TRANSFORMATIVE EFFECTS OF CHANGING SCHOOL CONCEPT ON URBAN FIELDS: TURKEY’S CASE TRANSFORMATIVE EFFECTS OF CHANGING SCHOOL CONCEPT ON URBAN FIELDS: TURKEY’S CASE Y. Doç. Dr. Güler KOCA Y. Doç. Dr. Adnan BOYACI Anadolu University, Eskişehir, Turkey.

Since the second half of the eighteenth century, urban society with its institutions from the Ottoman to the new Turkish Republic has entered into new transitional period marked by endeavor of modernization. MODERNIZATION In fact, it represents a social and institutional transformation from ‘traditional’ which was mainly dominated by notions of Islamic culture to the ‘modern’ imported from West.

Modernization as the key concept of today’s global world order represents a paradigm imposing a transformation process from ‘traditional’ to ‘modern’ in not only ideological, economic and political spheres but also social cultural and spatial spheres of human life. MODERNIZATION

Schools with their locations in urban space and functions in the urban society have been defined as central institutions for the modernization process of urban society in the history. SCHOOLS and MODERNİZATION PROCESS

For Ottoman society along with all other traditional societies, ideology of modernity accompanied by Western style of industrialization meant a transformation depending on reforms. MODERNIZATION and SCHOOLS in LATE OTTOMAN PERIOD The major emphasis of this transitional period was to modernize and restructure the society and schools as the change agents of the Western oriented industrialization were accepted as central institutions to realize the reforms.

In reality, Ottoman educational policies and educational system on which a sophisticated social matrix was constructed by indigenous values of Islamic ideology had already been serving those functions but within completely traditional paradigm. There had been a need for paradigm shift and it came with thought of modernization. MODERNIZATION and SCHOOLS in LATE OTTOMAN PERIOD

Though education as a non-governmental activity was given different independent building, in general formal and informal education were being provided in Külliye system in urban KÜLLİYE SYSTEM in LATE OTTOMAN PERIOD

WHAT IS KÜLLİYE SYSTEM Ilgın Lala Mustafa Pasha Külliye

Külliye was the complexes which were formed by the gathering of buildings such as mosques (cami), soup- kitchens for the poor (imaret), religious schools (medrese), primary schools (subyan mektebi), hospitals (darussifa), khans (han), baths (hamam), markets- bazaars (carsi), tombs (turbe), fountains (cesme), etc. It was being financed by vakifs. WHAT IS KÜLLİYE SYSTEM

BURSA KÜLLİYE SYSTEM 1.Mosque (Ulu Cami) 2.Medrese (Traditional University) 3.Primary School (Sibyan Mekteps) 4.Khans (Han) 5.Markets (Çarşı) 6.Bath (Hamam)

Since necessary services demanded by urban community were provided, külliyes were attractive centers. Buildings to meet almost every kind of needs of urban community were constructed in külliye system. However one the most important essential function of the külliye was the formal and informal education given to urban community. FUNCTION OF EDUCATION IN KÜLLİYE SYTEM

In fact, by providing services demanded by urban community, Ottoman ideology depending on indigenous Islamic culture supported by central authority, so called Saray (palace) was being reproduced. This constituted the base of the informal education. INFORMAL EDUCATION PROVIDED BY KÜLLİYE SYSTEM

Moreover primary and higher education were also executed in Külliye system. FORMAL EDUCATION PROVIDED BY KÜLLİYE SYSTEM

In külliye complex, people from urban community, primary school students and intellectuals lived together and thought and learnt indigenous values of Ottoman culture within a formal or informal education. THE FUNCTION OF KÜLLİYE COMPLEX

Ottoman cities were developed in accordance with social cultural and political functions of the education realized in Külliye system. OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION Süleymaniye Külliyesi – Sinan, Istanbul –

After conquering a land, small Ottoman settlements were formed with the külliye system (Dogan, 1981). Then, they transformed into cities and continued their development thanks to activity zone created and accelerated by külliyes. This spatial development process was supported by central authority of empire and financed by Vakif system. OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION Nur-i Osmaniye Külliyesi İstanbul, 1756

Since essential needs of urban society were met within külliye system, they were the liveliest part of the city. OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION In a small settlement area a kulliye quickened the formation of a city. In the big cities of the Empire such as Bursa, Edirne, Istanbul, külliyes have become locations around which different districts have formed and grown.

Fatih, Davud Pasha, Murad Pasha, Mahmud Pasha, Beyazit, Suleymaniye, Haseki, Sehzadebasi..., etc..., Eski Imaret at Edirne, the neighborhood of Beyazit II kulliye, Muradiye at Bursa, Eski Imaret, Yesil, Yildirim, etc... were districts formed around kulliyes. OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION

Ottoman kulliyes, have played an important role in the development of the commercial life with its khans and other commercial buildings. The market-bazaar-bedesten which are the other factors in the development of the cities, have been part of the kulliyes or kulliyes were done in commercial centers OTTOMAN CITY, KÜLLİYE SYSTEM AND EDUCATION Nur-i Osmaniye Külliyesi İstanbul, Shops--

With the foundation of Turkish Republic in the 1920, functions of the schools were defined within the domain of state. Ideological, political and economical functions of the schools for social transformation were restructured according to modernist-nationalist ideology of the new Republic. There were two main goals loaded schools. Those were political and economical TURKISH REPUBLIC AND FUCTIONS OF SCHOOLS

Politically, the ultimate goal was to educate citizens by transmitting new Kemalist ideology to the masses. Secularism was the key term which determines whole function of the schools. In general most of the schools were in the cities of the country. THE POLITICAL FUNCTION OF SCHOOL

Economically, Schools have been employed to realize economic development of urban society. In other words central authority of the Turkish Republic has structured school buildings as an accelerative organic unit of capitalist development of their locations. THE ECONOMIC FUNCTION OF SCHOOL

Schools with their qualified staff, physical environment and their student population have been aimed to transform urban areas in which they were settled. THE UNIQUE FUNCTION OF SCHOOL IN TURKISH REPUBLIC

Especially with the population growth in cities and increasing demand to education, schools have begun to employ large amount of population. With the emergence of large school communities in urban places, a physical zone in which there have been different units to meet the essential needs of the school community has emerged and schools have transformed their environments. SCHOOL and ITS TRANSFORMATIVE EFFECT

Today in most of the metropolitans of Turkey, school buildings are in the center of business locations. They have almost completed their economic mission in their environment, in urban places. SCHOOL and ITS TRANSFORMATIVE EFFECT

In July, 2003, Minister of National Education announced that suburbs need to be improved socially, culturally and economically by means of schools and stated that the government doesn’t have adequate resources to finance the construction of those schools in suburbs because of budget deficits of national economy and explained that a master plan was prepared to sell the schools which had been constructed in the first years of the Republic. ENVIRONMENT HAS TRANSFORMED THE SCHOOLS

Those schools are in the inner circle of the urban places, so called commercial zone. By selling those schools, it’s critically aimed to obtain a financial resource and to be rebuilt in suburbs in order to transform their environments with their functions. ENVIRONMENT HAS TRANSFORMED THE SCHOOLS

Based on this nexus between schools and their environments, which has been one of the unique transformational processes for modernization, first schools have transformed their environment by commoditizing and later their environment commoditized and transformed the schools. CONCLUSION