Education in the Light of Atatürk

1.Introduction

When we look at the changes that have taken place in our world in the twenty-first century, we witness the unimaginable events of years ago. The most important changes manifest themselves in the social and political spheres, as we all observe; existing countries are disappearing, and those that have lost their existence can regain the status of an independent country after many years. The most important and striking situation in this whole process of change is that each change either adheres to a system of thought or provides a departure from that thought system. It is seen that nations defend to death a certain system of thought to which they are attached, to which they believe, and to which they can fight to keep their beliefs alive. However, such a belief can either make nations independent or drag them into turmoil.

As a result of the war of independence that started on May 19, 1919, the Turkish Nation reached its national independence with the "Republic" declared on October 29, 1923. This process is one in which the principles and revolutions of the great leader Atatürk are realized one by one. In this process, he has been the greatest leader who has raised the war for 'independence', which he considers his personality, to the level of nationhood, who has sought a place above modern civilization for his nation, and who has been a light to us with his leadership and revolutionary qualities.

Ulusal bağımsızlığın sağlanmasının sadece silahla değil, öncelikle eğitimle gerçekleştirilebileceğine inanan büyük önder, oluşturduğu ilke ve gerçekleştirdiği devrimlerinde eğitimi her zaman öncelikli görmüştür.

The Republic of Turkey is the gift of the system of thought created by Atatürk, his principles and revolutions to the Turkish Nation. The survival of this gift is possible with the strength and consistency of the consciousness and value system that will be transferred to the future generations. The institution that will provide this transfer is education. Unless education is equipped with the aims that keep Atatürk's principles and revolutions alive, it is impossible to ensure the continuation of our Republic, which we have reached as a result of the national liberation war. In this context, teachers, who are one of the most strategic parts of education, have a great role in determining our future.

In this study, first of all, the relationship between Atatürk's principles and revolutions and education was explained and Atatürk's educational philosophy was revealed; then Atatürk's views on the basic elements of education were summarized.

2.Atatürk's Educational Philosophy           

The six principles of the Ataturkist Thought System also guided and realized educational innovations. Below, the relationship of these principles with education is emphasized and Atatürk's philosophy of education is explained.

Republicanism was deemed necessary to define and preserve the form of government of the state. The foremost characteristic of republicanism is the independence of the nation. Another important quality is freedom of thought. Atatürk established indispensable ties between the Republic and education. The fact that the protection and defense of the republic is regarded as the first duty of the youth and expects teachers to raise generations with free ideas, conscience and knowledge that can protect the republic expresses these indispensable ties (Genkur, 1983a:23). Atatürk emphasized that teachers are the most reliable value in keeping the Republic of Turkey alive and securing its future.

Teaching and adopting republicanism as a new way of life to the people and implanting the consciousness of democracy has been an important task given to teachers. In other words, it was thought that the school could do this task. With this aspect, Atatürk became the implementer of the educational philosophy of "Reconstruction" and the creator of a new social order with this understanding.

The principle of nationalism has led to the integration of different elements of society within the framework of cultural and educational purposes and has ensured that the educational process has gained a national character. According to Atatürk, the educational program should have a national character first and foremost (Bursalıoğlu, 1981:13). Atatürk thus argued that the aims of national education should be revealed and the aim of the educational program should be to create in individuals the basic consciousness that is necessary for the continuation and development of individual and social existence.

In education, the experimental attitude includes the interaction between the individual and culture. Since the cultural conditions and values in every society are different, people's lives also differ. This difference shows that education should be considered in terms of the cultural conditions and values of each society. In this context, Atatürk brought an experimental approach to the Turkish Education System with his understanding of national education.

No matter how much the difference in life between societies affects education, this situation should not result in the discarding of the understanding of science in education. Atatürk's statement that "the truest mentor in life is knowledge" is a concise expression of his view on the purposes of education in Republican Turkey and what kind of educational program shouldbe pursued. Atatürk argued that while the unique aspects of each culture are respected, education should help develop intercultural understanding.

The traditional educational institutions of the Ottoman Empire closed their doors to scientific understanding and developments in the outside world. For this reason, it has been forced to remainanachronistic. Atatürk argued that the educational objectives to which traditional educational institutions are attached are insufficient for today's conditions. For this reason, madrasas were closed and educational institutions were reorganized according to modern education models (Karagözoğlu, 1985:198). With this aspect, Atatürk introduced the experimental (Eksperimentalism) attitude into our education system.

The principle of populism, which can be called the Turkish of democracy, has held the state responsible for meeting the important needs of the people and strengthened the principle of statism, which is expected to make the economy work in line with these needs. The principle of populism, which envisages the realization of social and political development within the social structure, has also been opposed to class conflict (Bursalıoğlu, 1981:14-15).

