II. Meşrutiyet ve Medreseler: Geleneksel Bir Kurumun Modernleşme Sürecinde Var Olma Mücadelesi
Abstract
Tanzimat’la hızlanan modernleşme sürecinde halline çalışılan en önemli meselelerden biri eğitim sistemi ve din eğitimi olmuştur. Konu II. Meşrutiyet ilan edildiğinde henüz çözülmüş değildi. Onlarca yıldır ihmal edilen medreseler, bu dönemde, daha önceki hiçbir devirde görülmedik yoğunlukta varlığını sürdürme mücadelesi verecekti. Bu çerçevede bir dizi ıslah programı uygulamaya konuldu, yeni medrese projeleri geliştirildi. Geleneksel sistem korunarak din eğitimi yeniden yapılandırılmaya çalışıldı. Medrese müfredatı, eklenen modern derslerle yeniden düzenlendi. Bütün bu girişimlerin amacı, medreseyi tekrar Osmanlı eğitim sisteminin önemli bir parçası haline getirmekti. Ancak çabalar, atılan adımlar ve uygulamaya konulan reformlar, medresenin ömrünü uzatmaya yetmedi. Nihayet 1924’te medreseler, II. Meşrutiyet boyunca yapılan her biri derin bilgi ve tarihi tecrübeden süzüle süzüle gelen ıslah çalışmalarının sonuçları alınamadan kapatıldı. Bununla beraber, Cumhuriyet Dönemi’nde açılan İmam Hatipler ve İlahiyat Fakülteleri büyük ölçüde bu tecrübelerden yararlandı.
Keywords
Constitutionalism and the Madrasas: A Traditional Institution’s Struggle for Survival in the Face of Modernization
Abstract
The education system in general and religious education in
particular were two of the most important questions to be
solved during the modernization process, which was accelerated
by the Tanzimat reforms. These questions were not
yet solved by the time the Second Constitutional period
started in 1908. Ignored for decades, the madrasas began
to fight for survival much more intensely than they had done
in the earlier periods. In this connection, a series of reform
programs were launched, and new projects for madrasas
were designed. These were done with the purpose of
re-constructing the religious education while at the same
time preserving the traditional system. The madrasa curricula
were re-organized with the addition of modern courses.
The overall aim of all these reforms was to help the
madrasa return to its central place in the Ottoman education
system. However, all these efforts and the reforms launched
for the madrasa system were not effective enough
to prolong its life. Eventually, the madrasas were closed
down in 1924, before reaping the fruits of the reforms that
had been undertaken during the Second Constitutional period,
each of which was a product of a mixture of vast
knowledge and rich historical experiences. Despite this,
however, these experiences were useful in terms of the
emergence and development of the Religious High Schools
and Schools of Divinity, which replaced the madrasas during
the Republican period.
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