\u00fc kulland\u0131\u011f\u0131na ili\u015fkin \u00c7in kaynaklar\u0131nda kay\u0131tlar bulundu\u011fu belirtilmektedir.<\/li><li>Altay kurganlar\u0131nda k\u0131rm\u0131z\u0131 boya kullan\u0131m\u0131, bitki ve inorganik maddelerden pigment elde edildi\u011fini d\u00fc\u015f\u00fcnd\u00fcr\u00fcr.<\/li><li>Paz\u0131r\u0131k Kurganlar\u0131nda bulunan \u00fcnl\u00fc hal\u0131, d\u00fcnyan\u0131n en eski d\u00fc\u011f\u00fcml\u00fc hal\u0131lar\u0131ndan biridir; renklerin canl\u0131l\u0131\u011f\u0131 dokuma ve boya bilgisinin geli\u015fmi\u015fli\u011fini g\u00f6sterir.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Paz\u0131r\u0131k Hal\u0131s\u0131\u2019n\u0131n do\u011frudan \u201cHunlara ait\u201d oldu\u011fu yorumu kesin de\u011fildir. Eserin bozk\u0131r k\u00fclt\u00fcr \u00e7evresiyle ili\u015fkisi g\u00fc\u00e7l\u00fcd\u00fcr; ancak \u00fcretici toplulu\u011fun etnik kimli\u011fi konusunda farkl\u0131 akademik g\u00f6r\u00fc\u015fler bulunmaktad\u0131r.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-11\">3.3. On \u0130ki Hayvanl\u0131 T\u00fcrk Takvimi<\/h3>\n<ul class=\"tkmt-points\"><li>Takvim, g\u00f6\u00e7 zamanlar\u0131n\u0131, mevsimleri, tar\u0131m ve hayvanc\u0131l\u0131k faaliyetlerini d\u00fczenleme ve zaman\u0131n ak\u0131\u015f\u0131n\u0131 takip etme ihtiyac\u0131yla ili\u015fkilidir.<\/li><li>Kaynakta takvimin g\u00fcne\u015f y\u0131l\u0131 esasl\u0131 oldu\u011fu, bir y\u0131l\u0131n 365 g\u00fcn 5 saat kabul edildi\u011fi belirtilir.<\/li><li>12 y\u0131l bir \u201cdevir\u201d kabul edilir; her y\u0131l bir hayvan ad\u0131yla an\u0131l\u0131r ve on iki y\u0131ll\u0131k d\u00f6ng\u00fc tamamlan\u0131nca ayn\u0131 s\u0131ra yeniden ba\u015flar.<\/li><li>Y\u0131llar s\u0131ras\u0131yla: s\u0131\u00e7gan (s\u0131\u00e7an), ud (\u00f6k\u00fcz\/s\u0131\u011f\u0131r), bars (pars), tav\u0131\u015fgan (tav\u015fan), lu (ejder), c\u0131lan (y\u0131lan), yund (k\u0131srak\/at), kon (koyun), bi\u00e7in (maymun), tak\u0131gu (tavuk), it (k\u00f6pek), tonguz (domuz).<\/li><li>Kaynakta 1 ay\u0131n 30 g\u00fcn, 4 hafta; g\u00fcn\u00fcn ba\u015flang\u0131c\u0131n\u0131n gece yar\u0131s\u0131 oldu\u011fu ve g\u00fcnlerin \u00f6zel adlar\u0131n\u0131n bulunmad\u0131\u011f\u0131 ifade edilir.<\/li><li>Kaynakta takvimin geleneksel kozmoloji a\u00e7\u0131klamas\u0131 i\u00e7inde D\u00fcnya\u2019n\u0131n \u00f6mr\u00fcn\u00fcn 3.600.000 y\u0131l, bunun 360 \u201cven\u201d oldu\u011fu ve 1 venin 10.000 y\u0131la kar\u015f\u0131l\u0131k geldi\u011fi de aktar\u0131l\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Takvimde ge\u00e7en \u201cD\u00fcnya\u2019n\u0131n \u00f6mr\u00fc 3.600.000 y\u0131l\u201d bilgisi tarih\u00ee takvim ve kozmoloji anlay\u0131\u015f\u0131n\u0131n bir par\u00e7as\u0131d\u0131r; modern jeolojide D\u00fcnya\u2019n\u0131n bilimsel ya\u015f\u0131 olarak kabul edilmez.<\/p><\/aside>\n<ul class=\"tkmt-points\"><li>Halk k\u00fclt\u00fcr\u00fcnde baz\u0131 y\u0131llar u\u011furlu veya zor kabul edilmi\u015f; takvim bilgisi \u201cEset &#8211; bes et\u201d gibi tar\u0131m atas\u00f6zlerine yans\u0131m\u0131\u015ft\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>On \u0130ki Hayvanl\u0131 takvim Do\u011fu ve Orta Asya\u2019n\u0131n ortak k\u00fclt\u00fcr \u00e7evresinde yayg\u0131nla\u015fm\u0131\u015ft\u0131r. \u201cTakvimi ilk kez T\u00fcrkler icat etti\u201d \u015feklindeki kesin ifade akademik olarak tart\u0131\u015fmal\u0131d\u0131r. T\u00fcrklerin bu takvimi \u00e7ok erken d\u00f6nemlerden itibaren kullan\u0131p kendi k\u00fclt\u00fcrlerine uyarlad\u0131\u011f\u0131 kesin bi\u00e7imde s\u00f6ylenebilir.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-4\">4. T\u00fcrk-\u0130slam Devletlerinde E\u011fitim<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-12\">4.1. \u0130slamiyet\u2019in Kabul\u00fc ve E\u011fitimde Kurumsalla\u015fma<\/h3>\n<ul class=\"tkmt-points\"><li>T\u00fcrklerin \u0130slamiyet\u2019le temas\u0131 ilk \u0130slam fetihleri d\u00f6neminde ba\u015flam\u0131\u015f ve y\u00fczy\u0131llar i\u00e7inde giderek artm\u0131\u015ft\u0131r.<\/li><li>X. y\u00fczy\u0131lda Ya\u011fma, \u00c7i\u011fil, Karluk ve Tuhsi topluluklar\u0131n\u0131n M\u00fcsl\u00fcmanla\u015fmas\u0131; Karahanl\u0131lar\u0131n Satuk Bu\u011fra Han D\u00f6nemi\u2019nde \u0130slamiyet\u2019i benimsemesi, T\u00fcrk-\u0130slam k\u00fclt\u00fcr\u00fcn\u00fcn geli\u015fmesinde \u00f6nemli a\u015famalard\u0131r.<\/li><li>\u0130slamiyet\u2019in ilme ve \u00f6\u011frenmeye verdi\u011fi \u00f6nem, e\u011fitim kurumlar\u0131n\u0131n geli\u015fmesini desteklemi\u015ftir.<\/li><li>Karahanl\u0131lar D\u00f6nemi\u2019nde e\u011fitim daha planl\u0131, programl\u0131 ve kurumsal bir yap\u0131ya kavu\u015fmu\u015f; bu s\u00fcre\u00e7 Sel\u00e7uklu ve Osmanl\u0131 d\u00f6nemlerinde geni\u015flemi\u015ftir.<\/li><li>Ribat, kervansaray, medrese, cami, dar\u00fc\u015f\u015fifa ve rasathane gibi kurumlar yaln\u0131z mimari yap\u0131 de\u011fil; e\u011fitim, k\u00fclt\u00fcr, bilim ve sosyal hizmet merkezleri olmu\u015ftur.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Kaynakta \u201c\u0130slamiyet T\u00fcrklerin mill\u00ee dini oldu\u201d ifadesi ge\u00e7mektedir. Daha n\u00f6tr ve akademik kullan\u0131m: \u0130slamiyet, X. y\u00fczy\u0131ldan itibaren T\u00fcrk topluluklar\u0131n\u0131n b\u00fcy\u00fck b\u00f6l\u00fcm\u00fcn\u00fcn benimsedi\u011fi ve T\u00fcrk-\u0130slam k\u00fclt\u00fcr\u00fcn\u00fc \u015fekillendiren ba\u015fl\u0131ca din h\u00e2line gelmi\u015ftir.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-13\">4.2. Medreseler ve Nizamiye Medreseleri<\/h3>\n<ul class=\"tkmt-points\"><li>Medrese, T\u00fcrk-\u0130slam tarihinde d\u00fczenli e\u011fitim-\u00f6\u011fretim kurumlar\u0131n\u0131n genel ad\u0131d\u0131r.<\/li><li>Karahanl\u0131lar D\u00f6nemi\u2019nde medreseler a\u00e7\u0131lm\u0131\u015f; Sel\u00e7uklularla birlikte medrese k\u00fclt\u00fcr\u00fc daha sistemli ve yayg\u0131n bir h\u00e2le gelmi\u015ftir.<\/li><li>Ba\u011fdat\u2019ta Nizam\u00fclm\u00fclk\u2019\u00fcn \u00f6nc\u00fcl\u00fc\u011f\u00fcnde kurulan Nizamiye Medreseleri, devlet destekli y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n en etkili \u00f6rneklerinden biri olmu\u015ftur.<\/li><li>Medreselerde \u00f6\u011fretim b\u00f6l\u00fcmleri, k\u00fct\u00fcphaneler, hamamlar, hastane ve mutfak gibi hizmet b\u00f6l\u00fcmleri bulunabilmi\u015ftir.<\/li><li>Din\u00ee ilimlerin yan\u0131nda matematik, astronomi, t\u0131p ve hikmet gibi akl\u00ee ilimler de okutulmu\u015ftur; ders i\u00e7eri\u011fi b\u00fcy\u00fck \u00f6l\u00e7\u00fcde hocaya g\u00f6re de\u011fi\u015febilmi\u015ftir.<\/li><li>Nizamiye Medreselerinde ders ge\u00e7me, \u00f6\u011frenciye burs verme, \u00f6\u011fretim \u00fcyesi yeti\u015ftirme ve mezuna icazet verme gibi uygulamalar g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/li><li>\u00d6\u011frencilerin bar\u0131nma ve beslenme ihtiya\u00e7lar\u0131n\u0131n kar\u015f\u0131lanmas\u0131, maa\u015fl\u0131 \u00f6\u011fretmenlerin bulunmas\u0131 ve giderlerin vak\u0131flarca finanse edilmesi medreselerin kurumsal g\u00fcc\u00fcn\u00fc art\u0131rm\u0131\u015ft\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Nizamiye Medreseleri \u201cd\u00fcnyadaki ilk medrese\u201d de\u011fildir; daha \u00f6nce de medrese benzeri kurumlar vard\u0131. Nizamiyelerin \u00f6nemi, B\u00fcy\u00fck Sel\u00e7uklu y\u00f6netimi alt\u0131nda yayg\u0131n, vak\u0131f destekli ve d\u00fczenli bir y\u00fcksek\u00f6\u011fretim modelini g\u00fc\u00e7lendirmesidir.<\/p><\/aside>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">\u00d6SYM D\u0130KKAT<\/strong><\/p><p>Nizamiye Medreseleri = Nizam\u00fclm\u00fclk + B\u00fcy\u00fck Sel\u00e7uklu + Ba\u011fdat + burs\/ia\u015fe\/bar\u0131nma + vak\u0131f deste\u011fi + icazet. \u201c\u0130lk tam te\u015fekk\u00fcll\u00fc\u201d ifadesi MEB kaynaklar\u0131nda bu kurumsal niteli\u011fi vurgulamak i\u00e7in kullan\u0131l\u0131r.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-14\">4.3. Ribat ve Kervansaraylar\u0131n E\u011fitim \u0130\u015flevi<\/h3>\n<ul class=\"tkmt-points\"><li>Karahanl\u0131larda s\u0131n\u0131r karakolu olarak kullan\u0131lan ribatlar, s\u0131n\u0131rlar\u0131n geni\u015flemesiyle g\u00fcvenlik, konaklama ve e\u011fitim i\u015flevleri kazand\u0131.<\/li><li>Ribatlar zaviye, han, hang\u00e2h ve kervansaray gibi adlarla da an\u0131lm\u0131\u015ft\u0131r.<\/li><li>Geni\u015f avlu, \u00e7ok say\u0131da hizmet b\u00f6l\u00fcm\u00fc ve kapal\u0131 mek\u00e2nlar\u0131yla ribatlar Sel\u00e7uklu medreselerinin mimari geli\u015fimini etkilemi\u015ftir.<\/li><li>Sava\u015fta halk\u0131n s\u0131\u011f\u0131nabildi\u011fi g\u00fcvenli alan, t\u00fcccarlar i\u00e7in misafirhane, yoksullar i\u00e7in destek merkezi ve kimsesiz \u00f6\u011frenciler i\u00e7in okul i\u015flevi g\u00f6rm\u00fc\u015ft\u00fcr.<\/li><li>Sel\u00e7uklu kervansaraylar\u0131nda vaiz ve fakihler bulunmu\u015f; Kur\u2019an, Arap\u00e7a, tarih, ilmihal ve edebiyat dersleri verilmi\u015ftir.<\/li><li>Farkl\u0131 co\u011frafyalardan gelen t\u00fcccar ve yolcular\u0131n bilgi, tecr\u00fcbe ve k\u00fclt\u00fcr payla\u015f\u0131m\u0131 yapmas\u0131 kervansaraylar\u0131 k\u00fclt\u00fcrel etkile\u015fim merkezi h\u00e2line getirmi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-15\">4.4. Tekke ve Zaviyeler<\/h3>\n<ul class=\"tkmt-points\"><li>Medreseler daha \u00e7ok din\u00ee ve akl\u00ee ilimlerin sistemli \u00f6\u011fretimini temsil ederken tekke ve zaviyelerde tasavvuf, ahlak ve manevi e\u011fitim \u00f6ne \u00e7\u0131km\u0131\u015ft\u0131r.<\/li><li>Tekke ve zaviyelerde \u015fiir ve musiki ba\u015fta olmak \u00fczere g\u00fczel sanatlar e\u011fitimi de verilmi\u015ftir.<\/li><li>Bu kurumlar, geni\u015f halk kitlelerine ula\u015fan yayg\u0131n e\u011fitim ve sosyal dayan\u0131\u015fma merkezleri olarak \u00e7al\u0131\u015fm\u0131\u015ft\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-16\">4.5. Dar\u00fc\u015f\u015fifalar \/ Bimaristanlar<\/h3>\n<ul class=\"tkmt-points\"><li>Dar\u00fc\u015f\u015fifa veya bimaristan, \u0130slam d\u00fcnyas\u0131nda hastane i\u00e7in kullan\u0131lan \u201c\u015fifa evi \/ sa\u011fl\u0131k evi\u201d anlam\u0131ndaki terimlerdir.<\/li><li>Dar\u00fc\u015f\u015fifalarda yolcu, t\u00fcccar, yoksul ve kimsesizler ayr\u0131m yap\u0131lmadan tedavi edilmi\u015f; ayn\u0131 zamanda t\u0131p e\u011fitimi verilmi\u015ftir.<\/li><li>Hasta ba\u015f\u0131nda klinik ders, ila\u00e7la tedavi ve baz\u0131 ak\u0131l hastal\u0131klar\u0131nda m\u00fczikle tedavi uygulamalar\u0131 T\u00fcrk-\u0130slam t\u0131p gelene\u011finin \u00f6nemli \u00f6zelliklerindendir.<\/li><li>Nizam\u00fclm\u00fclk\u2019\u00fcn Ni\u015fabur\u2019da bimaristan yapt\u0131rd\u0131\u011f\u0131 ve Ba\u011fdat Nizamiye Medresesi b\u00fcnyesinde bir hastane kurdurdu\u011fu aktar\u0131lmaktad\u0131r.<\/li><li>T\u00fcrkiye Sel\u00e7uklu H\u00fck\u00fcmdar\u0131 I. G\u0131yaseddin Keyh\u00fcsrev\u2019in k\u0131z karde\u015fi Gevher Nesibe ad\u0131na Kayseri\u2019de yapt\u0131rd\u0131\u011f\u0131 yap\u0131, dar\u00fc\u015f\u015fifa ile t\u0131p e\u011fitiminin birlikte y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc se\u00e7kin \u00f6rneklerdendir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Gevher Nesibe Dar\u00fc\u015f\u015fifas\u0131 i\u00e7in \u201cd\u00fcnyada hastane ile t\u0131p fak\u00fcltesini ayn\u0131 yap\u0131da birle\u015ftiren ilk \u00f6rnek\u201d ifadesi kaynaklarda s\u0131k\u00e7a kullan\u0131l\u0131r; ancak \u201cd\u00fcnyada ilk\u201d \u015feklindeki mutlak \u00fcst\u00fcnl\u00fck iddias\u0131 bilim tarihi a\u00e7\u0131s\u0131ndan tart\u0131\u015fmal\u0131d\u0131r. En g\u00fcvenli ifade, onun erken ve \u00e7ok \u00f6nemli bir t\u0131p e\u011fitimi-hastane kompleksi oldu\u011fudur.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-17\">4.6. E\u011fitim Kurumlar\u0131 ve G\u00fcn\u00fcm\u00fczdeki Yakla\u015f\u0131k Kar\u015f\u0131l\u0131klar\u0131<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Kurum<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Ba\u015fl\u0131ca \u0130\u015flevi<\/strong><\/p><\/th><th scope=\"col\"><p><strong>G\u00fcn\u00fcm\u00fczdeki Yakla\u015f\u0131k Kar\u015f\u0131l\u0131\u011f\u0131<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Kurum\"><p>Medrese<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca \u0130\u015flevi\"><p>Din\u00ee ve akl\u00ee ilimlerin sistemli \u00f6\u011fretimi, y\u00fcksek\u00f6\u011fretim ve ilmiye yeti\u015ftirme.<\/p><\/td><td data-label=\"G\u00fcn\u00fcm\u00fczdeki Yakla\u015f\u0131k Kar\u015f\u0131l\u0131\u011f\u0131\"><p>\u00dcniversite \/ fak\u00fclte \/ orta-y\u00fcksek \u00f6\u011fretim kurumlar\u0131<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Ribat \/ Kervansaray<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca \u0130\u015flevi\"><p>G\u00fcvenlik, konaklama, bar\u0131nma, sosyal yard\u0131m ve baz\u0131 yerlerde e\u011fitim.