1935 CURRICULUM OF SOCIOLOGY COURSE WITH SOLIDARIST AND STATIST CONTENT

Emine Öztürk

Article Details

1935 CURRICULUM OF SOCIOLOGY COURSE WITH SOLIDARIST AND STATIST CONTENT

Authors:

Emine Öztürk

Publisher:

Ankara University

Main Topics:

Eğitim Sosyolojisi | İktisat Sosyolojisi | Türk Siyasi Tarihi

Journal:

Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi Vol.65 Issue 1, pp.612-636

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001351550

pISSN:

2459-0150

Keywords:

Abstract:

 This study examines the solidaristic and statist issues of the second curriculum of the sociology course which was implemented in the 1935-1936 academic year, within the framework of international and national dynamics. The largest area in the program is divided into this section and these elements appear mainly in economic issues. Solidaristic thought, which has matured since the Second Constitutional Era, has significantly shaped the social structure of the Republic. Protectionist-statist economic policies dominated the 1930-1939 period. Until 1930, Turkey was an underdeveloped country exporting agricultural products and importing industrial goods, but during the Great Depression, like many other countries, it turned to a model of import substitution industrialization and protectionist economic policies under state leadership. The dominant societal understanding of this period, during which Turkey initiated its first industrialization breakthrough, was solidarism, referred to as populism in the official discourse. This concept was based on the assumption that there were no class divisions and therefore no class conflicts in Turkey, and that complementary productive forces formed functional parts of a harmonious whole. The solidarism and statism of the period complement each other. During the period when the ideologicalpolitical education of youth gained importance in many countries, the Single-Party Power also aimed to educate high school youth, the most educated and dynamic segment of the society, in line with official policies. With its solidaristic and statist content, although it has intensive issues, the sociology course fulfilled a pedagogical function that aligned with the dominant tendencies of the period.

 This study examines the solidaristic and statist issues of the second curriculum of the sociology course which was implemented in the 1935-1936 academic year, within the framework of international and national dynamics. The largest area in the program is divided into this section and these elements appear mainly in economic issues. Solidaristic thought, which has matured since the Second Constitutional Era, has significantly shaped the social structure of the Republic. Protectionist-statist economic policies dominated the 1930-1939 period. Until 1930, Turkey was an underdeveloped country exporting agricultural products and importing industrial goods, but during the Great Depression, like many other countries, it turned to a model of import substitution industrialization and protectionist economic policies under state leadership. The dominant societal understanding of this period, during which Turkey initiated its first industrialization breakthrough, was solidarism, referred to as populism in the official discourse. This concept was based on the assumption that there were no class divisions and therefore no class conflicts in Turkey, and that complementary productive forces formed functional parts of a harmonious whole. The solidarism and statism of the period complement each other. During the period when the ideologicalpolitical education of youth gained importance in many countries, the Single-Party Power also aimed to educate high school youth, the most educated and dynamic segment of the society, in line with official policies. With its solidaristic and statist content, although it has intensive issues, the sociology course fulfilled a pedagogical function that aligned with the dominant tendencies of the period.

 This study examines the solidaristic and statist issues of the second curriculum of the sociology course which was implemented in the 1935-1936 academic year, within the framework of international and national dynamics. The largest area in the program is divided into this section and these elements appear mainly in economic issues. Solidaristic thought, which has matured since the Second Constitutional Era, has significantly shaped the social structure of the Republic. Protectionist-statist economic policies dominated the 1930-1939 period. Until 1930, Turkey was an underdeveloped country exporting agricultural products and importing industrial goods, but during the Great Depression, like many other countries, it turned to a model of import substitution industrialization and protectionist economic policies under state leadership. The dominant societal understanding of this period, during which Turkey initiated its first industrialization breakthrough, was solidarism, referred to as populism in the official discourse. This concept was based on the assumption that there were no class divisions and therefore no class conflicts in Turkey, and that complementary productive forces formed functional parts of a harmonious whole. The solidarism and statism of the period complement each other. During the period when the ideologicalpolitical education of youth gained importance in many countries, the Single-Party Power also aimed to educate high school youth, the most educated and dynamic segment of the society, in line with official policies. With its solidaristic and statist content, although it has intensive issues, the sociology course fulfilled a pedagogical function that aligned with the dominant tendencies of the period.

