scholarly journals Meşrutiyet Döneminde Asker-Vatandaş Yetiştirme Anlayışı Çerçevesinde Paramiliter Gençlik Örgütleri / Paramilitary Youth Organizations within the Framework of Training Citizen-Militia Conception in the Second Constitutional Period

2018 ◽  
Vol 7 (2) ◽  
pp. 502
Author(s):  
Nurhayat Çelebi ◽  
Hatice Tezer Asan ◽  
Engin Asan
Keyword(s):  
Ottoman Empire ◽  
Paradigm Shift ◽  
18Th Century ◽  
Document Analysis ◽  
Educational Programs ◽  
Nation State ◽  
Youth Organizations ◽  
Military Regimes ◽  
Second Constitutional Period ◽  
The Military

<p><strong>Abstract</strong></p><p>In this study, the struggle against paramilitary organizations and associations founded during the Second Constitutional period when the conception of nation-state and the concept of citizen-militia gained momentum in European states has been scrutinized. The research is a qualitative study based on a document analysis. After the traumas of wars in the Ottoman Empire, which entered the process of rapidly losing the lands spreading over three continents, the education mentality has been re-examined within the framework of citizenship conception. In addition to these inquiries and innovations, which began especially in the military area, they also manifested themselves with educational programs and schools centered on military regimes. This paradigm shift, which accelerated especially with the 18th century, soldier-son themed citizen perception and the current dominant patriarchal moral shave had reflections on education mentality and practice of social structure organized by the state and they turned into bringing up sons as warriors, power-owners and citizens ready to sacrifice for their motherland.</p><p><strong>Öz</strong></p><p>Bu çalışmada, Ulus-devlet anlayışının ivme kazandığı Avrupa devletlerinde vatandaş-asker anlayışı ve uygulamasının ön plana geçtiği II. Meşrutiyet yıllarında açılan paramiliter örgüt ve derneklere ilişkin çabalar mercek altına alınmıştır. Araştırma doküman incelemesine dayalı nitel bir çalışmadır. Üç kıtaya yayılan topraklarını hızla kaybetme sürecine giren Osmanlı İmparatorluğu’nda yaşanan savaş travmalarından sonra vatandaş kavramı çerçevesinde eğitim anlayışı yeniden gözen geçirilmiştir. Özellikle askeri alanda başlayan bu sorgulamalar ve yenilik arayışlarının yanı sıra, yine askeri düzenlemeleri merkeze alan eğitim programları ve okulları ile kendini açıkça belli etmiştir.  Özellikle 18. Yüzyılla birlikte hız kazanan bu paradigma değişimi, asker-evlat ana temalı vatandaş algısı ile halihazırda baskın ataerkil değerler, sosyal yapının bu kez devlet eliyle organize edilen eğitim anlayışı ve uygulamalarına yansımış; “savaşçı, erk sahibi, vatana kendini feda etmeye hazır” –özellikle erkek- evlatların yetiştirilmesine dönüşmüştür.</p>

scholarly journals EFFECT OF CHANGE IN SOCIAL STUDIES CURRICULUM PROGRAMS ON FAMILY SUBJECT IN TEXTBOOKS

2020 ◽  
Vol 8 (50) ◽  
Keyword(s):  
Social Studies ◽  
18Th Century ◽  
Document Analysis ◽  
Educational Programs ◽  
Analysis Method ◽  
The Social ◽  
The Family ◽  
Social Studies Textbooks ◽  
The Usa ◽  
Historical Issues

Social studies education emerged in the USA in the 18th century and has come to life in different geographies for about three centuries. Four different programs in the years 1968, 1998, 2005 and 2018 were prepared for the aforementioned subject which has taken part in the curriculum as social studies and has been implemented as an independent course in Turkey since 1968. In this study, four 7th grade social studies textbooks prepared according to different curriculum programs were examined (Akşit and Asal 1973, Şahin and Göze 2000, MEB Commission 2015, Gültekin, Akpınar, Nohutcu, Özerdoğan and Aygün 2019). The books were subjected to content analysis by document analysis method regarding the family. The findings were compared and examined. In general, it was found that the 2019 edition social studies textbook was different from the 1973, 2000 and 2015 edition social studies textbooks in terms of addressing the family. Subjects of History and Geography were predominantly included in the social studies textbooks published in 1973 and 2000. Therefore, the concept of family has mostly been reflected through the context of historical issues. Among the four published textbooks, the 2015 social studies textbook stands out as having the most coverage on democracy and human rights. This book also mentions the concept of domestic democracy. Alongside the shortcomings, many positive aspects have been identified in the 2019 edition 7th grade social studies textbook that is currently being taught in schools. Keywords: Turkey, educational programs, social studies, 7th grade social studies textbook, family, content exchange

