{"id":16888,"date":"2015-11-01T11:33:13","date_gmt":"2015-11-01T08:33:13","guid":{"rendered":"http:\/\/109.232.216.219\/~bilimvegelecek\/?p=16888"},"modified":"2018-01-17T11:40:50","modified_gmt":"2018-01-17T08:40:50","slug":"egitim-tarihimizde-ozgun-bir-uygulama-koy-enstituleri-75-yasinda","status":"publish","type":"post","link":"https:\/\/bilimvegelecek.com.tr\/index.php\/2015\/11\/01\/egitim-tarihimizde-ozgun-bir-uygulama-koy-enstituleri-75-yasinda","title":{"rendered":"E\u011fitim tarihimizde \u00f6zg\u00fcn bir uygulama:\u00a0K\u00f6y Enstit\u00fcleri 75 ya\u015f\u0131nda"},"content":{"rendered":"

Sa\u011f siyasi gelenek, K\u00f6y Enstit\u00fcleri deneyimini korkuyla reddetmekte, solun bir kesimi ise yeterince \u201c\u00f6zg\u00fcrle\u015ftirici olmad\u0131\u011f\u0131\u201d sav\u0131yla yok saymaktad\u0131r. Oysa K\u00f6y Enstit\u00fcleri; meslek erbab\u0131 ve \u00f6\u011fretmen yeti\u015ftirme y\u00f6ntemi, uygulamal\u0131 e\u011fitim, i\u015f e\u011fitimi, sanat e\u011fitimi, e\u011fitimde \u00f6zy\u00f6netim, olanak e\u015fitli\u011fi ve toplumsal cinsiyet e\u015fitli\u011fi, demokratik de\u011ferleri ya\u015fama ge\u00e7irme al\u0131\u015fkanl\u0131\u011f\u0131 ve ilkeleri a\u00e7\u0131s\u0131ndan halen ders al\u0131nabilecek bir e\u011fitim deneyimidir. <\/em><\/p>\n

17 Nisan 2015\u2019de \u00fclke \u00e7ap\u0131nda K\u00f6y Enstit\u00fclerinin kurulu\u015funun 75. y\u0131ld\u00f6n\u00fcm\u00fc kutland\u0131. MSGS\u00dc Sosyal Bilimler Dergisi<\/em>\u2019nin yeni say\u0131s\u0131n\u0131n (Say\u0131: 10-11, 2015) edit\u00f6r\u00fc ve bir biliminsan\u0131 olarak sosyal bilimlerin, s\u00f6z konusu alana yeterince ilgi g\u00f6stermedi\u011fi kan\u0131s\u0131nday\u0131m. Bu saptama, konuyla ilgili olarak \u00e7al\u0131\u015fma yap\u0131lmad\u0131\u011f\u0131 anlam\u0131na gelmiyor. \u00d6rne\u011fin Kanadal\u0131 bilim insan\u0131 Fay Kirby\u2019nin 1960 y\u0131l\u0131nda kabul edilen konuyla ilgili yazd\u0131\u011f\u0131 ilk doktora tezinden sonra \u00e7ok say\u0131da tez haz\u0131rland\u0131, kitap, makale ve k\u00f6\u015fe yaz\u0131s\u0131 yay\u0131nland\u0131. Bu \u00e7al\u0131\u015fmalar\u0131 ana hatlar\u0131yla \u00fc\u00e7 gruba ay\u0131rabiliriz: \u0130lk grup bilimsel \u00e7al\u0131\u015fmalar, ikinci grup bu kurumlarda \u00f6\u011fretmenlik, idarecilik yapanlar ile mezunlar\u0131n an\u0131, g\u00f6zlem ve e\u011fitime ili\u015fkin \u00e7\u0131kar\u0131mlar\u0131na dayanan eserleri, \u00fc\u00e7\u00fcnc\u00fc grup da K\u00f6y Enstit\u00fcs\u00fc mezunu edebiyat\u00e7\u0131lar\u0131n eserleri. Birinci gruba giren eserler; e\u011fitim politikalar\u0131na, kurum tarihine, ele\u015ftirel pedagojiye ve sosyolojiye katk\u0131da bulunan \u00f6nemli de\u011ferlendirmeleri i\u00e7ermektedir. \u0130kinci gruba giren eserler ise, K\u00f6y Enstit\u00fcleri\u2019nde bizzat ya\u015fayan ki\u015filerin g\u00f6zlemleri ile d\u00f6nemin toplumsal yap\u0131s\u0131na, siyasal k\u00fclt\u00fcr\u00fcne ve e\u011fitim uygulamalar\u0131na ili\u015fkin \u00f6nemli bilgiler vermektedir. Ayr\u0131ca bu kurumlarda y\u00f6neticilik ve \u00f6\u011fretmenlik yapanlardan baz\u0131lar\u0131 da ya\u015fad\u0131klar\u0131 deneyimin \u00f6zg\u00fcnl\u00fc\u011f\u00fcn\u00fc ortaya koyan de\u011ferli eserler yazd\u0131lar. K\u00f6y Enstit\u00fcs\u00fc mezunu edebiyat\u00e7\u0131lar ise, edebiyata, edebiyat tarihine ve sosyolojisine yeni bir soluk getirdiler. S\u00f6z\u00fcn\u00fc etti\u011fimiz bu eserlerin neredeyse t\u00fcm\u00fcnde K\u00f6y Enstit\u00fcleri, T\u00fcrkiye\u2019nin ayd\u0131nlanma ve e\u011fitim tarihinde \u00f6nemli bir kilometre ta\u015f\u0131 olarak kabul edilmekte ve \u00f6zg\u00fcn bir uygulama oldu\u011fu \u00f6ne s\u00fcr\u00fclmektedir.<\/p>\n

