Website Search
Find information on spaces, staff, and services.
Find information on spaces, staff, and services.
| LEADER | 05426cam a2200577Ii 4500 | |
| 001 | 991022297493202122 | |
| 005 | 20230118204445.0 | |
| 006 | m o d | |
| 007 | cr cnu|||unuuu | |
| 008 | 180823s2018 nyu ob 001 0 eng d | |
| 020 | $a9781137535382$q(electronic bk.) | |
| 020 | $a1137535385$q(electronic bk.) | |
| 020 | $z9781137535375 | |
| 035 | $a(OCoLC)1049568148 | |
| 035 | $a(OCoLC)on1049568148 | |
| 035 | $a(EXLNZ-01UWI_NETWORK)9912619334502121 | |
| 040 | $aN$T$beng$erda$epn$cN$T$dN$T$dOCLCO$dEBLCP$dNLE | |
| 043 | $aa-tu--- | |
| 049 | $aGZMA | |
| 050 | _4 | $aLA941.7 |
| 072 | _7 | $aEDU$x042000$2bisacsh |
| 072 | _7 | $aEDU$x036000$2bisacsh |
| 072 | _7 | $aEDU$x024000$2bisacsh |
| 082 | 04 | $a370.9561$223 |
| 100 | 1_ | $aAktan, Sümer,$eauthor. |
| 245 | 10 | $aCurriculum Studies in Turkey :$bA Historical Perspective /$cSümer Aktan. |
| 264 | _1 | $aNew York, NY :$bPalgrave Macmillan,$c[2018] |
| 264 | _4 | $c©2018 |
| 300 | $a1 online resource. | |
| 336 | $atext$btxt$2rdacontent | |
| 337 | $acomputer$bc$2rdamedia | |
| 338 | $aonline resource$bcr$2rdacarrier | |
| 490 | 1_ | $aCurriculum studies worldwide |
| 588 | $aOnline resource; title from PDF title page (EBSCO, viewed August 27, 2018). | |
| 504 | $aIncludes bibliographical references and index. | |
| 520 | $a"This book analyzes curriculum studies in Turkey from the perspective of three paradigms—religion, science, and ideology—since the early 19th century. Using Islam as a guiding point, Turkish curriculum theory later evolved to become the classical curriculum theory. In this book, the author presents a historical account of the long, complex, and contested evolution of the Turkish curriculum, as shaped by the intellectual and international forces of the day. This interplay is designed to inform international curriculum studies across national borders."--$cProvided by publisher. | |
| 505 | 0_ | $aIntro; Preface; Acknowledgements; Contents; Introduction; Chapter 1 Islamic Civilization and Its Classical Curriculum Theory: The Philosophy, Institutions and Important Theoreticians of Classical Curriculum Theory; The Foundations of Islamic Classical Curriculum Theory; The Qur'an; Hadith; Social Factors; The Classification of Sciences or "What Knowledge Is of Most Worth?": The Essentials of the Classical Curriculum Theory; Al-Farabi's Classifications; Ibn Sina's Classifications; Ibn Khaldun's Classification; The Institutions of Classical Curriculum Theory: Primary and Higher Education |
| 505 | 8_ | $aPrimary EducationHigher Education; The Bayt al-Hikmah: The Establishment of an Academy of Sciences; Madrasas; Curriculum, Teaching, and Learning; Teaching Staff; Important Theoreticians of the Classical Curriculum Theory; Teacher and Curriculum: Ibn Sahnun; Values and Character Education: Ibn Miskaweyh; Teaching and Learning Process: Zernuci; Sociology, Pedagogy, and Curriculum: Ibn Khaldun; Transcendental Curriculum Theory: Al-Ghazali; Conclusion; References; Chapter 2 The Classical Curriculum Theory and the Madrasas in the Ottoman Empire |
| 505 | 8_ | $aThe Establishment and Development of Madrasas in the Ottoman Empire: Structure and TraditionThe First Period Madrasas: The Establishment Phase; The Curriculum of the First Period Madrasas; The Religious Sciences; The Rational Sciences; The Development Phase: After Constantinople; The Sahn-ı Seman Madrasas; The Curriculum of the Sahn-ı Seman Madrasas; The Zenith: Süleyman the Magnificent; Classical Curriculum Theory: What Knowledge Is of Most Worth?; Nazmu'l-Ulum of Ishak Efendi of Tokat; The Tertibu'l-Ulum of Saçaklızade Mehmet Efendi of Maraş |
| 505 | 8_ | $aThe Kaside fi'l-Kütübi'l-Meşhure fi'l-Ulum of Nebi EfendizâdeThe Curriculum of the Kevakib-i Seb'a; The Tertib-i Ulum of Ibrahim Hakkı Efendi of Erzurum; Administration, Staff, and Students; Enderun: The Palace School; Conclusion; References; Chapter 3 The Modernization of Education in the Ottoman Empire: The First Steps; The Military Revolution: The Modernization of Military Thought in Europe; Military Reforms Within the Ottoman Empire; The Foundation of the Mühendishane-i Bahri-i Hümayun (Imperial Navy Engineers School) |
| 505 | 8_ | $aNizam-ı Cedid and Mühendishane-i Berri-i Hümayun (The New Order and the Imperial Army Engineers School)Radical Reforms Era; Conclusion; References; Chapter 4 Institutionalization, Bureaucratization, and Westernization in Curriculum Theory; The First Steps to Bureaucratization; A Paradigmatic Change in the Curriculum Theory; Teacher Training; The Westernization of Pedagogical Thinking: Selim Sabit Efendi and Rehnüma-yı Muallimîn; The Lancaster Approach; Robert College and the Mekteb-i Sultani at Galatasaray; Girls' Education: The First Initiatives and the Female Teacher Training College |
| 650 | _0 | $aEducation$xCurricula$zTurkey$xHistory. |
| 650 | _7 | $aEDUCATION / Essays.$2bisacsh |
| 650 | _7 | $aEDUCATION / Organizations & Institutions.$2bisacsh |
| 650 | _7 | $aEDUCATION / Reference.$2bisacsh |
| 650 | _7 | $aAsian history.$2bicssc |
| 650 | _7 | $aFaith (religious) schools.$2bicssc |
| 650 | _7 | $aCurriculum planning & development.$2bicssc |
| 650 | _7 | $aAdvice on parenting.$2bicssc |
| 650 | _7 | $aHistory of education.$2bicssc |
| 830 | _0 | $aCurriculum studies worldwide. |
| 856 | 40 | $uhttp://link.springer.com/10.1057/978-1-137-53538-2 |