<\/p><\/td><td data-label=\"G\u00fcn\u00fcm\u00fczdeki Yakla\u015f\u0131k Kar\u015f\u0131l\u0131\u011f\u0131\"><p>Yurt \/ konukevi \/ e\u011fitim-k\u00fclt\u00fcr merkezi<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Tekke \/ Zaviye<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca \u0130\u015flevi\"><p>Tasavvuf, ahlak, \u015fiir, musiki ve halk e\u011fitimi.<\/p><\/td><td data-label=\"G\u00fcn\u00fcm\u00fczdeki Yakla\u015f\u0131k Kar\u015f\u0131l\u0131\u011f\u0131\"><p>Halk e\u011fitim \/ k\u00fclt\u00fcr merkeziyle baz\u0131 i\u015flevsel benzerlikler<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Dar\u00fc\u015f\u015fifa<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca \u0130\u015flevi\"><p>Tedavi, t\u0131p e\u011fitimi ve klinik uygulama.<\/p><\/td><td data-label=\"G\u00fcn\u00fcm\u00fczdeki Yakla\u015f\u0131k Kar\u015f\u0131l\u0131\u011f\u0131\"><p>Hastane + t\u0131p fak\u00fcltesi \/ e\u011fitim ara\u015ft\u0131rma hastanesi<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">KARI\u015eTIRMA!<\/strong><\/p><p>Bu kurumlar\u0131n \u201cg\u00fcn\u00fcm\u00fczdeki kar\u015f\u0131l\u0131\u011f\u0131\u201d birebir ayn\u0131 kurum olduklar\u0131 anlam\u0131na gelmez; yaln\u0131zca temel i\u015flevleri bak\u0131m\u0131ndan benzerlik kurulmaktad\u0131r.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-18\">4.7. Ahilik: Meslek, Ahlak ve Yayg\u0131n E\u011fitim<\/h3>\n<ul class=\"tkmt-points\"><li>Ahilik, f\u00fct\u00fcvvet gelene\u011finin Anadolu\u2019da esnaf ve t\u00fcccarlarla b\u00fct\u00fcnle\u015fmesi sonucu geli\u015fen sosyoekonomik ve e\u011fitimsel bir kurumdur.<\/li><li>F\u00fct\u00fcvvet; gen\u00e7lik, kahramanl\u0131k ve c\u00f6mertlik anlamlar\u0131n\u0131 ta\u015f\u0131r. Tasavvufi etkilerle ahlaki ve mesleki bir te\u015fkilat k\u00fclt\u00fcr\u00fcne d\u00f6n\u00fc\u015fm\u00fc\u015ft\u00fcr.<\/li><li>Ahi Evran, T\u00fcrkistan\u2019dan Anadolu\u2019ya gelerek Ahili\u011fin \u00f6rg\u00fctlenmesinde etkili olmu\u015f; f\u00fct\u00fcvvetnamelerden yararlanarak te\u015fkilat\u0131n kurallar\u0131n\u0131 sistemle\u015ftirmi\u015ftir.<\/li><li>Mesle\u011fe ilgisi olmayanlar te\u015fkilata al\u0131nmam\u0131\u015f; yamak \u2192 \u00e7\u0131rak \u2192 kalfa \u2192 usta d\u00fczeniyle mesleki e\u011fitim verilmi\u015ftir.<\/li><li>Kademeler aras\u0131 ge\u00e7i\u015fte \u201c\u015fed \/ ku\u015fak ba\u011flama\u201d t\u00f6renleri yap\u0131lm\u0131\u015f; ku\u015fak, bilgi ve meslek sorumlulu\u011funun aktar\u0131m\u0131n\u0131 simgelemi\u015ftir.<\/li><li>Ak\u015famlar\u0131 ahlak dersleri, belirli g\u00fcnlerde silah ve ata binme e\u011fitimleri yap\u0131lm\u0131\u015ft\u0131r.<\/li><li>Do\u011fru tart\u0131 ve \u00f6l\u00e7\u00fc, hilesiz \u00fcretim, kalite, adil payla\u015f\u0131m, yard\u0131mla\u015fma, g\u00fcvenilirlik, c\u00f6mertlik ve topluma kar\u015f\u0131 sorumluluk Ahili\u011fin temel ilkelerindendir.<\/li><li>G\u00fcn\u00fcm\u00fczde Ahilik de\u011ferlerini ya\u015fatmak amac\u0131yla eyl\u00fcl ay\u0131nda Ahilik K\u00fclt\u00fcr\u00fc Haftas\u0131 etkinlikleri d\u00fczenlenmektedir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">SINAV NOTU<\/strong><\/p><p>Ahilik = meslek e\u011fitimi + ahlak + dayan\u0131\u015fma + kalite kontrol + esnaf \u00f6rg\u00fctlenmesi. Osmanl\u0131 lonca sistemi Ahilik gelene\u011finin bir\u00e7ok unsurunu devam ettirmi\u015ftir.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-19\">4.8. T\u00fcrk K\u00fclt\u00fcr\u00fcne Y\u00f6n Veren Eserler<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Eser<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Yazar<\/strong><\/p><\/th><th scope=\"col\"><p><strong>E\u011fitim ve K\u00fclt\u00fcr A\u00e7\u0131s\u0131ndan \u00d6nemi<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Eser\"><p>Kutadgu Bilig<\/p><\/td><td data-label=\"Yazar\"><p>Yusuf Has Hacib<\/p><\/td><td data-label=\"E\u011fitim ve K\u00fclt\u00fcr A\u00e7\u0131s\u0131ndan \u00d6nemi\"><p>Devlet, toplum, ahlak ve ideal insan anlay\u0131\u015f\u0131n\u0131 \u00f6\u011fretici \u015fiir diliyle i\u015fler; bilgiyi insan g\u00f6nl\u00fcndeki inciye benzetir.<\/p><\/td><\/tr><tr><td data-label=\"Eser\"><p>D\u00eev\u00e2nu Lug\u00e2ti\u2019t-T\u00fcrk<\/p><\/td><td data-label=\"Yazar\"><p>Ka\u015fgarl\u0131 Mahmud<\/p><\/td><td data-label=\"E\u011fitim ve K\u00fclt\u00fcr A\u00e7\u0131s\u0131ndan \u00d6nemi\"><p>T\u00fcrk dilinin zenginli\u011fini ortaya koyar; XI. y\u00fczy\u0131l T\u00fcrk k\u00fclt\u00fcr\u00fc, s\u00f6z varl\u0131\u011f\u0131, e\u011fitim ve bilgi kavramlar\u0131n\u0131 g\u00fcn\u00fcm\u00fcze ta\u015f\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Eser\"><p>Atabet\u00fc\u2019l-Hakay\u0131k<\/p><\/td><td data-label=\"Yazar\"><p>Edib Ahmed Y\u00fckneki<\/p><\/td><td data-label=\"E\u011fitim ve K\u00fclt\u00fcr A\u00e7\u0131s\u0131ndan \u00d6nemi\"><p>Ahlak, bilgi ve erdem merkezli \u00f6\u011fretici bir eserdir.<\/p><\/td><\/tr><tr><td data-label=\"Eser\"><p>Divan-\u0131 Hikmet<\/p><\/td><td data-label=\"Yazar\"><p>Hoca Ahmed Yesevi<\/p><\/td><td data-label=\"E\u011fitim ve K\u00fclt\u00fcr A\u00e7\u0131s\u0131ndan \u00d6nemi\"><p>Tasavvufi ve ahlaki \u00f6\u011fretileri T\u00fcrk\u00e7e hikmetlerle halka aktar\u0131r.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<h2 class=\"tkmt-section\" id=\"bolum-5\">5. T\u00fcrk-\u0130slam Devletlerinde Bilim<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-20\">5.1. Bilimsel Ortam ve Devlet Deste\u011fi<\/h3>\n<ul class=\"tkmt-points\"><li>\u0130slam d\u00fcnyas\u0131nda Beyt\u00fclhikme, eski medeniyetlerin eserlerinin \u00e7evrildi\u011fi, k\u00fct\u00fcphane ve \u00e7eviri faaliyetlerinin y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc \u00f6nemli bir bilim merkezidir.<\/li><li>T\u00fcrk-\u0130slam h\u00fck\u00fcmdarlar\u0131n\u0131n bilim insanlar\u0131n\u0131 korumas\u0131 ve desteklemesi, bilimsel \u00fcretimin geli\u015fmesine katk\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/li><li>Karahanl\u0131 h\u00fck\u00fcmdarlar\u0131n\u0131n deste\u011fiyle Kutadgu Bilig ve D\u00eev\u00e2nu Lug\u00e2ti\u2019t-T\u00fcrk gibi eserler ortaya \u00e7\u0131km\u0131\u015f; Gazneli Mahmud, Biruni\u2019ye b\u00fcy\u00fck de\u011fer vermi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-21\">5.2. Ba\u015fl\u0131ca T\u00fcrk-\u0130slam Bilim \u0130nsanlar\u0131<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Bilim \u0130nsan\u0131<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Alan \/ Eser<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Ba\u015fl\u0131ca Katk\u0131lar<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Cabir bin Hayyan (721-815)<\/p><\/td><td data-label=\"Alan \/ Eser\"><p>Kimya, fizik, t\u0131p, biyoloji, felsefe<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131lar\"><p>Deney ve nicelik anlay\u0131\u015f\u0131n\u0131 g\u00fc\u00e7lendirmi\u015f; kimyasal i\u015flemler, ara\u00e7lar ve bile\u015fikler \u00fczerine \u00e7al\u0131\u015fm\u0131\u015f; geleneksel anlat\u0131mda modern kimyan\u0131n kurucu isimlerinden say\u0131lm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Farabi (871\/872-950)<\/p><\/td><td data-label=\"Alan \/ Eser\"><p>Felsefe, mant\u0131k, ahlak, siyaset<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131lar\"><p>K\u0131yas teorisini sistemle\u015ftirdi\u011fi i\u00e7in \u201cMuallim-i Sani \/ \u0130kinci \u00d6\u011fretmen\u201d diye an\u0131lm\u0131\u015f; mutluluk ve erdem merkezli ahlak-siyaset felsefesi geli\u015ftirmi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Harezmi (\u00f6. 847)<\/p><\/td><td data-label=\"Alan \/ Eser\"><p>Matematik, astronomi, co\u011frafya<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131lar\"><p>Cebirsel problem \u00e7\u00f6zmeyi sistemle\u015ftirmi\u015f; Hint-Arap rakam sisteminin ve hesap y\u00f6ntemlerinin yay\u0131lmas\u0131nda \u00e7ok etkili olmu\u015f; ad\u0131 \u201calgoritma\u201d terimine kaynakl\u0131k etmi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Biruni (973-1061)<\/p><\/td><td data-label=\"Alan \/ Eser\"><p>Astronomi, matematik, do\u011fa bilimleri<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131lar\"><p>G\u00f6zlem ve tecr\u00fcbeye dayal\u0131 y\u00f6ntemleri geli\u015ftirmi\u015f; astronomi ara\u00e7lar\u0131 tasarlam\u0131\u015f; D\u00fcnya\u2019n\u0131n d\u00f6nmesi ihtimalini ve farkl\u0131 kozmolojik modelleri tart\u0131\u015fm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>\u0130bni Sina (980\/981-1037)<\/p><\/td><td data-label=\"Alan \/ Eser\"><p>T\u0131p, astronomi, matematik ve bir\u00e7ok alan<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131lar\"><p>El-Kanun fi\u2019t-T\u0131bb y\u00fczy\u0131llarca Do\u011fu ve Bat\u0131 t\u0131p okullar\u0131nda okutulmu\u015f; astronomik g\u00f6zlem ve alet geli\u015ftirme \u00e7al\u0131\u015fmalar\u0131 yapm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Cezeri (XII-XIII. yy.)<\/p><\/td><td data-label=\"Alan \/ Eser\"><p>M\u00fchendislik, mekanik; Kitab\u00fc\u2019l-Hiyel<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131lar\"><p>Saatler, otomatik makineler, f\u0131skiyeler, m\u00fczik otomatlar\u0131 ve su pompalar\u0131 tasarlam\u0131\u015f; makinelerin mekanizmas\u0131n\u0131 \u00e7izimlerle ayr\u0131nt\u0131l\u0131 bi\u00e7imde a\u00e7\u0131klam\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Ulu\u011f Bey (1394-1449)<\/p><\/td><td data-label=\"Alan \/ Eser\"><p>Astronomi, matematik; Zic-i Ulu\u011f Bey<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131lar\"><p>Semerkand Rasathanesini kurmu\u015f; hassas astronomik g\u00f6zlemler ve tablolar \u00fcretmi\u015f; eserleri \u0130slam d\u00fcnyas\u0131 ve Avrupa\u2019da uzun s\u00fcre kullan\u0131lm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Harezmi s\u0131f\u0131r\u0131 \u201cicat eden\u201d ki\u015fi de\u011fildir. Onluk basamakl\u0131 say\u0131 sistemi ve s\u0131f\u0131r\u0131n matematiksel kullan\u0131m\u0131 Hindistan\u2019da daha \u00f6nce geli\u015fmi\u015ftir. Harezmi\u2019nin b\u00fcy\u00fck \u00f6nemi, Hint-Arap say\u0131 sistemini sistemli bi\u00e7imde aktarmas\u0131, cebir alan\u0131n\u0131 kurumsalla\u015ft\u0131rmas\u0131 ve hesap y\u00f6ntemlerinin Avrupa\u2019ya ta\u015f\u0131nmas\u0131nda belirleyici olmas\u0131d\u0131r.<\/p><\/aside>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Biruni, D\u00fcnya\u2019n\u0131n d\u00f6nmesi ihtimalini ciddi bi\u00e7imde tart\u0131\u015fm\u0131\u015f ve buna g\u00f6re hesaplar yapm\u0131\u015ft\u0131r; ancak onu modern anlamda kesin bir \u201cG\u00fcne\u015f merkezli evren savunucusu\u201d gibi g\u00f6stermek do\u011fru de\u011fildir.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-6\">6. Osmanl\u0131 Devleti\u2019nde E\u011fitim: Klasik D\u00f6nem<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-22\">6.1. E\u011fitim Sisteminin Temel Ama\u00e7lar\u0131<\/h3>\n<ul class=\"tkmt-points\"><li>Osmanl\u0131 e\u011fitim sistemi, Sel\u00e7uklu ve Anadolu\u2019daki \u00f6nceki T\u00fcrk-\u0130slam e\u011fitim kurumlar\u0131ndan yararlanm\u0131\u015f; h\u00e2kim oldu\u011fu co\u011frafyalardaki farkl\u0131 k\u00fclt\u00fcrlerden de etkilenmi\u015ftir.<\/li><li>Klasik D\u00f6nem e\u011fitim kurumlar\u0131 kurulu\u015f y\u0131llar\u0131ndan XVIII. y\u00fczy\u0131la kadar uzanan uzun bir d\u00f6nemi kapsar.<\/li><li>Temel hedeflerden biri halka okuma-yazma ve temel din\u00ee bilgiler kazand\u0131rmakt\u0131r.<\/li><li>Di\u011fer hedef, devletin y\u00f6netici s\u0131n\u0131flar\u0131 olan ilmiye, kalemiye ve seyfiye i\u00e7in nitelikli insan yeti\u015ftirmektir.<\/li><\/ul>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>\u00d6rg\u00fcn E\u011fitim<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Yayg\u0131n \/ Mesleki E\u011fitim<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"\u00d6rg\u00fcn E\u011fitim\"><p>S\u0131byan mektepleri<\/p><\/td><td data-label=\"Yayg\u0131n \/ Mesleki E\u011fitim\"><p>Camiler<\/p><\/td><\/tr><tr><td data-label=\"\u00d6rg\u00fcn E\u011fitim\"><p>Medreseler<\/p><\/td><td data-label=\"Yayg\u0131n \/ Mesleki E\u011fitim\"><p>Tekke, zaviye, derg\u00e2h<\/p><\/td><\/tr><tr><td data-label=\"\u00d6rg\u00fcn E\u011fitim\"><p>Enderun<\/p><\/td><td data-label=\"Yayg\u0131n \/ Mesleki E\u011fitim\"><p>Loncalar ve esnaf kurulu\u015flar\u0131<\/p><\/td><\/tr><tr><td data-label=\"\u00d6rg\u00fcn E\u011fitim\"><p>Dar\u00fc\u015f\u015fifa, muvakkithane ve rasathane gibi uzmanl\u0131k kurumlar\u0131<\/p><\/td><td data-label=\"Yayg\u0131n \/ Mesleki E\u011fitim\"><p>Kahvehane ve di\u011fer sosyal \u00e7evrelerde bilgi aktar\u0131m\u0131<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-23\">6.2. S\u0131byan Mektepleri<\/h3>\n<ul class=\"tkmt-points\"><li>Mahallelerde, cami biti\u015fi\u011finde, k\u00fclliye i\u00e7inde veya ba\u011f\u0131ms\u0131z binalarda kurulmu\u015ftur.<\/li><li>K\u0131z, erkek veya karma bi\u00e7imde e\u011fitim verebilmi\u015ftir.<\/li><li>Be\u015f-alt\u0131 ya\u015flar\u0131ndaki \u00e7ocuklara okuma-yazma, temel din\u00ee bilgiler ve d\u00f6rt i\u015flemden olu\u015fan basit matematik \u00f6\u011fretilmi\u015ftir.