Traditional education institutions (Madrasah) which are active in the South East of Turkey (examples of Batman Diyarbakir and Siirt)

When we search Turkish education history we can see different education foundations. One of the most important foundation of them is madrasahs which are origin go back to the first stage of Islam. Madrasahs which had been developed by Seljuk?s and Ottoman Empires had been the basic education foundation of that era. Beginning from XVIth century defects of different foundations of Ottoman effected madrasahs too. In XIXth century there had been reform attempts of madrasahs but the aimed success couldn?t have been caught out. Madrasahs closed after founding Turkish republic.Madrasahs which had closed with law of Tevhid-i Tedrisat prolonged their being one way or another as a social actuality. After establishment of Turkish republic especially hands off attitude caused public to transfer the religious information to prevent this need by different forms. For this reason madrasahs which closed continued to transfer traditional religious information. This practice had applied more especially far regions. So Madrasahs which are in the east and south east of Turkey continued their being more clearly than other regions. The reasons of this existence were both the impacts connivance of the state and volunteers of madrasahs and intensive efforts of puplic.This research has been about on one of traditional education institutions (madrasahs) which continued their being until today in Batman, Diyarbakır and Siirt. According to research of basis there wasn?t seen any research on these institutions. So researchs, about on educational institutions which are being in this region are important for education activities. For this aim 23 madrasahs have examined in the sampling area especially in physical characteristics. This research has done with firstly research of basis, interviews from madrasah?s educators natural and participative observation. Interviews with madrasah?s educators and madrasah?s students have been recorded and datas have been compared to each other and had been written as a report.Madrasahs were founded by supporting of people who lives arround them. This institutions was administrated by Madrasah teachers which named Seyda. Students ussually apply to madrasah teachers to be accepted as internal student. The errands in madrasahs such as cleaning and cooking are usually. Financial aid which come from puplic to this institutions is enough as minimal to supply madrasahs?s needs. Especially madrasahs which are in villages have economic problems.There are religious instructions (canon law, hadith, İslamic theloghy, commenting on the quran) and grammatical lessons in curriculum of madrasahs. As a result of observations and analysis, textbooks of Ottoman madrasahs which involved religious informations mainly same and are used in this institutions. Based on İndividual training on these institutions and dealings, memorization, Cooperative leraning are the most applied methods of leraning. Two of Madrasahs which have been analyzed have written curriculum. Students don?t go up the spout regularly. Criteria of passing grade is to finnish books. Students graduate after 7 years education. Tradition of giving madrasa diplama goes on. After ceremony of icazet diplomas are given to students. Madrasah students registered to open university at the same time so they can have different jobs.Some of madrasahs are educating on the names of Koran course, boarding Koran course and association. Some of them are known as the name of madrasah teacher. There is a strong communication between puplic and Madrasah teachers who are concerned with social questions which society have. As result of this madrasahs have been active so far.Key words: Traditional Education Institution, Continuance of Tradition, Culturalism, Education, Modernization, Conservatism.