The Theoretic Approach of İlhan Başgöz in Terms of Sociology of Education Cover Image

Eğitim Sosyolojisi Açısından İlhan Başgöz’ün Kuramsal Yaklaşımı
The Theoretic Approach of İlhan Başgöz in Terms of Sociology of Education

Author(s): Mehmet Devrim Topses
Subject(s): Social Philosophy, Governance, Politics and society, State/Government and Education, Social development, Sociology of Politics, Sociology of Education
Published by: Uluslararası Kıbrıs Üniversitesi
Keywords: sociology of education; village institutes; Turkish modernization; social change; social classes;

Summary/Abstract: The education is a part of the social structure. Therefore, it should be examined together with the economy and politics. İlhan Başgöz’s studies on the education practices in the Republican period in Turkey are especially important in two points in terms of sociology of education. First, Başgöz examined the education system of the Republican period in interaction with its economic and political foundations. Moreover, it can be seen that, even if it is not very deep, he makes some interpretations on the class foundation of the social segments opposing the Village Institutes. Second, Başgöz is a scientist who witnessed and experienced the educational practices of the single-party period. His childhood and early youth coincided with this period. Today, the biggest problem in the studies on the historical background of the education is to collect data and the most commonly used method is to resort to the literature and archives. Although this method is valid and acceptable, it has some limitations in accessing the data. The fact that the relevant historical process was examined by a scientist coming from this period should be regarded as a unique data source for the sociology of education. In this study, the two fundamental theoretic approaches which Başgöz reached through his observations on the educational practices in the Republican period will be included. These theoretic approaches have not been created and classified by Başgöz. This was chosen by the researcher as the subject of the study and put forward with its theoretical basis. The topics in question are as follows: First, Başgöz did not accept the approach that the education alone could have a decisive power in solving the social problems. He underlined the approach that the education would take shape and gain new functions under the influence of the politics and economic conditions. For example, an educational practice that contradicts or does not support the interests of the dominant social classes will not progressively change the social structure. Second, Başgöz underlined the importance of that the educational should be organized in a way that is in accordance with the social realities and meets the social needs. The only educational practice the village and the lower social classes can adopt is an educational system integrated with their needs. With these views, he diverges from the reconstructive approaches in education that emerged in America in the 1930s and comes close to the Marxist theorists. A more detailed classification and explanation of these theoretic approaches were included in the study. A descriptive method based on a literature review was used.

  • Issue Year: 25/2019
  • Issue No: 100
  • Page Range: 789-795
  • Page Count: 7
  • Language: Turkish