<\/li><li>\u00d6\u011fretmene muallim, yard\u0131mc\u0131s\u0131na kalfa, \u00f6\u011frenciye talebe denmi\u015ftir.<\/li><li>Programlar\u0131n ilk d\u00f6neminde Kur\u2019an ve namaz bilgisi \u00f6ne \u00e7\u0131km\u0131\u015f; zamanla yaz\u0131 dersleri eklenmi\u015ftir.<\/li><li>S\u0131byan mektepleri Tanzimat\u2019a kadar temel e\u011fitim kurumu olarak devam etmi\u015ftir.<\/li><li>Rum, Ermeni ve Yahudi cemaatleri de kilise \u00e7evresinde kendi okullar\u0131n\u0131 a\u00e7m\u0131\u015f; klasik d\u00f6nemde bu okullar \u00fczerinde merkez\u00ee devlet denetimi s\u0131n\u0131rl\u0131 kalm\u0131\u015ft\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-24\">6.3. Enderun: \u00d6zel Yeteneklilerin ve Y\u00f6netici Kadrolar\u0131n E\u011fitimi<\/h3>\n<ul class=\"tkmt-points\"><li>Enderun, Osmanl\u0131 Devleti\u2019nin m\u00fclki, idari, diplomatik ve asker\u00ee kadrolar\u0131n\u0131 yeti\u015ftiren saray okuludur.<\/li><li>II. Murad D\u00f6nemi\u2019nde kurulmu\u015f, Fatih Sultan Mehmed zaman\u0131nda kurumsal yap\u0131ya kavu\u015fmu\u015ftur.<\/li><li>Dev\u015firme sistemiyle se\u00e7ilen zeki ve yetenekli \u00e7ocuklar al\u0131nm\u0131\u015f; liyakat ve devlete sadakat esas al\u0131nm\u0131\u015ft\u0131r.<\/li><li>E\u011fitim dili T\u00fcrk\u00e7e olmakla birlikte Fars\u00e7a edebiyat ve sanat dili, Arap\u00e7a ise din ve ilim dili olarak \u00f6\u011fretilmi\u015ftir.<\/li><li>\u00d6\u011frenciler yaln\u0131z akademik de\u011fil; sanat, beden, y\u00f6netim ve saray hizmetlerini i\u00e7eren kapsaml\u0131 bir e\u011fitimden ge\u00e7irilmi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-25\">6.4. Loncalarda Mesleki E\u011fitim<\/h3>\n<ul class=\"tkmt-points\"><li>Osmanl\u0131 mesleki e\u011fitiminde loncalar, usta-\u00e7\u0131rak y\u00f6ntemiyle esnaf yeti\u015ftirmi\u015ftir.<\/li><li>\u00c7ocuk ya\u015fta \u00e7\u0131rak olarak ba\u015flayanlar s\u0131navla kalfal\u0131\u011fa, en az \u00fc\u00e7 y\u0131ll\u0131k kalfal\u0131k sonras\u0131 yine s\u0131navla ustal\u0131\u011fa y\u00fckselmi\u015ftir.<\/li><li>Loncalar Ahilikten devrald\u0131\u011f\u0131 azim, do\u011fruluk, g\u00fcvenilirlik, yard\u0131mseverlik ve toplumsal sorumluluk ilkelerini s\u00fcrd\u00fcrm\u00fc\u015ft\u00fcr.<\/li><li>Lonca te\u015fkilat\u0131nda keth\u00fcda, yi\u011fitba\u015f\u0131 ve nizam ustalar\u0131 gibi g\u00f6revliler ham madde temini, depolama, da\u011f\u0131t\u0131m ve kalite kontrol\u00fcn\u00fc y\u00f6netmi\u015ftir.<\/li><li>1582 \u015eehzade Mehmed s\u00fcnnet \u015fenliklerinde loncalar\u0131n mesleklerini maket, ara\u00e7 ve sembollerle tan\u0131tt\u0131\u011f\u0131 ge\u00e7it t\u00f6renleri yap\u0131lm\u0131\u015ft\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-26\">6.5. Medreseler ve E\u011fitim Basamaklar\u0131<\/h3>\n<ul class=\"tkmt-points\"><li>Medreseler, ilmiye s\u0131n\u0131f\u0131n\u0131 yeti\u015ftiren ve T\u00fcrk-\u0130slam y\u00fcksek\u00f6\u011fretim gelene\u011fini s\u00fcrd\u00fcren temel kurumlard\u0131r.<\/li><li>M\u00fcderrise yard\u0131mc\u0131 olan ki\u015fiye muid; \u00f6\u011frencilere dani\u015fment veya softa denmi\u015ftir.<\/li><li>Medreseler \u00e7o\u011fu kez ki\u015filer taraf\u0131ndan yapt\u0131r\u0131lm\u0131\u015f, giderleri ve s\u00fcreklili\u011fi vak\u0131flar taraf\u0131ndan sa\u011flanm\u0131\u015ft\u0131r.<\/li><li>Matematik, astronomi ve t\u0131p e\u011fitimi medreselerin yan\u0131nda dar\u00fc\u015f\u015fifa, muvakkithane ve rasathane gibi uzmanl\u0131k kurumlar\u0131nda da y\u00fcr\u00fct\u00fclm\u00fc\u015ft\u00fcr.<\/li><li>Tophane\u2019de top\u00e7u ve top d\u00f6k\u00fcc\u00fcler gibi teknik personel usta-\u00e7\u0131rak y\u00f6ntemi ve s\u0131navlarla yeti\u015ftirilerek farkl\u0131 d\u00f6k\u00fcmhane ve kalelere g\u00f6nderilmi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-27\">6.6. Osmanl\u0131 Dar\u00fc\u015f\u015fifalar\u0131<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Dar\u00fc\u015f\u015fifa<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Tarih \/ D\u00f6nem<\/strong><\/p><\/th><th scope=\"col\"><p><strong>\u00d6zellik<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Dar\u00fc\u015f\u015fifa\"><p>Y\u0131ld\u0131r\u0131m Dar\u00fc\u015f\u015fifas\u0131, Bursa<\/p><\/td><td data-label=\"Tarih \/ D\u00f6nem\"><p>1397<\/p><\/td><td data-label=\"\u00d6zellik\"><p>Osmanl\u0131 Devleti\u2019nin ilk hastanesi olarak kabul edilir; uygulamal\u0131 hekimlik e\u011fitimi verilmi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Dar\u00fc\u015f\u015fifa\"><p>Fatih Dar\u00fc\u015f\u015fifas\u0131<\/p><\/td><td data-label=\"Tarih \/ D\u00f6nem\"><p>1470<\/p><\/td><td data-label=\"\u00d6zellik\"><p>Fatih K\u00fclliyesi i\u00e7inde t\u0131p ve tedavi hizmeti.<\/p><\/td><\/tr><tr><td data-label=\"Dar\u00fc\u015f\u015fifa\"><p>II. Bayezid Dar\u00fc\u015f\u015fifas\u0131, Edirne<\/p><\/td><td data-label=\"Tarih \/ D\u00f6nem\"><p>1481 sonras\u0131<\/p><\/td><td data-label=\"\u00d6zellik\"><p>Tedavi ve t\u0131p e\u011fitimiyle \u00f6ne \u00e7\u0131kan k\u00fclliye kurumu.<\/p><\/td><\/tr><tr><td data-label=\"Dar\u00fc\u015f\u015fifa\"><p>Hafsa Sultan Dar\u00fc\u015f\u015fifas\u0131, Manisa<\/p><\/td><td data-label=\"Tarih \/ D\u00f6nem\"><p>1522-1523<\/p><\/td><td data-label=\"\u00d6zellik\"><p>Tam te\u015fekk\u00fcll\u00fc hastane ve t\u0131p e\u011fitimi; mesir macunu gelene\u011fiyle ili\u015fkilidir.<\/p><\/td><\/tr><tr><td data-label=\"Dar\u00fc\u015f\u015fifa\"><p>S\u00fcleymaniye Dar\u00fc\u015f\u015fifas\u0131<\/p><\/td><td data-label=\"Tarih \/ D\u00f6nem\"><p>1550\u2019ler<\/p><\/td><td data-label=\"\u00d6zellik\"><p>S\u00fcleymaniye K\u00fclliyesi i\u00e7inde sa\u011fl\u0131k ve t\u0131p e\u011fitimi.<\/p><\/td><\/tr><tr><td data-label=\"Dar\u00fc\u015f\u015fifa\"><p>Haseki Dar\u00fc\u015f\u015fifas\u0131<\/p><\/td><td data-label=\"Tarih \/ D\u00f6nem\"><p>XVI. y\u00fczy\u0131l<\/p><\/td><td data-label=\"\u00d6zellik\"><p>Osmanl\u0131 sa\u011fl\u0131k kurumlar\u0131n\u0131n \u00f6nemli \u00f6rneklerinden.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<ul class=\"tkmt-points\"><li>Muvakkithaneler, zaman \u00f6l\u00e7\u00fcm\u00fc i\u00e7in gerekli ara\u00e7lar\u0131n bulundu\u011fu ve muvakkitlerin \u00e7al\u0131\u015ft\u0131\u011f\u0131, genellikle b\u00fcy\u00fck camiler yak\u0131n\u0131ndaki yap\u0131lard\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-28\">6.7. Osmanl\u0131 Bilim ve E\u011fitim \u00c7evresinin Co\u011frafi A\u00e7\u0131kl\u0131\u011f\u0131<\/h3>\n<ul class=\"tkmt-points\"><li>Osmanl\u0131 medreseleri nakl\u00ee ilimlerde \u015eam-M\u0131s\u0131r, akl\u00ee ilimlerde Ba\u011fdat-Semerkand geleneklerinden yeti\u015fmi\u015f \u00e2limlerden yararlanm\u0131\u015ft\u0131r.<\/li><li>Orhan Gazi\u2019nin 1331\u2019de \u0130znik\u2019te kurdu\u011fu ilk Osmanl\u0131 medresesinin ilk m\u00fcderrislerinden Davud-i Kayseri, Kayseri ve Kahire\u2019de e\u011fitim g\u00f6rm\u00fc\u015ft\u00fcr.<\/li><li>Alaeddin Esved \u0130ran\u2019da; Kad\u0131zade-i Rumi Bursa\u2019dan sonra Mavera\u00fcnnehir\u2019de; Molla Fenari Karaman ve Kahire\u2019de; Alaeddin Ali Fenari Herat ve Semerkand\u2019da e\u011fitim g\u00f6rm\u00fc\u015ft\u00fcr.<\/li><li>Bu dola\u015f\u0131m, Osmanl\u0131 e\u011fitim sisteminin farkl\u0131 \u0130slam bilim merkezleriyle s\u00fcrekli ili\u015fki i\u00e7inde oldu\u011funu g\u00f6sterir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-29\">6.8. \u015eehzade E\u011fitimi<\/h3>\n<ul class=\"tkmt-points\"><li>Osmanl\u0131 saray\u0131nda \u015fehzadelerin devlet y\u00f6netimine haz\u0131rlanmas\u0131 i\u00e7in disiplinli ve sistemli bir e\u011fitim uygulanm\u0131\u015ft\u0131r.<\/li><li>II. Murad D\u00f6nemi, \u015fehzade e\u011fitiminde planl\u0131 y\u00f6ntemin belirginle\u015fti\u011fi d\u00f6nemlerden biridir.<\/li><li>Fatih Sultan Mehmed \u015fehzadeli\u011finde din\u00ee ilimler yan\u0131nda felsefe, matematik, tarih, co\u011frafya ve askerlik e\u011fitimi alm\u0131\u015f; Arap\u00e7a ve Fars\u00e7an\u0131n yan\u0131 s\u0131ra Latince, Yunanca ve S\u0131rp\u00e7a ile ilgilenmi\u015ftir.<\/li><li>Molla H\u00fcsrev, Molla G\u00fcrani, Hocazade, H\u0131z\u0131r Bey \u00c7elebi, Ali Tusi, Molla Zeyrek, Sinan Pa\u015fa, Molla L\u00fctfi, Fahreddin-i Acemi ve Hoca Hayreddin gibi \u00e2limlerin \u015fehzade e\u011fitiminde etkili oldu\u011fu aktar\u0131l\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">NEDEN \u00d6NEML\u0130?<\/strong><\/p><p>\u015eehzade e\u011fitimi yaln\u0131z bilgi aktar\u0131m\u0131 de\u011fil, gelecekteki h\u00fck\u00fcmdar\u0131 y\u00f6netim, diplomasi, askerlik, k\u00fclt\u00fcr ve bilim a\u00e7\u0131s\u0131ndan \u00e7ok y\u00f6nl\u00fc haz\u0131rlama s\u00fcrecidir.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-30\">6.9. Sahn-\u0131 Seman ve S\u00fcleymaniye Medreseleri<\/h3>\n<ul class=\"tkmt-points\"><li>Sahn-\u0131 Seman Medreseleri, Fatih Sultan Mehmed\u2019in 1462-1470 aras\u0131nda Fatih K\u00fclliyesi i\u00e7inde yapt\u0131rd\u0131\u011f\u0131 sekiz y\u00fcksek\u00f6\u011fretim medresesidir.<\/li><li>Bu medreselere \u00f6\u011frenci haz\u0131rlamak i\u00e7in \u201cTetimme\u201d ad\u0131 verilen sekiz haz\u0131rl\u0131k medresesi kurulmu\u015ftur.<\/li><li>Her Sahn medresesi fak\u00fclte niteli\u011finde kabul edilmi\u015f; t\u0131p, f\u0131k\u0131h, heyet (astronomi) ve ilahiyat gibi alanlarda dersler verilmi\u015ftir.<\/li><li>Mezunlar hekim, fakih, fen insan\u0131, maliye g\u00f6revlisi ve devlet memuru olarak g\u00f6rev alabilmi\u015ftir.<\/li><li>Kanuni D\u00f6nemi\u2019nde kurulan S\u00fcleymaniye Medreselerinde matematik, t\u0131p ve dar\u00fclhadis gibi uzmanl\u0131k alanlar\u0131 daha belirgin h\u00e2le gelmi\u015ftir.<\/li><li>Osmanl\u0131 medreseleri \u00e7o\u011fu zaman m\u00fcderrislerin g\u00fcnl\u00fck \u00fccretlerine g\u00f6re Ha\u015fiye-i Tecrid, Miftah, K\u0131rkl\u0131, Harici, Dahili, Ellili, Sahn-\u0131 Seman ve Altm\u0131\u015fl\u0131 gibi derecelere ayr\u0131lm\u0131\u015ft\u0131r.<\/li><li>\u00d6\u011frenciler kitap bitirme esas\u0131na g\u00f6re ilerlemi\u015f; bir derecede ba\u015far\u0131 g\u00f6sterenler icazetname alarak \u00fcst medreseye ge\u00e7mi\u015ftir.<\/li><\/ul>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>\u00d6l\u00e7\u00fct<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Sahn-\u0131 Seman<\/strong><\/p><\/th><th scope=\"col\"><p><strong>S\u00fcleymaniye Medreseleri<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"\u00d6l\u00e7\u00fct\"><p>Kurucu d\u00f6nem<\/p><\/td><td data-label=\"Sahn-\u0131 Seman\"><p>Fatih Sultan Mehmed<\/p><\/td><td data-label=\"S\u00fcleymaniye Medreseleri\"><p>Kanuni Sultan S\u00fcleyman<\/p><\/td><\/tr><tr><td data-label=\"\u00d6l\u00e7\u00fct\"><p>Konum<\/p><\/td><td data-label=\"Sahn-\u0131 Seman\"><p>Fatih K\u00fclliyesi, \u0130stanbul<\/p><\/td><td data-label=\"S\u00fcleymaniye Medreseleri\"><p>S\u00fcleymaniye K\u00fclliyesi, \u0130stanbul<\/p><\/td><\/tr><tr><td data-label=\"\u00d6l\u00e7\u00fct\"><p>Ortak \u00f6zellik<\/p><\/td><td data-label=\"Sahn-\u0131 Seman\"><p>Y\u00fcksek\u00f6\u011fretim, akl\u00ee ve nakl\u00ee ilimler, nitelikli devlet ve bilim insan\u0131 yeti\u015ftirme<\/p><\/td><td data-label=\"S\u00fcleymaniye Medreseleri\"><p>Y\u00fcksek\u00f6\u011fretim, akl\u00ee ve nakl\u00ee ilimler, nitelikli devlet ve bilim insan\u0131 yeti\u015ftirme<\/p><\/td><\/tr><tr><td data-label=\"\u00d6l\u00e7\u00fct\"><p>Ay\u0131rt edici y\u00f6n<\/p><\/td><td data-label=\"Sahn-\u0131 Seman\"><p>\u0130lahiyat, felsefe ve Arap edebiyat\u0131 daha belirgindir; sekiz Sahn + sekiz Tetimme yap\u0131s\u0131.<\/p><\/td><td data-label=\"S\u00fcleymaniye Medreseleri\"><p>Matematik ve t\u0131p ihtisas\u0131 ile dar\u00fclhadis daha belirgin bir uzmanla\u015fma g\u00f6sterir.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">KARI\u015eTIRMA!<\/strong><\/p><p>Nizamiye = B\u00fcy\u00fck Sel\u00e7uklu \/ Nizam\u00fclm\u00fclk; Sahn-\u0131 Seman = Fatih; S\u00fcleymaniye = Kanuni. \u00dc\u00e7\u00fc de y\u00fcksek\u00f6\u011fretim tarihinde \u00f6nemlidir ancak farkl\u0131 devlet ve y\u00fczy\u0131llara aittir.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-7\">7. Osmanl\u0131 Medreselerinde Sorunlar ve E\u011fitimde Yenile\u015fme \u0130htiyac\u0131<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-31\">7.1. G\u00fc\u00e7l\u00fc Y\u00f6nler<\/h3>\n<ul class=\"tkmt-points\"><li>M\u00fcderrislerin y\u00fckselmesi yaln\u0131z icazet almaya de\u011fil, sonraki a\u015famalarda yeni s\u0131navlarda ba\u015far\u0131l\u0131 olmaya ba\u011flanm\u0131\u015ft\u0131r.<\/li><li>Farkl\u0131 derecedeki medreselerde g\u00f6rev yapma ve \u00fclke i\u00e7inde rotasyon, \u00f6\u011fretim elemanlar\u0131n\u0131n hem kendini yenilemesini hem farkl\u0131 b\u00f6lgeleri tan\u0131mas\u0131n\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/li><li>Kurumsal yap\u0131dan \u00e7ok m\u00fcderrisin ilm\u00ee otoritesi \u00f6ne \u00e7\u0131km\u0131\u015f; icazetnamelerde hoca ve okunan kitaplar\u0131n ad\u0131 \u00f6nem ta\u015f\u0131m\u0131\u015ft\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-32\">7.2. Ko\u00e7i Bey\u2019in Ele\u015ftirileri ve Liyakat Sorunu<\/h3>\n<ul class=\"tkmt-points\"><li>Ko\u00e7i Bey, XVII. y\u00fczy\u0131lda ilmiye d\u00fczenindeki bozulmay\u0131 eski kurallar\u0131n i\u015flememesi ve ehliyet sahibi olmayan ki\u015filerin g\u00f6reve getirilmesiyle a\u00e7\u0131klam\u0131\u015ft\u0131r.