Publication: Ortaokul Milli Tarih Ders Programlarının Hazırlanmasında Politik ve İdeolojik Tesirler (1985-1997)
Abstract
Araştırmada 1985-1997 yılları arasında ortaokullarda okutulan 'Milli Tarih' dersinin okutulduğu dönemdeki politik ve ideolojik tesirlerin dersin konulmasına olan etkisi araştırılmıştır. Türkiye'de ortaokul düzeyinde okutulan 1938, 1949 ve 1970-1971 tarih dersi programları incelenmiştir. Cumhuriyet tarihinde tarih anlayışı dönemsel olarak ele alınmıştır. Bu dönemler Türk Tarih Tezi dönemi, Hümanist dönem ve Türk İslam Sentezi dönemi olarak ifade edilmiştir. Araştırmamıza konu olan Milli Tarih dersinin ortaokul ders programlarına konulmasına etki eden siyasi nedenler; 12 Eylül 1980 askeri darbesi öncesi ve sonrası politik ortam araştırılmıştır. Milli Tarih dersinin okutulduğu dönemdeki hükümet programları, Milli Eğitim Şuraları, Kalkınma Planları ve Meclis tutanakları taranmıştır. Milli Tarih Derisinin okutulmasındaki ideolojik tesirler; Atatürkçülük ve Türk İslam Sentezi bağlamında incelenmiştir. Türkiye'de 1970'li yıllarda yaşanan siyasi istikrasızlık 12 Eylül askeri darbesi ile sonuçlanmıştır. Darbeci komutanlar tarafından darbeye gerekçe olarak, devletin işlemez hale geldiği ve milli birliğin bozulduğu ileri sürülmüştür. Milli birliğin sağlanmasında ve korunmasında eğitim kurumlarına görev düştüğü darbeden sonra faklı şekillerde ifade edilmiştir. Bu dönemde Atatürkçülük milli birliği sağlamada temel unsur olarak görülmüş ve okullarda Atatürkçülüğün öğretimine ağırlık verebilmesi hedeflenmiştir. Ayrıca milli ve manevi değerler toplumu bir arada tutan harç olarak görülmüştür. Darbe sonrası başlayan siyasal yaşamda yeni kurulan Anavatan Partisi'nin ağırlığı hissedilmiştir. Anavatan Partisi eğitim ve kültür politikalarında Aydınlar Ocağı'nın görüşlerinin de etkilerinin olduğu görülmüştür. Aydınlar Ocağı'nın kültür ve tarihe bakış açısını oluşturan Türk-İslam sentezi fikrinin bu dönemde yayınlanan tarih ders kitaplarını etkilediği görülmektedir. Milli Tarih dersi, darbe sonrası askerlerin milli birliği koruma amacıyla Atatürkçülüğü ön plana çıkarması ve Anavatan Partisi eğitim politikaları üzerinde etkili olan Aydınlar Ocağı'nın Türk İslam Sentezi etkisiyle 1985 yılında ortaokul programlarına konulmuştur. Milli Tarih dersi Türk tarihi ağırlıklı bir program olmuştur. 1997 yılında 28 Şubat post-modern darbesinden sonra kaldırılmıştır. Ortaokullarda tekrar sosyal bilgiler dersi okutulmaya başlanmıştır. Anahtar Sözcükler:Tarih, Milli tarih dersi, Milli eğitim, Politika, İdeoloji
In our research, the effect of the political and ideological influences on the teaching of the national history course during the period when the course taught in secondary schools between 1985 and 1997 was investigated. In the history of the Republic, history lesson programs taught at the secondary school level in 1938, in 1949 and in 1970-71 were examined. The understanding of history in the history of the republic has been examined periodically. The Turkish history thesis period is divided into the humanist period and the Turkish-Islamic synthesis period. Political reasons affecting the introduction of the national history course, which is the subject of our research; the political environment before and after the military coup of September 12, 1980 was investigated. Government programs, national education councils, development plans and parliamentary minutes of the process which national history lesson was taught have been scanned. The ideological influences on the teaching of the national history course has been examined in the context of Ataturkism and Turkish-Islamic synthesis. The political instability in Turkey in the 1970s caused the September 12 coup. The coup commanders claimed that the national unity was broken as the reason for the coup. They stated that educational institutions have a duty to ensure and protect national unity. The coup commanders saw thatAtatürkism was the basic element to ensure national unity and they wanted to give importance to atatürkism at schools. They saw national and moral values as a mortar that holds society together. In the political life after the coup, the importance of the newly established party, Anavatan, was felt. The founder of the Anavatan party was a member of Aydınlar Association that is the most important non-governmental organization of the period. Aydınlar association has adopted the idea of Turkish-Islamic synthesis in history education. The national history course was included in the secondary school program in 1985 with the aim of protecting the national unity of the soldiers after the coup and the Turkish-Islamic synthesis of Aydınlar association that is effective on Anavatan party. The national history course has been a program focused on Turkish history. It was abolished after the post-modern coup in February,28 in 1997. Social studies lesson was begun to be taught again in secondary schools. Keywords: History, National history,National education, Politics,İdeology
In our research, the effect of the political and ideological influences on the teaching of the national history course during the period when the course taught in secondary schools between 1985 and 1997 was investigated. In the history of the Republic, history lesson programs taught at the secondary school level in 1938, in 1949 and in 1970-71 were examined. The understanding of history in the history of the republic has been examined periodically. The Turkish history thesis period is divided into the humanist period and the Turkish-Islamic synthesis period. Political reasons affecting the introduction of the national history course, which is the subject of our research; the political environment before and after the military coup of September 12, 1980 was investigated. Government programs, national education councils, development plans and parliamentary minutes of the process which national history lesson was taught have been scanned. The ideological influences on the teaching of the national history course has been examined in the context of Ataturkism and Turkish-Islamic synthesis. The political instability in Turkey in the 1970s caused the September 12 coup. The coup commanders claimed that the national unity was broken as the reason for the coup. They stated that educational institutions have a duty to ensure and protect national unity. The coup commanders saw thatAtatürkism was the basic element to ensure national unity and they wanted to give importance to atatürkism at schools. They saw national and moral values as a mortar that holds society together. In the political life after the coup, the importance of the newly established party, Anavatan, was felt. The founder of the Anavatan party was a member of Aydınlar Association that is the most important non-governmental organization of the period. Aydınlar association has adopted the idea of Turkish-Islamic synthesis in history education. The national history course was included in the secondary school program in 1985 with the aim of protecting the national unity of the soldiers after the coup and the Turkish-Islamic synthesis of Aydınlar association that is effective on Anavatan party. The national history course has been a program focused on Turkish history. It was abolished after the post-modern coup in February,28 in 1997. Social studies lesson was begun to be taught again in secondary schools. Keywords: History, National history,National education, Politics,İdeology
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