'İttihad-ı İslam' siyaseti çerçevesinde aşiret mektebi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İstanbul Bilgi Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
19. yüzyılın hızla gelişen ve imparatorlukları tehdit eden milliyetçilik başta olmak üzere fikirleri neticesinde gayr-i Müslim tebaanın Osmanlı İmparatorluğundan ayrılmasıyla imparatorluk topraklarının büyük bir kısmını kaybeden Osmanlı Devleti imparatorluğun her yerinde varlığını hissettirme ve denetimini arttırma amacıyla merkezileşme politikalarına önem vermiştir. Devlet Bürokrasisi İmparatorluğun görece uzak ve denetimsiz göçebe Arap aşiretleri başta olmak üzere aşiretlerle merkezin bağını güçlendirmeyi hedeflemiştir. Yüzyılın hızla gelişen ve değişen parametreleri neticesinde imparatorluğun yaşadığı varlık krizi iyice belirginleşerek Müslüman ağırlıklı bölgelerde de hissedilmesiyle İttihad-ı İslam( Müslümanların birliği) fikrine sarılan II. Abdülhamid halifeliği Müslüman tebaasını birleştirecek bir çimento gibi kullanmıştır. Aşiretlerle ilişkilerde padişah sıfatının üstünde halife sıfatı kullanılmıştır. Osmanlı Müslümanlarını Müslüman milletine dönüştürme gayesiyle belirli politikalar izlenmiştir. Eğitim belirlenen hedefler neticesinde araçsallaştırılmış ve 1892 yılında II. Abdülhamid'in öncülüğünde Aşiret lider ve şeylerinin oğullarını halife ve padişaha sadık, devlete bağlı ve itaatkâr birer yurttaşa dönüştüreceği umulan Aşiret Mektebi kurulur. Aşiret Mektebi aracılığıyla Aşiret lider ve şeyhlerinin çocuklarına itaat ve sadakat telkin edilecektir. İttihad-i İslam düşüncesiyle izlenen politikalar neticesinde kurulan Aşiret Mektebi denetimsiz ve cehaletleri dolayısıyla her türlü dış etkiye açık Arap aşiretlerini eğitim aracılığıyla dönüştürmek amacıyla açılmıştır. Fakat daha sonra benzer kaygılarla Kürt ve Arnavut aşiretlerden de öğrenciler mektebe alınmıştır Osmanlı Devleti için tehlike arz eden bölgeler başta olmak üzere aşiretlerinin önde gelenlerinin çocukları halifeye ve dolayısıyla devlete bağlılık gayesiyle sıkı gözetim, baskı ve propaganda eşliğinde eğitilmişlerdir. Bu çalışmada Aşiret Mektebinin kuruluş amacı, bölgelerden mektebe öğrenci alımı, okulun İslamcı muhafazakâr ideolojiyle yoğrulmuş ders müfredatı, okulda öğrencilerinin denetimi ve mezuniyetleri arşiv belgeleri eşliğinde ele alınacaktır. Anahtar kelimeler: Osmanlı Aşiretleri, Eğitim, Osmanlı Devleti, İslam, Birlik
As a result of the rapidly developing ideas of the nineteenth century, especially nationalism that threatened empires, the Ottoman state, which lost most of its imperial territory when non-Muslim subjects left the Ottoman Empire, attached importance to centralization policies in order to make its presence felt and increase its control all over the empire. The State Bureaucracy aimed to strengthen the center's ties with the tribes, especially the relatively remote and unsupervised nomadic Arab tribes of the Empire. As a result of the rapidly developing and changing parameters of the last hundred years, the crisis of the empire's existence has become very pronounced and has been felt in Muslim-dominated regions. as a result of this danger felt in Muslim regions, Abdulhamid, who clung to the idea of Ittihad-i İslam ( unity of Muslims), used the institution of the caliphate as a cement to unite his Muslim subjects. In relations with tribes, the title of caliph was used above the title of sultan. In order to convert Ottoman Muslims into a Muslim nation, certain policies have been followed. Education was instrumentalized as a result of the goals set and in 1892, under the leadership of Abdul Hamid, a Tribal school was established that would turn the sons of tribal leaders and sheikhs into state-dependent and obedient citizens who loyal to the caliph and sultan. Obedience and loyalty to the children of Tribal leaders and sheikhs will be inculcated through the tribal school. The Tribal School, established as a result of the policies followed with the idea of Ittihad-i İslam, was opened for the purpose of inculcating Arab tribes who are open to all kinds of external influences due to their unsupervised and ignorance through education. But later, with similar concerns, students from the Kurdish and Albanian tribes were also enrolled in the school. In order to strengthen their loyalty to the caliph and therefore to the state, the children of the leaders of their tribes which especially in regions that pose a danger to the Ottoman state, were educated under strict supervision, pressure and propaganda. In this study, the purpose of establishing a Tribal School, recruiting students from regions to the school, the school's course curriculum mixed with İslamist conservative ideology, supervision and graduation of students at the school will be discussed with archival documents. Keywords: Ottoman Tribes, Education, Ottoman State, Müslim, Unity
As a result of the rapidly developing ideas of the nineteenth century, especially nationalism that threatened empires, the Ottoman state, which lost most of its imperial territory when non-Muslim subjects left the Ottoman Empire, attached importance to centralization policies in order to make its presence felt and increase its control all over the empire. The State Bureaucracy aimed to strengthen the center's ties with the tribes, especially the relatively remote and unsupervised nomadic Arab tribes of the Empire. As a result of the rapidly developing and changing parameters of the last hundred years, the crisis of the empire's existence has become very pronounced and has been felt in Muslim-dominated regions. as a result of this danger felt in Muslim regions, Abdulhamid, who clung to the idea of Ittihad-i İslam ( unity of Muslims), used the institution of the caliphate as a cement to unite his Muslim subjects. In relations with tribes, the title of caliph was used above the title of sultan. In order to convert Ottoman Muslims into a Muslim nation, certain policies have been followed. Education was instrumentalized as a result of the goals set and in 1892, under the leadership of Abdul Hamid, a Tribal school was established that would turn the sons of tribal leaders and sheikhs into state-dependent and obedient citizens who loyal to the caliph and sultan. Obedience and loyalty to the children of Tribal leaders and sheikhs will be inculcated through the tribal school. The Tribal School, established as a result of the policies followed with the idea of Ittihad-i İslam, was opened for the purpose of inculcating Arab tribes who are open to all kinds of external influences due to their unsupervised and ignorance through education. But later, with similar concerns, students from the Kurdish and Albanian tribes were also enrolled in the school. In order to strengthen their loyalty to the caliph and therefore to the state, the children of the leaders of their tribes which especially in regions that pose a danger to the Ottoman state, were educated under strict supervision, pressure and propaganda. In this study, the purpose of establishing a Tribal School, recruiting students from regions to the school, the school's course curriculum mixed with İslamist conservative ideology, supervision and graduation of students at the school will be discussed with archival documents. Keywords: Ottoman Tribes, Education, Ottoman State, Müslim, Unity
Açıklama
Lisansüstü Programlar Enstitüsü, Kültürel İncelemeler Ana Bilim Dalı, Kültürel Çalışmalar Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Sosyoloji