Clothing Laws, State, and Society in the Ottoman Empire, 1720–1829

1997 ◽  
Vol 29 (3) ◽  
pp. 403-425 ◽  
Author(s):  
Donald Quataert
Keyword(s):  
Ottoman Empire ◽  
19Th Century ◽  
18Th Century ◽  
Middle Eastern ◽  
The Other ◽  
The Political ◽  
Subsequent Evolution ◽  
Political Autonomy ◽  
State And Society ◽  
The Military

In 1826, Sultan Mahmud II orchestrated the slaughter of 6,000–7,000 janissaries and, in order to incinerate any janissary remnants that had taken refuge there, burned the Belgrade Forest outside Istanbul. During his reign (1808–39), the sultan attacked many of the other bases of the ancien régime, such as the timar system, the lifetime tax farms, and the political autonomy of provincial notables. He also centralized the pious foundations, brought them under a special ministry, and expropriated their revenues. Such stories of Sultan Mahmud's dramatic and violent policies, as well as their 18th-century origins and their 19th-century legacies, are familiar ones in Ottoman and Middle Eastern history. It is a commonplace that Sultan Mahmud aimed to dismantle the power of the military and religious classes in favor of a new bureaucracy of administrators and scribes. And it is also known that his efforts had a major impact on the subsequent evolution of the Tanzimat reform programs during the later 19th century.

scholarly journals Educational transformations in the process of transition from the Ottoman period to the republic

2011 ◽  
Vol 1 (2) ◽  
pp. 09-22 ◽  
Author(s):  
Yahya Akyüz
Keyword(s):  
Elementary Education ◽  
Ottoman Empire ◽  
Social Life ◽  
18Th Century ◽  
Civil Servants ◽  
Political Aspect ◽  
Turkish Republic ◽  
Political Events ◽  
The Republic ◽  
The Military

It is important to study and find out the transformations in education during the transition from the last periods of the Ottoman Empire to the Turkish Republic. Education was not only contributing to the still lifestyle of the Ottoman society until the end of the 18th century, but it was also affected by that lifestyle. The most common educational institutes of the period were elementary schools and madrassas. In Ottomans, the function of education as a transformer of the society was preceded by the education itself being transformed. In this process, the military and political events had been influential. To this end, starting with 1776, first the military schools were started to be opened. Until the period which commenced with the proclamation of the Tanzimat in 1839, the view in the Ottoman society toward the child, youngster and their education had a feature of being religious and traditional. For example, in Sultan Mahmut the Second's edict which made elementary education mandatory, the reason to make elementary education mandatory was cited as children's need to first learn their religion. In the Tanzimat (Reformation) period which started in 1839, the views that see the families' and the state's educational duties as only religious and traditional started to weaken, and these duties were started to be considered from the aspect of their responsibility toward children and the society. This development was rooted on several statesmen's, authors' and educationists' self-criticism and recognition of societies' lack of knowledge and having stayed backward, and seeing this traditional view of education as a primary reason for the state's decline. From the political aspect, in this period, the ideal of being "Ottoman" was attempted to be infused in children and youngsters of the day. This was to be achieved in schools. Namık Kemal's following thoughts in this topic are of utmost importance: "If children from various races and ethnicities are educated together in schools, in time, the desired fusion of peoples in the nation can be achieved. This may be resembled to the impossibility of separating out trees whose saplings have grown together embracing each other..." A very important transformation toward children and teenagers in the pre-republic period was seen in the second Mesrutiyet period which started in 1908. The central aspect of this transformation, which was especially caused by defeat in the Balkan Wars in 1912-1913, was: The defeat of the Ottomans against smaller Balkan countries was attributed to the prevalent ignorance in the Ottoman society and the high value placed at being civil servants for the state. According to the intellectuals who violently criticized the society as well as themselves, education should stop pursuing the goal of developing civil servants; it should instead focus on science, art, technology, trade ... and produce specialists and entrepreneurs who can be successful in these areas. However, as a result of wars and social tragedies in this period new regulations in education could not be realized. Despite this, the second Mesrutiyet period, due to various ideological discussions and arguments became a laboratory for the Republic era. Since the Ottomans, some state administrators have been very influential in transformations in education as well as transformations in society through education. The foremost of these is Atatürk. Having spent his entire educational life in the last period of the Ottoman Empire, he keenly observed the educational roots of the collapse of the Ottoman state. Atatürk attributed this collapse primarily to the education system which trained non-nationalistic, passive individuals, and that which did not aim to develop knowledge and behaviors necessary for life. He desired the Republic to have a completely different system of education and he gave the responsibility of upbringing virtuous, hardworking, active, nationalistic generations to the teachers. He wanted education to be national as well as scientific. With the Unification of Education Law in 1924, revolution of the alphabet in 1928, and revolutions of mixed education and women's rights in those years, very significant transformations transpired in both educational and social life. Atatürk also set a goal for all of us to advance our nation to a level above the western civilization.