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K\u00f6y Enstit\u00fcleri\u2019nin mimar\u0131 \u0130smail Hakk\u0131 Tongu\u00e7.<\/figcaption><\/figure>\n

K\u00f6y Enstit\u00fcleri\u2019nin hem kurulu\u015f s\u00fcrecinde, hem de sonras\u0131nda pek \u00e7ok ki\u015finin katk\u0131s\u0131 olmu\u015ftur. Ba\u015fta bu kurumlar\u0131n mimar\u0131 \u0130smail Hakk\u0131 Tongu\u00e7\u2019u, K\u00fclt\u00fcr Bakan\u0131 Saffet Ar\u0131kan\u2019\u0131, Hasan Ali Y\u00fccel\u2019i, K\u00f6y Enstit\u00fcleri\u2019nde kalarak kat\u0131l\u0131mc\u0131 g\u00f6zlem yapan Fay Kirby\u2019i ve Engin Tongu\u00e7\u2019u anmak ve an\u0131msamak gerekir. \u00d6te yandan K\u00f6y Enstit\u00fcleri\u2019nde \u00e7al\u0131\u015fan usta \u00f6\u011freticilerden, \u00f6\u011fretmenlere ve idarecilere dek emek verenler az\u0131msanmayacak say\u0131dad\u0131r. Bunlar aras\u0131nda iki de sosyolog bulunur: T\u00fcrkiye sosyolojisinde \u00f6nemli bir yere sahip olan \u0130brahim Yasa (Ankara Hasano\u011flan Y\u00fcksek K\u00f6y Enstit\u00fcs\u00fc) ve Cavit Orhan T\u00fctengil (L\u00fcleburgaz-Kepirtepe ve Antalya-Aksu K\u00f6y Enstit\u00fcs\u00fc) \u00f6\u011fretmen olarak bu kurumlarda g\u00f6rev yapm\u0131\u015flard\u0131. Onlar\u0131n bu kurumda \u00e7al\u0131\u015fmalar\u0131, hem yapt\u0131klar\u0131 alan ara\u015ft\u0131rmalar\u0131n\u0131n niteli\u011fini, hem de t\u00fcr\u00fcn\u00fc belirlemi\u015ftir. \u00d6rne\u011fin T\u00fcrkiye\u2019nin ilk kapsaml\u0131 monografisi Hasano\u011flan K\u00f6y\u00fc\u2019nde, \u0130brahim Yasa taraf\u0131ndan Hasano\u011flan Y\u00fcksek K\u00f6y Enstit\u00fcs\u00fc \u00f6\u011frencileriyle birlikte yap\u0131lm\u0131\u015ft\u0131r. T\u00fctengil\u2019in de k\u0131rsal toplumun kalk\u0131nma sorunlar\u0131na ve T\u00fcrkiye\u2019nin toplumsal yap\u0131s\u0131na y\u00f6nelik b\u00fct\u00fcn \u00e7al\u0131\u015fmalar\u0131nda K\u00f6y Enstit\u00fcleri\u2019nde edindi\u011fi deneyimlerin etkileri g\u00f6r\u00fcl\u00fcr. Ayr\u0131ca d\u00f6nemin ayd\u0131nlar\u0131 bu kurumlarda \u00f6\u011fretmenlik ve y\u00f6neticilik yaparak, T\u00fcrkiye\u2019nin e\u011fitim ve k\u00fclt\u00fcr ya\u015fam\u0131na b\u00fcy\u00fck katk\u0131 sa\u011flad\u0131lar. Onlar bir yandan da Anadolu k\u00f6yl\u00fcs\u00fcnden \u00f6\u011frendiklerini \u00e7al\u0131\u015fmalar\u0131na yans\u0131tt\u0131lar. Bunlar aras\u0131nda Sabahattin Ey\u00fcbo\u011flu, Mualla Ey\u00fcbo\u011flu, Ruhi Su, A\u015f\u0131k Veysel ve Ankara \u00dcniversitesi\u2019nin 1940\u2019l\u0131 y\u0131llarda g\u00f6rev yapan \u00e7ok say\u0131da \u00f6\u011fretim \u00fcyesi de bulunur.<\/p>\n

