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1403 - Decoding The Education of Gifted Individual in The Ottoman Empire - Mimar Sinan's Education Case - İbrahim GÜLER
1403 - Decoding The Education of Gifted Individual in The Ottoman Empire - Mimar Sinan's Education Case - İbrahim GÜLER
1403 - Decoding The Education of Gifted Individual in The Ottoman Empire - Mimar Sinan's Education Case - İbrahim GÜLER
Review Article
© 2014 Journal for the Education of the Young Scientist and Giftedness
ISSN: 2147-9518, http://jeysg.org
2 A historical and …
Journal for the Education of the Young Scientist & Giftedness, 2014, 2/1
Guler 3
castle defensive castle. Sparta was the only In Garipname of Asik Pasha (2000) nine
Greek city without defensive walls. So, the men characteristics of alpian type were explained.
had to become walls of Sparta. The Spartan One of them was heroic one mentioned above.
rigorous education created its own walls from According to Asik Pasha these nine
men. Maybe this situation was one of the most characteristics were necessarily for the alpian
important factors to affect the characteristics of type: Heart with courage, to force the arm,
the ideal type (Kennell, 1995; Plutarch, 1914). having enthusiasm, having a good horse, suitable
On the other hand in ancient Greece clothes, having a bow and sword, being
“paideia” was the system to educate the ideal bayoneted, be a companion. “Alp” was a
type. Instead of military and rigid discipline in nickname for the Turks meaning heroic and
Sparta scientific discipline was the crucial point warrior before accepting Islam. This idealized
in this education. Athen type was interested in type was also accepted by Turks as a heroic
math, literature, music and philosophy. Bodily figure even after accepting Islam. Accordingly
healthiness was significant to ensure the Asik Pasha, this idealised type was named
intellectual healthiness. This individual type “Gaziyan-i Rum” (Greek Veterans) even after
distinguished with intellectual discipline was conversion of the Turks to Islam. In some
defeated by soldierly disciplined Spartan type resources, the name of Alp-eren (Brave-mystic)
during the Peloponnesian War between 431-404 was used too.
BC (Quennel, 1962; Golden, 1998; Tekin, 2007; After the conversion of Turks to Islam
Mansel, 2004). However when this historical some changes that appeared in the perspectives
event is examined from different points, the towards life caused to shift the paradigm of the
beaten Athen type became a victorious type in a Alpian style. Both Seljukid and Ottoman periods
long period against the Spartan type. While the were the time for Alp-eren style. Therefore all
efficacy of the Spartan type was effective in a education systems were shaped to educate this
short period, the intellectual efficacy of Athen new ideal type.
type is still effective in the present. The Formation of Institutions to Shape the
Alpine (brave, fearless) was an ideal type to Ottoman Ideal Type
be educated in Turkish tribes in the Middle During the Seljukid period Turks almost
Asian territories. According to Akyuz (2010) changed their lifestyle from nomadic life to
hard climatic conditions were decisive to shape settled life. This transition affected whole life
the nomadic life style. Because of that reason, and caused to appear new requirements
nomads were constantly on the move according (Kafesoğlu, 1977). In the Seljukid period, the
to seasons. Additionally endless quarrelings and educational institutions aimed to educate
wars were efficient to increase these mobilities. “mystic/dervish human type”. The sources
These difficulties made heroism important to breeding this type were the Islamic sources. The
play a central role in the characteristics of alpian madrasah was the common institution to teach
style (Çobanoğlu, 2003; Kaplan, 2004). new ideal type (Togan, 1981).
Journal for the Education of the Young Scientist & Giftedness, 2014, 2/1
4 A historical and …
activities it became a pioneer in its time. This opportunity to them for learning public customs
mentality was applied by the Ottomans as closely (Cihan, 1999). Subjects learnt in
“kulliye” (Complex of educational buildings madrasahs had constituted a common culture in
adjacent to a mosque.) Therefore by serving all all level of society at mosques and village
their needs students just focused on studying. chambers (Akgündüz, 2004).