Отцейхгаузадомузеяизисториивоенно-историческогомузеяартиллерии,инженерныхвойскивойсксвязи

2019 ◽  
pp. 134-197
Author(s):  
V.E. . Sergei
Keyword(s):  
18Th Century ◽  
Military History ◽  
Peter The Great ◽  
General Field ◽  
Signal Corps ◽  
History Of ◽  
Set Up ◽  
The 1960S ◽  
Military Engineering ◽  
The Military

The article is dedicated to the history of the Military Historical Museum of Artillery, Engineering and Signal Corps. The author examines the main stages of the museums formation, starting with the foundation of the Arsenal, established in St. Petersburg at the orders of Peter the Great on August 29th 1703 for the safekeeping and preservation of memory, for eternal glory of unique arms and military trophies. In 1756, on the base of the Arsenals collection, the General Inspector of Artillery Count P.I. created the Memorial Hall, set up at the Arsenal, on St. Petersburgs Liteyny Avenue. By the end of the 18th century the collection included over 6,000 exhibits. In 1868 the Memorial Hall was transferred to the New Arsenal, at the Crownwork of the Petropavlovsky Fortress, and renamed the Artillery Museum (since 1903 the Artillery Historical Museum). A large part of the credit for the development and popularization of the collection must be given to the historian N.E. Brandenburg, the man rightly considered the founder of Russias military museums, who was the chief curator from 1872 to 1903. During the Civil and Great Patriotic Wars a significant part of the museums holdings were evacuated to Yaroslavl and Novosibirsk. Thanks to the undying devotion of the museums staff, it not only survived, but increased its collection. In the 1960s over 100,000 exhibits were transferred from the holdings of the Central Historical Museum of Military Engineering and the Military Signal Corps Museum. In 1991 the collection also received the entire Museum of General Field Marshal M.I. Kutuzov, transferred from the Polish town of Bolesawjec. The Military Historical Museum of Artillery, Engineering and Signal Coprs is now one of the largest museums of military history in the world. It holds an invaluable collection of artillery and ammunition, of firearms and cold steel arms, military engineering and signal technology, military banners, uniforms, a rich collection of paintings and graphic works, orders and medals, as well as extensive archives, all dedicated to the history of Russian artillery and the feats of our nations defenders.Статья посвящена истории создания ВоенноИсторического музея артиллерии, инженерных войск и войск связи. Автор рассматривает основные этапы становления музея, начиная с основания Арсенала, созданного в СанктПетербурге по приказу Петра I 29 августа 1703 года для хранения и сохранения памяти, во имя вечной славы уникального оружия и военных трофеев. В 1756 году на базе коллекции Арсенала генеральный инспектор артиллерии граф П. И. создал мемориальный зал, установленный при Арсенале, на Литейном проспекте СанктПетербурга. К концу 18 века коллекция насчитывала более 6000 экспонатов. В 1868 году Мемориальный зал был перенесен в Новый Арсенал, на венец Петропавловской крепости, и переименован в Артиллерийский музей (с 1903 года Артиллерийский Исторический музей). Большая заслуга в развитии и популяризации коллекции принадлежит историку Н.Е. Бранденбургу, человеку, по праву считавшемуся основателем российских военных музеев, который был главным хранителем с 1872 по 1903 год. В годы Гражданской и Великой Отечественной войн значительная часть фондов музея была эвакуирована в Ярославль и Новосибирск. Благодаря неусыпной преданности сотрудников музея, он не только сохранился, но и пополнил свою коллекцию. В 1960х годах более 100 000 экспонатов были переданы из фондов Центрального исторического военноинженерного музея и Музея войск связи. В 1991 году коллекцию также получил весь музей генералфельдмаршала М. И. Кутузова, переданный из польского города Болеславец. Военноисторический музей артиллерии, инженерных войск и войск связи в настоящее время является одним из крупнейших музеев военной истории в мире. Здесь хранится бесценная коллекция артиллерии и боеприпасов, огнестрельного и холодного оружия, военной техники и сигнальной техники, военных знамен, обмундирования, богатая коллекция живописных и графических работ, орденов и медалей, а также обширные архивы, посвященные истории русской артиллерии и подвигам защитников нашего народа.

