The trends forming the policy of education in Turkey between 1920-1950

The aim of this study is to search and present the currents of thought shaping the policies of Turkish Education between 1920 - 1950 so as to contribute to the determination of the paradigm for the system of Turkish National Education and the mainstreams affecting it. The study has been conducted as a descriptive survey model. In this study, institutional framework for the problem of the study was firstly specified and all the written sources on this framework (book, journal, newspaper, article, published thesis etc.) were studied. Analysing tha data collected through these sources, the data and sources which were irrelevant, suspicious, or unreliable have been left out of the study. The data about the subject of the study have been gathered and commented. In the study, it has been concluded that Turkish National Education System was influenced by a variety of philosophical trends in some degree. However, it has been understood that changes in the sociopolitical life and scientific developments influenced philosophical trends dominating the education system and resulted in changes. Therefore, it is not possible to say that Turkish National Education system was influenced only by a single philosophical trend between 1920-1950. But it has been observed that positivism and pragmatism influenced it more than any other trends in philosophy. The practice of Village Institutes has been stated as the most concrete sample of this effect. Key Words: Education, Education System, Philosophical Trends, Philosophy of Education, Turkish Education Policy, Education Policy.