Change in the School Maps of the Late Ottoman Empire

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In the mid‐1890s school maps in the Ottoman Empire underwent a simple but important change: maps that represented the empire in its entirety confronted students in the growing number of Ottoman state schools. These new maps, which showed the empire's far‐flung territory within a single frame, began to replace older maps based on European models that had depicted the Ottoman domains as marginal lands clinging to the fringes of Europe, Asia and Africa. This shift in design should be understood within the context of late Ottoman educational policy, which was attempting to inculcate a strong sense of loyalty to, and identification with, the empire as an historical, political and geographical construct. While this effort produced some of the intended results, the attention to geography occasioned by the new emphasis on maps also raised some awkward questions. Students so recently attuned to studying geography naturally wondered why their empire was shrinking, and why its political leadership had allowed this to happen. The change in late Ottoman educational cartography thus highlighted not only the advantages and disadvantages of using maps for socio‐political purposes in general, but also the extent to which the late Ottoman state had chosen a particularly difficult moment to summon the concision and power that maps afford.

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  • 10.1080/00210862.2014.934152
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  • Modern Intellectual History
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Although the establishment of history as a discipline has been examined extensively for European, North American, and, partly, Asian contexts, the Ottoman case still constitutes a neglected issue in the study of the global history of historiography and, in broader terms, of modern intellectual history. The present article focuses on the late Ottoman intellectual world and explores the making of the historical discipline in the Ottoman Empire. It argues that this transformation was the consequence of a number of interrelated factors, such as the turbulent developments in late Ottoman politics, Ottoman(ist) efforts to forge a “national” historical master narrative after the 1908 Constitutional Revolution, and Ottoman historians’ engagement with European historical thought and writing. Besides examining these factors and the ways in which they interacted, the article deals in detail with the works of late Ottoman historians to probe the Ottoman case of the professionalization of history.

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  • Cite Count Icon 1
  • 10.35609/gjbssr.2017.5.3(7)
The Critical Review of the Westernized Late Ottoman Empire Education System in a Cinematic Context with an Education Related Focus
  • Jun 19, 2017
  • GATR Global Journal of Business Social Sciences Review
  • Ugur Baloglu

Objective - An individual improves his/her cognitive level by implementing terminal behaviour changes to his/her own life through educational institution located in his/her living space. In this context, the education system of a country is very important in terms of mental development and how people perceive the world. Developments in the world after the French Revolution had influenced Ottoman. Various institutional reforms had been required because of repeated military defeats in the late Ottoman period. In this regard, renovation of educational institutions modelled on Western-based was thought as a saver solution for the empire in period of regression but this modernization process also brought many problems with it. We can understand the approach to education of societies by way of literary works such as novels written in that period. Methodology/Technique - In this study, the late Ottoman education system is examined by the critical review of through novel. It is narrated the late Ottoman fall reflecting in the field of education. The irregularity system of that period is criticized. It has been adapted to Turkish cinema especially by adhering to the novel which is a remarkable reference about the history of Turkish education system. Findings - The quality difference in education between centrums and suburbans shows administration of suburban was omitted by Ottoman. Besides, the inequality between man and woman can be observed. It was emphasized that, in Ottoman, men is always right and strong and women are useless and not able to consider. Republic let the woman to arm their rights and gave us the belief that women can be powerful and right. Novelty - The study reviews the education system of Ottoman empire based on the novel. Type of Paper: Review Keywords: Late Ottoman; Modernization; Westernization; Education Problems. JEL Classification: I21, I24.

  • Research Article
  • 10.5325/bustan.10.1.0097
The Last Ottoman Generation and the Making of the Modern Middle East
  • Jul 1, 2019
  • Bustan: The Middle East Book Review
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The Last Ottoman Generation and the Making of the Modern Middle East

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  • 10.1086/ahr/107.4.1327
Kemal H. Karpat. The Politicization of Islam: Reconstructing Identity, State, Faith, and Community in the Late Ottoman State. (Studies in Middle Eastern History.) New York: Oxford University Press. 2001. Pp. ix, 533. $49.95
  • Oct 1, 2002
  • The American Historical Review
  • Donald Quataert

Kemal H. Karpat. The Politicization of Islam: Reconstructing Identity, State, Faith, and Community in the Late Ottoman State. (Studies in Middle Eastern History.) New York: Oxford University Press. 2001. Pp. ix, 533. $49.95 Get access Karpat Kemal H.. The Politicization of Islam: Reconstructing Identity, State, Faith, and Community in the Late Ottoman State. (Studies in Middle Eastern History.) New York: Oxford University Press. 2001. Pp. ix, 533. $49.95. Donald Quataert Donald Quataert State University of New York, Binghamton Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 107, Issue 4, October 2002, Pages 1327–1328, https://doi.org/10.1086/ahr/107.4.1327 Published: 01 October 2002

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