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The Classical Curriculum Theory and the Madrasas in the Ottoman Empire

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Curriculum Studies in Turkey

Part of the book series: Curriculum Studies Worldwide ((CSWW))

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Abstract

This chapter of the study is based on the foundations of the previous chapter. The implications of the classical curriculum theory can be found in madrasahs and primary schools under the influence of madrasahs in the Ottoman Empire. The main theme of this chapter is constituted by the early madrasahs founded in the Ottoman Empire and the functions of these madrasahs as well as the lessons taught to students and the development process of these madrasahs in the Ottoman Empire. In this chapter, such dimensions as curriculum, teaching methods, examinations, and teacher–student relationship in the Ottoman madrasahs have also been discussed. Another focus of this chapter is constituted by the curriculum concept and curriculum theory predominant in that period during which the answer provided for the question of “what knowledge is of most worth?” was essentially based on Islamic religion.

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Authors and Affiliations

  1. Balıkesir University, Balıkesir, Turkey

    Sümer Aktan

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  1. Sümer Aktan
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Aktan, S. (2018). The Classical Curriculum Theory and the Madrasas in the Ottoman Empire. In: Curriculum Studies in Turkey. Curriculum Studies Worldwide. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-53538-2_2

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  • DOI: https://doi.org/10.1057/978-1-137-53538-2_2

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-53537-5

  • Online ISBN: 978-1-137-53538-2

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