1933 üniversite reformu ve Türk üniversitelerinin gelişim sürecindeki yeri

Abstract

-99- ABSTEAKT The University Reform of 1933 and The importance Turkish Universities in the Development Process Educational institutions are among the most important intutions in the lifetime of societies. Of educational institutions, universities have a special importance, since they hold all together the features such as being higher science, research and training institutions. They also function as the catalysor of social transformation which is in question in the face of varying requirements of the developing era. With this respect, a special attention is paid to universities in the societies ambitious to develop, which has been the same in our society. The issue `university` has almost always been at the top of the most disputed topics since the foundation of the Republic. As a matter of fact, some writes of the period her explained that `no one issue occupied the agenda of the country as much as Darülfünun did in the early years of the Republic.` The discussions held in the years to 1933 university reform. The issue `university` has also maintained its place on the agenda following 1 933. The main subject of this study is to establish the place of 1933 universty reform in the settling of contemporary university understanding rather than to directly deal with debates regarding university. While doing this, the main lines of university concept were drawn. Also, within this framework, the views as regards autonomy concept discussed together with university concept were enumerated. Under the heading `short history of university`, after the early higher education examples in the world and in our country had been set forth, the foundation of Darülfünun, the legary of Ottoman Empire, and the process it had undergone until the republican era were described. In part II, however, while the state of Darülfünun in the republican era was explained, the fact that it has been for away from what was expected, thereby failing to achieve its objectives, was included.-100' The Malche Report, taken as the basis for 1933 reform was dearth with in part III. In this part, the manuscripts written down by Atatürk while he was reading the report of Malche were included. Thus, we tried to establish the basic philosophy of 1933 reform at first hand. The topic which introduced into literature as the terms `1933 University Reform` and which has a revolutionary aspect rather than reform in view of its application and the understanding it brought was taken up in part IV. In part V, however, the developments and orientations, having the effects of 1933 reform and noticed in the university in Türkiye following the reform, were included. As was to be seen, a long with factors prepering it and effects it exerted, 1933 university reform constitutes the main objective of this study.