أثر الواقع السياسي على التعليم الديني الرسمي في تركيا (1923-1960)

الباحث

يونس محمود رماوي الخابوري

المشرف

إيمان غانم شريف

الجامعة

جامعة الموصل

الكلية / القسم

كلية الآداب / التاريخ

الشهادة

ماجستير

السنة

2023

لغة الرسالة

عربي

الكلمات المفتاحية

التعليم الديني ; تركيا ; الواقع السياسي ; العلمانية

A Public religious education is one of the topics of intellectual and societal importance subject to the orientations of domestic politics, especially in Turkey because of its status and privacy in a society that carries a cultural and institutional heritage of high value. The importance of this topic was clarified in the thought of the President of the Republic of Turkey, Mustafa Kemal, even before the declaration of the Turkish Republic, as his speeches since 1920 included talking about the importance of education and how to provide it in schools, indicating the need to determine the thought that will be included in the education that will be provided to the Turkish people in a religious-national state and has clarified the application of this thought after the declaration of the republic, which wanted to be civilized - renaissance, and therefore it has adopted many laws through which it sought to secularize institutions, including educational institutions. The study consisted of five main chapters, while the first introductory chapter was entitled Religious education from the era of Tanzimat to the proclamation of the Turkish Republic, and this era represents the beginning of ideas of Westernization into the Ottoman Empire as a result of the defeats it suffered at all levels, and then touches on religious education under the rule of the Union and Progress Group and the calamities that these people brought to the state, the latest of which was its defeat in the First World War 1914-1918, as well as talking about official religious education Since the end of World War I until the proclamation of the Turkish Republic, through which the leaders of the national movement tried to take advantage of religious motire to gain the support of the people in resisting the occupiers. To understand the nature of the variables that occurred during this period, it was necessary to address the impact of the political reality to bring about religious variables under the Turkish Republic and the negative effects it brought to society, and this is what was included in the second chapter, which consisted of two sections: The first of which is an overview of the Turkish political reality after the declaration of the republic and the country's entry into the stage of one-party rule, which was represented by the ideas of its leader Mustafa Kemal, while The B second section included the status of Islam in the thought of Mustafa Kemal and how he was able to influence it The members of society and their inclusion in his class, which includes four axes, the first of which is the status of Islam in the speeches of Mustafa Kemal until the approval of the abolition of the caliphate and the scheme he took to achieve this end in the second axis, while the third axis was devoted to talking about the creation of the Presidency of Religious Affairs responsible for managing the file of religious life in Turkey and how he harnessed this institution to achieve his goals, while the fourth axis included talking about the translation of the Holy Qur'an in the era of the Republic preceded by attempts at pre-republic translations and planned goals. The third chapter was devoted to talking about official religious education for the period 1923-1945, which includes two sections that included in general what the law of unification of education and the status of official religious education in it and its effects, as well as the second section, which dealt with official religious education in public schools 1923-1945, a period of one-party rule and consisted of three axes included the first axis of official religious education in primary schools and followed by middle and secondary and the change in its curricula, the third axis It included formal religious education in teacher training schools, which talked about the curricula of village teachers' schools as well as primary and middle school teachers. While the fourth chapter dealt with talking about official religious education specialized in Turkey in the same period touched by public official religious education, which consisted of four topics titled the first of which is Imam - Khatib schools and related to them, the second section included talking about the Faculty of Theology since the opening until the closure, while the third section came to talk about the opening of the Institute of Islamic Studies and the reasons for its opening, while the fourth section included talking about memorization courses The Holy Quran and the continuation of these courses despite the harassment they were subjected to until the declaration of party pluralism. The fifth and final chapter was devoted to the subject of official religious education in a new historical stage, represented by the declaration of multiparty 1945 and then the establishment of the Democratic Party and its accession to power in the 1950 elections and its survival until the end of his rule with the military coup in May 1960, which consists of three sections: The first of which included an overview of the Turkish political reality 1945-1960, that is, since the beginning of the multiparty stage until the first military coup in 1960, and the second section is ways to the status of official religious education in Turkish political speeches 1945-1950, which witnessed the beginning of the stage of partisan competition and an attempt to exploit this topic to attract the votes of voters by parties, the third section included talking about the impact of political reality on official religious education specialized 1945-1960 has preceded the specialist, the year a history upon his return and consisted of several axes focused on the courses of Imam - Khatib and related as well as Imam - Khatib middle and secondary schools as well as the opening of the Higher Islamic Institute followed by the return of the opening of the Faculty of Theology 1949-1960 with its staff The sixth and last axis was devoted to talking about the courses of memorization of the Holy Quran 1945-1960 and the openness experienced by these courses since the establishment of pluralism to the coup in 1960. The fourth section of the fifth chapter contained the impact of the political reality on official religious education in 1945-1960 and consisted of four axes The first axis talked about official religious education in primary schools, the second included talk about official religious education in teacher preparation schools, while the third axis touched on official religious education in secondary schools, this stage represents the return of religious lessons to the curricula of public institutions optionally first and then moved to compulsory.

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