K\u00f6y Enstit\u00fcleri 17 Nisan 1940 y\u0131l\u0131nda resmi olarak a\u00e7\u0131ld\u0131. Ancak bu kurumun tarihini 1935-1936 \u00f6\u011fretim y\u0131l\u0131nda a\u00e7\u0131lan E\u011fitmen Kurslar\u0131\u2019yla ba\u015flatmak daha do\u011fru olur. E\u011fitmen Kurslar\u0131, Saffet Ar\u0131kan\u2019\u0131n K\u00fclt\u00fcr Bakan\u0131 (E\u011fitim Bakan\u0131) oldu\u011fu d\u00f6nemde (1935-Aral\u0131k 1938), mevcut 40 bin k\u00f6y\u00fcn \u00f6\u011fretmen a\u00e7\u0131\u011f\u0131n\u0131 gidermek i\u00e7in, Mustafa Kemal\u2019in \u00f6nerisiyle g\u00fcndeme al\u0131nm\u0131\u015f, d\u00f6nemin \u0130lk\u00f6\u011fretim Genel M\u00fcd\u00fcr Vekili \u0130smail Hakk\u0131 Tongu\u00e7\u2019un \u201cK\u00f6yde E\u011fitim\u201d ba\u015fl\u0131kl\u0131 raporuna dayan\u0131larak uygulamaya ge\u00e7ilmi\u015ftir. Buna g\u00f6re askerli\u011fini \u00e7avu\u015f olarak yapm\u0131\u015f, okuma yazmay\u0131 bilen k\u00f6yl\u00fc gen\u00e7lerin \u201cuyan\u0131k ve atak\u201d olanlar\u0131ndan g\u00f6n\u00fcll\u00fcler se\u00e7ilmi\u015f, ihtiyaca g\u00f6re 6-8 ayl\u0131k kurslardan ge\u00e7irilerek, \u00fc\u00e7 y\u0131ll\u0131k e\u011fitim veren k\u00f6y okullar\u0131nda (genellikle kendi k\u00f6ylerinde) g\u00f6revlendirilmi\u015flerdir. Bu gen\u00e7lere; yurt bilgisi, yurtta\u015fl\u0131k bilgisi, temel hesap bilgisi ve okuma k\u00fclt\u00fcr\u00fc vermek ama\u00e7lanm\u0131\u015ft\u0131r. Bunun yan\u0131 s\u0131ra k\u00f6y\u00fcn ihtiya\u00e7lar\u0131 do\u011frultusunda, marangozluk, demircilik, ar\u0131c\u0131l\u0131k, hayvan bak\u0131m\u0131, bilimsel bilgiye dayal\u0131 tar\u0131msal \u00fcretim; hijyen bilgisi, sa\u011fl\u0131kl\u0131 konutlarda ya\u015faman\u0131n \u00f6nemi ve salg\u0131n hastal\u0131klardan korunma y\u00f6ntemleri \u00f6\u011fretilmi\u015ftir. \u00d6te yandan bu gen\u00e7lere, yerelde egemen olan iktidar odaklar\u0131na (a\u011fa, \u015feyh vb) kar\u015f\u0131 durma haklar\u0131 oldu\u011fu benimsetilmeye \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r. Bunun yan\u0131 s\u0131ra k\u00f6ylerde egemen olan bat\u0131l inan\u00e7lara kar\u015f\u0131 halk\u0131n bilgilendirilmesi de gen\u00e7 e\u011fitmenlerin g\u00f6rev alan\u0131na girmekteydi.<\/p>\n

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\u0130smail Hakk\u0131 Tongu\u00e7 K\u00f6y Enstit\u00fcs\u00fc \u00f6\u011frencileriyle.<\/figcaption><\/figure>\n

K\u00f6y E\u011fitmen Kurslar\u0131\u2019n\u0131n k\u0131saca \u00f6zetledi\u011fimiz bu \u00e7al\u0131\u015fmalar\u0131 1940\u2019lara kadar uygulan\u0131r ve ba\u015far\u0131l\u0131 olur. Okul olmayan k\u00f6ylerde e\u011fitmenler taraf\u0131ndan okullar yap\u0131l\u0131r; k\u00f6yler a\u011fa\u00e7land\u0131r\u0131lmaya, \u00f6rnek bah\u00e7eler ve tarlalar olu\u015fturulmaya ba\u015flan\u0131r. E\u011fitmen k\u00f6y\u00fcn \u201cbilen\u201d ve bildi\u011fini k\u00f6yl\u00fcye \u00f6\u011freten \u00f6znesi haline gelir. Bu s\u0131rada yerel bas\u0131nda da e\u011fitmenlerin ba\u015far\u0131lar\u0131na ili\u015fkin haberler yer almaya ba\u015flar. Bir bak\u0131ma K\u00f6y E\u011fitmen Kurslar\u0131\u2019n\u0131n ba\u015far\u0131lar\u0131, kamuoyunda me\u015fruiyetini de sa\u011flam\u0131\u015f, enstit\u00fclerin a\u00e7\u0131l\u0131\u015f\u0131na giden yol belirginle\u015fmi\u015ftir. Ard\u0131ndan da k\u00f6ylerdeki e\u011fitim sorununu olabilecek en h\u0131zl\u0131 bi\u00e7imde \u00e7\u00f6zmek i\u00e7in K\u00f6y Enstit\u00fcleri\u2019nin kurulmas\u0131na karar verilir. Hasan Ali Y\u00fccel\u2019in bakanl\u0131\u011f\u0131 d\u00f6neminde (Aral\u0131k 1938-A\u011fustos 1946), K\u00f6y Enstit\u00fcleri Yasas\u0131 ge\u00e7irilir. Buradaki ama\u00e7 K\u00f6y E\u011fitmen Kurslar\u0131\u2019yla benzerlik ta\u015f\u0131r. Ancak i\u00e7erik olarak daha kapsaml\u0131 ve \u00fclke \u00e7ap\u0131nda yayg\u0131n bir uygulama olarak hayata ge\u00e7irilir. K\u00f6y Enstit\u00fcleri arac\u0131l\u0131\u011f\u0131yla k\u00f6ylerde be\u015f y\u0131l e\u011fitim veren ilkokullar\u0131 a\u00e7mak, bu okullarda yoksul k\u00f6yl\u00fc \u00e7ocuklar\u0131n\u0131 e\u011fitmek, nitelikli i\u015fg\u00fcc\u00fc yaratmak, \u201ck\u00f6y\u00fc canland\u0131rmak\u201d (\u201ck\u00f6y\u00fc canland\u0131rma\u201d kavram\u0131 Tongu\u00e7\u2019a aittir) ve \u201ck\u00f6yl\u00fclerin vatanda\u015fl\u0131k bilincinin geli\u015ftirilmesi\u201d hedeflenir. Nitekim bu okullara al\u0131nan \u00e7ocuklar\u0131n ilkokul mezunu ve k\u00f6yl\u00fc \u00e7ocu\u011fu olmas\u0131 \u015fartt\u0131r. K\u00f6yl\u00fc k\u0131z \u00e7ocuklar\u0131n\u0131n K\u00f6y Enstit\u00fcleri\u2019ne al\u0131nmas\u0131 i\u00e7in ise k\u0131zlara bir dizi pozitif ayr\u0131mc\u0131l\u0131k yap\u0131l\u0131r: Erkek \u00e7ocuklar K\u00f6y Enstit\u00fcs\u00fc\u2019ne kabul edilirken, yanlar\u0131nda e\u011fer bir k\u0131z \u00e7ocukla gelirse s\u0131nava al\u0131nmaz. Ayr\u0131ca k\u0131z \u00e7ocuklar\u0131na da s\u0131nav yap\u0131lmaz. Bunun yan\u0131 s\u0131ra k\u0131z \u00e7ocuklar\u0131ndan baz\u0131lar\u0131n\u0131n ilkokulu bitirmeden dahi K\u00f6y Enstit\u00fcleri\u2019ne al\u0131nd\u0131\u011f\u0131n\u0131, burada ilkokulu bitirmelerinin sa\u011fland\u0131\u011f\u0131 bilinmektedir. K\u00f6ylerdeki \u00f6\u011fretmenlerin de k\u0131z \u00e7ocuklar\u0131n\u0131n okutulmas\u0131 i\u00e7in seferber oldu\u011fu yap\u0131lan \u00e7al\u0131\u015fmalar taraf\u0131ndan ortaya konmu\u015ftur.<\/p>\n

