Research article | Open Access
International Journal of Progressive Education 2021, Vol. 17(4) 465-475
Ziya Gökalp and the Development of Sociology Education in Turkey
pp. 465 - 475 | DOI: https://doi.org/10.29329/ijpe.2021.366.28
Publish Date: August 08, 2021 | Single/Total View: 273/608 | Single/Total Download: 392/1.090
Abstract
The development of sociology in the Ottoman Empire in the nineteenth century is closely related to the modernization efforts of Ottoman state bureaucracy and ideological discussions of rising intellectuals on the future of the Empire. To a great extent, these rising intellectual movements, namely Ottomanism, Islamism, and Turkism, were trying to revive the Ottoman State from the impasse, which was the consequence of losing power against the West. Both the socio-political atmosphere and intellectual climate of the era were the main conditions that gradually shaped the direction and development of sociology in Turkey. The aim of this study is to elucidate socio-cultural and ideological factors influential in the development of sociology education in Ottoman-Turkish society. This study further aims to evaluate Gökalp's role in and contribution to the development of sociology education in Turkey. This study also claims that of the modern Turkish intellectuals Gökalp is very crucial in terms of grasping both the secular dimension of the modern western civilization and unique characteristics of Turkish society.
Keywords: Turkish Sociology, Ziya Gökalp, Modernization, Turkish Intellectual
APA 7th edition
Demirpolat, A. (2021). Ziya Gökalp and the Development of Sociology Education in Turkey. International Journal of Progressive Education, 17(4), 465-475. https://doi.org/10.29329/ijpe.2021.366.28
Harvard
Demirpolat, A. (2021). Ziya Gökalp and the Development of Sociology Education in Turkey. International Journal of Progressive Education, 17(4), pp. 465-475.
Chicago 16th edition
Demirpolat, Aznavur (2021). "Ziya Gökalp and the Development of Sociology Education in Turkey". International Journal of Progressive Education 17 (4):465-475. https://doi.org/10.29329/ijpe.2021.366.28
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