Theses supervised by Prof. Dr. Zeki Arıkan
10 theses · Dokuz Eylül University
Meşrutiyet`ten Cumhuriyet`e Bursa kent tarihinde gayrimüslimler
Mesrutiyet'ten Cumhuriyet'e Bursa Kent Tarihinde Gayrimüslimler adınıtasıyan bu çalısmada, kentin demografik yapılanmasında ayırt edici bir kategoriyiolusturan gayrimüslimlerin, devletin ve toplumun ciddi bir dönüsüm sürecine girdigiMesrutiyet'ten Cumhuriyet'e degin Bursa kent tarihi içindeki yerlerini sosyo-ekonomik,politik ve kültürel baglamda ele alınmaktadır.19. yüzyılda içsel ve dıssal dinamiklerin belirleyici oldugu bir çerçeve içindegerçeklesen toplumsal degisim ve dönüsüm süreci, ipekçilik sektörü aracılıgıyladünyaya eklemlenmis Bursa'nın toplumsal yapılanmasında önemli degisikliklermeydana getirmistir. Yüzyılın baslarından itibaren ipekçilik sektöründeki teknolojikgelismelere uyum saglayarak kentte bu alanda endüstriyel bir gelismenin öncülügünüyapan gayrimüslimler, sehrin ekonomik yasamında önemli bir rol oynamayabaslamıslardı. Tanzimat ve Islahat Fermanlarının sagladıgı olanakların yanı sıraeklemlendikleri yabancı sermaye sayesinde kavustukları dıs ticaret baglantıları, onlarakomprador bir nitelik kazandırmıstı.20. yüzyılın baslarına degin kentin sosyo-ekonomik yapılanmasında agırlıklı biryere sahip olan gayrimüslimler, ttihat ve Terakki'nin Balkan Savasları'ndan sonrabenimsedigi milliyetçi yaklasımların türevi olarak gelisen boykot ve milli iktisatuygulamalarının erken örnekleriyle sarsıldılar. Birinci Dünya Savası esnasında sözkonusu iktisadi politikalar hız kazanırken bunlara eklemlenen sevk ve iskânuygulamaları ile Bursa'daki gayrimüslimler kentin sosyo-ekonomik yapılanması içindenönemli ölçüde tasfiye edildiler. 1919?1922 yıllarını kapsayan Türk Kurtulus Savası'ndaRum ve Ermeni toplulukların ayrılıkçı eylemler içerisinde yer almaları, savasın sonundabu toplulukların Bursa'yı terk etmesi ile sonuçlandı.
Manisa Halkevi'nin çalışmaları ve dergileri
YOK
19. yüzyılda Milas'ın sosyal, demografik, ekonomik ve kültürel gelişimi
Türkiye Cumhuriyeti'nin laikleşme sürecinde dinde ulusal dil sorunu
İzmir`de belediyeciliğin tarihsel gelişimi (Tanzimat`tan 1945 yılına kadar)
20. yüzyılın başlarında Cezair-i Bahr-i Sefid Vilayeti
II. Meşrutiyet`ten Lozan`a kapitülasyonlar
SUMMARY The so-called "Regime of the Capitulation " has its foundation in the treaty of 1535 with Francois I, negotiated at a time when France had been badly defeated and Turkey under Kanuni Süleyman was at the height of its power. The treaty of 1740 confirming this grant, in eighty-five explicit articles, is the most complete enumeration of any privileges ever granted. The following is an enumeration of the capitulatory powers; Italian Cities 1454, confirmed by treaty with Sardinia 1740, France 1535, confirmed in 1740. The Tanzimat has an important bearing upon the history of the capitulations, due to the strong representations and sometimes to interference of the Christian powers, attempts were made during the nineteenth century to reform Muslim low along European lines. The Sublime Porte, had already obtained the consent of Austria(in the Bosnia Convention of 1909), of Italy (in the Lausanne Treaty of 1912) and of France ( correspondence of sprin 1914) to a modification of the capitulatory regime when it took advantage of the state of war existing between the European powers to notify the embassies in September 1914 that the capitulations were to be considered abrogated as from October the first, through the mediation of the Italian Ambassador, the representatives of both the central Powers and Entente joined in an identical note of protest in spite of the war existing between them. The complex military and political condition prevailing in the Near East at the present time make it exceedingly difficult to define the precise status of the capitulations. On April 24, 1916 the Turkish Minister telegraphed the provincial authorities directing them to avoid all matters of friction with Americans. At the same time, granting that the United States had not acquiesced he requested that its consuls treat the capitulations as de facto abrogated, and refer any questions of jurisdiction to the United states Embassy and the Sublime Porte for settlement. Perhaps some explanation of the initial tolerance