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K\u00f6y Enstit\u00fcs\u00fc \u00f6\u011frencileri. Bozk\u0131r\u0131n ortas\u0131nda veya da\u011f\u0131n ba\u015f\u0131nda resital.<\/figcaption><\/figure>\n

K\u00f6y Enstit\u00fcleri, d\u00f6nemin e\u011fitim kurumlar\u0131ndan da, g\u00fcn\u00fcm\u00fczdekilerden de pek \u00e7ok a\u00e7\u0131dan farkl\u0131d\u0131r; duvarlar\u0131-s\u0131n\u0131rlar\u0131 ve g\u00fcvenli\u011fi yoktur. Yaz tatilinin standart bir zaman\u0131 da yoktur. Her enstit\u00fc ihtiya\u00e7lar\u0131n\u0131 ve \u00e7al\u0131\u015fma takvimini kendisi belirleyerek \u00f6\u011frencileri k\u00f6ylerine g\u00f6nderir. Tatil nedeniyle enstit\u00fclerin kap\u0131s\u0131na kilit vurulmaz. N\u00f6betle\u015fe i\u015fler yap\u0131lmaya devam eder. \u00c7\u00fcnk\u00fc oras\u0131 klasik anlamda okul de\u011fil, ayn\u0131 zamanda \u00fcretim ve ya\u015fam kurumudur.<\/p>\n

Yine bu kurumlarda \u00f6\u011frencileri \u00e7al\u0131\u015fkanlar, tembeller, ba\u015far\u0131l\u0131lar ve ba\u015far\u0131s\u0131zlar vb kategorilere ay\u0131ran klasik e\u011fitim sistemi s\u00f6z konusu de\u011fildir. Dersler, sadece dershanelerde de\u011fil, her yerde yap\u0131l\u0131r: Bah\u00e7ede, ah\u0131rda, kovanlar\u0131n bulundu\u011fu alanda, bir binan\u0131n veya elektrik santralinin in\u015fa alan\u0131nda\u2026 K\u00f6y Enstit\u00fcleri\u2019nin ilk y\u0131llar\u0131nda m\u00fcfredat\u0131 da yoktur. M\u00fcfredat ya\u015famdaki ihtiya\u00e7lara g\u00f6re olu\u015fturulur. \u00d6te yandan K\u00f6y Enstit\u00fcleri b\u00f6lgelerin co\u011frafi \u00f6zelliklerine uygun arazilerde ve yatay olarak bizzat \u00f6\u011frenciler ve \u00f6\u011fretmenler taraf\u0131ndan in\u015fa edilir. Binlerce d\u00f6n\u00fcml\u00fck arazilerde tar\u0131m yap\u0131l\u0131r, meyve a\u011fa\u00e7lar\u0131 yeti\u015ftirilir, k\u00f6yler a\u011fa\u00e7land\u0131r\u0131l\u0131r ve batakl\u0131klar kurutulur. Yine b\u00f6lgenin ko\u015fullar\u0131na g\u00f6re bir uzmanl\u0131k alan\u0131 olu\u015fturmak ama\u00e7lan\u0131r; hayvanc\u0131l\u0131k, bal\u0131k\u00e7\u0131l\u0131k, ar\u0131c\u0131l\u0131k, narenciye \u00fcretimi vb. Bu kurumlar\u0131n bir ba\u015fka \u00f6zelli\u011fi k\u00fclt\u00fcr derslerine de \u00f6zel bir \u00f6nem verilmesi, m\u00fczik, halk oyunlar\u0131, tiyatro gibi alanlara \u00f6\u011frencilerin y\u00f6nlendirilmesidir. Her K\u00f6y Enstit\u00fcs\u00fc\u2019n\u00fcn olmazsa olmalar\u0131 aras\u0131nda m\u00fczik ve halk danslar\u0131 gelir. Bu kurumlarda ba\u015fta mandolin, keman, ba\u011flama, piyano olmak \u00fczere pek \u00e7ok \u00e7alg\u0131 aleti bulunur. Bir ba\u015fka vazge\u00e7ilmez birimi ise binlerce yerli ve yabanc\u0131 eseri i\u00e7eren k\u00fct\u00fcphaneleridir. Bu e\u011fitim anlay\u0131\u015f\u0131n\u0131n do\u011fal bir sonucu olarak K\u00f6y Enstit\u00fcleri\u2019nde e\u011fitim, maddi ve manevi ya\u015fam\u0131n \u00fcretimi ekseninde yap\u0131l\u0131r. Bu kurumdaki k\u00f6yl\u00fc \u00e7ocuklar ve gen\u00e7ler, binlerce y\u0131l s\u00fcregelen suskunlu\u011fa inat, d\u00fc\u015f\u00fcnmeyi, konu\u015fmay\u0131, tart\u0131\u015fmay\u0131, sorgulamay\u0131 ve ak\u0131lc\u0131 y\u00f6ntemlerle \u00fcretmeyi \u00f6\u011frendiler. Hemen hepsi iyi \u00f6\u011fretmen ve sa\u011fl\u0131k memuru olmalar\u0131n\u0131n yan\u0131 s\u0131ra, iyi birer marangoz, demirci, ar\u0131c\u0131, terzi ve sanat\u00e7\u0131 oldular.<\/p>\n

