Nurettin Topçu's approach to education and social sciences textbooks

The aim of the present study is to demonstrate the relationship between the opinions of Nurettin Topçu who is one of the important intellectuals in our education history, on education and the social sciences textbooks. In the study, document analysis from qualitative research methods was used. In order to determine Nurettin Topçu's approach to education, the thesis and articles written about both his works and himself were scanned to obtain data. Besides, relevant data was collected from the social sciences textbooks used in 2014-2015 education year. In the light of the available data, his ideas about school, teachers, students and formal education were compiled. Later, four skills, four concepts and four values given place in social sciences textbooks were evaluated in line with Nurettin Topçu's approach to education. In the study, the skills relevant to the perception of location, observation, research and historical empathy were handled. It was found out through this evaluation that Topçu pointed to the same targets as the ones adopted in social sciences textbooks and he had introduced original ideas.It was also seen that Topçu had different opinions about the concepts of family, nation, religion and national culture. Despite this, he had some ideas supporting the values of independence, tolerance, responsibility and aesthetics in social sciences textbooks. As a result of the study, it was determined that there were more similarities between the values, concepts and skills defended by Nurettin Topçu and those used in the social sciences textbooks rather than differences. Key words: Nurettin Topçu, Social Studies, textbooks.