<\/li><li>Hat\u0131r, kay\u0131rma ve r\u00fc\u015fvetin m\u00fcderrislik ve di\u011fer g\u00f6revlerde y\u00fckselmeyi etkilemesi, e\u011fitim niteli\u011fini zay\u0131flatm\u0131\u015ft\u0131r.<\/li><li>\u00d6\u011frenci ve \u00f6\u011fretim elemanlar\u0131n\u0131n niteli\u011findeki d\u00fc\u015f\u00fc\u015f, medreselerin bilimsel \u00fcretim g\u00fcc\u00fcn\u00fc olumsuz etkilemi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-33\">7.3. Bat\u0131\u2019daki Bilimsel Geli\u015fmelere Uyum Sorunu<\/h3>\n<ul class=\"tkmt-points\"><li>R\u00f6nesans ve Bilimsel Devrim sonras\u0131nda Avrupa\u2019da geli\u015fen yeni bilim alanlar\u0131 medrese programlar\u0131na yeterince h\u0131zl\u0131 girememi\u015ftir.<\/li><li>Baz\u0131 medreselerde \u00f6\u011fretimin belirli kitaplara ve eski y\u00f6ntemlere a\u015f\u0131r\u0131 ba\u011fl\u0131 h\u00e2le gelmesi sorgulama ve yenilik \u00fcretme kapasitesini azaltm\u0131\u015ft\u0131r.<\/li><li>Arap\u00e7a \u00f6\u011fretim dilinin \u00f6\u011frenci i\u00e7in zorlay\u0131c\u0131 olmas\u0131 ve Bat\u0131 dillerinin yeterince \u00f6\u011fretilmemesi Avrupa\u2019daki bilimsel geli\u015fmeleri do\u011frudan takip etmeyi g\u00fc\u00e7le\u015ftirmi\u015ftir.<\/li><li>Bu sorunlar XVIII-XIX. y\u00fczy\u0131llarda devletin klasik kurumlar\u0131n yan\u0131nda yeni okul t\u00fcrleri a\u00e7mas\u0131na yol a\u00e7m\u0131\u015ft\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>\u201cMedreseler b\u00fct\u00fcn\u00fcyle bozuldu ve bilim tamamen durdu\u201d bi\u00e7imindeki genellemeler a\u015f\u0131r\u0131d\u0131r. Kaynaklar \u00f6zellikle XVI. y\u00fczy\u0131l sonlar\u0131ndan itibaren baz\u0131 kurumlarda liyakat, program ve y\u00f6ntem sorunlar\u0131n\u0131n artt\u0131\u011f\u0131n\u0131 vurgular; ayn\u0131 d\u00f6nemde bilimsel \u00fcretim tamamen ortadan kalkmam\u0131\u015ft\u0131r.<\/p><\/aside>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">SINAV NOTU<\/strong><\/p><p>Tarihsel ders: e\u011fitim kurumlar\u0131 \u00e7a\u011f\u0131n bilimsel ve teknolojik geli\u015fmelerine uyum sa\u011flamal\u0131; liyakat, s\u00fcrekli mesleki geli\u015fim, ara\u015ft\u0131rma-sorgulama ve yabanc\u0131 dil becerisi korunmal\u0131d\u0131r.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-8\">8. Osmanl\u0131 Devleti\u2019nde E\u011fitimde Modernle\u015fme<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-34\">8.1. Modernle\u015fmenin Nedenleri<\/h3>\n<ul class=\"tkmt-points\"><li>R\u00f6nesans, Reform, Frans\u0131z \u0130htilali ve Sanayi Devrimi sonras\u0131nda Avrupa\u2019da devlet, toplum, bilim ve teknoloji h\u0131zla de\u011fi\u015fmi\u015ftir.<\/li><li>Osmanl\u0131 Devleti\u2019nin asker\u00ee yenilgileri, toprak kay\u0131plar\u0131 ve mali sorunlar\u0131, y\u00f6neticileri Bat\u0131\u2019n\u0131n bilim ve tekni\u011fini daha yak\u0131ndan incelemeye y\u00f6neltmi\u015ftir.<\/li><li>III. Selim\u2019in Nizam-\u0131 Cedid program\u0131 ve II. Mahmud\u2019un reformlar\u0131 sonras\u0131nda modern asker\u00ee ve teknik okullar a\u00e7\u0131lm\u0131\u015ft\u0131r.<\/li><li>Yeni b\u00fcrokrasi, ordu, sa\u011fl\u0131k ve m\u00fchendislik kadrolar\u0131n\u0131 yaln\u0131z medrese ve Enderun yoluyla yeti\u015ftirmek yeterli g\u00f6r\u00fclmemi\u015f; Avrupa\u2019ya \u00f6\u011frenci g\u00f6nderme uygulamas\u0131 da ba\u015flam\u0131\u015ft\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-35\">8.2. \u0130lk Modern Asker\u00ee-Teknik Okullar<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Kurum<\/strong><\/p><\/th><th scope=\"col\"><p><strong>A\u00e7\u0131l\u0131\u015f<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Ama\u00e7 \/ \u00d6zellik<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Kurum\"><p>M\u00fchendish\u00e2ne-i Bahr\u00ee-i H\u00fcm\u00e2yun<\/p><\/td><td data-label=\"A\u00e7\u0131l\u0131\u015f\"><p>1775<\/p><\/td><td data-label=\"Ama\u00e7 \/ \u00d6zellik\"><p>Tersane ve donanma i\u00e7in asker\u00ee m\u00fchendis yeti\u015ftiren, Avrupa tarz\u0131ndaki ilk deniz m\u00fchendisli\u011fi okullar\u0131ndan.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>M\u00fchendish\u00e2ne-i Berr\u00ee-i H\u00fcm\u00e2yun<\/p><\/td><td data-label=\"A\u00e7\u0131l\u0131\u015f\"><p>1795<\/p><\/td><td data-label=\"Ama\u00e7 \/ \u00d6zellik\"><p>Kara ordusu i\u00e7in asker\u00ee m\u00fchendis yeti\u015ftirmek \u00fczere Frans\u0131z askerlik ve m\u00fchendislik akademilerinden etkilenerek a\u00e7\u0131ld\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Mekteb-i T\u0131bbiye<\/p><\/td><td data-label=\"A\u00e7\u0131l\u0131\u015f\"><p>1827<\/p><\/td><td data-label=\"Ama\u00e7 \/ \u00d6zellik\"><p>Ordunun hekim ve cerrah ihtiyac\u0131n\u0131 kar\u015f\u0131lamak amac\u0131yla a\u00e7\u0131lan y\u00fcksekokul.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Mekteb-i Harbiye<\/p><\/td><td data-label=\"A\u00e7\u0131l\u0131\u015f\"><p>1834<\/p><\/td><td data-label=\"Ama\u00e7 \/ \u00d6zellik\"><p>Ordunun modern subay ihtiyac\u0131n\u0131 kar\u015f\u0131lamak amac\u0131yla a\u00e7\u0131lan harp okulu.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<ul class=\"tkmt-points\"><li>Bu okullarda yabanc\u0131 \u00f6\u011fretmenler g\u00f6rev yapm\u0131\u015f, baz\u0131 dersler yabanc\u0131 dillerde verilmi\u015f, Bat\u0131 dillerindeki kitaplar\u0131n bulundu\u011fu k\u00fct\u00fcphaneler kurulmu\u015ftur.<\/li><li>Modern orta\u00f6\u011fretim kurumlar\u0131 hen\u00fcz yeterince geli\u015fmedi\u011fi i\u00e7in y\u00fcksekokullara gelen \u00f6\u011frencilerin bir b\u00f6l\u00fcm\u00fcne \u00f6nce haz\u0131rl\u0131k e\u011fitimi verilmesi gerekmi\u015f; bu durum y\u00fcksek\u00f6\u011fretimin niteli\u011fini zorlam\u0131\u015ft\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">KRONOLOJ\u0130<\/strong><\/p><p>1775 M\u00fchendish\u00e2ne-i Bahr\u00ee \u2192 1795 M\u00fchendish\u00e2ne-i Berr\u00ee \u2192 1827 Mekteb-i T\u0131bbiye \u2192 1834 Mekteb-i Harbiye \u2192 1869 Maarif-i Um\u00fbmiye Nizamnamesi.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-36\">8.3. Tanzimat Sonras\u0131 E\u011fitim Sistemi<\/h3>\n<ul class=\"tkmt-points\"><li>3 Kas\u0131m 1839 Tanzimat Ferman\u0131\u2019nda e\u011fitime ili\u015fkin do\u011frudan bir madde bulunmamas\u0131na ra\u011fmen Tanzimat D\u00f6nemi, e\u011fitimde modernle\u015fmenin h\u0131zland\u0131\u011f\u0131 d\u00f6nemdir.<\/li><li>E\u011fitim kararlar\u0131n\u0131 d\u00fczenlemek amac\u0131yla Meclis-i Maarif-i Um\u00fbmiye olu\u015fturulmu\u015ftur.<\/li><li>1869 Maarif-i Um\u00fbmiye Nizamnamesi ile e\u011fitim sistemi daha sistemli ve planl\u0131 h\u00e2le getirilmi\u015f; Frans\u0131z e\u011fitim sisteminden yararlan\u0131lm\u0131\u015ft\u0131r.<\/li><li>\u00d6rg\u00fcn e\u011fitim ilk, orta ve y\u00fcksek olmak \u00fczere kademelere ayr\u0131lm\u0131\u015f; d\u00f6rt y\u0131ll\u0131k ilk\u00f6\u011fretimin zorunlu olmas\u0131 ve buna uymayan velilere para cezas\u0131 uygulanmas\u0131 \u00f6ng\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/li><\/ul>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Okul \/ Kurum<\/strong><\/p><\/th><th scope=\"col\"><p><strong>D\u00fczey ve \u0130\u015flev<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Okul \/ Kurum\"><p>R\u00fc\u015ftiye<\/p><\/td><td data-label=\"D\u00fczey ve \u0130\u015flev\"><p>S\u0131byan mektebinden sonra devam edilen, yakla\u015f\u0131k d\u00f6rt y\u0131ll\u0131k ortaokul d\u00fczeyi.<\/p><\/td><\/tr><tr><td data-label=\"Okul \/ Kurum\"><p>\u0130dadi<\/p><\/td><td data-label=\"D\u00fczey ve \u0130\u015flev\"><p>\u00d6\u011frencileri y\u00fcksek\u00f6\u011fretime haz\u0131rlayan ve g\u00fcn\u00fcm\u00fcz lise d\u00fczeyine yakla\u015fan okul.<\/p><\/td><\/tr><tr><td data-label=\"Okul \/ Kurum\"><p>Sultani<\/p><\/td><td data-label=\"D\u00fczey ve \u0130\u015flev\"><p>\u0130dadi derslerinin ard\u0131ndan edebiyat ve bilim \u015fubeleriyle y\u00fcksek\u00f6\u011fretime haz\u0131rlayan daha geli\u015fmi\u015f orta\u00f6\u011fretim kurumu.<\/p><\/td><\/tr><tr><td data-label=\"Okul \/ Kurum\"><p>Dar\u00fclf\u00fcnun<\/p><\/td><td data-label=\"D\u00fczey ve \u0130\u015flev\"><p>Y\u00fcksek\u00f6\u011fretim ve bilimsel ara\u015ft\u0131rma kurumu; modern \u00fcniversiteye ge\u00e7i\u015fin temel kurumlar\u0131ndan.<\/p><\/td><\/tr><tr><td data-label=\"Okul \/ Kurum\"><p>Dar\u00fclmuallimin-i R\u00fc\u015fti \/ Dar\u00fclmuallimin-i S\u0131byan<\/p><\/td><td data-label=\"D\u00fczey ve \u0130\u015flev\"><p>R\u00fc\u015ftiye ve s\u0131byan okullar\u0131na \u00f6\u011fretmen yeti\u015ftiren kurumlar.<\/p><\/td><\/tr><tr><td data-label=\"Okul \/ Kurum\"><p>Dar\u00fclmuallimat<\/p><\/td><td data-label=\"D\u00fczey ve \u0130\u015flev\"><p>K\u0131z okullar\u0131na kad\u0131n \u00f6\u011fretmen yeti\u015ftiren \u00f6\u011fretmen okulu.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-37\">8.4. K\u0131zlar\u0131n E\u011fitime Kat\u0131lmas\u0131<\/h3>\n<ul class=\"tkmt-points\"><li>K\u0131z r\u00fc\u015ftiyeleri, k\u0131z \u00f6\u011fretmen okullar\u0131 ve k\u0131z sanayi mektepleri a\u00e7\u0131lm\u0131\u015ft\u0131r.<\/li><li>Dar\u00fclmuallimat ile kad\u0131n \u00f6\u011fretmen yeti\u015ftirilmesi kurumsal h\u00e2le gelmi\u015ftir.<\/li><li>Bu geli\u015fmeler, kad\u0131nlar\u0131n e\u011fitim ve kamusal hayata daha fazla kat\u0131lmaya ba\u015flad\u0131\u011f\u0131n\u0131n g\u00f6stergesidir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-38\">8.5. II. Abd\u00fclhamid D\u00f6nemi\u2019nde Okulla\u015fma ve Mesleki Uzmanla\u015fma<\/h3>\n<ul class=\"tkmt-points\"><li>II. Abd\u00fclhamid D\u00f6nemi\u2019nde ilkokuldan y\u00fcksek\u00f6\u011fretime kadar okul t\u00fcrleri \u00e7e\u015fitlenmi\u015f, e\u011fitim devletin do\u011frudan sorumluluk alan\u0131 olarak daha belirgin bi\u00e7imde g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/li><li>Kaynak, Osmanl\u0131 maliyesinin a\u011f\u0131r d\u0131\u015f bor\u00e7 bask\u0131s\u0131 alt\u0131nda bulundu\u011fu bir d\u00f6nemde dahi II. Abd\u00fclhamid\u2019in e\u011fitim reformlar\u0131n\u0131 ve okulla\u015fmay\u0131 s\u00fcrd\u00fcrd\u00fc\u011f\u00fcn\u00fc vurgular.<\/li><li>Okullara mali yard\u0131m sa\u011flanm\u0131\u015f ve e\u011fitimin finansman\u0131 i\u00e7in yeni kaynaklar olu\u015fturulmaya \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/li><li>Bu d\u00f6nemde a\u00e7\u0131lan bir\u00e7ok okul, farkl\u0131 adlarla II. Me\u015frutiyet ve Cumhuriyet d\u00f6nemlerinde de ya\u015famaya devam etmi\u015f ve modern e\u011fitim kurumlar\u0131n\u0131n temelini olu\u015fturmu\u015ftur.<\/li><\/ul>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Alan<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Sanayi-i Nefise Mektebi; Fenn-i Resim ve Mimari Mektebi<\/p><\/td><td data-label=\"Alan\"><p>G\u00fczel sanatlar, mimarl\u0131k<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Polis Mektebi; A\u015firet Mektebi<\/p><\/td><td data-label=\"Alan\"><p>G\u00fcvenlik, y\u00f6netim ve \u00f6zel ama\u00e7l\u0131 e\u011fitim<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>K\u0131z Sanayi Mektebi; Zeytincilik ve Ya\u011fc\u0131l\u0131k Mektebi<\/p><\/td><td data-label=\"Alan\"><p>Mesleki \u00fcretim ve kad\u0131n e\u011fitimi<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Hendese-i M\u00fclkiye Mektebi; Sulama ve Drenaj Mektebi<\/p><\/td><td data-label=\"Alan\"><p>M\u00fchendislik ve altyap\u0131<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>G\u00fcmr\u00fck Mektebi; Mekteb-i F\u00fcnun-\u0131 Maliye<\/p><\/td><td data-label=\"Alan\"><p>G\u00fcmr\u00fck, maliye ve b\u00fcrokrasi<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Lisan Mektebi<\/p><\/td><td data-label=\"Alan\"><p>Yabanc\u0131 dil<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Deniz Ticareti Mektebi; T\u00fcccar Kaptan Mektepleri; Hamidiye Ticaret Mektebi<\/p><\/td><td data-label=\"Alan\"><p>Denizcilik ve ticaret<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>\u00c7oban Mektebi; Orman ve Maadin Mektebi; Ameli Ziraat Mektepleri; Ziraat ve Baytar Mektebi<\/p><\/td><td data-label=\"Alan\"><p>Tar\u0131m, ormanc\u0131l\u0131k, maden ve veterinerlik<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Hukuk Mektebi<\/p><\/td><td data-label=\"Alan\"><p>Hukuk<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Sa\u011f\u0131r, K\u00f6r ve Dilsizler Mektebi<\/p><\/td><td data-label=\"Alan\"><p>\u00d6zel e\u011fitim<\/p><\/td><\/tr><tr><td data-label=\"A\u00e7\u0131lan \/ Geli\u015ftirilen Okullardan \u00d6rnekler\"><p>Dar\u00fclmuallimin-i Aliyye<\/p><\/td><td data-label=\"Alan\"><p>Y\u00fcksek d\u00fczey \u00f6\u011fretmen yeti\u015ftirme<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-39\">8.6. Az\u0131nl\u0131k ve Yabanc\u0131 Okullar<\/h3>\n<ul class=\"tkmt-points\"><li>Tanzimat ve sonras\u0131nda az\u0131nl\u0131k cemaatleri ile yabanc\u0131 devletlerin a\u00e7t\u0131\u011f\u0131 okullar e\u011fitim sisteminin \u00e7oklu yap\u0131s\u0131n\u0131 g\u00fc\u00e7lendirmi\u015ftir.