Author
Kocaman, Kasım, Göküş, Şeref
Type
Book
Language
ara,eng,tur
Digital
Yes
Manuscript
No
Library
Royal Danish Library
Library Asset ID
ISSN: 2757-6949, EISSN: 2757-6949, DOI: 10.14395/hid.1437833
Record ID
cdi_doaj_primary_oai_doaj_org_article_af35c3cc008f45a3b4a9eac9d2efa266
Library Location
EBSCOhost Academic Search Complete
Notes
The purpose of this study; The aim is to express Evliya Çelebi's impressions and determinations about the madrasahs in the Ottoman geography in his work Seyahatname, which he wrote during his travels. Although Travelogue is used as a data source in many fields, when the information it contains about madrasahs is examined as a whole, it is observed that it has not been subject to any study. This study, which aims to shed light on the madrasah structure/system in the Ottoman Empire by analyzing the relevant sections of the work in question written in the 17th century, was created by document analysis method. The data were discussed and evaluated under the themes created by the authors. Thus, an attempt was made to capture an integrity regarding the madrasahs, based on the scattered information in the Seyahatname and the author's findings, observations and evaluations. When the travelogue is examined, information is obtained on the following issues related to the subject under discussion: It has been determined that madrasa education is given in very different places in terms of architecture, in addition to detached madrasah buildings, in mosques, lodges, and although it is not very common, even in mobile tents and prayer places. In this context, it is very meaningful to find that the education similar to the madrasahs, which are formal education institutions, is also provided in non-formal religious education institutions such as mosques, masjids and lodges. The fact that Evliya Çelebi includes these widespread religious education institutions under the title of madrasah in the relevant parts of his work brings to mind the "madrasa style" education approach that is still used today. At the same time, the multifunctionality of structures such as mosques, masjids and lodges in some regions of the Islamic geography - such as Cairo - must have led Evliya Çelebi to include an architectural structure under the subheadings of both mosque and madrasa. As a matter of fact, contemporary researchers have stated that there are difficulties in determining which category to evaluate the mentioned structures. One of the interesting information in the travelogue is the "mobile madrasah" phenomenon. In the studies on Ottoman education and madrasah history, the information that there were no mobile madrasahs in the Ottoman Empire, although they were in the Ilkhanid State, leads us to the conclusion that if Seyahatname is accepted as a data source, it should be corrected. It is pedagogically important to emphasize the positive impact of the clean air and water of the madrasa's location, its courtyard with a pool, and its adornment with fragrant flowers and trees, on the academic success and learning potential of the students. The evaluations made in the travel book about the gardens and environmental arrangements of the madrasas become even more meaningful today, when the internal and external physical characteristics of school buildings and the effect of garden arrangements on the efficiency and quality of education are emphasized. Madrasahs generally continued their existence with the resources provided by foundations. However, the fact that foundation incomes are not the same everywhere in the country has also affected the formation of a certain standard in financing and therefore education. The needs of the teachers, students and other assistants working there were met according to the economic power of the foundations that financially supported the madrasahs. Among the information in the Seyahatname is that the food menus in the soup kitchens where madrasah students and teachers meet their food needs are quite modest, the furnishings of the madrasah cells are not very well equipped, and some madrasahs do not even have a mat. One of the striking findings about madrasahs in the travelogue is the information about the suhte rebellions. Although it is mentioned in the studies conducted in the field that the law is not respected and that the quality and scientific efficiency of the madrasahs are gradually decreasing due to the degeneration in the science and state structure, it is noticed that the madrasah rebellions are not mentioned much in the context of concepts such as "banditry" and "rebellion", which also have political meanings. However, it is understood that some of the students who were educated in madrasahs and called suhte participated in some rebellion movements and were morally weak due to the influence of the political, social and economic problems experienced by the state in the Anatolian and Balkan geographies of the Ottoman Empire. This situation is important as it shows that a country's education system is also affected by other political and social phenomena. It is understood that religious sciences are generally taught in madrasahs, while the teaching of rational-philosophical sciences is not neglected.
Görüntüle
Hitit İlahiyat Dergisi, 2024-06, Vol.23 (1), p.371-392
