Preview

Turkish History

Good Essays
Open Document
Open Document
5783 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Turkish History
WEEK 9.YOUNG TURKS * Tıbbiye students formed Ottoman Unity Society, laters some members joined CUP_Committe of Unity and progress. * Started against Abdulhamid’s absolute regime (istibdad). Supporting the westernizationed and modernizations. * Many member of the Y.O were educated in Western style school of Ottoman Empire, however these members are lower ranking bureaucrats and student of royal colleges. * Baski yonetimine karsi kendi aralarinda kurduklari birlikle mucadele baslayan grup CUP’nin temellerini olusturmaktadir. * CUP leaders represented themselves as directors of not only of a distinct group political organization but also of a much larger ideological movement. * Abdulhamit II used the term “agiator” (fesat,tahrikçi) for Young Turks. * CUP realized that they were fighting against the absolute regime. Namık kemal said that it is impossible to eliminate liberty by opression and cruelty. * They represented modernist wing of Ottoman Empire. They regarded themselves as the natural heirs of the reformist movement. * They demanded Ottoman Empire install Western institutions. “there is only 1 civilization, that is European civilization.” For Young Turks, European civilization was essentially synonymous with “contemporary science.”
CONCEPTS
1. SCIENCE: * Popular science and materalism were main support of Young Turks Royal Medical School, birthplace of CUP. * Young Turks gave no credit to reconcile western civilization and science with Islam and traditional ways. * Science articles were published in journals. Science is their way of thinking. They wanted replace religion with science. Royal medical school played important role to set a ground for materialist and antireligious ideas. * Students read from Darwins’s work so they saw the difference between nature and religion. Belief in god was harshly criticized. They were impressed by Bucher who says religion is considered obstacle to human progress.

You May Also Find These Documents Helpful

  • Satisfactory Essays

    13. What groups were formed as a result of the Ottoman Empire’s reforms and what did each group advocate?…

    • 440 Words
    • 2 Pages
    Satisfactory Essays
  • Satisfactory Essays

    Ap World Ch 19

    • 1175 Words
    • 5 Pages

    2. The Ottoman Empire was a cosmopolitan society in which Osmanli-speaking, tax-exempt military class (askeri) served the sultan as soldiers & bureaucrats. The common people – Christians, Jews, and Muslims – were referred to as the raya (flock of sheep).…

    • 1175 Words
    • 5 Pages
    Satisfactory Essays
  • Satisfactory Essays

    Civ 202 P

    • 383 Words
    • 2 Pages

    Describe the role played by European imperialism in the emergence of the modern Middle East from the decay/division of the Ottoman Empire. Discuss the impact of Western concepts of nationalism, capitalism, and socialism on traditional Islamic culture. How did the Islamic world respond/react to Western influences? Use SPECIFIC examples as illustrations.…

    • 383 Words
    • 2 Pages
    Satisfactory Essays
  • Powerful Essays

    For Atatürk to successfully advocate an independent national identity, he would have to sever links with other Middle Eastern cultures, through language, cultural reform and politics. Ottoman Turkish, which is considered vastly different to modern “Istanbul Turkish”, used many loanwords from Arabic and Persian, and in the empire, Arabic was considered their scientific and legal language, and Persian their literary language. The Turkish spoken by uneducated Turks was referred to as “rough Turkish”, but would eventually become reinstated as the national language of Turkey by Atatürk. In doing so, Atatürk was able to work towards severing connections with the rest of the Muslim world, which he saw as stagnating, and move towards Europe, a symbol of progress . Atatürk spread nationalist ideology throughout Turkey through many mediums, including teaching it to children. As of 1924, the Atatürk regime began publishing new history textbooks, which, unlike its predecessors, focused almost solely on Ottoman heritage, rather than Islam and the Middle East, and portrayed the Islamification of Turkey as its downfall, emphasizing the importance of the 19th century nationalism movement. In 1929, textbooks focusing on the spread of the Turkic people around the globe were released, stating that “Turks brought civilization to the world”, rather than focusing on Arab and Persian civilization, contrasting Ottoman era textbooks. Despite the progress made through nationalism, atrocities were also committed in Turkey due to the spread of this new ideal, such as the Armenian, Greek and Jewish genocide. After the Greco-Turkish wars, Greeks, and in extension, Christians were viewed as a threat to the Turkish republic, and due to this, were either deported or massacred. Aggressive Kemalist nationalism has still left its mark on Turkey today, due to the discrimination non-Turkish Muslims face, who, prior to this new…

    • 1722 Words
    • 7 Pages
    Powerful Essays
  • Better Essays

    It wasn’t until the nineteenth century that the conditions between the Armenians and Muslims population worsen that made the Ottoman officials in a bind. The Muslims were resentful that the Armenian community was flourishing in culture and economics whiled the Ottoman Empire was experiencing trouble. Armenian leaders wanted more fairer treatments and autonomy within the empire caused the tensions between Muslim and Armenians to rise even further.…

    • 1330 Words
    • 6 Pages
    Better Essays
  • Powerful Essays

    Ottoman Brotherhood

    • 1200 Words
    • 5 Pages

    The roots of the Ottoman revolution resided in the education of the populace throughout the Hamidian period. As Campos cites, between the years of 1876 and 1909 approximately ten thousand new elementary, middle, and high schools were established. Along with this lower education came a rise in law, medicine and military science schools as well. In a sense, literacy and loyalty were thought to be intertwined in maintaining the integration of the empire, as schools were established in regions that seemed politically sensitive like Crete, Cyprus, and Macedonia to combat growing ideals of nationalism. Ironically, instead of becoming more loyal to the Ottoman sultan, education made these individuals more loyal to the state. Ottoman’s became more aware of their predicament, as education enabled them to contrast their position with the outside world. As a result, individuals began to formulate ideal notions of government and engaged in debates on the meaning of citizenship. In summary, the subsequent…