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21.10.1939 tarihinde E\u011fitmen Kursu\u2019nu bitirip g\u00f6rev yerlerine gitmek \u00fczere kurstan ayr\u0131lan e\u011fitmenler kendi yapt\u0131klar\u0131 tahta bavullar\u0131yla.<\/figcaption><\/figure>\n

1946 y\u0131l\u0131ndan itibaren Cumhuriyet Halk Partili ve Demokrat Partili baz\u0131 milletvekilleri taraf\u0131ndan \u201ckom\u00fcnist yeti\u015ftirdikleri\u201d, k\u0131z erkek ayn\u0131 mek\u00e2nda e\u011fitim g\u00f6rd\u00fckleri sav\u0131yla K\u00f6y Enstit\u00fcleri aleyhinde kampanya ba\u015flat\u0131ld\u0131. Ayn\u0131 y\u0131l Y\u00fccel\u2019in yerine K\u00f6y Enstit\u00fcleri kar\u015f\u0131t\u0131 Re\u015fat \u015eemsettin Sirer bakanl\u0131\u011fa getirildi. \u0130lk\u00f6\u011fretim Genel M\u00fcd\u00fcr\u00fc \u0130. Hakk\u0131 Tongu\u00e7 istifa etmek zorunda kald\u0131 ve ilk i\u015f olarak da enstit\u00fclerin m\u00fcfredat\u0131 de\u011fi\u015ftirildi. Ard\u0131ndan karma e\u011fitime son verildi ve k\u00f6yl\u00fc k\u0131zlar\u0131n tek e\u011fitim se\u00e7ene\u011fi ortadan kald\u0131r\u0131ld\u0131. B\u00f6ylece k\u0131z \u00f6\u011frencilerin okulla\u015fma oran\u0131 dramatik olarak d\u00fc\u015ft\u00fc. 1954 y\u0131l\u0131nda ise K\u00f6y Enstit\u00fcleri kapat\u0131ld\u0131 ve yerine k\u00f6y ilk\u00f6\u011fretmen okullar\u0131 a\u00e7\u0131ld\u0131.K\u00f6y Enstit\u00fcleri kapat\u0131ld\u0131\u011f\u0131 y\u0131l, 21 b\u00f6lgede e\u011fitim vermekteydi. Bu kurumlardan 1940-1954 y\u0131llar\u0131 aras\u0131nda; 1398\u2019i kad\u0131n, 15.943\u2019\u00fc erkek 17.341 \u00f6\u011fretmen mezun oldu. K\u00f6y Enstit\u00fcleri\u2019nin sa\u011fl\u0131k kolunda ise 1248 sa\u011fl\u0131k memuru yeti\u015fti. E\u011fitmen Kurslar\u0131\u2019ndan ise 1947 y\u0131l\u0131na dek, 8675 e\u011fitmen mezun oldu.<\/p>\n

Yukar\u0131da k\u0131saca \u00f6zetledi\u011fimiz K\u00f6y Enstit\u00fcleri, 17 Nisan 2015 tarihinde 75. y\u0131l\u0131n\u0131 geride b\u0131rakt\u0131. G\u00fcn\u00fcm\u00fczde e\u011fitim sisteminin i\u00e7inde bulundu\u011fu sorunlar\u0131n \u00e7\u00f6z\u00fcm\u00fcne ili\u015fkin \u00e7ok \u00f6nemli ipu\u00e7lar\u0131 bulunduran K\u00f6y Enstit\u00fcleri sistemine yeniden bakman\u0131n \u00f6nemli oldu\u011fu kan\u0131s\u0131nday\u0131z. T\u00fcrkiye\u2019de bug\u00fcn e\u011fitim sisteminin b\u00fcy\u00fck bir \u00e7\u0131kmazda oldu\u011fu, hemen her kesim taraf\u0131ndan kabul edilmektedir. Biliminsanlar\u0131ndan \u00f6\u011fretmenlere, velilere, \u00f6\u011frencilere dek herkes e\u011fitimde nitelik ve nicelik a\u00e7\u0131s\u0131ndan sorun oldu\u011fundan yak\u0131nmaktad\u0131r. \u0130\u015f d\u00fcnyas\u0131 \u201cmeslek e\u011fitimi memleket meselesi\u201d slogan\u0131yla sesini y\u00fckseltirken, bir yandan da \u00fcniversitelerin say\u0131s\u0131n\u0131n artmas\u0131na kar\u015f\u0131n, \u00fcniversite mezunlar\u0131n\u0131n niteli\u011finin d\u00fc\u015ft\u00fc\u011f\u00fcnden yak\u0131nmaktad\u0131r. Siyaset\u00e7iler de benzer \u015fekilde e\u011fitimin mevcut halinden \u015fik\u00e2yetlerini dile getirmektedirler. Hatta genel se\u00e7imlerden \u00f6nce CHP, iktidara geldikleri zaman e\u011fitim modeli olarak Finlandiya\u2019y\u0131 \u00f6rnek alacaklar\u0131n\u0131 dile getirmi\u015ftir. Oysa T\u00fcrkiye\u2019nin e\u011fitim sorunlar\u0131n\u0131 \u00e7\u00f6zmek i\u00e7in \u00e7ok uzaklara gitmeye gerek yoktur. Bunun i\u00e7in kendi tarihimizdeki uygulamalara yak\u0131ndan bakmak yeterlidir. E\u011fitim sorunlar\u0131n\u0131n yan\u0131tlar\u0131 bu tarih i\u00e7indedir, incelenmeyi ve g\u00f6r\u00fclmeyi beklemektedir.<\/p>\n

