The reflections of cirrucula the changes on Yakup Kadri Karaosmanoğlu's novels

Yakup Kadri was born in Kahire, in 1889, came to Manisa when he was 6 and lived there since he was thirteen years old. He studied in İzmir İdadisi between 1903 and 1905, after that he went back to Egypt where he attended The Fréres School and Swiss School. In 1908 he came to İstanbul and started his literary career by signing Fecr-i Âti proclamation. Between 1909 and 1914 his first literary products were individualist and pessimist, under the influence of Schopenhauer. But after he observed the disastrous results of Balkan Wars on Turkish people, and had to live in occupied İstanbul after he returned from a treatment in Switzerland, Yakup Kadri started to focus on social problems. His novelist personality was born by time he changed his individualist point of view to a social understanding of art. When we analyze the time frames of events in Yakup Kadri's novels, we see that he processed lots of educational accomplishments with their reasons and results, starting with the establishment of European system schools in Ottoman Empire and reaching the first years of revolution in Turkish Republic. He told the lagging of the madrasah in Ottoman educational system in Hep O Şarkı, the fanatizm of French culture in graduates of European style schools in Bir Sürgün, the effects of generations, worshiping power because being trained by positivist mentality in schools, on Ottoman politics in Hüküm Gecesi, the collapse of moral education in family in Kiralık Konak, the degeneration of lodges as mass education instutions in Nur Baba. Sodom ve Gomore, in which he told the stories of corrupted Turkish bourgeoisie playing along with occupiers, is the result of the aboves. After these six novels telling the last terms of Ottoman Empire, Yaban reveals the difference between the educational opportunities in Anatolia and the cultural build ups of İstanbul entellectuals. Ankara and Panaroma are the novels in which he processed the first years of Turkish Republic. In these, he argues the Turkish revolution and if the well educated class has the capability of settling the reforms. Adding to these, the results of autodidact formation of Turkish women and reflections of foreign cultures on Turkish people are revealed in his novels time to time by the characters. It's obvious that Yakup Kadri –whose relationship with European culture started with Monte Cristo and short term education in foreign schools, continued with literary and philosophical readings- experienced a revival after Balkan Wars. He no longer senses Europe as a queen. He understands that the most important motivation for a man's existence is living according to a his own culture's properties. He appreciates the importance of national security and protecting the socity rather than personal crisis. He states that only modern scientific knowledge is not enough to raise an educated youth but also a vigorous moral education in family is needed, by creating characters with positive and negative attitudes in all his novels. Yakup Kadri's expectation from Turkish entellectual is the revival he experienced. He shows that it's possible by creating characters such as Doctor Hikmet, Hakkı Celis and Necdet. The origination of the society and entellectual he desires can be done by establishing solid formal and informal education systems. Keywords: Yakup Kadri Karaosmanoğlu, education, entellectual, character, evolution.