(Aslanapa, 1963). The teaching system of madrasah
The libraries were open to public. pioneering educational institution of the current
Consequently social movement was not only period was teacher-centered.
horizontal but also vertical. This means that by Mudarris/professor was leading his field. His
educating himself an ordinary person could relations with the society were mostly based on
become a man in the ruling class. Seyfeddin the scientific concerns. He just concentrated on
Sungurca bin Abdullah was responsible for the his scholarly research because he had no
library to lend books in Monday and Thursday problem with his financial possibility. This made
(Temir, 1989). With this application training him high standing in the society (Akyüz, 1989).
would be opened to all segments of society Each mudarris specified the details of his own
through the agency of madrasahs and libraries. curriculum. He selected his own pupils. He
In this way the intellectual map of the society having his scientific autonomy and inviolability
was scanned attentively to reach the gifted and determined the philosophy of the madrasah
talented kids. Then those kids were accepted to according to scientific concerns. By using the
madrasah for educating them. Such educative same philosophy he selected his pupils from
opportunities got rid of social discontents gifted and qualified men. The scientific level of
(Akyüz, 1989). In madrasah not only Islamic pupils was significative to determine which book
subjects were taught but also arithmetic, medical and which class they will read (Çelebi, 1976).
subjects, philosophy were taught. Thereby Board of visitors also had a voice to choose
students had a chance to learn applied sciences. qualified pupils. This board was a kind of
At that time in the big hospitals students financial manager to keep the balance of
studying medical subjects had a chance to see incomes and outcomes of the madrasah
the medical applications. Also in the (Konyalı, 1964; Kayaoğlu, 1978).
observatories students had learned astronomical Nizamu-l Mulk the famous grand vizier of
instruments (Turan, 1969). the Seljukids got organized a system to supply all
Being open some subjects to public and needs of students without charge and to put
acknowledged argued by scholars some issues in them on a regular salary (Çelebi, 1976).
the presence of the Sultan were a bench mark Therefore they just focused on their studying.
for the place of the science life during the Those who did not focus on studying got kicked
Seljukid period (Çelebi, 1976). Especially social out the system. One requirement to have these
needs were identified by waqfs and madrasahs opportunities was to just constantly busy in
became the center to supply those needs studying. It was an accepted reality that
scholarly. Madrasahs laid emphasis on educating occupations in other fields get rid of desire to
public by using students who were sent to study (Kazıcı, 1991; Köymen, 1992). Even that
various parts of Anatolia in certain months. In accepted reality influenced on the architecture of
the meantime they learned more about public madrasah. Usually in the Anatolian Seljukid
and had a great opportunity to teach public. Madrasas there was no window to Street in the
These meetings were very important to room of students (Kazıcı, 1995).
determine the public attitude positively towards Madrasas was the top level of education
madrasahs (Doğan, 1999). during the period of the Seljukids. Scientific
Those students who took their education in heritages were transferred from the mudarris to
the city during 3 holy months according to Hijri students in these institutions. To choose
calendar (Recep, Saban, Ramazan) went to enthusiastic, gifted and smart kids as a student
country sides for giving public some Islamic was a crucial point to not break this tradition.
advices. This practice was called as “cer”. They Institutes of informal education like
caught a chance to transfer their theoretical mosques, wisdom house, bookstores, peace
knowledge into practical one. During 3 months courses under auspices of the Sultan, trade
they collected various Islamic charities. After 3 guilds, infants’ school had an indispensable
months students returned to madrasah and with position to reach common people. In these
those charities they supplied their basic needs institutions gifted and genius kids were
(Pakalın, 1983). This practice gave an discovered and advised to upper educational
Journal for the Education of the Young Scientist & Giftedness, 2014, 2/1
Guler 5
institutions. In company with a teacher or a educated in the system of madrasa took a duty
master chosen kid started to get education. With in different stages of the state. Particularly Sahn-
his ambition to work, patience and talents the ı Seman Madrasa in the period of Mehmet the
student could take up important positions in the Counqueror and Suleymaniye Madrasa in the
state (Çelebi, 1976; Kazıcı, 1983). period of Suleyman the Magnificient became the
After the decline of the Seljukids the period center for the qualified human sources.
