Üsküdar Şehit Ahmet Paşa Sibyan School and restoration works

Üsküdar is an important commercial center from past to present. Especially the 16.-17. Century, this situation reached its peak and turned into a district with abundant inns, caravanserais and harbors. In the 18th century, it was observed that the changes in the texture of the district started with Westernization and the social status of the residents changed. It is seen that Üsküdar is like a century-old documentary of Ottoman architecture with its variety of buildings and architectural styles. In this structural diversity, there are 71 primary schools built in the Ottoman period and located in the Üsküdar region. Schools are low-budget educational buildings with a user-based architectural program of Ottoman architecture, usually built close to mosques or as part of a kulliye or as a single building. The number of schools built between the neighborhood as a single structure is very low. The number of buildings preserving their originality from the tulip period, which is one of the 18th century movements, is very few. Within the scope of the restoration works of the Şehit Ahmet Paşa Primary School, which was chosen to represent this period, a versatile examination and evaluation opportunity has been created. This work consists of eight chapters. In the first part, the aim of the thesis, in the second part, the history of schools, the place and importance of schools in the social life of the period, their activities in education and their harmony with their environment are mentioned. In the third part, periodical analyzes of the Valide-i Cedid and Ahmediye Kulliye Schools, which have survived to the present day, by listing the schools made in the same period as the thesis subject school, are made. In the fourth chapter, the concept of restoration, its history in our country, the current legislation, and the stages of the repair of a building are explained with diagrams. In the fifth chapter, the history and location of the school, the subject of the thesis, the information-documents that will shed light on the restitution and its past repairs are given. In the Sixth, Seven and Eighth Chapters, the application, revision, re-project process, restitution data, policy decisions, intervention methods, methods and technologies used in restoration were examined in 2013, and a restoration application model that could be applied to other primary schools with similar characteristics was introduced. As a result, information was given about the opening process of the Primary School as a Koran course.