Conference Paper
BibTex RIS Cite

Educational and Cultural Policies of the Karakhanid Period

Year 2021, Volume: 23 , 56 - 61, 31.12.2021
https://doi.org/10.55549/epess.1051113

Abstract

The fact that the Karakhanid Turks adopted the Islamic faith brought new features to education. One of these innovations was the opening and expansion of institutions called "madrasah" for the first time in Turkish societies and where education was carried out in a certain plan, program and order. Another important feature of this period is that the Turks have passed from the oral culture they continued before Islam to the written culture and they have entered the process of transition from the nomadic society structure before Islam to the fully settled society structure. In these established madrasas, besides religious education such as the Qur'an, kalam and Hadith, medicine, mathematics, astronomy, philosophy, logic, etc. The teaching of the courses also allowed many scientists and thinkers to be trained in this period. In addition, the support of the Karakhanid rulers to such developments caused cities such as Kashgar, Bukhara, Samarkand, Tashkent, and Balasagun to become science-cultural centers in a short time. In this period, the comments and opinions of important scientists and thinkers about education caused a turning point in terms of Turkish education history. The aim of this study is to determine the educational and cultural policies of the Karakhanid period. The research was carried out with content analysis, one of the qualitative research methods. The data of the research was carried out by scanning the relevant literature that sheds light on the Karakhanid Period. The given analysis was done by creating a category with the coding technique. According to the data obtained; The works of Farabi, Ibni Sina, Yusuf Has Hacip, Kaşgarlı Mahmud, Ahmet Yesevi and Edip Ahmet Yuknevi, who are important figures of the Karakhanid Period, and their contributions to science are explained with examples.

References

  • Akmalia, F., & Sauri, S. (2020). The concepts of al-farabi in education: It's ımplications in learning arabic. Attanwir: Jurnal Keislaman dan Pendidikan, 11(2), 14-24.
  • Akyüz, Y. (1982). Farabi'nin Türk ve dünya eğitim tarihindeki yeri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 15(2), 81-88.
  • Akyüz, Y. (2020). Türk eğitim tarihi. Pegem Akademi.
  • Azadpur, M., & Silvers, A. (2005). Avicenna on education in philosophy and art. Arts Education Policy Review, 107(2), 35-39. https://doi.org/10.3200/
  • AEPR.107.2.35-39 Batur, Z., & Beştaş, M. (2011). Divanu Lugat'it Türk'te çocuk dünyası ve çocuk eğitimi. Electronic Turkish Studies, 6(2). 248-262.
  • Bozkurt, F. (2020). Divanü Lügati’t-Türk (Kaşgarlı Mahmut). Salon Yayınları.
  • Çelikkan, H. (1996). Türk-İslam kucaklaşması, Hoca ahmed yesevi ve bilinmesi gereken gerçekler. Erdem, 8(23), 365-374.
  • Doğan, İ. (2012). Türk eğitim tarihinin ana evreleri. Nobel Yayıncılık.
  • Erpay, İ. (2016). Ahmet yesevi’nin divanı hikmet’inde pedagojik unsurlar ve din eğitimi. Kul, Ö., Yaman, Ü., Temel. E., Ferhatoğlu, F., Aksüt Çobanoğlu, S., Kurban, E., & Bayram, C. (Eds.), Geçmişten geleceğe hoca ahmed yesevi uluslararası sempozyumu: Vol. 1 .(s. 618-632)
  • Ertürk, A. (2017). Edib Ahmet b. Mahmud Yükneki’nin atabetü’l hakayık adlı eserinin sosyal bilgiler öğretim programında yer alan değerler açısından incelenmesi. (Publication No. 488684) [Master Thesis, Adnan Menderes University]. Yöktez Merkezi.
  • Gohlman, W. E. (1986). The life of Ibn Sina. Suny Press.
  • Hammond, R. (2001). Farabi felsefesi ve orta çağ düşüncesine etkisi. Felsefe Arkivi, (29). 127-191.
  • Hızlı, M. (1987). Kuruluşundan osmanlılara kadar medreseler. Uludağ Üniversitesi İlahiyat Fakültesi, 2(2). 273-281.
Year 2021, Volume: 23 , 56 - 61, 31.12.2021
https://doi.org/10.55549/epess.1051113

Abstract

References

  • Akmalia, F., & Sauri, S. (2020). The concepts of al-farabi in education: It's ımplications in learning arabic. Attanwir: Jurnal Keislaman dan Pendidikan, 11(2), 14-24.
  • Akyüz, Y. (1982). Farabi'nin Türk ve dünya eğitim tarihindeki yeri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 15(2), 81-88.
  • Akyüz, Y. (2020). Türk eğitim tarihi. Pegem Akademi.
  • Azadpur, M., & Silvers, A. (2005). Avicenna on education in philosophy and art. Arts Education Policy Review, 107(2), 35-39. https://doi.org/10.3200/
  • AEPR.107.2.35-39 Batur, Z., & Beştaş, M. (2011). Divanu Lugat'it Türk'te çocuk dünyası ve çocuk eğitimi. Electronic Turkish Studies, 6(2). 248-262.
  • Bozkurt, F. (2020). Divanü Lügati’t-Türk (Kaşgarlı Mahmut). Salon Yayınları.
  • Çelikkan, H. (1996). Türk-İslam kucaklaşması, Hoca ahmed yesevi ve bilinmesi gereken gerçekler. Erdem, 8(23), 365-374.
  • Doğan, İ. (2012). Türk eğitim tarihinin ana evreleri. Nobel Yayıncılık.
  • Erpay, İ. (2016). Ahmet yesevi’nin divanı hikmet’inde pedagojik unsurlar ve din eğitimi. Kul, Ö., Yaman, Ü., Temel. E., Ferhatoğlu, F., Aksüt Çobanoğlu, S., Kurban, E., & Bayram, C. (Eds.), Geçmişten geleceğe hoca ahmed yesevi uluslararası sempozyumu: Vol. 1 .(s. 618-632)
  • Ertürk, A. (2017). Edib Ahmet b. Mahmud Yükneki’nin atabetü’l hakayık adlı eserinin sosyal bilgiler öğretim programında yer alan değerler açısından incelenmesi. (Publication No. 488684) [Master Thesis, Adnan Menderes University]. Yöktez Merkezi.
  • Gohlman, W. E. (1986). The life of Ibn Sina. Suny Press.
  • Hammond, R. (2001). Farabi felsefesi ve orta çağ düşüncesine etkisi. Felsefe Arkivi, (29). 127-191.
  • Hızlı, M. (1987). Kuruluşundan osmanlılara kadar medreseler. Uludağ Üniversitesi İlahiyat Fakültesi, 2(2). 273-281.
There are 13 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ozkan Akman This is me

Hayati Samur This is me

Publication Date December 31, 2021
Published in Issue Year 2021 Volume: 23

Cite

APA Akman, O., & Samur, H. (2021). Educational and Cultural Policies of the Karakhanid Period. The Eurasia Proceedings of Educational and Social Sciences, 23, 56-61. https://doi.org/10.55549/epess.1051113