TRANSFORMATIVE EFFECTS TRANSFORMATIVE EFFECTS OF CHANGINGOF CHANGING SCHOOL CONCEPT SCHOOL CONCEPT

ON URBAN FIELDS: TURKEY’S CASEON URBAN FIELDS: TURKEY’S CASE

TRANSFORMATIVE EFFECTS TRANSFORMATIVE EFFECTS OF CHANGINGOF CHANGING SCHOOL CONCEPT SCHOOL CONCEPT

ON URBAN FIELDS: TURKEY’S CASEON URBAN FIELDS: TURKEY’S CASE

Y. Doç. Dr. Güler KOCAY. Doç. Dr. Adnan BOYACI

Anadolu University, Eskişehir, Turkey.

•Since the second half of the eighteenth century, urban

society with its institutions from the Ottoman to the new

Turkish Republic has entered into new transitional

period marked by endeavor of modernization.

MODERNIZATION

•In fact, it represents a social and institutional

transformation from ‘traditional’ which was mainly

dominated by notions of Islamic culture to the ‘modern’

imported from West.

•Modernization as the key concept of today’s global world

order represents a paradigm imposing a transformation

process from ‘traditional’ to ‘modern’ in not only ideological,

economic and political spheres but also social cultural and

spatial spheres of human life.

MODERNIZATION

•Schools with their locations in urban space and

functions in the urban society have been defined as

central institutions for the modernization process of

urban society in the history.

SCHOOLS and MODERNİZATION PROCESS

•For Ottoman society along with all other traditional

societies, ideology of modernity accompanied by

Western style of industrialization meant a

transformation depending on reforms.

MODERNIZATION and SCHOOLS in LATE OTTOMAN PERIOD

•The major emphasis of this transitional period was to

modernize and restructure the society and schools as

the change agents of the Western oriented

industrialization were accepted as central institutions to

realize the reforms .

•In reality, Ottoman educational policies and educational

system on which a sophisticated social matrix was

constructed by indigenous values of Islamic ideology had

already been serving those functions but within completely

traditional paradigm. There had been a need for paradigm

shift and it came with thought of modernization.

MODERNIZATION and SCHOOLS in LATE OTTOMAN PERIOD

•Though education as a non-governmental activity was

given different independent building, in general formal

and informal education were being provided in Külliye

system in urban

KÜLLİYE SYSTEM in LATE OTTOMAN PERIOD

WHAT IS KÜLLİYE SYSTEM

Ilgın Lala Mustafa Pasha Külliye - 1577

•Külliye was the complexes which were formed by the

gathering of buildings such as mosques (cami), soup-

kitchens for the poor (imaret), religious schools

(medrese), primary schools (subyan mektebi), hospitals

(darussifa), khans (han), baths (hamam), markets-

bazaars (carsi), tombs (turbe), fountains (cesme), etc. It

was being financed by vakifs.

WHAT IS KÜLLİYE SYSTEM

BURSA KÜLLİYE SYSTEM

1. Mosque (Ulu Cami)

2. Medrese (Traditional University)

3. Primary School (Sibyan Mekteps)

4. Khans (Han)

5. Markets (Çarşı)

6. Bath (Hamam)

•Since necessary services demanded by urban

community were provided, külliyes were attractive

centers. Buildings to meet almost every kind of needs of

urban community were constructed in külliye system.

However one the most important essential function of

the külliye was the formal and informal education given

to urban community.

FUNCTION OF EDUCATION IN KÜLLİYE SYTEM

•In fact, by providing services demanded by urban

community, Ottoman ideology depending on indigenous

Islamic culture supported by central authority, so called

Saray (palace) was being reproduced. This constituted

the base of the informal education.

INFORMAL EDUCATION PROVIDED BY KÜLLİYE SYSTEM

•Moreover primary and higher education were also

executed in Külliye system.

FORMAL EDUCATION PROVIDED BY KÜLLİYE SYSTEM

•In külliye complex, people from urban community,

primary school students and intellectuals lived together

and thought and learnt indigenous values of Ottoman

culture within a formal or informal education.