<\/li><li>Yabanc\u0131 okullar modern y\u00f6ntem ve yabanc\u0131 dil e\u011fitimi bak\u0131m\u0131ndan baz\u0131 f\u0131rsatlar sunarken, devlet denetiminin zay\u0131f oldu\u011fu yerlerde misyonerlik ve ayr\u0131l\u0131k\u00e7\u0131 propaganda a\u00e7\u0131s\u0131ndan sorun olu\u015fturmu\u015ftur.<\/li><li>1876 Kanun-\u0131 Esasi ile \u00f6zel \u00f6\u011fretimin devlet denetiminde y\u00fcr\u00fct\u00fclmesi ve farkl\u0131 topluluklar\u0131n Osmanl\u0131 kimli\u011fi alt\u0131nda birle\u015ftirilmesi ama\u00e7lanm\u0131\u015ft\u0131r.<\/li><li>Kapit\u00fclasyonlar, d\u0131\u015f bask\u0131lar, okul say\u0131s\u0131n\u0131n fazlal\u0131\u011f\u0131 ve denetim ara\u00e7lar\u0131n\u0131n yetersizli\u011fi yabanc\u0131 okullar\u0131n kontrol\u00fcn\u00fc zorla\u015ft\u0131rm\u0131\u015ft\u0131r.<\/li><\/ul>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Okul T\u00fcr\u00fc<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Az\u0131nl\u0131k Okullar\u0131 &#8211; Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Yabanc\u0131 Devlet Okullar\u0131 &#8211; Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Okul T\u00fcr\u00fc\"><p>\u0130lkokul<\/p><\/td><td data-label=\"Az\u0131nl\u0131k Okullar\u0131 - Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci\"><p>5982 \/ 8025 \/ 317.089<\/p><\/td><td data-label=\"Yabanc\u0131 Devlet Okullar\u0131 - Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci\"><p>Kaynak tablosunda veri verilmemi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Okul T\u00fcr\u00fc\"><p>R\u00fc\u015ftiye<\/p><\/td><td data-label=\"Az\u0131nl\u0131k Okullar\u0131 - Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci\"><p>687 \/ 2274 \/ 23.192<\/p><\/td><td data-label=\"Yabanc\u0131 Devlet Okullar\u0131 - Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci\"><p>74 \/ 551 \/ 6.557<\/p><\/td><\/tr><tr><td data-label=\"Okul T\u00fcr\u00fc\"><p>\u0130dadi<\/p><\/td><td data-label=\"Az\u0131nl\u0131k Okullar\u0131 - Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci\"><p>70 \/ 584 \/ 10.720<\/p><\/td><td data-label=\"Yabanc\u0131 Devlet Okullar\u0131 - Okul \/ \u00d6\u011fretmen \/ \u00d6\u011frenci\"><p>63 \/ 464 \/ 8.315<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Bu say\u0131lar ders kitab\u0131ndaki tabloya aittir ve belirli bir tarihsel kesiti yans\u0131t\u0131r. \u201cOsmanl\u0131\u2019daki t\u00fcm okul say\u0131lar\u0131\u201d \u015feklinde genellenmemelidir.<\/p><\/aside>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">SINAV NOTU<\/strong><\/p><p>Tanzimat sonras\u0131 e\u011fitim = medrese + modern devlet okullar\u0131 + asker\u00ee okullar + az\u0131nl\u0131k ve yabanc\u0131 okullar. Bu \u201c\u00e7oklu yap\u0131\u201d Cumhuriyet\u2019te Tevhid-i Tedrisat ile ortadan kald\u0131r\u0131lmak istenmi\u015ftir.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-9\">9. Osmanl\u0131 Devleti\u2019nde Bilim ve Bilim \u0130nsanlar\u0131<\/h2>\n<ul class=\"tkmt-points\"><li>Osmanl\u0131 bilim hayat\u0131 Bursa, Edirne, \u0130stanbul, \u00dcsk\u00fcp ve Saraybosna gibi yeni k\u00fclt\u00fcr-bilim merkezleri olu\u015fturmu\u015f; \u00f6nceki T\u00fcrk-\u0130slam bilim miras\u0131n\u0131 yeni co\u011frafyalara ta\u015f\u0131m\u0131\u015ft\u0131r.<\/li><li>Kaynak g\u00f6rselinde, tarih\u00ee bilim miras\u0131n\u0131 gelecek ku\u015faklara aktarmak ve fark\u0131ndal\u0131k olu\u015fturmak amac\u0131yla Semerkand\u2019da 1421\u2019de kurulan Ulu\u011f Bey Rasathanesinin bir \u00f6rne\u011finin Hatay-K\u0131r\u0131khan\u2019da asl\u0131na uygun bi\u00e7imde yeniden in\u015fa edilmesinin planland\u0131\u011f\u0131 belirtilmektedir.<\/li><li>Osmanl\u0131 bilim \u00e7evreleri matematik, astronomi, t\u0131p, co\u011frafya, kartografya, tarih, mant\u0131k ve mekanik gibi alanlarda \u00e7al\u0131\u015fmalar \u00fcretmi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-40\">9.1. Bursal\u0131 Kad\u0131zade-i Rumi<\/h3>\n<ul class=\"tkmt-points\"><li>Astronomi ve matematik alan\u0131nda \u00e7al\u0131\u015fm\u0131\u015f; Semerkand Medresesinin ba\u015f hocal\u0131\u011f\u0131n\u0131 ve Semerkand Rasathanesinin m\u00fcd\u00fcrl\u00fc\u011f\u00fcn\u00fc yapm\u0131\u015ft\u0131r.<\/li><li>Ali Ku\u015f\u00e7u ve Fethullah e\u015f-\u015eirvani onun \u00f6\u011frencilerindendir.<\/li><li>Geometrinin filozof, fakih, memur ve kad\u0131 gibi farkl\u0131 meslekler i\u00e7in gerekli oldu\u011funu savunmas\u0131, bilimin din\u00ee ve d\u00fcnyevi alanlarla birlikte d\u00fc\u015f\u00fcn\u00fclmesini yans\u0131t\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-41\">9.2. Sabuncuo\u011flu \u015eerafeddin<\/h3>\n<ul class=\"tkmt-points\"><li>Fatih D\u00f6nemi\u2019nde Amasya Dar\u00fc\u015f\u015fifas\u0131nda \u00e7al\u0131\u015fan hekim ve cerraht\u0131r.<\/li><li>Cerr\u00e2hiyyet\u00fc\u2019l-H\u00e2niyye adl\u0131 eserinde cerrahi teknikleri, hasta-hekim ili\u015fkisini ve kullan\u0131lan aletleri resimlerle anlatm\u0131\u015ft\u0131r.<\/li><li>Resimli anlat\u0131m, cerrahi y\u00f6ntemin uygulan\u0131\u015f\u0131n\u0131 somutla\u015ft\u0131rarak t\u0131p e\u011fitimine katk\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/li><li>2020\u2019de Clinical Microbiology and Infection dergisinin kapa\u011f\u0131nda Sabuncuo\u011flu\u2019na yer verilmesi, \u00e7al\u0131\u015fmalar\u0131n\u0131n uluslararas\u0131 bilim tarihi a\u00e7\u0131s\u0131ndan \u00f6nemini g\u00f6steren \u00e7a\u011fda\u015f bir \u00f6rnektir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-42\">9.3. Ali Ku\u015f\u00e7u<\/h3>\n<ul class=\"tkmt-points\"><li>Ulu\u011f Bey, G\u0131yaseddin Cem\u015fid el-Ka\u015fi ve Kad\u0131zade-i Rumi gibi bilim insanlar\u0131ndan e\u011fitim alm\u0131\u015ft\u0131r.<\/li><li>Semerkand Rasathanesinde y\u00f6neticilik yapm\u0131\u015f; Ulu\u011f Bey\u2019in \u00f6l\u00fcm\u00fcnden sonra Akkoyunlu H\u00fck\u00fcmdar\u0131 Uzun Hasan\u2019\u0131n yan\u0131nda bulunmu\u015ftur.<\/li><li>El\u00e7i olarak geldi\u011fi \u0130stanbul\u2019da Fatih Sultan Mehmed\u2019in davetini kabul etmi\u015f ve Ayasofya Medresesinde m\u00fcderrislik yapm\u0131\u015ft\u0131r.<\/li><li>Fethiyye adl\u0131 eserinde gezegenlerin konumlar\u0131 ve hareketleri, D\u00fcnya\u2019n\u0131n bi\u00e7imi, iklimler, gece-g\u00fcnd\u00fcz s\u00fcreleri ve Ay\u2019\u0131n uzakl\u0131\u011f\u0131 gibi konular\u0131 ele alm\u0131\u015ft\u0131r.<\/li><li>Astronomik hesaplar\u0131n\u0131n bir k\u0131sm\u0131n\u0131n modern \u00f6l\u00e7\u00fcmlerle b\u00fcy\u00fck \u00f6l\u00e7\u00fcde uyumlu olmas\u0131 bilimsel hassasiyetini g\u00f6sterir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-43\">9.4. Matrak\u00e7\u0131 Nasuh<\/h3>\n<ul class=\"tkmt-points\"><li>Kanuni D\u00f6nemi\u2019nin asker, silah\u015for, ressam, tarih\u00e7i ve matematik\u00e7i kimliklerini birle\u015ftiren \u00e7ok y\u00f6nl\u00fc bilim insan\u0131d\u0131r.<\/li><li>Matrak oyununun mucidi olarak tan\u0131n\u0131r ve Enderun\u2019da yeti\u015fmi\u015ftir.<\/li><li>Taberi Tarihi\u2019ni Arap\u00e7adan T\u00fcrk\u00e7eye \u00e7evirmi\u015f, eserin b\u0131rakt\u0131\u011f\u0131 yerden sonraki tarih\u00ee olaylar\u0131 da yazmaya devam etmi\u015ftir.<\/li><li>Sefer g\u00fczerg\u00e2h\u0131ndaki \u015fehirleri ayr\u0131nt\u0131l\u0131 resimlerle kaydetmesi, tarih\u00ee co\u011frafya ve \u015fehir tarihi a\u00e7\u0131s\u0131ndan b\u00fcy\u00fck de\u011fer ta\u015f\u0131r.<\/li><li>Matematik eserlerinde \u00e7arpma, b\u00f6lme, kesir i\u015flemleri ve yakla\u015f\u0131k elli problemin \u00e7\u00f6z\u00fcm y\u00f6ntemlerine yer vermi\u015ftir.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-44\">9.5. K\u00e2tip \u00c7elebi<\/h3>\n<ul class=\"tkmt-points\"><li>Tarih, co\u011frafya, sosyoloji, e\u011fitim, siyaset ele\u015ftirisi, bilim tarihi ve felsefe alanlar\u0131nda \u00e7al\u0131\u015fan \u00e7ok y\u00f6nl\u00fc Osmanl\u0131 d\u00fc\u015f\u00fcn\u00fcr\u00fcd\u00fcr.<\/li><li>Seferlerde bulundu\u011fu b\u00f6lgelerin co\u011frafyas\u0131n\u0131, k\u00fclt\u00fcr\u00fcn\u00fc ve bilimsel birikimini incelemi\u015f; k\u00fct\u00fcphanelerde sistemli kaynak taramas\u0131 yapm\u0131\u015ft\u0131r.<\/li><li>Telif ve terc\u00fcme yakla\u015f\u0131k yirmi be\u015f eser haz\u0131rlam\u0131\u015ft\u0131r.<\/li><li>Ke\u015ff\u00fc\u2019z-Z\u00fcnun, Cihann\u00fcma ve Mizan\u00fc\u2019l-Hak ba\u015fl\u0131ca eserleridir.<\/li><li>Adnan Ad\u0131var, K\u00e2tip \u00c7elebi\u2019yi T\u00fcrkiye\u2019de \u201cilim r\u00f6nesans\u0131n\u0131n m\u00fcjdecisi\u201d say\u0131labilecek bir isim olarak de\u011ferlendirmi\u015ftir; bu ifade onun \u00e7ok y\u00f6nl\u00fc ve ara\u015ft\u0131rmac\u0131 kimli\u011fini vurgular.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-45\">9.6. Gelenbevi \u0130smail Efendi<\/h3>\n<ul class=\"tkmt-points\"><li>Matematik ve mant\u0131k alan\u0131nda \u00e7al\u0131\u015fan, \u201cAyakl\u0131 k\u00fct\u00fcphane\u201d diye an\u0131lan XVIII. y\u00fczy\u0131l Osmanl\u0131 \u00e2limidir.<\/li><li>Hem medrese gelene\u011finde hem de modern m\u00fchendishanelerde hocal\u0131k yaparak klasik ve yeni e\u011fitim anlay\u0131\u015flar\u0131 aras\u0131nda k\u00f6pr\u00fc kurmu\u015ftur.<\/li><li>Teorik bilgiyi uygulamaya aktarmas\u0131 ve logaritma \u00fczerine eser vermesiyle tan\u0131nm\u0131\u015ft\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-46\">9.7. Hezarfen Ahmed \u00c7elebi<\/h3>\n<ul class=\"tkmt-points\"><li>XVII. y\u00fczy\u0131lda ya\u015fad\u0131\u011f\u0131 ve ku\u015flar\u0131n u\u00e7u\u015flar\u0131n\u0131 inceleyerek yapay kanatlarla denemeler yapt\u0131\u011f\u0131 rivayet edilir.<\/li><li>Galata Kulesi\u2019nden \u00dcsk\u00fcdar-Do\u011fanc\u0131lar\u2019a u\u00e7tu\u011fu anlat\u0131s\u0131 Osmanl\u0131 bilim ve teknoloji tarihinin en tan\u0131nm\u0131\u015f hik\u00e2yelerinden biridir.<\/li><li>Ders kitab\u0131, anlat\u0131lan u\u00e7u\u015f mesafesini yakla\u015f\u0131k 3.200 metre olarak verir ve kanat \u00e7\u0131rparak bu mesafenin m\u00fcmk\u00fcn g\u00f6r\u00fcnmedi\u011fini; olay ger\u00e7ekle\u015fmi\u015fse hava ak\u0131mlar\u0131ndan yararlanan plan\u00f6r benzeri bir s\u00fcz\u00fclme \u015feklinde d\u00fc\u015f\u00fcn\u00fclebilece\u011fini belirtir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Hezarfen Ahmed \u00c7elebi\u2019nin u\u00e7u\u015fu ba\u011f\u0131ms\u0131z belgelerle do\u011frulanm\u0131\u015f bir olay de\u011fildir. Hakk\u0131ndaki ayr\u0131nt\u0131l\u0131 anlat\u0131n\u0131n temel kayna\u011f\u0131 Evliya \u00c7elebi\u2019nin Seyahatn\u00e2me\u2019sidir. Bu nedenle \u201cu\u00e7tu\u011fu kesin olarak kan\u0131tlanm\u0131\u015ft\u0131r\u201d yerine \u201cu\u00e7tu\u011fu rivayet edilir \/ Evliya \u00c7elebi anlat\u0131r\u201d denmelidir.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-47\">9.8. Piri Reis<\/h3>\n<ul class=\"tkmt-points\"><li>Kartograf, denizci ve co\u011frafyac\u0131d\u0131r; amcas\u0131 Kemal Reis ile seferlere kat\u0131larak Akdeniz ve denizcilik hakk\u0131nda geni\u015f bilgi edinmi\u015ftir.<\/li><li>D\u00fcnya haritas\u0131n\u0131 M\u0131s\u0131r Seferi s\u0131ras\u0131nda Yavuz Sultan Selim\u2019e sunmu\u015ftur.<\/li><li>Kit\u00e2b-\u0131 Bahriyye, denizcilere Akdeniz k\u0131y\u0131lar\u0131, limanlar, rotalar ve seyir bilgileri sa\u011flayan temel eserdir.<\/li><li>Piri Reis kendi a\u00e7\u0131klamas\u0131nda haritas\u0131n\u0131 olu\u015ftururken yakla\u015f\u0131k yirmi Mappamondo (eski d\u00fcnya haritas\u0131), sekiz Caferiye, bir Arap-Hint haritas\u0131, Sind-Hint-\u00c7in sahalar\u0131n\u0131 g\u00f6steren d\u00f6rt Portekiz haritas\u0131 ve Kolomb\u2019a atfedilen bir haritay\u0131 k\u0131yaslay\u0131p \u00f6l\u00e7eklendirdi\u011fini belirtmi\u015ftir.<\/li><li>G\u00f6zlem, seyahat deneyimi, kaynak kar\u015f\u0131la\u015ft\u0131rma ve k\u0131yas y\u00f6ntemini birlikte kullanm\u0131\u015ft\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Piri Reis\u2019in haritas\u0131n\u0131n kaynaklar\u0131 konusunda kendi a\u00e7\u0131klamalar\u0131 \u00e7ok de\u011ferlidir; ancak \u201cKolomb\u2019un kay\u0131p ilk haritas\u0131n\u0131 kullanan tek harita\u201d gibi kesin ifadeler, bilim tarihinde temkinli kullan\u0131lmal\u0131d\u0131r.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-48\">9.9. Takiy\u00fcddin \u0130bni Maruf ve \u0130stanbul Rasathanesi<\/h3>\n<ul class=\"tkmt-points\"><li>Takiy\u00fcddin, Hoca Sadeddin Efendi\u2019nin deste\u011fi ve III. Murad\u2019\u0131n izniyle 1577\u2019de \u0130stanbul\u2019da rasathane kurmu\u015ftur.<\/li><li>Rasathanede nitelikli g\u00f6zlemler yap\u0131lm\u0131\u015f, hassas kataloglar haz\u0131rlanm\u0131\u015f ve kullan\u0131lan bir\u00e7ok g\u00f6zlem arac\u0131 Takiy\u00fcddin taraf\u0131ndan tasarlanm\u0131\u015ft\u0131r.