From the constitutional period to the Republic the reflections of the political idea movements` in the history education (1908-1931)

In this research history education at institutions of intermediate educationbetween the years 1908 and 1931 was taken into consideration. The clear politicalviews regarding the periods in these years are as follows: ?the Ottomans, theWesternization, the Pan-Islamism and the Turkism?. The effect of these political ideamovements on the history education is the main subject of this research.The historical methodology which includes literature study and archivesearching was used among the searching models in order to identify the reflections ofpolitical idea movements on history teaching and education. The data was collectedregarding the form of general search of the documental search and during theinvestigation; the necessary notes were recorded after the main sources related withthe subject had primarily been read. The information related with the main titles hadbeen collected and classified before the necessary data was collected by searchingthe course programs and history course curriculum programs used in intermediateeducation between the years 1908 and 1931. Besides; course books on ?GeneralHistory?, ?Ottoman History? and ?Turkish History? were found and certain readingstudies were done for collecting necessary information on the matter. The coursebook contents were examined and the headings of the subjects were shown infigures.The following conclusions were drawn out of this research:1. The political idea movements that have played an important roleconcerning the form of society between the years 1908 and 1931 were theWesternization, the Pan-Islamism, partly the Ottomans and the Turkism.2. The political idea movements that have played an important roleconcerning the form of society between the years 1919 and 1931 were mainly theWesternization and partly the Pan-Islamism.3. The importance of the history courses has increased together with the riseof the political idea movements? role in the society.iii4. The idea movements that have been adopted by the government andintellectuals between the years 1908 and 1931 were used with the purpose ofdirecting the society and history courses were especially chosen as a tool in thismeans.5. An understanding of social history instead of political history was adoptedin history courses together with the occurrence of the Republic after the SecondConstitutional Period. The course subjects were formed under the framework ofcivilization history after the declaration of the Republic and the cultural histories ofthe societies became important.6. The content of the history courses was reduced by the 1927 CurriculumProgram and a more comprehensible and interesting presentation of the subjects wasdecided to be followed.7. The excessive density of the course book contents during the years 1908and 1918 was reduced in the period between 1919 and 1931.8. Together with the formation of the Turkish History Thesis, the historyeducation has gained a structure which totally reflects the Turkism and the programsand course books that follow this tendency were seen in history teaching.Key Words: History Education, History Teaching, Political Idea Movements,Intermediate Education.iv