\u00d6te yandan T\u00fcrkiye\u2019nin mesleki e\u011fitim ve \u00f6\u011fretmen yeti\u015ftirme sorunlar\u0131n\u0131n a\u015f\u0131lamamas\u0131n\u0131n en \u00f6nemli sebepleri aras\u0131nda K\u00f6y Enstit\u00fcs\u00fc sendromu bulunmaktad\u0131r! Sa\u011f siyasi gelenek, K\u00f6y Enstit\u00fcleri deneyimini korkuyla reddetmekte, solun bir kesimi ise yeterince \u201c\u00f6zg\u00fcrle\u015ftirici olmad\u0131\u011f\u0131\u201d sav\u0131yla yok saymaktad\u0131r. Oysa K\u00f6y Enstit\u00fcleri; meslek erbab\u0131 ve \u00f6\u011fretmen yeti\u015ftirme y\u00f6ntemi, uygulamal\u0131 e\u011fitim, i\u015f e\u011fitimi, sanat e\u011fitimi, e\u011fitimde \u00f6zy\u00f6netim, olanak e\u015fitli\u011fi ve toplumsal cinsiyet e\u015fitli\u011fi, demokratik de\u011ferleri ya\u015fama ge\u00e7irme al\u0131\u015fkanl\u0131\u011f\u0131 ve ilkeleri a\u00e7\u0131s\u0131ndan 2015 y\u0131l\u0131nda da halen ders al\u0131nabilecek bir e\u011fitim deneyimidir. Ge\u00e7mi\u015ften \u00f6\u011frenmeme ve gereken dersleri \u00e7\u0131karamama sonucu, par\u00e7ac\u0131l ve ge\u00e7ici \u00e7\u00f6z\u00fcmler \u00fcretilmekte, ak\u0131lc\u0131 ve b\u00fct\u00fcnc\u00fcl \u00e7\u00f6z\u00fcmlerden ka\u00e7\u0131n\u0131lmaktad\u0131r. Dahas\u0131 e\u011fitimin din eksenli hale gelmesi, bilimsel bilgiden ve sanattan yoksun k\u0131l\u0131nmas\u0131 giderek derinle\u015fen toplumsal sorunlara kaynakl\u0131k edecek bir potansiyel bar\u0131nd\u0131rmaktad\u0131r. Sosyal Bilimler Dergisi<\/em>\u2019nin bu say\u0131s\u0131n\u0131 haz\u0131rlarken, e\u011fitime ili\u015fkin yukar\u0131da k\u0131saca \u00f6zetledi\u011fimiz kayg\u0131lar bize e\u015flik etmi\u015ftir. Sonu\u00e7 olarak, bu say\u0131da yer alan makalelerin, ge\u00e7mi\u015fi an\u0131msatmas\u0131n\u0131 ve yeni \u00e7al\u0131\u015fmalara kaynakl\u0131k etmesini umuyoruz.<\/p>\n

Sosyal Bilimler Dergisi\u2019nin \u2018K\u00f6y Enstit\u00fcleri\u2019 say\u0131s\u0131<\/strong><\/p>\n

Sosyal Bilimler Dergisi<\/em>\u2019nin \u201cE\u011fitim Tarihimizde \u00d6zg\u00fcn Bir Uygulama Olan K\u00f6y Enstit\u00fcleri 75 Ya\u015f\u0131nda!\u201d temal\u0131 yeni say\u0131s\u0131ndaki ilk makale, Song\u00fcl Sallan G\u00fcl ve Ay\u015fe Alican\u2019\u0131n \u201cCumhuriyet Modernle\u015fmesinin Anadolu Ate\u015fi: K\u00f6y Enstit\u00fcleri\u201d ba\u015fl\u0131\u011f\u0131n\u0131 ta\u015f\u0131yor. Makalede Bat\u0131 d\u0131\u015f\u0131 modernle\u015fme \u00f6rnekleri aras\u0131nda yer alan T\u00fcrk modernle\u015fmesinin temel \u00f6zelli\u011fine de\u011finiliyor. Buna g\u00f6re T\u00fcrkiye, Avrupa\u2019n\u0131n s\u00f6m\u00fcrgecili\u011fi kar\u015f\u0131s\u0131nda ulusal ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131 tercih etmi\u015f, e\u011fitim ve k\u00fclt\u00fcr devrimleriyle modernle\u015fme bir arada ger\u00e7ekle\u015ftirilmeye \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r. K\u00f6y Enstit\u00fcleri, bu modernle\u015fme s\u00fcrecinin, en \u00f6zg\u00fcn ve ba\u015far\u0131l\u0131 aya\u011f\u0131n\u0131 olu\u015fturmaktad\u0131r.<\/p>\n