<\/li><li>Ondal\u0131k kesirleri trigonometri ve astronomiye uygulamaya \u00e7al\u0131\u015fm\u0131\u015f; G\u00f6kler Bilgisinin S\u0131n\u0131r\u0131 adl\u0131 eserinde bu y\u00f6ntemi kuramsal bi\u00e7imde a\u00e7\u0131klam\u0131\u015ft\u0131r.<\/li><li>Yakla\u015f\u0131k be\u015f y\u0131l s\u00fcren g\u00f6zlemlerinde birim daire ve trigonometrik hesaplarda ondal\u0131k g\u00f6sterimden yararlanm\u0131\u015ft\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">\u00d6SYM D\u0130KKAT<\/strong><\/p><p>Osmanl\u0131 astronomi \u00e7izgisi: Kad\u0131zade-i Rumi \u2192 Ali Ku\u015f\u00e7u \u2192 Takiy\u00fcddin. Piri Reis ise astronomdan \u00e7ok co\u011frafya-kartografya ve denizcilik alan\u0131nda \u00f6ne \u00e7\u0131kar.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-49\">9.10. Osmanl\u0131 Bilim \u0130nsanlar\u0131 \u00d6zet Tablosu<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Bilim \u0130nsan\u0131<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Alan \/ Y\u00f6ntem<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Kal\u0131c\u0131 Katk\u0131<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Kad\u0131zade-i Rumi<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>Matematik-astronomi; medrese ve rasathane<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Semerkand bilim \u00e7evresi ve Osmanl\u0131 matematik-astronomi gelene\u011fine etkisi.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Sabuncuo\u011flu \u015eerafeddin<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>T\u0131p-cerrahi; g\u00f6zlem ve resimli anlat\u0131m<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Cerrahi tekniklerin g\u00f6rsel olarak aktar\u0131lmas\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Ali Ku\u015f\u00e7u<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>Astronomi-matematik; g\u00f6zlem ve hesaplama<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Osmanl\u0131 y\u00fcksek\u00f6\u011fretiminde matematik ve astronominin g\u00fc\u00e7lenmesi.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Matrak\u00e7\u0131 Nasuh<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>Matematik, tarih, minyat\u00fcr; \u00e7eviri ve problem \u00e7\u00f6zme<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>\u015eehir tasvirleri, tarih ve matematik \u00e7al\u0131\u015fmalar\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>K\u00e2tip \u00c7elebi<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>Tarih, co\u011frafya, bilim tarihi; sistemli kaynak tarama<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Ansiklopedik bilgi ve ele\u015ftirel bilim tarihi yakla\u015f\u0131m\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Gelenbevi \u0130smail Efendi<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>Matematik-mant\u0131k; teori-pratik<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Logaritma ve matematik \u00f6\u011fretimi; klasik-modern ge\u00e7i\u015f.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Piri Reis<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>Co\u011frafya-kartografya; g\u00f6zlem, kar\u015f\u0131la\u015ft\u0131rma, harita<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Denizcilik ve haritac\u0131l\u0131kta kal\u0131c\u0131 eserler.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Takiy\u00fcddin<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>Astronomi-matematik; rasathane g\u00f6zlemi<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Ondal\u0131k kesirlerin trigonometrik-astronomik hesaplarda kullan\u0131m\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Hezarfen Ahmed \u00c7elebi<\/p><\/td><td data-label=\"Alan \/ Y\u00f6ntem\"><p>U\u00e7u\u015f denemeleri; g\u00f6zlem ve deney rivayeti<\/p><\/td><td data-label=\"Kal\u0131c\u0131 Katk\u0131\"><p>Havac\u0131l\u0131k d\u00fc\u015f\u00fcncesi tarihinde k\u00fclt\u00fcrel bir \u00f6rnek; anlat\u0131 Evliya \u00c7elebi\u2019ye dayan\u0131r.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<h2 class=\"tkmt-section\" id=\"bolum-10\">10. Mill\u00ee M\u00fccadele ve Cumhuriyet D\u00f6nemi\u2019nde E\u011fitim<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-50\">10.1. Mill\u00ee M\u00fccadele Y\u0131llar\u0131ndaki E\u011fitim Sorunlar\u0131<\/h3>\n<ul class=\"tkmt-points\"><li>\u0130\u015fgal b\u00f6lgelerinde baz\u0131 T\u00fcrk okullar\u0131 kapan\u0131rken yabanc\u0131 ve misyoner okullar\u0131 propaganda faaliyetlerini s\u00fcrd\u00fcrm\u00fc\u015ft\u00fcr.<\/li><li>\u00d6\u011fretmen ve \u00f6\u011frenciler halk\u0131n bilin\u00e7lendirilmesine katk\u0131 sa\u011flam\u0131\u015f; baz\u0131lar\u0131 do\u011frudan cephelere kat\u0131lm\u0131\u015ft\u0131r.<\/li><li>Mill\u00ee M\u00fccadele devam ederken Maarif Kongresi toplanm\u0131\u015f; e\u011fitim programlar\u0131 ve \u00f6\u011fretmen yeti\u015ftirme konusu tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/li><li>D\u00f6nemin meclis konu\u015fmalar\u0131, okulsuz k\u00f6yler, \u00f6\u011fretmen a\u00e7\u0131\u011f\u0131, bina ve ara\u00e7-gere\u00e7 yetersizli\u011fi ile e\u011fitime eri\u015fimde b\u00f6lgesel e\u015fitsizli\u011fin ciddi sorunlar oldu\u011funu g\u00f6stermektedir.<\/li><\/ul>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>D\u00f6nem Tan\u0131kl\u0131klar\u0131nda Verilen Say\u0131lar<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Vurgulanan Sorun<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"D\u00f6nem Tan\u0131kl\u0131klar\u0131nda Verilen Say\u0131lar\"><p>Ankara H\u00fck\u00fbmeti kontrol\u00fcndeki alanlarda yakla\u015f\u0131k 28 sultani ve 50-60 idadi<\/p><\/td><td data-label=\"Vurgulanan Sorun\"><p>Orta\u00f6\u011fretim kurumlar\u0131n\u0131n s\u0131n\u0131rl\u0131 olmas\u0131<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem Tan\u0131kl\u0131klar\u0131nda Verilen Say\u0131lar\"><p>\u201c\u0130ptidailerimiz 40 bin \u00f6\u011fretmen istiyor.\u201d<\/p><\/td><td data-label=\"Vurgulanan Sorun\"><p>B\u00fcy\u00fck \u00f6\u011fretmen a\u00e7\u0131\u011f\u0131<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem Tan\u0131kl\u0131klar\u0131nda Verilen Say\u0131lar\"><p>46.000 k\u00f6y\u00fcn %98\u2019inin okulsuz oldu\u011fu, yakla\u015f\u0131k 70.000 \u00f6\u011fretmen ihtiyac\u0131 bulundu\u011fu y\u00f6n\u00fcndeki meclis ifadesi<\/p><\/td><td data-label=\"Vurgulanan Sorun\"><p>K\u0131rsalda okulla\u015fma ve \u00f6\u011fretmen sorunu<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem Tan\u0131kl\u0131klar\u0131nda Verilen Say\u0131lar\"><p>18 \u00f6\u011fretmen okulunun y\u0131lda yakla\u015f\u0131k 200 mezun verdi\u011fi ifadesi<\/p><\/td><td data-label=\"Vurgulanan Sorun\"><p>\u00d6\u011fretmen yeti\u015ftirme kapasitesinin yetersizli\u011fi<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem Tan\u0131kl\u0131klar\u0131nda Verilen Say\u0131lar\"><p>Baz\u0131 sultanilerde 347 \u00f6\u011frenciye kar\u015f\u0131l\u0131k 587 kadrolu \u00f6\u011fretmen-memur bulundu\u011funa ili\u015fkin ele\u015ftiri<\/p><\/td><td data-label=\"Vurgulanan Sorun\"><p>Kaynaklar\u0131n verimsiz da\u011f\u0131l\u0131m\u0131 ve planlama sorunu<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Bu rakamlar d\u00f6nemin TBMM konu\u015fmalar\u0131nda verilen de\u011ferlendirmelerdir. Hepsi ayn\u0131 tarih ve y\u00f6ntemle haz\u0131rlanm\u0131\u015f resm\u00ee ulusal istatistikler de\u011fildir; d\u00f6nemin sorun alg\u0131s\u0131n\u0131 g\u00f6stermeleri bak\u0131m\u0131ndan \u00f6nemlidir.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-51\">10.2. Cumhuriyet E\u011fitim Reformlar\u0131n\u0131n Ama\u00e7lar\u0131<\/h3>\n<ul class=\"tkmt-points\"><li>E\u011fitimdeki kurum ve program da\u011f\u0131n\u0131kl\u0131\u011f\u0131n\u0131 ortadan kald\u0131rmak ve b\u00fct\u00fcn okullar\u0131 tek devlet sistemi i\u00e7inde toplamak.<\/li><li>Okuryazarl\u0131\u011f\u0131 art\u0131rmak, \u00f6zellikle k\u0131rsal kesim ve kad\u0131nlar i\u00e7in e\u011fitime eri\u015fimi geni\u015fletmek.<\/li><li>Modern bilim ve teknolojiye dayal\u0131 programlar olu\u015fturmak; \u00f6\u011fretmen, teknik eleman ve bilim insan\u0131 yeti\u015ftirmek.<\/li><li>Yabanc\u0131 ve az\u0131nl\u0131k okullar\u0131n\u0131 devlet denetimine almak, ortak vatanda\u015fl\u0131k ve mill\u00ee k\u00fclt\u00fcr e\u011fitimini g\u00fc\u00e7lendirmek.<\/li><li>\u0130lk\u00f6\u011fretimden \u00fcniversiteye ve mesleki e\u011fitime kadar t\u00fcm kademeleri \u00e7a\u011fda\u015f ihtiya\u00e7lara g\u00f6re yeniden d\u00fczenlemek.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-52\">10.3. Ba\u015fl\u0131ca Cumhuriyet D\u00f6nemi E\u011fitim D\u00fczenlemeleri<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Tarih \/ D\u00fczenleme<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Temel Sonu\u00e7<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Tarih \/ D\u00fczenleme\"><p>3 Mart 1924 &#8211; Tevhid-i Tedrisat Kanunu<\/p><\/td><td data-label=\"Temel Sonu\u00e7\"><p>B\u00fct\u00fcn e\u011fitim kurumlar\u0131 Maarif Vek\u00e2letine ba\u011fland\u0131; e\u011fitim birli\u011fi sa\u011flanmaya \u00e7al\u0131\u015f\u0131ld\u0131. Medrese-mektep ikili\u011finin kald\u0131r\u0131lmas\u0131 y\u00f6n\u00fcnde uygulamalar ba\u015flat\u0131ld\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Tarih \/ D\u00fczenleme\"><p>1926 &#8211; Maarif Te\u015fkilat\u0131 Hakk\u0131nda Kanun<\/p><\/td><td data-label=\"Temel Sonu\u00e7\"><p>\u0130lk ve orta\u00f6\u011fretimin te\u015fkilat\u0131, okul t\u00fcrleri, program ve y\u00f6netim esaslar\u0131 daha d\u00fczenli bir yap\u0131ya kavu\u015fturuldu.<\/p><\/td><\/tr><tr><td data-label=\"Tarih \/ D\u00fczenleme\"><p>1 Kas\u0131m 1928 &#8211; T\u00fcrk Harflerinin Kabul ve Tatbiki Hakk\u0131nda Kanun<\/p><\/td><td data-label=\"Temel Sonu\u00e7\"><p>Latin esasl\u0131 T\u00fcrk alfabesine ge\u00e7ildi; okuryazarl\u0131k seferberli\u011finin altyap\u0131s\u0131 olu\u015fturuldu.<\/p><\/td><\/tr><tr><td data-label=\"Tarih \/ D\u00fczenleme\"><p>1 Ocak 1929 &#8211; Millet Mektepleri<\/p><\/td><td data-label=\"Temel Sonu\u00e7\"><p>Yeni harfleri geni\u015f halk kitlelerine \u00f6\u011fretmek ve yeti\u015fkin okuryazarl\u0131\u011f\u0131n\u0131 art\u0131rmak amac\u0131yla a\u00e7\u0131ld\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Tarih \/ D\u00fczenleme\"><p>1933 &#8211; \u00dcniversite Reformu<\/p><\/td><td data-label=\"Temel Sonu\u00e7\"><p>Dar\u00fclf\u00fcnun yeniden yap\u0131land\u0131r\u0131ld\u0131 ve \u0130stanbul \u00dcniversitesi kuruldu; \u00e7a\u011fda\u015f y\u00fcksek\u00f6\u011fretim ve bilim anlay\u0131\u015f\u0131 g\u00fc\u00e7lendirildi.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<ul class=\"tkmt-points\"><li>Halk derslikleri, halk konferanslar\u0131, okuma odalar\u0131, halkevleri, e\u011fitmen kurslar\u0131 ve gezici k\u00f6y kad\u0131n-erkek kurslar\u0131 gibi yayg\u0131n e\u011fitim faaliyetleri ba\u015flat\u0131lm\u0131\u015ft\u0131r.<\/li><li>Mill\u00ee E\u011fitim Bakanl\u0131\u011f\u0131, az\u0131nl\u0131k ve yabanc\u0131 okullar d\u00e2hil e\u011fitim kurumlar\u0131n\u0131n program ve denetiminde daha geni\u015f yetki kazanm\u0131\u015ft\u0131r.<\/li><li>Yeni okul a\u00e7\u0131lmas\u0131 devlet iznine ba\u011flanm\u0131\u015f; ders programlar\u0131n\u0131 belirleme yetkisi merkez\u00ee e\u011fitim y\u00f6netimine verilmi\u015ftir.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">SINAV NOTU<\/strong><\/p><p>Cumhuriyet e\u011fitim kronolojisi: 1924 \u00d6\u011fretim Birli\u011fi \u2192 1926 Maarif te\u015fkilat\u0131 \u2192 1928 Harf \u0130nk\u0131lab\u0131 \u2192 1929 Millet Mektepleri \u2192 1933 \u00dcniversite Reformu.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-53\">10.4. 1923-1938 Aras\u0131nda A\u00e7\u0131lan \/ Geli\u015ftirilen E\u011fitim Kurumlar\u0131<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Alan<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Kurumlar<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Alan\"><p>\u0130lk ve orta\u00f6\u011fretim<\/p><\/td><td data-label=\"Kurumlar\"><p>\u0130lkokul, ortaokul ve lise say\u0131lar\u0131 art\u0131r\u0131ld\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Alan\"><p>Mesleki-teknik e\u011fitim<\/p><\/td><td data-label=\"Kurumlar\"><p>Erkek Sanat Okulu, K\u0131z Sanat Okulu, K\u0131z Teknik Y\u00fcksek \u00d6\u011fretmen Okulu, Erkek Teknik Y\u00fcksek Okulu, Ticaret Okullar\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Alan\"><p>Y\u00fcksek\u00f6\u011fretim<\/p><\/td><td data-label=\"Kurumlar\"><p>Ankara Hukuk Okulu; Orta Muallim Mektebi ve Terbiye Enstit\u00fcs\u00fc; \u0130stanbul \u00dcniversitesi; Dil ve Tarih-Co\u011frafya Fak\u00fcltesi; Siyasal Bilgiler Fak\u00fcltesi; Y\u00fcksek Ziraat Enstit\u00fcs\u00fc.<\/p><\/td><\/tr><tr><td data-label=\"Alan\"><p>G\u00fczel sanatlar<\/p><\/td><td data-label=\"Kurumlar\"><p>G\u00fczel Sanatlar Akademisi, Devlet Konservatuvar\u0131.