with which the Porte regarded the exercise of such jurisdiction is to be found in the repot of a special commission (said to have been approved by the Council Minister) appointed study the new legal situation created by the abrogation of the capitulation in 1914.lt recommended that the Ottoman courts refrain from judging the personal actions of foreigners and that the consular courts should be allowed to decide such causes until the establishment of new laws similar to those in Europe. The law definitely fixing the rights and duties of foreigners who reside in the Ottoman Empire was not promulgated until March 16, 1915. It is true that the young Turks under German tutelage have attempted some recent judicial reforms; a revision of the criminal and procedure codes, the institution of peace courts, provision for numerous commissions to fill in the crevices of the Turkish law scientifically, and a provisional law abolishing all religious courts, thus removing the Şeriat courts from the jurisdiction of the Sheyhülislam.Germany and Austria renounced their privileges in Turkey during the war. The price of Turkish assistance on the side of the Central Powers was their consent to the abrogation of the capitulations, and this was recognized and sanctioned by Germany on January 11, 1917 in a series of five treaties. Austria followed suit in a treaty dated March 12, 1918.
Türkiye`de milli eğitimdeki gelişmeler (1950-1960)
248 -------------------------------------------Summary Although the movement of modernization in education began in the 18th century in the Ottoman Empire, it could neither be seen among the services of the government or was organized until Tanzimat (Reform) period. The Minister/ of Education, in its today's meaning, could be only founded on 29th April 1857. Approximately sixty-five ministers served from the start until the declaration of the new republic. Hence, as it shows, every year nearly one minister was appointed; as a result, a stability or system could not be maintained in education. After our national struggle ended up in victory, great importance was given to education and some structural changes occurred. In Atatürk's leadership education became "nationalized" with the law of unification of instruction (Tevhid-i Tedrisat) made on 3rd March 1924. On the other hand, with the acceptance of the Latin Alphabet on 1st November 1928, serious steps were taken towards the way to solve the reading-writing problem of the public. The government opening national schools (Millet Mektepleri), publichouses (Halkevleri), many people became literate. Atatürk gave place to the principles of "national", "modern", secular", "scientific", "mixed", "entirety" in his educational policy. During the era of Ynönü, who took over after Atatürk died, this educational policy was applied without any change; and in addition to this, humanism was emphasized. In the educational policy which was applied between 1938-1950 primary education was given top priority and in order to spread primary education all over the country, village institutions (Köy Enstitüleri) were established. Unfortunately, the break out of the World War II was affected our country and education in a negative way. When multiparty system was introduced, there were significant changes in Turkish educational policy. On 14th May 1950 Democrat Party came into power and they started to find a new model in education. According to the characteristics of that period, American educational system was tried to be taken as a model. Between 1950-1960 experts from the USA flooded into our country and in accordance with their ideas, "trial" schools at primary, secondary and Lycee levels were opened in various cities. Village institutions became Primary School Teacher Training Schools in 1954. According to Democrat Party's understanding of secularism, religion classes in primary schools became compulsory and they were also put in secondary school curriculum. Ymam-Hatip schools were opened. However, one change which was brought about during this period was to open private schools in which the medium of instruction was in another language. In terms of vocational and technical education, on the other hand, schools were opened in line with foreign experts ideas.