 Bu çalışma, sosyoloji dersinin 1935-1936 eğitim-öğretim yılında yürürlüğe giren ikinci öğretim programındaki solidarist ve devletçi unsurları, 1930lu yılların uluslararası ve ulusal dinamikleri çerçevesinde ele almaktadır. Programda en geniş yer iktisat alanına ayrılmıştır ve söz konusu unsurlar ağırlıklı olarak iktisat konularında karşımıza çıkmaktadır. II. Meşrutiyet yıllarından itibaren olgunlaşan solidarist düşünce, Cumhuriyetin toplum kurgusuna önemli ölçüde yön vermiştir. Korumacı-devletçi iktisat politikaları ise 1930-1939 dönemine damga vurmuştur. 1930a kadar tarım ürünleri ihraç edip sanayi ürünleri ithal eden azgelişmiş bir ülke olan Türkiye, Büyük Buhran yıllarında pek çok ülke gibi korumacı iktisat politikalarına ve devlet önderliğinde ithal ikamesine dayalı sanayileşme modeline yönelmiştir. Türkiyenin ilk sanayileşme atılımını gerçekleştirdiği bu dönemin egemen toplum anlayışı olan ve resmî söylemde halkçılık olarak adlandırılan solidarizm, Türkiyede sınıfsal ayrışmaların ve dolayısıyla sınıf çatışmasının bulunmadığı, birbirini tamamlayan üretici güçlerin ahenkli bir bütünün işlevsel parçalarını oluşturduğu kabulüne dayanmaktadır. Dönemin solidarizmi ile devletçiliği birbirini tamamlamaktadır. Birçok ülkede gençliğin ideolojiksiyasal eğitiminin önem kazandığı bu dönemde, Tek Parti İktidarı da toplumun öğrenim düzeyi en yüksek ve en dinamik katmanı içinde yer alan lise gençliğini resmî politikalar doğrultusunda yetiştirmeye yönelmiştir. Solidarist ve devletçi içeriğiyle sosyoloji dersi, lise çağı için ağır ve yoğun denebilecek bir konu listesine sahip olmakla birlikte, dönemin egemen eğilimlerine uygun bir pedagojik işlevi yerine getirmiştir.

Article Details

1935 CURRICULUM OF SOCIOLOGY COURSE WITH SOLIDARIST AND STATIST CONTENT

Authors:

Emine Öztürk

Publisher:

Ankara University

Main Topics:

Eğitim Sosyolojisi | İktisat Sosyolojisi | Türk Siyasi Tarihi

Journal:

Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi Vol.65 Issue 1, pp.612-636

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001351550

pISSN:

2459-0150

Early Repablican Era

Solidarism

Statism

Secondary education

Teaching sociology

CurriculumErken Cumhuriyet Dönemi

Solidarizm

Devletçilik

Sosyoloji Öğretimi

Ortaöğretim

Issues

Article Details

Authors: Emine Öztürk

Publisher: Ankara University

Main Topics: Eğitim Sosyolojisi | İktisat Sosyolojisi | Türk Siyasi Tarihi

Journal: Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi Vol.65 Issue 1, pp.612-636

Document Type: Article

Publication Date: 6/2025

Document Language: Turkish

Document ID (Org No.): 2001351550

pISSN: 2459-0150

Issues

Authors:

Emine Öztürk

Publisher:

Ankara University

Main Topics:

Eğitim Sosyolojisi | İktisat Sosyolojisi | Türk Siyasi Tarihi

Journal:

Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi Vol.65 Issue 1, pp.612-636

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001351550

pISSN:

2459-0150