    • 1200 Words
    • 5 Pages
    Powerful Essays
  • Powerful Essays

    The Ottoman rulers, like most of their subjects, were Muslim. Christians had to pay higher taxes than Muslims, for example, and they had very few political and legal rights. In spite of these obstacles, the Armenian community thrived under Ottoman rule. They tended to be better educated and wealthier than their Turkish neighbors. In 1908, a new government came to power in Turkey. A group of reformers who called themselves the “Young Turks” overthrew Sultan Abdul Hamid and established a more modern constitutional government. At first, the Armenians were hopeful that they would have an equal place in this new state, but they soon learned that what the nationalistic Young Turks wanted most of all was to “Turkify” the empire. According to this way of thinking, non-Turks–and especially Christian non-Turks–were a grave threat to the new…

    • 1815 Words
    • 8 Pages
    Powerful Essays
  • Better Essays

    The importance of nationalism to the Ottomans brought about the dissolution of the multi religion/ethnic Empire and transformed it into a Turkish nation-state based on a mono-religion/ethnic empire. Enver Pasha, a member of the Committee of Union and Progress (CUP), predicted the possibility of the collapse of the nation and claimed that the “non Turkish elements within the country had shown themselves to be opposed to the empire’s continued existence” (Akçam xiv). In order to preserve the state, measures had to be taken against them. “Non Turkish elements” were “an internal…

    • 1471 Words
    • 6 Pages
    Better Essays
  • Good Essays

    The Ottomans inherited a rich mixture of political traditions from vastly disparate ethnic groups: Turks, Persians, Mongols, Mesopotamian and, of course, Islam. The Ottoman state, like the Turkish, Mongol, and Mesopotamian states rested on a principle of absolute authority in the monarch. The nature of Ottoman autocracy, however, is greatly misunderstood and misinterpreted in the West, particularly in world history textbooks.…

    • 1985 Words
    • 8 Pages
    Good Essays
  • Good Essays

    The Ottoman Empire is the Turkish and Islamic state that ruled from 1299-1922. It is one of the most important and powerful Muslim Empires. The founder of the Ottoman Empire is Osman I. At first it was only a tribe and consisted of little followers but in a very short time it grew into being an Empire. Great architectural, military, and administrative accomplishments have taken place in the Ottoman Empire. The reason that this was such an powerful and long lasting Empire was because of the Sultan was not the only one ruling and not the only one making decisions. The Empire was not run by the personal choices and wants of the Sultan. The Ottoman Sultans were greatly affected by the institutions that surrounded them. Some of them being the wazirs, qadis, Shaykh al-Islam, janissaries and the women of the harem. The Sultan was of course at the top of the hierarchy but he made decisions n accordance with the approval of…

    • 455 Words
    • 2 Pages
    Good Essays
  • Good Essays

    The “Turkish Movement” consisted of the people who were angry about getting charged for the genocide of the Armenians. A campaign of the military went against Russian Armenia and refugee Americans. They succeeded the eradication of the Armenians.…

    • 473 Words
    • 2 Pages
    Good Essays
  • Good Essays

    In order to counter this the Arab nationalist decided to create a doctrine that made it impossible for the people not to identify as Arabs. They had decided to disregard the French form of governance and to create a government that was based on the German Volk, which was a government that was above human desires. They felt that they nation would only be restored to its former greatness if the country was unified. This unity would come at any cost even their freedom. In the 1930’s this doctrine had escalated into the idea of the nation as obedient soldiers who were willing to adhere to the motto of “obedience, sacrifice and solidarity”.…

    • 1611 Words
    • 7 Pages
    Good Essays
  • Good Essays

    What is Kemalism? Together with if Kemalism is an ideology or not, this question is frequently asked one and actually has not definitely been answered. As widely accepted, however, Kemalism "never became a coherent, all embracing ideology, but can be described as a set of opinions which were never defined in any detail"13. The 'set of opinions' that are considered to form Kemalism has been fixed in six principles or arrows, each signifying a target and characteristic of the reforms and was claimed to complement each other. The six arrows have become the emblem of the Republican People's Party which was founded in 1923 by Mustafa Kemal [Atat�rk] and now the main opposition party. These are republicanism, secularism or laicism, nationalism, populism, etatism/statism and reformism/transformationism.…

    • 826 Words
    • 4 Pages
    Good Essays
  • Good Essays

    Ataturk

    • 1733 Words
    • 7 Pages

    Mustafa studied at the military secondary school in Selânik, where he was given the additional name Kemal ("perfection") by his math teacher in recognition of his academic brilliance. As Mustafa Kemal he entered the military academy at Monastir (now Bitola) in 1895. He graduated as a lieutenant in 1904 and was posted to Damascus. He soon joined a secret society of reform-minded officers called Vatan (Fatherland) and became an active opponent of the Ottoman regime. In 1907 he was posted to Selânik and joined the Committee of Union and Progress commonly known as the Young Turks.…

    • 1733 Words
    • 7 Pages
    Good Essays
  • Satisfactory Essays

    Turks learn Kamalism from a young age, inside and outside the classroom. There is standardization and centralization in national education. Core textbooks are not selected by individual schools. National education, stressed Bostancioglu (2000 & 2001), is the bedrock of national growth, progress and development. Every Turkish student receives the same presentation of Kamalist narratives, concerns, priorities and vision at school that ensures coherence. Moreover, a high degree of convergence also exists between state-produced books and commercially produced titles. This creates Kamalist “Vocabulary and Syntax” to pervade a child's work and leisure time. Homogeneity is contributing to the success of Ataturk’s…

    • 717 Words
    • 3 Pages
    Satisfactory Essays

Related Topics