scholarly journals Jan Sobieski’s latifundium and the soldiers (1652-1696)

2020 ◽  
Vol 1 (1) ◽  
pp. 62-69
Author(s):  
Magdalena Ujma
Keyword(s):  
Economic Activity ◽  
Military Service ◽  
18Th Century ◽  
Geographic Location ◽  
The State ◽  
Necessary Condition ◽  
Economic Market ◽  
The People ◽  
Actual Strength ◽  
The Military

Abstract An analysis of the relationship between Jan III Sobieski and the people he distinguished shows that there were many mutual benefits. Social promotion was more difficult if the candidate for the office did not come from a senatorial family34. It can be assumed that, especially in the case of Atanazy Walenty Miączyński, the economic activity in the Sobieski family was conducive to career development. However, the function of the plenipotentiary was not a necessary condition for this. Not all the people distinguished by Jan III Sobieski achieved the same. More important offices were entrusted primarily to Marek Matczyński. Stanisław Zygmunt Druszkiewicz’s career was definitely less brilliant. Druszkiewicz joined the group of senators thanks to Jan III, and Matczyński and Szczuka received ministerial offices only during the reign of Sobieski. Jan III certainly counted on the ability to manage a team of people acquired by his comrades-in-arms in the course of his military service. However, their other advantage was also important - good orientation in political matters and exerting an appropriate influence on the nobility. The economic basis of the magnate’s power is an issue that requires more extensive research. This issue was primarily of interest to historians dealing with latifundia in the 18th century. This was mainly due to the source material. Latifundial documentation was kept much more regularly in the 18th century than before and is well-organized. The economic activity of the magnate was related not only to the internal organization of landed estates. It cannot be separated from the military, because the goal of the magnate’s life was politics and, very often, also war. Despite its autonomy, the latifundium wasn’t isolated. Despite the existence of the decentralization process of the state, the magnate families remained in contact with the weakening center of the state and influenced changes in its social structure. The actual strength of the magnate family was determined not only by the area of land goods, but above all by their profitability, which depended on several factors: geographic location and natural conditions, the current situation on the economic market, and the management method adopted by the magnate. In the 17th century, crisis phenomena, visible in demography, agricultural and crafts production, money and trade, intensified. In these realities, attempts by Jan III Sobieski to reconstruct the lands destroyed by the war and to introduce military rigor in the management center did not bring the expected results. Sobieski, however, introduced “new people” to the group of senators, who implemented his policy at the sejmiks and the Parliament, participated in military expeditions and managed his property.