The principle of populism required a language that everyone could understand, so that the Latin alphabet was accepted. With the renewal of language, the eastern system of thought has been moved away.

Atatürk saw the New Turkish State as a people's state and himself as a man of the people; because populism began and became stronger with the national struggle. For this reason, Atatürk accepted education not as schooling but as populism (Genkur, 1983b:98).

In order for the people to be consciously sensitive to the problems of society, it is necessary to educate them and to raise the level of education. Atatürk, who believed in the necessity of this, attached great importance to public education in order for the Republic to be established and rooted and made every effort to spread public education (Karagözoğlu, 1985:211). The principle of populism enabled the transition from elite minority education to public education; Thus, "equality of opportunity in education", which is one of the basic principles of our national education, has been tried to be achieved. Great importance has been attached to public education and women's education in the light of this concept. Atatürk started the literacy campaigns for the literacy problem, one of the educational problems of today's Turkey, long ago. In order to teach the public new letters and literacy, Millet Schools were opened everywhere and Atatürk assumed the presidency and head teacher of the Nation Schools Organization. As a result of Atatürk's efforts in both formal and non-formal education, the literacy rate, which was 9% in 1923, increased to 21.6% in 1938 and schools started to provide services to adults in all segments of our society (Karagözoğlu, 1985:213). Atatürk asked teachers to take advantage of every opportunity to be with the people and to play a role as a leader of the revolution and the environment, beyond teaching the alphabet. It can be seen that Atatürk put forward a Reconstructionism attitude in public education; has initiated new breakthroughs in adult education.

According to the Ataturkist system of thought, it is impossible to innovate in any part of society without the realization of the principle of secularism. For this reason, the establishment of the Republic of Turkey and the secularization of education have been parallel developments. This principle considered it obligatory to keep religion separate not only from the state but also from science and art (Bursalıoğlu, 1986:379-381).

One of the most important reasons for the success of the education of the Atatürk period is that the education is secular. Ataturk found a way to bring common values and political consciousness to a new generation in the unification of educational institutions and organizations. The social integration of the new Turkey was seen as possible only through educational integration.

As the types of educational institutions increase, so do their products. However, the way to strengthen the Republic of Turkey is to increase common values and behaviors among citizens (Bursalıoğlu, 1985:799-803). It is the integrity of the educational system that will realize the integrity of the state and the nation. The basic principle of the systems approach is unity of purpose. With the Law No. 430 on Tawheed-i Tedrisat (Unification of Education) enacted in 1924, all educational institutions in Turkey were connected to the Ministry of National Education. Atatürk said that "nations living in two parts are weak and sick" (Genkur, 1983b: 293). If so, Ataturkist education is the education that will ensure national unity and solidarity.

Secular Education has also eliminated the gender gap in education and training; it has ensured that both sexes enjoy their educational rights and opportunities equally. This understanding has led to the establishment of the principle of "blended education", one of the basic principles of National Education. In his speech in Kastamonu on August 30, 1925, Atatürkexplained the principle of "mixed education im" as follows:

"A society consists of two sexes of people, a man and a woman. It is not possible to ignore one segment of society and advance another. Is it possible for half of a society to remain attached to the land and chains, and for the other part to be raised to the heavens? Steps forward need to be taken by both sexes together and in a friendly manner" (Tan, 1981:45-47).

It would not be wrong to say that the repetition or talk of the debates on the abolitionof the principle of mixed education these days means to remove the understanding of modern education that Atatürk led to years ago.

Atatürk, who believed that social development would not take place without economic development, gave weight to the principle of statism. The principle of statism has influenced education in two directions. First, state enterprises have been active as training centers. Those who grew up in these businesses later founded large private enterprises. Secondly, some higher education institutions have renewed their programs in line with the manpower needs of these enterprises (Bursalıoğlu, 1982:187).

Revolutionism, on the other hand, has been conceived as the most reliable means of innovation that will ensure the continuation of the principles that preceded it. Revolutionism enabled the dissemination and formation of all principles to benefit from the power of the educational process, the sphere of influence of educational institutions and the faithful efforts of educators. The education system has been the emitter and protector of these principles. The teachers of this period served as the pioneers of the Atatürkist Thought System. Atatürk saw teachers as the closest helpers to him and stated the greatness of teachers and the teaching profession at every opportunity. The professional and social reputation of teachers has never been so effective and high.