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<ul class=\"tkmt-points\"><li>Kad\u0131nlar\u0131n ve k\u00f6yl\u00fclerin e\u011fitime kat\u0131l\u0131m\u0131 art\u0131r\u0131lmaya \u00e7al\u0131\u015f\u0131lm\u0131\u015f; f\u0131rsat e\u015fitli\u011fi Cumhuriyet e\u011fitim politikas\u0131n\u0131n \u00f6nemli hedeflerinden biri olmu\u015ftur.<\/li><\/ul>\n<h2 class=\"tkmt-section\" id=\"bolum-11\">11. Cumhuriyet D\u00f6nemi\u2019nde Bilim<\/h2>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-54\">11.1. Bilim Anlay\u0131\u015f\u0131 ve Kurumsalla\u015fma<\/h3>\n<ul class=\"tkmt-points\"><li>Atat\u00fcrk\u2019\u00fcn \u201cEn ger\u00e7ek yol g\u00f6sterici ilimdir, fendir.\u201d anlay\u0131\u015f\u0131, bilimi toplumsal kalk\u0131nma, \u00e7a\u011fda\u015fla\u015fma ve devlet politikas\u0131yla ili\u015fkilendiren yakla\u015f\u0131m\u0131 yans\u0131t\u0131r.<\/li><li>\u00d6nce e\u011fitim kurumlar\u0131, ard\u0131ndan bilimsel ara\u015ft\u0131rma kurumlar\u0131 yeniden d\u00fczenlenmi\u015ftir.<\/li><li>Yurt d\u0131\u015f\u0131ndan uzmanlar getirilmi\u015f; gen\u00e7ler e\u011fitim ve ara\u015ft\u0131rma i\u00e7in Avrupa\u2019ya g\u00f6nderilmi\u015ftir.<\/li><li>Osmanl\u0131 d\u00f6neminde yeti\u015fmi\u015f bilim insanlar\u0131 Cumhuriyet\u2019in ilk y\u0131llar\u0131nda yeni kurumlar\u0131n kurulu\u015funa katk\u0131 sa\u011flam\u0131\u015f; bilimsel gelenek tamamen kopmam\u0131\u015f, yeni kurumsal \u00e7er\u00e7evede devam etmi\u015ftir.<\/li><li>Erken Cumhuriyet ku\u015fa\u011f\u0131nda matematikte Cahit Arf, astronomide Nusret G\u00f6kdo\u011fan, fizikte Mehmet Refi ve t\u0131pta Hulusi Beh\u00e7et gibi isimler \u00f6ne \u00e7\u0131km\u0131\u015ft\u0131r.<\/li><\/ul>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-55\">11.2. Yeniden Yap\u0131land\u0131r\u0131lan ve Yeni Kurulan Bilim Kurumlar\u0131<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Kurum<\/strong><\/p><\/th><th scope=\"col\"><p><strong>D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Kurum\"><p>Hil\u00e2l-i Ahmer \u2192 K\u0131z\u0131lay<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Sa\u011fl\u0131k, afet ve insani yard\u0131m hizmetlerini ulusal ve uluslararas\u0131 \u00f6l\u00e7ekte s\u00fcrd\u00fcren kurum.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Telkihhane \u2192 Refik Saydam H\u0131fz\u0131ss\u0131hha Enstit\u00fcs\u00fc<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>A\u015f\u0131lama, bula\u015f\u0131c\u0131 hastal\u0131klar ve halk sa\u011fl\u0131\u011f\u0131 ara\u015ft\u0131rmalar\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Kandilli Rasathanesi<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Yeniden d\u00fczenlenerek astronomi ve \u00f6zellikle deprem ara\u015ft\u0131rmalar\u0131nda merkez h\u00e2line gelmi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Dar\u00fclf\u00fcnun \u2192 \u0130stanbul \u00dcniversitesi<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>1933 reformuyla \u00e7a\u011fda\u015f \u00fcniversite yap\u0131s\u0131na d\u00f6n\u00fc\u015ft\u00fcr\u00fcld\u00fc.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Maden Tetkik ve Arama Enstit\u00fcs\u00fc<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Maden ve yer alt\u0131 kaynaklar\u0131n\u0131n ara\u015ft\u0131r\u0131lmas\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Veteriner Kontrol ve Ara\u015ft\u0131rma Enstit\u00fcs\u00fc<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Hayvan sa\u011fl\u0131\u011f\u0131 ve veterinerlik ara\u015ft\u0131rmalar\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>\u0130pek B\u00f6cek\u00e7ili\u011fi Ara\u015ft\u0131rma Enstit\u00fcs\u00fc<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>\u0130pek \u00fcretimi ve tar\u0131msal ara\u015ft\u0131rmalar.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Devlet Su \u0130\u015fleri ara\u015ft\u0131rma birimleri<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Su kaynaklar\u0131, altyap\u0131 ve m\u00fchendislik ara\u015ft\u0131rmalar\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>T\u00dcB\u0130TAK<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Bilimsel ve teknolojik ara\u015ft\u0131rmalar\u0131 destekleme, koordine etme ve ara\u015ft\u0131rma enstit\u00fcleri i\u015fletme.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>T\u00fcrkiye Atom Enerjisi Kurumu<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>N\u00fckleer ve atom enerjisi alan\u0131ndaki tarihsel ara\u015ft\u0131rma ve d\u00fczenleme faaliyetleri.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Karayollar\u0131 Ara\u015ft\u0131rma Fen Heyeti<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Ula\u015f\u0131m ve yol m\u00fchendisli\u011fi ara\u015ft\u0131rmalar\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Kurum\"><p>Makine ve Kimya End\u00fcstrisi Kurumu<\/p><\/td><td data-label=\"D\u00f6n\u00fc\u015f\u00fcm \/ G\u00f6rev\"><p>Savunma ve sanayi alan\u0131nda \u00fcretim ve teknoloji faaliyetleri.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note tkmt-caution\"><p><strong class=\"tkmt-note-label\">\u2605 D\u00fczeltme<\/strong><\/p><p>Kaynakta T\u00dcB\u0130TAK\u2019\u0131n ad\u0131 \u201cT\u00fcrkiye Bilimsel Ara\u015ft\u0131rma Kurumu\u201d olarak verilmi\u015ftir. Kurumun g\u00fcncel resm\u00ee ad\u0131 \u201cT\u00fcrkiye Bilimsel ve Teknolojik Ara\u015ft\u0131rma Kurumu\u201ddur. Kurulu\u015f ad\u0131 1963\u2019te \u201cT\u00fcrkiye Bilimsel ve Teknik Ara\u015ft\u0131rma Kurumu\u201d idi; 2005\u2019te bug\u00fcnk\u00fc ad\u0131na d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015ft\u00fcr.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-56\">11.3. Cumhuriyet D\u00f6nemi Bilim \u0130nsanlar\u0131<\/h3>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-3\"><colgroup><col style=\"width:29%\" \/><col style=\"width:30%\" \/><col style=\"width:41%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Bilim \u0130nsan\u0131<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Alan<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Ba\u015fl\u0131ca Katk\u0131<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Mazhar Osman Usman (1884-1951)<\/p><\/td><td data-label=\"Alan\"><p>Psikiyatri, n\u00f6roloji<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>T\u0131p fak\u00fcltesinde psikiyatri poliklini\u011fi kurmu\u015f; n\u00f6ropsikiyatri \u00f6rg\u00fctlenmesi ve Ye\u015filay\u2019\u0131n geli\u015fiminde rol alm\u0131\u015f; kaynakta T\u00fcrk\u00e7e ve yabanc\u0131 dilde toplam 220 bilimsel makale yazd\u0131\u011f\u0131 belirtilmi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Kerim Erim (1894-1952)<\/p><\/td><td data-label=\"Alan\"><p>Matematik<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>Matematikte doktora yapan ilk T\u00fcrk matematik\u00e7ilerden; Stieltjes integrali, \u00e7ok katl\u0131 integraller, analitik fonksiyonlar, regle y\u00fczeyler, Saint-Venant ilkesi ve elastisite-plastisite \u00fczerinde \u00e7al\u0131\u015fm\u0131\u015f; matematik ara\u015ft\u0131rmalar\u0131n\u0131n kurumsalla\u015fmas\u0131na katk\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Hulusi Beh\u00e7et (1898-1948)<\/p><\/td><td data-label=\"Alan\"><p>T\u0131p \/ dermatoloji<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>Daha sonra \u201cBeh\u00e7et hastal\u0131\u011f\u0131\u201d ad\u0131 verilen hastal\u0131\u011f\u0131n tan\u0131mlanmas\u0131n\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Remziye Hisar (1902-1992)<\/p><\/td><td data-label=\"Alan\"><p>Kimya<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>Sorbonne\u2019da doktora yapan ilk T\u00fcrk kad\u0131n bilim insanlar\u0131ndan; Langevin ve Marie Curie \u00e7evresinde e\u011fitim g\u00f6rm\u00fc\u015f, T\u00fcrkiye\u2019de kimyan\u0131n geli\u015fmesine katk\u0131 sa\u011flam\u0131\u015f; Feza G\u00fcrsey\u2019in annesidir.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Kamile \u015eevki Mutlu (1906-1987)<\/p><\/td><td data-label=\"Alan\"><p>Patoloji, histoloji-embriyoloji<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>T\u00fcrkiye\u2019nin ilk kad\u0131n patoloji uzman\u0131 ve ilk kad\u0131n t\u0131p profes\u00f6rlerinden; Almanya\u2019da lenfogran\u00fclomatoz \u00fczerine \u00e7al\u0131\u015fm\u0131\u015f ve histoloji-embriyoloji alan\u0131nda \u201c\u015eevki tekni\u011fi\u201dni geli\u015ftirmi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Cahit Arf (1910-1997)<\/p><\/td><td data-label=\"Alan\"><p>Matematik<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>Arf de\u011fi\u015fmezi, Arf halkalar\u0131 ve Hasse-Arf teoremi gibi kendi ad\u0131yla an\u0131lan kuramlarla d\u00fcnya matemati\u011fine katk\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Feza G\u00fcrsey (1921-1992)<\/p><\/td><td data-label=\"Alan\"><p>Teorik ve n\u00fckleer fizik<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>Kuaterniyonlar\u0131n alan teorisine uygulanmas\u0131, n\u00fckleer ve kat\u0131hal fizi\u011fi; Oppenheimer, Wigner ve Pauli gibi isimlerle \u00e7al\u0131\u015fm\u0131\u015f, Yale\u2019de k\u00fcrs\u00fc ba\u015fkanl\u0131\u011f\u0131 yapm\u0131\u015f ve T\u00fcrkiye\u2019de teorik fizik gelene\u011fine katk\u0131 vermi\u015ftir.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Fuat Sezgin (1924-2018)<\/p><\/td><td data-label=\"Alan\"><p>Bilim tarihi<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>\u0130slam bilimlerinin evrensel katk\u0131lar\u0131n\u0131 geni\u015f kaynak ara\u015ft\u0131rmalar\u0131yla ortaya koymu\u015f; tarih\u00ee bilim ara\u00e7lar\u0131n\u0131n modellerini yeniden yapt\u0131rm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Gazi Mahmud Ya\u015fargil (1925-2025)<\/p><\/td><td data-label=\"Alan\"><p>Beyin cerrahisi<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>Mikrocerrahiyi n\u00f6ro\u015fir\u00fcrjiye uygulam\u0131\u015f, yeni teknik ve ara\u00e7lar geli\u015ftirmi\u015f; \u201cY\u00fczy\u0131l\u0131n Beyin Cerrah\u0131\u201d olarak an\u0131lm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Oktay Sinano\u011flu (1935-2015)<\/p><\/td><td data-label=\"Alan\"><p>Kimya, molek\u00fcler bilim<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>\u00c7ok elektronlu atom-molek\u00fcl kuramlar\u0131, kimyasal tepkime mekanizmalar\u0131, mikrotermodinamik ve molek\u00fcler biyolojiye ili\u015fkin \u00e7al\u0131\u015fmalar yapm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Aziz Sancar (1946- )<\/p><\/td><td data-label=\"Alan\"><p>Kimya, molek\u00fcler biyoloji, t\u0131p<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>DNA onar\u0131m\u0131nda hasarl\u0131 b\u00f6lgenin \u00e7evresindeki 27 n\u00fckleotidin kesilip do\u011fru n\u00fckleotidlerle de\u011fi\u015ftirilmesi ve s\u00fcre\u00e7te 16 protein\/gen sisteminin rol\u00fcn\u00fc a\u00e7\u0131klayan \u00e7al\u0131\u015fmalar\u0131 nedeniyle 2015 Nobel Kimya \u00d6d\u00fcl\u00fc\u2019n\u00fc alm\u0131\u015ft\u0131r.<\/p><\/td><\/tr><tr><td data-label=\"Bilim \u0130nsan\u0131\"><p>Teoman Dural\u0131 (1947-2021)<\/p><\/td><td data-label=\"Alan\"><p>Felsefe-bilim, biyoloji felsefesi<\/p><\/td><td data-label=\"Ba\u015fl\u0131ca Katk\u0131\"><p>Felsefe ile bilimin ili\u015fkisini ele alan \u00e7al\u0131\u015fmalar yapm\u0131\u015f; T\u00fcrk\u00e7e felsefe literat\u00fcr\u00fcnde \u201cfelsefe-bilim\u201d kavram\u0131n\u0131 geli\u015ftirmi\u015ftir.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">\u2605 Not<\/strong><\/p><p>Kaynakta Oktay Sinano\u011flu i\u00e7in \u201cBat\u0131\u2019da son 300 y\u0131l\u0131n en gen\u00e7 profes\u00f6r\u00fc\u201d gibi pop\u00fcler bir \u00fcst\u00fcnl\u00fck ifadesi kullan\u0131lmaktad\u0131r. Kesin ve kar\u015f\u0131la\u015ft\u0131r\u0131labilir akademik kay\u0131t olmadan bu t\u00fcr s\u00fcperlatifler yerine \u201c\u00e7ok gen\u00e7 ya\u015fta profes\u00f6rl\u00fc\u011fe y\u00fckseldi\u201d ifadesi daha g\u00fcvenlidir.<\/p><\/aside>\n<h3 class=\"tkmt-subsection\" id=\"altbolum-57\">11.4. Bilimsel Anlay\u0131\u015fta Devaml\u0131l\u0131k ve De\u011fi\u015fim<\/h3>\n<ul class=\"tkmt-points\"><li>Devam eden y\u00f6n: Bilime, bilgiye ve bilim insan\u0131na de\u011fer verme; devletin bilimsel faaliyeti desteklemesi; e\u011fitim-bilim ili\u015fkisinin korunmas\u0131.<\/li><li>De\u011fi\u015fen y\u00f6n: Bilimsel \u00e7al\u0131\u015fmalar\u0131n medrese, dar\u00fc\u015f\u015fifa ve rasathane gibi geleneksel kurumlardan modern \u00fcniversite, ara\u015ft\u0131rma enstit\u00fcs\u00fc ve uluslararas\u0131 bilim a\u011flar\u0131na ta\u015f\u0131nmas\u0131.<\/li><li>Cumhuriyet D\u00f6nemi\u2019nde bilim; sa\u011fl\u0131k, tar\u0131m, sanayi, ula\u015f\u0131m, enerji, savunma, ileti\u015fim ve teknoloji gibi do\u011frudan kalk\u0131nma alanlar\u0131na ba\u011flanm\u0131\u015ft\u0131r.<\/li><li>Modern \u00fcniversiteler, laboratuvarlar, uzmanla\u015fm\u0131\u015f ara\u015ft\u0131rma kurumlar\u0131, yurt d\u0131\u015f\u0131 e\u011fitim ve uluslararas\u0131 i\u015f birlikleri bilimsel \u00fcretimin temel ara\u00e7lar\u0131 h\u00e2line gelmi\u015ftir.<\/li><\/ul>\n<aside class=\"tkmt-note\"><p><strong class=\"tkmt-note-label\">NEDEN \u00d6NEML\u0130?