transformative effects of changing school concept on urban fields: turkey’s case transformative...
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TRANSFORMATIVE EFFECTS TRANSFORMATIVE EFFECTS OF CHANGINGOF CHANGING SCHOOL CONCEPT SCHOOL CONCEPT
ON URBAN FIELDS: TURKEY’S CASEON URBAN FIELDS: TURKEY’S CASE
TRANSFORMATIVE EFFECTS TRANSFORMATIVE EFFECTS OF CHANGINGOF CHANGING SCHOOL CONCEPT SCHOOL CONCEPT
ON URBAN FIELDS: TURKEY’S CASEON URBAN FIELDS: TURKEY’S CASE
Y. Doç. Dr. Güler KOCAY. Doç. Dr. Adnan BOYACI
Anadolu University, Eskişehir, Turkey.
•Since the second half of the eighteenth century, urban
society with its institutions from the Ottoman to the new
Turkish Republic has entered into new transitional
period marked by endeavor of modernization.
MODERNIZATION
•In fact, it represents a social and institutional
transformation from ‘traditional’ which was mainly
dominated by notions of Islamic culture to the ‘modern’
imported from West.
•Modernization as the key concept of today’s global world
order represents a paradigm imposing a transformation
process from ‘traditional’ to ‘modern’ in not only ideological,
economic and political spheres but also social cultural and
spatial spheres of human life.
MODERNIZATION
•Schools with their locations in urban space and
functions in the urban society have been defined as
central institutions for the modernization process of
urban society in the history.
SCHOOLS and MODERNİZATION PROCESS
•For Ottoman society along with all other traditional
societies, ideology of modernity accompanied by
Western style of industrialization meant a
transformation depending on reforms.
MODERNIZATION and SCHOOLS in LATE OTTOMAN PERIOD
•The major emphasis of this transitional period was to
modernize and restructure the society and schools as
the change agents of the Western oriented
industrialization were accepted as central institutions to
realize the reforms .
•In reality, Ottoman educational policies and educational
system on which a sophisticated social matrix was
constructed by indigenous values of Islamic ideology had
already been serving those functions but within completely
traditional paradigm. There had been a need for paradigm
shift and it came with thought of modernization.
MODERNIZATION and SCHOOLS in LATE OTTOMAN PERIOD
•Though education as a non-governmental activity was
given different independent building, in general formal
and informal education were being provided in Külliye
system in urban
KÜLLİYE SYSTEM in LATE OTTOMAN PERIOD
WHAT IS KÜLLİYE SYSTEM
Ilgın Lala Mustafa Pasha Külliye - 1577
•Külliye was the complexes which were formed by the
gathering of buildings such as mosques (cami), soup-
kitchens for the poor (imaret), religious schools
(medrese), primary schools (subyan mektebi), hospitals
(darussifa), khans (han), baths (hamam), markets-
bazaars (carsi), tombs (turbe), fountains (cesme), etc. It
was being financed by vakifs.
WHAT IS KÜLLİYE SYSTEM
BURSA KÜLLİYE SYSTEM
1. Mosque (Ulu Cami)
2. Medrese (Traditional University)
3. Primary School (Sibyan Mekteps)
4. Khans (Han)
5. Markets (Çarşı)
6. Bath (Hamam)
•Since necessary services demanded by urban
community were provided, külliyes were attractive
centers. Buildings to meet almost every kind of needs of
urban community were constructed in külliye system.
However one the most important essential function of
the külliye was the formal and informal education given
to urban community.
FUNCTION OF EDUCATION IN KÜLLİYE SYTEM
•In fact, by providing services demanded by urban
community, Ottoman ideology depending on indigenous
Islamic culture supported by central authority, so called
Saray (palace) was being reproduced. This constituted
the base of the informal education.
INFORMAL EDUCATION PROVIDED BY KÜLLİYE SYSTEM
•Moreover primary and higher education were also
executed in Külliye system.
FORMAL EDUCATION PROVIDED BY KÜLLİYE SYSTEM
•In külliye complex, people from urban community,
primary school students and intellectuals lived together
and thought and learnt indigenous values of Ottoman
culture within a formal or informal education.
