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    Mainstream Education Requests with Alphabet Discussions between the Albanian and Attitudes of the Ottoman State
    (Karabuk Univ, 2018) Yucedag, Ismail; Koc, Nurgun
    Education passed through a wide range of reform movements like other institutions in Ottoman Emire during XIX century. The era of Abdulhamit II is especially prominent regarding educational reforms. A number of important steps were taken during his reign to improve education such as building new schools, effort to increase the number of students, more participation of girls in education and teaching, use of modern tools and techniques etc. This period was also characterized by the development of nation-states that were started to be established under the influence of the nationalist movement. Some cultural privileges were given to the Balkan peoples, such as Greeks, Bulgarians, Serbs, and Vlachs, who had revolted against the Ottoman Empire to keep them binding with the state. The right to education was one of those important privileges. Indeed, non-Muslims who had already educated in their own tongues and schools had begun to use their studies of language and education more in shaping their cultural identities in this period. At this point, it can be said that the Albanians were more backward than the other Balkan peoples, because unlike the other Balkan nations, though they were in an ethnic union but having more religious pluralism (Muslim, Orthodox Christian, and Catholic Christian) in their society. Therefore, the demand of Albanians from the Ottoman State for their education with their own tongues has only emerged from the beginning of the 1900s. The Ottoman central government looked favorably on these requests and considered the right to education in mother tongue as a constitutional right for them. However, the Albanians could not have a consensus that should their education in the mother tongue be in Turkish (Arabic) letters or Latin alphabet. This was also a reflection of the cultural differences in Albanians.
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    Searching for New System in Ottoman Education in the Light of Documents
    (Karabuk Univ, 2018) Yucedag, Ismail; Erdogan, Hamit
    The aim of this study is to shed light on what is done in Ottoman education or to try to be done within the framework of structural changes and new system searches. Ottoman education, which constitutes the pre-Republic period of the Turkish education system and has an important position in terms of the Turkish educational history, gains importance in this respect. Considering the size of the Ottoman documents, it is observed that the school has an important place in terms of education, the contribution of the people to the schooling event and the quality of education is taken into consideration by taking precautions in line with the conditions of that period. It is seen that the existence of 500 Muslim households is a prerequisite for opening a secondary school in a settlement. Government efforts to encourage and encourage the public to contribute to education are similar to the present. In order to be able to teach the sciences such as Arabic, Persian, Mathematics and Geography in the best way to the students, all the expenses of the region's people and keeping competent teachers can be considered as an effort to improve the quality of education. can be considered as an effort to improve the quality of education. A similar effort can be seen in teaching the new teaching methods to the teachers on the one hand and being paid all the expenses by the local people on the other. Mr. Dalidereli Abdulkadir, who was assigned a salary of 400 kurus in one of the schools opened in Sofia, can be given as an example. It is noteworthy that civilization will be possible with the spread of science and education all over the country, and that the state will endeavor to do all material and spiritual work for this to happen. If necessary, education materials imported from abroad will be exempt from tax. In this context, in accordance with the decision taken by the Education Council, the 3,500 maps which are produced in Europe for secondary schools were exempt from tax. The lack of loyalty and communication in the centrality and provincial relations in the central management system emerges as one of the most important problems of that period.