<\/strong><\/p><p>T\u00fcrk bilim tarihinde esas de\u011fi\u015fim, \u201cbilime de\u011fer vermek\u201d ilkesinden vazge\u00e7ilmesi de\u011fil; bilim \u00fcretiminin kurumlar\u0131, y\u00f6ntemleri, uzmanla\u015fma d\u00fczeyi ve uluslararas\u0131 ba\u011flant\u0131lar\u0131n\u0131n d\u00f6n\u00fc\u015fmesidir.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-12\">12. T\u00fcrklerde E\u011fitim ve Bilimin Tarihsel De\u011fi\u015fimi: Genel Kar\u015f\u0131la\u015ft\u0131rma<\/h2>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-4\"><colgroup><col style=\"width:17%\" \/><col style=\"width:29%\" \/><col style=\"width:29%\" \/><col style=\"width:25%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>D\u00f6nem<\/strong><\/p><\/th><th scope=\"col\"><p><strong>E\u011fitim Sisteminin \u00d6zelli\u011fi<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Bilimsel Faaliyetlerin \u00d6zelli\u011fi<\/strong><\/p><\/th><th scope=\"col\"><p><strong>De\u011fi\u015fimin Temel Gerek\u00e7esi<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"D\u00f6nem\"><p>\u0130slamiyet \u00f6ncesi<\/p><\/td><td data-label=\"E\u011fitim Sisteminin \u00d6zelli\u011fi\"><p>Aile, t\u00f6re, s\u00f6zl\u00fc k\u00fclt\u00fcr, asker\u00ee ve mesleki e\u011fitim; Uygurlarla yaz\u0131l\u0131 ve \u00f6rg\u00fcn e\u011fitim g\u00fc\u00e7lenir.<\/p><\/td><td data-label=\"Bilimsel Faaliyetlerin \u00d6zelli\u011fi\"><p>Astronomi, takvim, metalurji, t\u0131p, tar\u0131m, su m\u00fchendisli\u011fi, bask\u0131 ve el sanatlar\u0131nda pratik bilgi.<\/p><\/td><td data-label=\"De\u011fi\u015fimin Temel Gerek\u00e7esi\"><p>Bozk\u0131r ya\u015fam\u0131, g\u00f6\u00e7, sava\u015f, \u00fcretim ve \u00e7evreye uyum ihtiyac\u0131.<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem\"><p>T\u00fcrk-\u0130slam devletleri<\/p><\/td><td data-label=\"E\u011fitim Sisteminin \u00d6zelli\u011fi\"><p>Medrese, ribat, tekke-zaviye, dar\u00fc\u015f\u015fifa ve Ahilikle kurumsalla\u015fma.<\/p><\/td><td data-label=\"Bilimsel Faaliyetlerin \u00d6zelli\u011fi\"><p>Matematik, astronomi, t\u0131p, kimya, mekanik ve felsefede uluslararas\u0131 \u00f6l\u00e7ekte bilim insanlar\u0131.<\/p><\/td><td data-label=\"De\u011fi\u015fimin Temel Gerek\u00e7esi\"><p>\u0130slam\u2019\u0131n ilme verdi\u011fi \u00f6nem, \u015fehirle\u015fme, vak\u0131f sistemi, devlet deste\u011fi ve k\u00fclt\u00fcrel etkile\u015fim.<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem\"><p>Osmanl\u0131 Klasik D\u00f6nem<\/p><\/td><td data-label=\"E\u011fitim Sisteminin \u00d6zelli\u011fi\"><p>S\u0131byan, medrese, Enderun, lonca; ilmiye ve y\u00f6netici kadro yeti\u015ftirme.<\/p><\/td><td data-label=\"Bilimsel Faaliyetlerin \u00d6zelli\u011fi\"><p>Matematik, astronomi, t\u0131p, co\u011frafya, kartografya ve mekanik; \u00e7ok merkezli bilim a\u011f\u0131.<\/p><\/td><td data-label=\"De\u011fi\u015fimin Temel Gerek\u00e7esi\"><p>Merkez\u00ee devletin personel ihtiyac\u0131 ve T\u00fcrk-\u0130slam bilim miras\u0131n\u0131n s\u00fcrd\u00fcr\u00fclmesi.<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem\"><p>Osmanl\u0131 modernle\u015fmesi<\/p><\/td><td data-label=\"E\u011fitim Sisteminin \u00d6zelli\u011fi\"><p>Medrese yan\u0131nda asker\u00ee, teknik, sivil modern okullar; \u00e7oklu e\u011fitim sistemi; k\u0131z e\u011fitimi ve \u00f6\u011fretmen okullar\u0131.<\/p><\/td><td data-label=\"Bilimsel Faaliyetlerin \u00d6zelli\u011fi\"><p>Bat\u0131 bilim ve tekni\u011fini takip etme, yeni uzmanl\u0131k alanlar\u0131 ve modern okul laboratuvarlar\u0131.<\/p><\/td><td data-label=\"De\u011fi\u015fimin Temel Gerek\u00e7esi\"><p>Asker\u00ee yenilgiler, teknoloji fark\u0131, b\u00fcrokrasi ve uzman personel ihtiyac\u0131, toplumsal de\u011fi\u015fim.<\/p><\/td><\/tr><tr><td data-label=\"D\u00f6nem\"><p>Cumhuriyet<\/p><\/td><td data-label=\"E\u011fitim Sisteminin \u00d6zelli\u011fi\"><p>E\u011fitim birli\u011fi, merkez\u00ee program, yayg\u0131n okuryazarl\u0131k, mesleki-teknik e\u011fitim ve modern \u00fcniversite.<\/p><\/td><td data-label=\"Bilimsel Faaliyetlerin \u00d6zelli\u011fi\"><p>Ara\u015ft\u0131rma enstit\u00fcleri, \u00fcniversiteler, uluslararas\u0131 bilim ve teknoloji a\u011flar\u0131.<\/p><\/td><td data-label=\"De\u011fi\u015fimin Temel Gerek\u00e7esi\"><p>Mill\u00ee devlet, ekonomik-k\u00fclt\u00fcrel kalk\u0131nma, f\u0131rsat e\u015fitli\u011fi ve \u00e7a\u011fda\u015fla\u015fma hedefi.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">KRONOLOJ\u0130<\/strong><\/p><p>S\u00f6zl\u00fc-t\u00f6resel e\u011fitim \u2192 Uygurlarda yaz\u0131 ve \u00f6rg\u00fcn e\u011fitim \u2192 T\u00fcrk-\u0130slam medrese ve bilim kurumlar\u0131 \u2192 Osmanl\u0131 medrese-Enderun-lonca sistemi \u2192 XVIII-XIX. y\u00fczy\u0131lda modern okullar \u2192 Cumhuriyet\u2019te \u00f6\u011fretim birli\u011fi, kitlesel okuryazarl\u0131k ve modern \u00fcniversite-bilim kurumlar\u0131.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-13\">13. Ara\u015ft\u0131rma, Kaynak Kullan\u0131m\u0131 ve Bro\u015f\u00fcr Haz\u0131rlama Y\u00f6ntemi<\/h2>\n<ul class=\"tkmt-points\"><li>Ara\u015ft\u0131rma konusu; \u0130slamiyet \u00f6ncesi, T\u00fcrk-\u0130slam, Osmanl\u0131 veya Cumhuriyet D\u00f6nemi e\u011fitim-bilim anlay\u0131\u015f\u0131ndan biri olarak belirlenebilir.<\/li><li>Konu 5N1K tekni\u011fiyle sorgulanmal\u0131d\u0131r: Ne? Ne zaman? Nerede? Nas\u0131l? Neden? Kim?<\/li><li>Yaz\u0131l\u0131, g\u00f6rsel, bas\u0131l\u0131 ve dijital kaynaklardan bilgi toplanmal\u0131; dijital kaynaklar\u0131n kimli\u011fi, kurumsal uzant\u0131s\u0131 ve g\u00fcvenilirli\u011fi kontrol edilmelidir.<\/li><li>Kaynaklardan elde edilen bilgiler ders s\u0131ras\u0131nda \u00f6\u011frenilen bilgilerle kar\u015f\u0131la\u015ft\u0131r\u0131larak do\u011fruluk, tutarl\u0131l\u0131k ve g\u00fcncellik bak\u0131m\u0131ndan de\u011ferlendirilmelidir.<\/li><li>Bro\u015f\u00fcrde k\u0131sa ve anla\u015f\u0131l\u0131r metinler, g\u00f6rsel materyaller, tablolar ve kronoloji kullan\u0131lmal\u0131; imla ve noktalama kurallar\u0131na dikkat edilmelidir.<\/li><li>Kullan\u0131lan t\u00fcm kaynaklar \u00e7al\u0131\u015fman\u0131n sonunda listelenmeli; sunumda etkili ileti\u015fim y\u00f6ntemlerinden yararlan\u0131lmal\u0131d\u0131r.<\/li><li>Grup \u00e7al\u0131\u015fmas\u0131nda g\u00f6rev payla\u015f\u0131m\u0131, birbirini dinleme, sayg\u0131, bilgi payla\u015f\u0131m\u0131 ve zaman\u0131 verimli kullanma temel de\u011ferlendirme \u00f6l\u00e7\u00fctleridir.<\/li><li>Bir sonraki \u00e7al\u0131\u015fmay\u0131 geli\u015ftirmek i\u00e7in kaynaklar daha erken toplanmal\u0131, g\u00f6revler ayr\u0131nt\u0131land\u0131r\u0131lmal\u0131 ve sunum \u00f6ncesi prova yap\u0131lmal\u0131d\u0131r.<\/li><\/ul>\n<aside class=\"tkmt-note tkmt-exam\"><p><strong class=\"tkmt-note-label\">SINAV NOTU<\/strong><\/p><p>Kaynak sorular\u0131nda yaln\u0131z \u201cbilgi\u201d aramay\u0131n. Yazar\u0131n bak\u0131\u015f a\u00e7\u0131s\u0131, d\u00f6nemin \u015fartlar\u0131, kurumun i\u015flevi, de\u011fi\u015fimin nedeni ve g\u00fcn\u00fcm\u00fczle kar\u015f\u0131la\u015ft\u0131rma gibi yorum becerileri de \u00f6l\u00e7\u00fcl\u00fcr.<\/p><\/aside>\n<h2 class=\"tkmt-section\" id=\"bolum-14\">14. S\u0131nav \u0130\u00e7in Y\u00fcksek \u00d6ncelikli Bilgiler<\/h2>\n<div class=\"tkmt-table-frame\"><table class=\"tkmt-table tkmt-cols-2\"><colgroup><col style=\"width:37%\" \/><col style=\"width:63%\" \/><\/colgroup><thead><tr><th scope=\"col\"><p><strong>Ba\u015fl\u0131k<\/strong><\/p><\/th><th scope=\"col\"><p><strong>Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi<\/strong><\/p><\/th><\/tr><\/thead><tbody><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Uygurlar<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>\u00d6rg\u00fcn e\u011fitim, yaz\u0131-k\u00e2\u011f\u0131t-bask\u0131, kitap ve k\u00fct\u00fcphane k\u00fclt\u00fcr\u00fc.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Orhun Yaz\u0131tlar\u0131<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Geli\u015fmi\u015f yaz\u0131-dil k\u00fclt\u00fcr\u00fc; devlet bilinci ve halka \u00f6\u011f\u00fct.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>On \u0130ki Hayvanl\u0131 Takvim<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Astronomi ve zaman bilgisi; 12 y\u0131ll\u0131k hayvan d\u00f6ng\u00fcs\u00fc.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Nizamiye Medreseleri<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Nizam\u00fclm\u00fclk, B\u00fcy\u00fck Sel\u00e7uklu, Ba\u011fdat, vak\u0131f-burs-bar\u0131nma-icazet.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Dar\u00fc\u015f\u015fifa<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Tedavi + t\u0131p e\u011fitimi; Gevher Nesibe \u00f6nemli \u00f6rnek.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Ahilik<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Meslek + ahlak + dayan\u0131\u015fma + kalite ve \u00f6l\u00e7\u00fc-tart\u0131 do\u011frulu\u011fu.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Enderun<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Saray okulu; y\u00f6netici kadro; liyakat ve \u00e7ok y\u00f6nl\u00fc e\u011fitim.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Sahn-\u0131 Seman<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Fatih; \u0130stanbul; sekiz medrese; Osmanl\u0131 y\u00fcksek\u00f6\u011fretiminin \u00f6nemli zirvesi.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>S\u00fcleymaniye Medreseleri<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Kanuni; matematik, t\u0131p ve dar\u00fclhadis ihtisas\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Modern Osmanl\u0131 okullar\u0131<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>M\u00fchendish\u00e2ne-i Bahr\u00ee, Berr\u00ee, T\u0131bbiye, Harbiye; asker\u00ee-teknik yenile\u015fme.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>1869 Maarif-i Um\u00fbmiye Nizamnamesi<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>E\u011fitimi kademelendiren ve sistemle\u015ftiren temel Osmanl\u0131 d\u00fczenlemesi.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Tevhid-i Tedrisat<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>3 Mart 1924; e\u011fitim birli\u011fi ve b\u00fct\u00fcn okullar\u0131n merkez\u00ee devlet y\u00f6netimine ba\u011flanmas\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Harf \u0130nk\u0131lab\u0131 \/ Millet Mektepleri<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>1928 Latin esasl\u0131 alfabe; 1929 yeti\u015fkin okuryazarl\u0131\u011f\u0131 seferberli\u011fi.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>1933 \u00dcniversite Reformu<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Dar\u00fclf\u00fcnun\u2019un \u0130stanbul \u00dcniversitesi olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Harezmi<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Cebirin kurucu isimlerinden; Hint-Arap hesap sisteminin yay\u0131lmas\u0131; algoritma teriminin ad\u0131yla ba\u011flant\u0131s\u0131.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Cezeri<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Mekanik, otomatik makineler ve su d\u00fczenekleri.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Ulu\u011f Bey<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Semerkand Rasathanesi ve Zic-i Ulu\u011f Bey.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Ali Ku\u015f\u00e7u<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>Semerkand\u2019dan \u0130stanbul\u2019a; Fatih D\u00f6nemi; astronomi ve matematik.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Piri Reis<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>D\u00fcnya haritas\u0131 ve Kit\u00e2b-\u0131 Bahriyye; kartografya-denizcilik.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Takiy\u00fcddin<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>1577 \u0130stanbul Rasathanesi; ondal\u0131k kesirleri astronomi-trigonometriye uygulama.<\/p><\/td><\/tr><tr><td data-label=\"Ba\u015fl\u0131k\"><p>Cumhuriyet bilimi<\/p><\/td><td data-label=\"Hat\u0131rlanmas\u0131 Gereken \u00c7ekirdek Bilgi\"><p>\u00dcniversite ve enstit\u00fcler; Cahit Arf, Hulusi Beh\u00e7et, Feza G\u00fcrsey, Fuat Sezgin, Gazi Ya\u015fargil, Aziz Sancar vb.<\/p><\/td><\/tr><\/tbody><\/table><\/div>\n<\/article>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli T\u00fcrk K\u00fclt\u00fcr ve Medeniyet Tarihi dersinin 3. \u00fcnitesi, \u201cT\u00fcrkistan\u2019dan T\u00fcrkiye\u2019ye T\u00fcrklerde E\u011fitim, Bilim, Sanat ve Spor\u201d ba\u015fl\u0131\u011f\u0131n\u0131 ta\u015f\u0131r. Bu sayfada TKMT <a class=\"mh-excerpt-more\" href=\"https:\/\/tarihkursu.com\/index.php\/2026\/10\/17\/turklerde-egitim-ve-bilim-3-unite-turkistandan-turkiyeye-turklerde-egitim-bilim-sanat-ve-spor-maarif-modeli\/\" title=\"T\u00fcrklerde E\u011fitim ve Bilim \/ 3. \u00dcnite: T\u00fcrkistan\u2019dan T\u00fcrkiye\u2019ye T\u00fcrklerde E\u011fitim, Bilim, Sanat ve Spor | Maarif 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