of Anatolian principalities had begun and On the other hand, the Ottoman State had
authority gap appeared in Anatolia. Madrasah to find new soldiers because of new conquests.
system was affected from that situation. This According to Carsili (1984) the Seljukids used
gap was filled by the Ottomans. By using the the prisoners of war to fulfill the need in the
support of madrasas they easily became a state. military field by using the pençik law. In the
By this way the Ottoman State not only same manner also the Ottomans used the
inherited political and military heritages of the prisoners of war by using devshirme law.
Seljukids but also inherited educational heritage. Especially by the advices of Çandarlı Halil and
While the Ottoman State was extending its Molla Rüstem the non-muslim kids between 8
borders by new conquests, it was urgently in and 20 years old were gathered for training.
need of qualified human sources. The best way These kids were given to a Muslim family to
to find needed human sources was to mobilize teach Turkish customs during 3 to 8 years.
the power of madrasas among public. Those (Pakalın, 1983; Neşri, 1987).
Journal for the Education of the Young Scientist & Giftedness, 2014, 2/1
6 A historical and …
palace? What kind of education system had in the period of Yavuz Sultan Selim. He lived his
discovered the skills of Sinan? In this article maturity time in the period of Süleyman the
those mentioned questions we will try to answer Magnificient (1520-1566), Selim the Second
under the light of historical events. (1566-1574) and Murad the Third (1574-1595).
Mimar Sinan: Brave and Mystic Individual When he passed away in 1588 he was 99 years
Type Educated in the Ottoman System old. According to Tazkirat-al Abniya dictated by
Mimar Sinan was born in a small village called Sinan to his friend Mustafa Sai Çelebi he left
Ağırnas near the city of Kayseri in Anatolia. His behind 476 buildings like mosques, collgeses,
birth date was 1489. He was the son of a bridges, drainage systems, palaces, bath-houses,
stonemason and carpenter. Because of his hospitals etc. Mimar Sinan became an architect
father’s job he developed a passion for pioneer not for his time but after his time and
constructing. The background of his attention had a crucial impact on the architectural works.
towards constructional works based on this Another contemporary work about Sinan is
situation. He lived his childhood and first Tezkiretu’l-Bunyan by Mustafa Sai Çelebi. We
adolescent time in the period of Bayezid the can reach reliable information about Mimar
Second who remained on the throne till 1512. Sinan from these two biographical works
Then he was conscripted into Ottoman service (Cansever, 2005; Refik, 2012; Günay, 2005).
under the law of devshirme and sent to Istanbul
Journal for the Education of the Young Scientist & Giftedness, 2014, 2/1
Guler 7
different occupational groups as be seen the figure in the architectural field (Refik, 2012).
example of Sinan (Russell, 1990). The military Lutfi Pasha wanted to build 3 galiots to pass the
campaigns to Rhodes and Belgrade opened Lake Van from Sekban Sinan. After he
Sinan’s eyes with the observations of Greek completed this duty successfully, he became
great architectural monuments. Before he was Subaşı a position in the Ottoman Army (Refik,
just a craftsman. But later he developed his skills 2012).
by seeing new places and became a monumental
Figure 2. A Miniature to Show the Construction of Suleyman the Magnificient’s Tomb by Sinan
By serving in the army from 1514 to 1539 2012; Kazancıgil, 1988). Other military
without interruption he gained architectural campaigns to Iran, Egypt, Germany, Irak etc.
experiences. After the building of a bridge on Gave a chance to him to observe the
the Prut River in 13 days he grabbed the architectural monument of other civilizations in
attention of Suleyman the Magnificient (Refik, their natural habitats (Çeçen, 1988; Özer, 1988).