Niyazi Altunya\u2019n\u0131n, \u201cK\u00f6y Enstit\u00fcleri Sisteminde Y\u00f6netim\u201d ba\u015fl\u0131kl\u0131 makalesi ise, bu kurumlardaki y\u00f6netim sisteminin \u00f6zg\u00fcnl\u00fc\u011f\u00fcne ve demokratik k\u00fclt\u00fcrel ortam\u0131n olu\u015fmas\u0131na katk\u0131lar\u0131na de\u011finiyor. Altunya\u2019n\u0131n makalesi, demokratik ve kat\u0131l\u0131mc\u0131 \u00f6rg\u00fctsel anlay\u0131\u015f\u0131n e\u011fitimdeki \u00f6nemine vurgu yap\u0131yor.<\/p>\n

Ayfer Kocaba\u015f\u2019\u0131n makalesi, \u201cS\u00fcre\u00e7 Temelli \u00d6\u011frenme ve K\u00f6y Enstit\u00fcleri\u201d ad\u0131n\u0131 ta\u015f\u0131yor. Makalede, g\u00fcn\u00fcm\u00fczde son derece \u00f6nemli olan s\u00fcre\u00e7 temelli e\u011fitim ile K\u00f6y Enstit\u00fcleri aras\u0131ndaki ortakl\u0131klara de\u011finiliyor.<\/p>\n

Kemal Kocaba\u015f, \u201cK\u00f6y Enstit\u00fcleri ve Fen E\u011fitimi\u201d adl\u0131 makalesinde, fen e\u011fitiminin g\u00fcn\u00fcm\u00fczdeki durumu ile K\u00f6y Enstit\u00fcleri\u2019ndeki uygulamay\u0131 kar\u015f\u0131la\u015ft\u0131r\u0131yor, ya\u015famdaki ihtiya\u00e7lar ile fen e\u011fitimi aras\u0131ndaki ba\u011f\u0131 \u00f6rneklerden hareketle inceliyor. Kocaba\u015f, Fen e\u011fitiminin K\u00f6y Enstit\u00fcleri\u2019ndeki \u00f6zg\u00fcn yerine dikkatleri \u00e7ekiyor.<\/p>\n

Alper Ak\u00e7am ise \u201cBat\u0131 R\u00f6nesans\u0131nda Rabelais, T\u00fcrk Edebiyat\u0131nda K\u00f6y Enstit\u00fcl\u00fcler\u201d konusunu ele al\u0131rken, K\u00f6y Enstit\u00fcl\u00fc yazarlar\u0131n T\u00fcrkiye k\u00fclt\u00fcr\u00fcne ta\u015f\u0131d\u0131\u011f\u0131 de\u011ferlerden s\u00f6z ediyor. Ak\u00e7am\u2019a g\u00f6re grotesk halk k\u00fclt\u00fcr\u00fc \u00f6\u011feleri, \u00fcst k\u00fclt\u00fcre enstit\u00fc mezunu yazarlar taraf\u0131ndan ta\u015f\u0131nm\u0131\u015ft\u0131r. Buna g\u00f6re, Rabelais roman\u0131 ile K\u00f6y Enstit\u00fcl\u00fc yazarlar\u0131n yap\u0131tlar\u0131 aras\u0131nda \u00f6nemli ko\u015futluklar ve \u00f6zde\u015flikler bulunmaktad\u0131r.<\/p>\n

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\u0130\u015fte bunun i\u00e7in kapatt\u0131lar K\u00f6y Enstit\u00fclerini!<\/figcaption><\/figure>\n

Song\u00fcl Sallan G\u00fcl, Ay\u015fe Alican ve Firdevs G\u00fcm\u00fc\u015fo\u011flu\u2019nun \u201cCumhuriyet Modernle\u015fmesinin Ayd\u0131nlanma Sembolleri: Kad\u0131nlar ve K\u00f6y Enstit\u00fcleri\u201d adl\u0131 makalede, Osmanl\u0131\u2019dan g\u00fcn\u00fcm\u00fcze kad\u0131n tarihi ele al\u0131n\u0131yor, kad\u0131nlar\u0131n modernle\u015fmenin \u00f6znesi olarak g\u00f6r\u00fclmesi tart\u0131\u015f\u0131l\u0131yor. Karma e\u011fitimin yayg\u0131nla\u015ft\u0131r\u0131lmas\u0131 ve K\u00f6y Enstit\u00fcleri\u2019nde kad\u0131nlara y\u00f6nelik pozitif ayr\u0131mc\u0131 uygulamalar, k\u00f6y\u00fc d\u00f6n\u00fc\u015ft\u00fcrecek kad\u0131n \u00f6\u011fretmen modelinin yarat\u0131lmas\u0131, kad\u0131nlar\u0131n g\u00fc\u00e7lendirilmesi a\u00e7\u0131s\u0131ndan inceleniyor.<\/p>\n

K\u00f6y Enstit\u00fcs\u00fc mezunu, e\u011fitimci ve yazar Pakize T\u00fcrko\u011flu ise, \u201cK\u00f6y Enstit\u00fclerinin E\u011fitim K\u00fclt\u00fcr\u00fcne Getirdi\u011fi Demokratik De\u011ferler ve Ele\u015ftiri G\u00fcnleri\u201d ba\u015fl\u0131kl\u0131 makalesinde, ele\u015ftiri k\u00fclt\u00fcr\u00fc ile demokratik de\u011ferler aras\u0131ndaki ba\u011fa dikkat \u00e7ekiyor. T\u00fcrko\u011flu, demokratik de\u011ferlerin e\u011fitim k\u00fclt\u00fcr\u00fcnden ve f\u0131rsat e\u015fitli\u011finden ayr\u0131lmayaca\u011f\u0131n\u0131 dile getiriyor. K\u00f6y Enstit\u00fcleri\u2019nin, e\u011fitim k\u00fclt\u00fcr\u00fcne ve yarat\u0131c\u0131 bireyler yeti\u015ftirilmesine katk\u0131lar\u0131n\u0131 ele al\u0131yor.<\/p>\n