"Itzt kommen die Soldaten"

2019 ◽  
Author(s):  
Tilman Venzl
Keyword(s):  
Literary History ◽  
18Th Century ◽  
Military History ◽  
Form And Function ◽  
Social Structural ◽  
History Of ◽  
The Subject ◽  
And Function ◽  
The Military ◽  
First Time

In the 18th century, as many as 300 German-language plays were produced with the military and its contact and friction with civil society serving as focus of the dramatic events. The immense public interest these plays attracted feeds not least on the fundamental social structural change that was brought about by the establishment of standing armies. In his historico-cultural literary study, Tilman Venzl shows how these military dramas literarily depict complex social processes and discuss the new problems in an affirmative or critical manner. For the first time, the findings of the New Military History are comprehensively included in the literary history of the 18th century. Thus, the example of selected military dramas – including Lessing's Minna von Barnhelm and Lenz's Die Soldaten – reveals the entire range of variety characterizing the history of both form and function of the subject.

A New Pattern of Old Fabric: Taʻlīm-i fārisī and the Grammatical Description of the Persian Language in the Ottoman Empire

2021 ◽  
Vol 27 (41) ◽  
pp. 31-48
Author(s):  
Munir Drkić ◽  
Ahmed Zildžić
Keyword(s):  
Ottoman Empire ◽  
19Th Century ◽  
Paradigm Shift ◽  
Traditional Approach ◽  
New Approach ◽  
Persian Language ◽  
European Languages ◽  
Language Students ◽  
The 19Th Century

This paper aims to examine the work entitled Taʻlīm-i fārisī in the context of the Ottoman tradition of the grammatical study of the Persian language. Taʻlīm-i fārisī, most likely penned by Kemal-pasha, is a short yet exceedingly significant primer for Persian language students dated in the middle of the 19th century. After a brief overview of the Persian grammar studies in the Ottoman Empire, the authors present the work and its author and conduct an analysis of the content of Taʻlīm-i fārisī. In terms of its underlying methodology, this work stands halfway between two principal tendencies: one is the traditional approach to studying the Persian language in the Ottoman Empire; another is a new approach developed under the influence of grammatical description of European languages. This paradigm shift in the Persian language's grammatical description within the Ottoman Empire is readily observable in the primer under review.

Конница тюрко-монгольских народов Великой степи в российской армии XVIII – начала XIX в. Часть 1

2020 ◽  
Vol 15 (3) ◽  
pp. 64-97
Author(s):  
Utash B. Ochirov ◽  
Keyword(s):  
Military Service ◽  
18Th Century ◽  
Previous Issue ◽  
Russian Army ◽  
Late 18Th Century ◽  
Regular Army ◽  
Traditional Structures ◽  
The Military ◽  
Military Units ◽  
Early 18Th Century

The article examines activities of Turko-Mongols to have inhabited the Great Steppe and adjacent territories in the military service of Russia throughout the 18th and early 19th centuries. The period witnessed the employment of ethnic military units of irregular cavalries Russian army recruited from the Mongolian-speaking Kalmyks and Buryats, Turkic-speaking Bashkirs, Teptyars, Mishar and Tatars. The work focuses on the largest ethnic military forces ― those of the Kalmyks and Bashkirs. Despite Russian forces were reorganized to from a regular army in the early 18th century, the latter still contained significant irregular components, including ones recruited from Turko-Mongols. Initially, the ethnic groups had served as independent military contingents with traditional structures, tactics, and weapons, but by the late 18th century all ethnic forces were clustered into Don Cossack-type regiments. In the first part of the article, published in the previous issue, the features of military service of the Kalmyks and Bashkirs in their usual habitat ― in the Great Steppe were considered. The second part of the article analyzes the actions of the Turkic-Mongol cavalry in the three largest wars of Russia in the XVIII-early XX century. XIX centuries. (The Northern, Seven-Year War, the Patriotic War of 1812 and the Foreign Campaign of 1813–1814). Rational approaches and command of the ethnic units would yield good results ― both in Eurasian plains and European battlefields. The use of ethnic forces within the Russian army not only saved essential financial and physical resources for the defense of large territories and dramatically long frontiers but also facilitated further integration of their elites into the Empire’s community.

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