Journal for the Education of the Young Scientist & Giftedness, 2014, 2/1
8 A historical and …
Journal for the Education of the Young Scientist & Giftedness, 2014, 2/1
Guler 9
together then they may unearth their talents Aslanapa, O. (1963). Ortaçağ’da en eski yatılı ilim ve
(Tortop & Eker, 2014). Contrary situation their kültür müesseseleri. Türk Kültürü, 2, 34-43.
highly intellectual potentiality may turn gradually Afyoncu, E. (2009). “Sokullu Mehmet Paşa”, Türkiye
into a risky situation both for them and for the Diyanet Vakfı Ansiklopedisi, c.37, Türkiye Diyanet
vakfı Yayınları, Ankara s.354-357.
society. An appropriate guidance prevents such
Besançon, M. (2013). Creativity, giftedness and
gifted potentialities to become passive (Uzun, education, Gifted and Talented International,
2004). Already Mimar Sinan had a good Volume: 28, World Council for Gifted and Talented
guidance of his father and raised in a social Children, Kentucky, s.149-160.
situation to be interested in building. After his Braudel, F. (2001) Uygarlıkların Grameri, Ter. M.A.
recruitment to the army his skills were Kılıçbay, Gece Yayınları, Ankara.
transferred into next level. Cansever, T. (2005). Mimar Sinan. Albaraka Türk
A natural giftedness, a teacher to discover it, Yayınları: İstanbul.
a proper environment, a good time and a Cihan, A. (1999). Osmanlı medreselerinde sosyal hayat,
splendid effort were prerequisites for Sinan to Osmanlı (Toplum), Yeni Türkiye, C. 5, Ankara
s.176-186.
make him “Sinan the Great Architect”.
Cropley, A. J., & Urban, K. K. (2000). Programs and
Especially teachers are significant to increase the strategies for nurturing creativity. K.A. Heller, F.
potentiality of the gifted and talented kids j. Mönks, R. J. Stenberg and R. F. Subootnik
(Cropley & Urban, 2000). The absence of one of (Eds), International handbook of giftedness and
them mentioned above is a sufficient cause to talent (2nd ed. 485-498). Oxford, UK: Elsevier
disappear the skills. Already Mimar Sinan tells us Science Ltd.
that fact in his biographical book Tezkiretu’l- Çeçen, K. (1988). Sinan’ın köprü ve su kemerleri,
Ebniye (Develi, 2003). sinan dönemi türk mimarlığı ve sanatı. Türkiye İş
At the present time we have to constitute an Bankası Kültür Yayınları, İstanbul.
educational system to discover the gifted and Çelebi, A. (1976). İslam’da eğitim öğretim tarihi.
Damla Yayınevi, İstanbul.
talented kids. This might become possible with
Develi, H. (2003). Çelebi, Sai Mustafa, yapılar kitabı:
the togetherness of theoretical and practical tezkiretü'l-bünyan ve tezkiretü'l-ebniye: mimar
sides of the life. We need to create a workplace sinan'ın anıları. Koç Kültür Kitaplığı, İstanbul.
environment pushing the limits of the gifted Çobanoğlu, Ö. (2003). Türk dünyası epik destan
kids. Therefore we can get a chance to unearth geleneği. Akçağ Yayınları: Ankara.
their natural tendency (Tunç, 1926). In addition Doğan, R. (1999). Yaygın din eğitimi açısından ikinci
to this the moral education helps to create an meşrutiyet dönemine kadar vaaz ve vaizliğin
internal discipline and may clean up negative gelişimine tarihî bir bakış, Dinî Araştırmalar 1:3,
sides of the inborn character. Accordingly the Ankara s. 257-272.
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Middle East Resources May 2001, Harvard
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