Firdevs G\u00fcm\u00fc\u015fo\u011flu\u2019nun \u201c\u0130smail Hakk\u0131 Tongu\u00e7\u2019un Mektuplar\u0131 ve Klasik E\u011fitime Kar\u015f\u0131 \u00d6zg\u00fcrle\u015ftirici E\u011fitim\u201d adl\u0131 makalesinde, bir ileti\u015fim arac\u0131 olan mektupla\u015fman\u0131n, 1935\u2019ten itibaren, mevcut b\u00fcrokratik kal\u0131plara ve klasik e\u011fitim anlay\u0131\u015f\u0131na kar\u015f\u0131 nas\u0131l bir i\u015flev g\u00f6rd\u00fc\u011f\u00fc inceleniyor. Tongu\u00e7\u2019un mektuplar\u0131ndan hareketle K\u00f6y Enstit\u00fcleri\u2019ndeki e\u011fitim ve y\u00f6netim anlay\u0131\u015f\u0131n\u0131n, ele\u015ftirel pedagojiye katk\u0131 sa\u011flayacak i\u00e7eri\u011fe sahip oldu\u011fu \u00f6ne s\u00fcr\u00fcl\u00fcyor.<\/p>\n

Figen K\u0131v\u0131lc\u0131m \u00c7orakba\u015f ve Ay\u015fe Deniz Ye\u015filtepe imzal\u0131 \u201cK\u00f6y Enstit\u00fcleri Yerle\u015fkelerinde E\u011fitim Sistemi De\u011fi\u015fikliklerinin Mekansal Yans\u0131malar\u0131: Erzurum Pulur K\u00f6y Enstit\u00fcs\u00fc Yerle\u015fkesi\u201d adl\u0131 makalede, K\u00f6y Enstit\u00fcleri mimarisinin \u00f6zg\u00fcnl\u00fc\u011f\u00fc ve e\u011fitimin i\u00e7eri\u011fine ne denli uygun oldu\u011fu tart\u0131\u015f\u0131l\u0131yor.<\/p>\n

Mithat K. Vural da, \u201cII. D\u00fcnya Sava\u015f\u0131 Sonras\u0131 Anti-Kom\u00fcnist Siyasal \u0130klimin K\u00f6y Enstit\u00fclerinin Kapat\u0131lmas\u0131na Etkisi\u201d adl\u0131 makalesinde, K\u00f6y Enstit\u00fcleri\u2019nin kapat\u0131lma nedenlerini, So\u011fuk Sava\u015f d\u00f6nemiyle ili\u015fkilendirerek ele al\u0131yor. II. D\u00fcnya Sava\u015f\u0131 sonras\u0131nda ortaya \u00e7\u0131kan iki kutuplu d\u00fcnyada, T\u00fcrkiye\u2019nin SSCB kar\u015f\u0131t\u0131 bir d\u0131\u015f politika tercihiyle birlikte ortaya \u00e7\u0131kan K\u00f6y Enstit\u00fcleri d\u00fc\u015fmanl\u0131\u011f\u0131n\u0131n, anti kom\u00fcnist iklimle ba\u011f\u0131 analiz ediliyor.<\/p>\n

Emre Zeytino\u011flu, \u201c\u0130deal Laboratuar: K\u00f6y Enstit\u00fcleri Sergileri \u00dczerine\u201d adl\u0131 yaz\u0131s\u0131nda 5 Haziran 2014 tarihinde B\u00fckre\u015f Parlamento binas\u0131ndaki Modern Sanatlar M\u00fczesi Galerileri\u2019nde, MSGS\u00dc\u2019nin de i\u00e7inde yer ald\u0131\u011f\u0131 bir sergiden s\u00f6z ediyor. Sergi, K\u00f6y Enstit\u00fcleri temas\u0131yla \u201ce\u011fitim\u201d ve \u201csanat\u201d ekseni \u00fczerinden kurgulanm\u0131\u015f. Zeytino\u011flu, K\u00f6y Enstit\u00fcleri\u2019nde kullan\u0131lan objelerden esinlenen sanat\u00e7\u0131lar\u0131n eserlerini de\u011ferlendiriyor.<\/p>\n","protected":false},"excerpt":{"rendered":"

Sa\u011f siyasi gelenek, K\u00f6y Enstit\u00fcleri deneyimini korkuyla reddetmekte, solun bir kesimi ise yeterince \u201c\u00f6zg\u00fcrle\u015ftirici olmad\u0131\u011f\u0131\u201d sav\u0131yla yok saymaktad\u0131r. Oysa K\u00f6y Enstit\u00fcleri; meslek erbab\u0131 ve \u00f6\u011fretmen yeti\u015ftirme y\u00f6ntemi, uygulamal\u0131 e\u011fitim, i\u015f e\u011fitimi, sanat e\u011fitimi, e\u011fitimde \u00f6zy\u00f6netim, olanak e\u015fitli\u011fi ve toplumsal cinsiyet e\u015fitli\u011fi, demokratik de\u011ferleri ya\u015fama ge\u00e7irme al\u0131\u015fkanl\u0131\u011f\u0131 ve ilkeleri a\u00e7\u0131s\u0131ndan halen ders al\u0131nabilecek bir e\u011fitim deneyimidir. […]<\/p>\n","protected":false},"author":127,"featured_media":16894,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[178,215,28,29],"tags":[276,1144,430],"class_list":["post-16888","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-141-sayi","category-egitim-bilimleri","category-sosyal-bilimler","category-toplum","tag-egitim","tag-koy-enstitusu","tag-toplum"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t