THE FUNCTION OF KÜLLİYE COMPLEX

•Ottoman cities were developed in accordance with

social cultural and political functions of the education

realized in Külliye system.

OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION

Süleymaniye Külliyesi – Sinan, Istanbul – 1550-1557

•After conquering a land, small Ottoman settlements were

formed with the külliye system (Dogan, 1981). Then, they

transformed into cities and continued their development

thanks to activity zone created and accelerated by külliyes.

This spatial development process was supported by central

authority of empire and financed by Vakif system.

OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION

Nur-i Osmaniye Külliyesi

İstanbul, 1756

•Since essential needs of urban society were met within

külliye system, they were the liveliest part of the city.

OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION

•In a small settlement area a kulliye quickened the

formation of a city. In the big cities of the Empire such

as Bursa, Edirne, Istanbul, külliyes have become

locations around which different districts have formed

and grown.

•Fatih, Davud Pasha, Murad Pasha, Mahmud Pasha,

Beyazit, Suleymaniye, Haseki, Sehzadebasi..., etc..., Eski

Imaret at Edirne, the neighborhood of Beyazit II kulliye,

Muradiye at Bursa, Eski Imaret, Yesil, Yildirim, etc...

were districts formed around kulliyes.

OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION

•Ottoman kulliyes, have played an important role in the

development of the commercial life with its khans and other

commercial buildings. The market-bazaar-bedesten which are

the other factors in the development of the cities, have been part

of the kulliyes or kulliyes were done in commercial centers

OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION

Nur-i Osmaniye Külliyesi İstanbul, 1756

--Shops--

•With the foundation of Turkish Republic in the 1920,

functions of the schools were defined within the domain

of state. Ideological, political and economical functions

of the schools for social transformation were

restructured according to modernist-nationalist

ideology of the new Republic. There were two main

goals loaded schools. Those were political and

economical

TURKISH REPUBLIC AND FUCTIONS OF SCHOOLS

•Politically, the ultimate goal was to educate citizens by

transmitting new Kemalist ideology to the masses.

Secularism was the key term which determines whole

function of the schools. In general most of the schools

were in the cities of the country.

THE POLITICAL FUNCTION OF SCHOOL

•Economically, Schools have been employed to realize

economic development of urban society. In other words

central authority of the Turkish Republic has structured

school buildings as an accelerative organic unit of

capitalist development of their locations.

THE ECONOMIC FUNCTION OF SCHOOL

•Schools with their qualified staff, physical environment

and their student population have been aimed to

transform urban areas in which they were settled.

THE UNIQUE FUNCTION OF SCHOOL IN TURKISH REPUBLIC

•Especially with the population growth in cities and

increasing demand to education, schools have begun to

employ large amount of population. With the emergence of

large school communities in urban places, a physical zone in

which there have been different units to meet the essential

needs of the school community has emerged and schools have

transformed their environments.

SCHOOL and ITS TRANSFORMATIVE EFFECT

•Today in most of the metropolitans of Turkey, school

buildings are in the center of business locations. They

have almost completed their economic mission in their

environment, in urban places.

SCHOOL and ITS TRANSFORMATIVE EFFECT

•In July, 2003, Minister of National Education announced

that suburbs need to be improved socially, culturally and

economically by means of schools and stated that the

government doesn’t have adequate resources to finance the

construction of those schools in suburbs because of budget

deficits of national economy and explained that a master plan

was prepared to sell the schools which had been constructed

in the first years of the Republic.

ENVIRONMENT HAS TRANSFORMED THE SCHOOLS

•Those schools are in the inner circle of the urban places, so

called commercial zone. By selling those schools, it’s critically

aimed to obtain a financial resource and to be rebuilt in

suburbs in order to transform their environments with their

functions.

ENVIRONMENT HAS TRANSFORMED THE SCHOOLS

•Based on this nexus between schools and their

environments, which has been one of the unique

transformational processes for modernization, first

schools have transformed their environment by

commoditizing and later their environment

commoditized and transformed the schools.

CONCLUSION