Bursa Hamidiye Medrese-i Muallimîni
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Date
2014-06-01
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Uludağ Üniversitesi
Abstract
Türk eğitim tarihinde öğretmen yetiştirmekle ilgili ilk önemli teşebbüsler 1869 tarihli Maârif-i Umumiye Nizamnâmesi ile başlatılmıştır. Ancak öğretmen yetiştirmekle ilgili maddelerin bu nizamnâmeye dahil edilmesi, 22 Şubat 1867 tarihinde Fransız Hükümeti’nin Osmanlı Devleti’ne verdiği notadan kaynaklanmaktadır. 1869 Maârif-i Umumiye Nizamnâmesi’nde öğretmen okulu “Mekâtib-i Âliye” yani Yüksek Okul olarak sınıflandırılmıştır. Nizamnâme’nin 57 ila 67 arasındaki maddelerde Dârülmuallimîn ile ilgili, 68 ile 78 arasındaki maddelerde de ise Dârülmuallimât ile ilgili düzenlemelere yer verilmiştir. II. Meşrutiyet öncesinde ise, öğretmen yetiştirmek için Mederese-i Muallimîn adlı kurumların açılıp yaygınlaştırılması söz konusu olmuştur. Bu okulların kurulmasındaki amaç köy ibtidâîlerine öğretmen yetiştirmektir. Zira daha önce öğretmen yetiştirmek için kurulan okullara yeterince ilgi olmadığından böyle bir alternatif okul kurulması gündeme getirilmiştir. Bu konudaki tek Mederese-i Muallimîn, 1906 yılında açılan ve bir müddet öğretime devam eden Bursa’daki Hamidiye Mederese-i Muallimîni’dir. Söz konusu medrese ibtidâî (ilkokul) okullara öğretmen yetiştirmek amacıyla yatılı olarak açılan bir yüksekokuldur. Medrese-i Muallimîn, Bursa’da 1906 tarihinde, Karaağaç mahallesinde elli öğrenci kapasite ile eğitim-öğretime başlamıştır. Okulun öğrenim süresi üç yıl olup, yanında mezun olacak öğrencilerin uygulama yapabilmeleri için bir de ibtidâî kısmı mevcuttur. Okulun kuruluş amacı olarak, “çocukları eğitecek muallimlerin en iyi şekilde eğitilmeleri” hedef olarak belirlenmiştir. Bu hedefin gerçekleştirilmesi için de okulun yatılı olması ön görülmüştür. Üçüncü senede öğrenciler, nöbetleşe olarak Medrese-i Muallimîn’in yanındaki ilkokulda muallimlik yaparak tecrübe kazanacaklardır. Türkiye’de modern eğitime geçiş sürecinde öğretmen yetiştirme kurumlarından birisi olan Medrese-i Muallimîn’in kuruluşu, öğretim müfredatı ve diğer yönleriyle araştırılması, Türk eğitim tarihi açısından oldukça önemlidir.
The first important attempts in the history of Turkish education were made with 1869 dated Regulation of the Ministry of Education of the General Staff (Maârif-i Umumiye Nizamnâmesi). However, the inclusion of these teacher trainingrelated substances in this regulation derived from the note that French Government gave to the Ottoman Empire in 22 February 1867. The teacher’s training school was classified as “Mekâtib-i Aliye”, that is to say college, in 1869 dated Regulation of the Ministry of Education of the General Staff. The articles from 57 to 67 of Nizamnâme were about regulations on Dârülmuallimîn and the articles from 68 to 78 were about regulations on Dârülmuallimât. Before the 2nd Constitutional Monarchy, the opening and dissemination of the institutions, named Medrese-i Muallimîn, to train teachers were concerned. The purpose of the establishment of these schools was to train teachers for village schools. Because there wasn’t enough interest to the previous schools founded to train teachers, the establishment of such an alternative school was brought to the agenda. The only Medrese-i Muallimîn on this subject, which opened in 1906 and continued education for a while, was Hamidiye Medrese-i Muallimîn in Bursa. The madrasah in question was a boarding college which opened on the purpose to train teachers for ibtidâî (primary school). Medrese-i Muallimîn, in Bursa in 1906, began education with a capacity of fifty students in Karaağaç neighbourhood. The education period of the school was three years and a primary school next to the Medrese-i Muallimîn was available for graduates to practice. The purpose of the establishment of the school ‘Training the teachers in the best way who would educate children’ was determined as target. To achieve this, the school was foreseen to be as a boarding school. In the third year, students would gain experience by teaching in turns at the school next to Medrese-i Muallimîn. The establishment and curriculum of Medrese-i Muallimîn, which is a teacher training institution in the process of transition to modern education, and investigation of it with its other aspects are important for the history of Turkish education.
The first important attempts in the history of Turkish education were made with 1869 dated Regulation of the Ministry of Education of the General Staff (Maârif-i Umumiye Nizamnâmesi). However, the inclusion of these teacher trainingrelated substances in this regulation derived from the note that French Government gave to the Ottoman Empire in 22 February 1867. The teacher’s training school was classified as “Mekâtib-i Aliye”, that is to say college, in 1869 dated Regulation of the Ministry of Education of the General Staff. The articles from 57 to 67 of Nizamnâme were about regulations on Dârülmuallimîn and the articles from 68 to 78 were about regulations on Dârülmuallimât. Before the 2nd Constitutional Monarchy, the opening and dissemination of the institutions, named Medrese-i Muallimîn, to train teachers were concerned. The purpose of the establishment of these schools was to train teachers for village schools. Because there wasn’t enough interest to the previous schools founded to train teachers, the establishment of such an alternative school was brought to the agenda. The only Medrese-i Muallimîn on this subject, which opened in 1906 and continued education for a while, was Hamidiye Medrese-i Muallimîn in Bursa. The madrasah in question was a boarding college which opened on the purpose to train teachers for ibtidâî (primary school). Medrese-i Muallimîn, in Bursa in 1906, began education with a capacity of fifty students in Karaağaç neighbourhood. The education period of the school was three years and a primary school next to the Medrese-i Muallimîn was available for graduates to practice. The purpose of the establishment of the school ‘Training the teachers in the best way who would educate children’ was determined as target. To achieve this, the school was foreseen to be as a boarding school. In the third year, students would gain experience by teaching in turns at the school next to Medrese-i Muallimîn. The establishment and curriculum of Medrese-i Muallimîn, which is a teacher training institution in the process of transition to modern education, and investigation of it with its other aspects are important for the history of Turkish education.
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Keywords
Modernleşme, II. Abdülhamid, Bursa, Medrese-i Muallimîn, Modernization, Abdülhamid II
Citation
Öcalan, H.B. (2014). “Bursa Hamidiye Medrese-i Muallimîni”. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 15(26), 71-85.