3. Atatürk's Views on the Basic Elements of Education 

When Atatürk's views on education are examined in terms of the basic elements of education, they can be summarized as follows (Alkan:1991):

            a.Purpose and                       Principle: The main objectives adopted in this educational approach, which deals with principles such as national, scientific and free thought and respect for people; to develop a sense of self-confidence in individuals, to create free thinking, the ability to transform what they think into action; to develop feelings of human love and glorification of national existence.

            b.Program: It            is possible to collect Atatürk's thoughts about the education program in three points. The first is to create in individuals the basic consciousness that is necessary for the continuation and development of individual and social existence. The second is about acquiring in individuals the knowledge and skills necessary for economic life. The third is that educational activities are in accordance with environmental, national and universal needs and conditions. It has been important for the future of education that the Training System Development Model implemented in the Air Force Command has effectively fulfilled the three functions of the above program at the institutional level by renewing itself for years.

            c.Method: The main features of the education            method envisaged in the Atatürkist philosophy of education are; practicality, functionality, success in life, compliance with environmental conditions and being based on the principle of work-orientation. In this context, it  can be said that  new approaches such as scenario-based, applied and other active learning techniques applied in education  and  the ideas on Atatürk's teaching methods and techniques coincide.

            Student: A student is an element whose personality should be respected and considered as the elder of the future. He is the most precious symbol of love of country, of free thought. He is the one whose existence must be assured and proud, who will sustain and glorify the Republic.           

            d.Teacher                  : A contemporary person with specific and unique qualities is a professional professional and a leader with special duties towards society. According to the Ataturkist understanding of education, the qualities that the teacher should have are as follows:

                        (1) As a personality: A person who loves his nation and people, who has a respected personality in society, who is secular, democratic, civilized and multifaceted, whose character is independence and freedom, who can surpass himself and his era, who is creative and constructive, who has adopted science, freedom and respect for human beings as a guide, who has a conciliatory personality.                       

                        (2) As a formation: To be able to evaluate national and humanitarian values positively, to see education as a basic and important tool for independence and freedom and to run to work, to undertake the duty and responsibility of raising free people, to acquire the task of educating students with confidence and devotion, to acquire an ideal and profession, to raise their students as knowledgeable, hardworking, constructive, loyal to revolutions, loving their homeland, respecting national and moral values, successful and valuable citizens.  is whoever is.                     

                        (3) As a leader: A person who has adopted and can adopt the Atatürkist ideal and thought, who is an example of modern thought and civilized living behaviors in social life and who is successful in teaching this, who can act as a                         self-sacrificing and respectable element of society, who can successfully carry out the work of educating individuals with confidence and devotion and who can maintain it as a profession, who carries out the duty and responsibility of maintaining the national existence and who sets an example for his students and citizens in this regard.

            e.School:        In the Atatürkist understanding of education, the school is an educational institution based on scientific and technical foundations, where the program activities foreseen for education with teachers and educational administrators under the supervision and supervision of the state take place, and where areas such as economy, art and literature that are the source of the glorification of the Turkish nation are developed.

4.Conclusion

As a result; Education in line with Atatürk's principles and revolutions is education that is carried out with an education system that will fulfill the duties foreseen by Atatürk in order to keep the Republic of Turkey and its nation alive (Bursalıoğlu, 1987:17). According to this understanding, education is a tool for continuous development and freedom.

Emphasizing that he relied on education and the education army as the greatest power in the survival of the Republic of Turkey, Atatürk saw the renewal in education as the basis of national unity and secular society (Bursalıoğlu, 1987:17).

Although Atatürk's views on the basic elements of education remain valid today, they shed light on the principles, methods and principles of modern education. When evaluated in terms of the structure, functioning and basic elements of education, it can be said that even the current situation of the Turkish Education System is far from Atatürk's educational philosophy and vision. In this context, it is inevitable to make reforms in the Turkish Education System in line with Atatürk's educational philosophy and principles.

5. Suggestions

According to Atatürk, the most effective tool of modernization is education. Education, which has such a great function and role, has been an important investment area. Recommendations that can be evaluated to increase the return on this training investment, to increase its efficiency, are:

            a. Changes and innovations in the education system should be based on scientific research.

            b. It should be ensured that broad-based participation in innovation and development activities to be carried out in the education system such as students, teachers and universities is increased.

            c. Quantitative and qualified education experts should be assigned to provide organization and process consultancy in schools.

            ç.Within the scope of the program development process in education, some non-functional purposes of education should be updated and redefined.     

                     d.Many of the measures to raise the quality require an increase in spending on education.  The money and resources allocated to education from the state budgetshould be increased.

           e.Education should be planned not only in terms of quantity but also in terms of quality, and priority should be given to qualitative planning in education. A feasible qualitative planning (career planning) should be mandatory for the selection, training and appointment of personnel (Kabadayı, 1992).

            f.         Like teaching, themanagement of that service  should be  accepted as a profession and the appointment policy should be arranged accordingly.

            g.         Vocational and technical education should be given importance and priority in accordance with the needs of our country.

                        ğ.Instead of traditional teaching methods, contemporary teaching methods and techniques should be applied and the qualifications of teachers in this regard should be improved.  Teaching roles and duties should be determined in this context.

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