THE FUNCTION OF KÜLLİYE COMPLEX
•Ottoman cities were developed in accordance with
social cultural and political functions of the education
realized in Külliye system.
OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION
Süleymaniye Külliyesi – Sinan, Istanbul – 1550-1557
•After conquering a land, small Ottoman settlements were
formed with the külliye system (Dogan, 1981). Then, they
transformed into cities and continued their development
thanks to activity zone created and accelerated by külliyes.
This spatial development process was supported by central
authority of empire and financed by Vakif system.
OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION
Nur-i Osmaniye Külliyesi
İstanbul, 1756
•Since essential needs of urban society were met within
külliye system, they were the liveliest part of the city.
OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION
•In a small settlement area a kulliye quickened the
formation of a city. In the big cities of the Empire such
as Bursa, Edirne, Istanbul, külliyes have become
locations around which different districts have formed
and grown.
•Fatih, Davud Pasha, Murad Pasha, Mahmud Pasha,
Beyazit, Suleymaniye, Haseki, Sehzadebasi..., etc..., Eski
Imaret at Edirne, the neighborhood of Beyazit II kulliye,
Muradiye at Bursa, Eski Imaret, Yesil, Yildirim, etc...
were districts formed around kulliyes.
OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION
•Ottoman kulliyes, have played an important role in the
development of the commercial life with its khans and other
commercial buildings. The market-bazaar-bedesten which are
the other factors in the development of the cities, have been part
of the kulliyes or kulliyes were done in commercial centers
OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION
Nur-i Osmaniye Külliyesi İstanbul, 1756
--Shops--
•With the foundation of Turkish Republic in the 1920,
functions of the schools were defined within the domain
of state. Ideological, political and economical functions
of the schools for social transformation were
restructured according to modernist-nationalist
ideology of the new Republic. There were two main
goals loaded schools. Those were political and
economical
TURKISH REPUBLIC AND FUCTIONS OF SCHOOLS
•Politically, the ultimate goal was to educate citizens by
transmitting new Kemalist ideology to the masses.
Secularism was the key term which determines whole
function of the schools. In general most of the schools
were in the cities of the country.
THE POLITICAL FUNCTION OF SCHOOL
•Economically, Schools have been employed to realize
economic development of urban society. In other words
central authority of the Turkish Republic has structured
school buildings as an accelerative organic unit of
capitalist development of their locations.
THE ECONOMIC FUNCTION OF SCHOOL
•Schools with their qualified staff, physical environment
and their student population have been aimed to
transform urban areas in which they were settled.
THE UNIQUE FUNCTION OF SCHOOL IN TURKISH REPUBLIC
•Especially with the population growth in cities and
increasing demand to education, schools have begun to
employ large amount of population. With the emergence of
large school communities in urban places, a physical zone in
which there have been different units to meet the essential
needs of the school community has emerged and schools have
transformed their environments.
SCHOOL and ITS TRANSFORMATIVE EFFECT
•Today in most of the metropolitans of Turkey, school
buildings are in the center of business locations. They
have almost completed their economic mission in their
environment, in urban places.
SCHOOL and ITS TRANSFORMATIVE EFFECT
•In July, 2003, Minister of National Education announced
that suburbs need to be improved socially, culturally and
economically by means of schools and stated that the
government doesn’t have adequate resources to finance the
construction of those schools in suburbs because of budget
deficits of national economy and explained that a master plan
was prepared to sell the schools which had been constructed
in the first years of the Republic.
ENVIRONMENT HAS TRANSFORMED THE SCHOOLS
•Those schools are in the inner circle of the urban places, so
called commercial zone. By selling those schools, it’s critically
aimed to obtain a financial resource and to be rebuilt in
suburbs in order to transform their environments with their
functions.
ENVIRONMENT HAS TRANSFORMED THE SCHOOLS
•Based on this nexus between schools and their
environments, which has been one of the unique
transformational processes for modernization, first
schools have transformed their environment by
commoditizing and later their environment
commoditized and transformed the schools.
CONCLUSION