Modern Üniversitenin Oluşum Süreci

Makale Türkçe Sosyal Bilimler× Tarih×

Künye:

Yazarlar:

Seyfi KENAN Marmara Üniversitesi

Ekle

Emeği Geçenler:

Ekle

Yayın Yılı:

2015

Yayınlandığı Eser:

Osmanlı Araştırmaları Dergisi

Cilt:

Sayı:

Sayfa Aralığı:

333-367

İçerik Dosyası:

Web adresi:

http://www.isam.org.tr/documents/_dosyalar/_pdfler/osmanli_arastirmalari_dergisi/osmanli_sy45/2015_45_12_skenan.pdf

Operatör:

Zeynep Pakize Semiz

Güncelleyen:

Zeynep Pakize Semiz

Özet:

This article aims to analyze the process of conceptual and institutional
transformation of higher education, notably the transition from medrese to “universitas”
and then to modern university in Islamic culture. It then compares this
experience with that of the Western World, placing each in historical context. Medrese
education, which began to take form in its informal setting as early as in the
8th century, evolved and improved from the 11th century, becoming more organized,
systematic and coherent in terms of curricula, instructional method and institutional
structure, notably with the establishment of the Nizamiye and Mustansıriyye medreses
in Baghdad. The development of the medrese contributed to the elaboration
of higher education in various regions of the Islamic World and also in Europe. The
scientific revolution that began in the 17th and 18th centuries built on the significant
contributions of academies as institutionalised in the 16th century in a process that
led to the formation of the modern university in the early 19th century in Europe’s
then most impoverished and marginal countries, i.e. in Germany and Scotland. Their
innovative contributions in higher education not only influenced universities in other
countries of Europe but also contributed to form modern higher educational institutions
in the Ottoman world as well as in other parts of the world. Although the
modern university managed to free itself as a legal and living institution from the
founding person, foundation, or church, and today endeavors to benefit from such
opportunities or to cope with challenges that internationalization or globalization
may bring it, yet it still continues to search for its ideal autonomous status as an
academic institution.