“Bediî Terbiye” adlı eseri bağlamında İbrahim Alâettin Gövsa’nın estetik eğitimi üzerine görüş ve önerileri
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Tarih
2017
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info:eu-repo/semantics/openAccess
Özet
İkinci Meşrutiyet'in ve Cumhuriyet'in ilanlarından sonra toplumsal hayatın her alanında büyük bir değişim ve dönüşüm süreci yaşanır. Yeni bir insan ve yeni bir toplum hedefiyle devlet eliyle yürütülen bu sürece dönemin birçok aydını farklı boyutlarda destek verir. İbrahim Alâettin Gövsa, Cumhuriyet öncesi ve sonrası kaleme aldığı yazı ve kitaplarla halkı eğitmeye ve bilinçlendirmeye çalışan çok yönlü yazarlardan biridir. 1913 yılında Millî Eğitim Bakanlığı tarafından edebiyat eğitimi amacıyla İsviçre'ye gönderilir. Edebiyat eğitiminden ziyade Jean-Jacques Rousseau Pedagoji Enstitüsü'nde ve Cenevre Üniversitesi Psikoloji Laboratuvarı'nda pedagoji ve psikoloji öğrenimi görür. Yurda dönünce çeşitli okullarda öğretmenlik ve idarecilik yapar. Edebiyat, eğitim, estetik, psikoloji, pedagoji, sözlük ve ansiklopedi yazımı gibi değişik disiplinlerde kitaplar neşreder. 1925 yılında Cumhuriyet Dönemi'nin ilk estetik eğitimi kitabı olan "Bediî Terbiye" adlı eserini yayımlar. On bölümden oluşan kitapta Gövsa, sanattan ticarete; aile hayatından millet hayatına; okul bahçelerinden okul binalarına; resim eğitimden musiki eğitimine; okul kitaplarından çocuk edebiyatına toplumsal yaşamın birçok unsurunu estetik eğitimi açısından sorgular. Bu unsurların geçmişteki durumunu ve mevcut hâlini irdeler. Estetik eğitimin bireysel ve toplumsal hayatın her noktasına hâkim olması için Avrupalı yazar ve eğitimcilerin fikirlerinden de yararlanarak özgün öneriler ortaya koyar. "Bediî Terbiye", bir bakıma "Meşrutiyet'in ve Cumhuriyet'in arzu ettiği bireyin ve toplumun nitelikleri neler olmalıdır?" sorusuna cevap arayan bir eser olarak da okunabilir. Bu çalışma İbrahim Alâettin'in estetik eğitime bakışını; resim, musiki, çocuk kitapları, çocuk şiirleri ve çocuk edebiyatı hakkındaki görüş ve önerilerini "Bediî Terbiye" adlı eserinden hareketle inceleme amacı taşımaktadır.
After the Second Constitutional Monarchy and the declaration of the Republic, there was a great development and transformation process in every field of social life. Many intellectuals of that period were supported by the state in different dimensions in the process with the aim of a new person and a new society. İbrahim Alâettin Gövsa was one of the most versatile writers who tried to educate the public and to raise public awareness with his writings and books especially after the establishment of the Republic. He was sent to Switzerland by the Ministry of Education for the purpose of literary education in 1913. He studied pedagogy and psychology rather than literature education at the Psychology Laboratory of University of Geneva and Jean-Jacques Rousseau Pedagogy Institute. When he returned back home, he became teacher and administrator in various schools. He published books in various disciplines such as literature, education, aesthetics, psychology, pedagogy, dictionary and encyclopedia writing. He published the first book regarding the aesthetic education in the Republic Period, titled as “Bediî Terbiye” in 1925. Gövsa examined the components of social life from art to trade, from family life to social life; from school gardens to school buildings; from to visual arts education to music education; from school books to children’s literature in his book consisting of ten sections. He examined the history of these components as well as their present state at that time. He made original contributions and recommendations in order to ensure that aesthetic education would dominate every aspect of individual and social life by benefiting from the ideas of European writers and educators. “Bediî Terbiye” can also be viewed as a work seeking out for answers to the question of “What should be the qualities of the individual and the society demanded by the Republic and Second Constitution?”. This study is aimed to investigate the ideas of Ibrahim Alâettin on aesthetic education; his views and recommendations on paintings, music, children’s books, children’s poetry and children’s literatüre in the context of his book titled as “Bediî Terbiye”.
After the Second Constitutional Monarchy and the declaration of the Republic, there was a great development and transformation process in every field of social life. Many intellectuals of that period were supported by the state in different dimensions in the process with the aim of a new person and a new society. İbrahim Alâettin Gövsa was one of the most versatile writers who tried to educate the public and to raise public awareness with his writings and books especially after the establishment of the Republic. He was sent to Switzerland by the Ministry of Education for the purpose of literary education in 1913. He studied pedagogy and psychology rather than literature education at the Psychology Laboratory of University of Geneva and Jean-Jacques Rousseau Pedagogy Institute. When he returned back home, he became teacher and administrator in various schools. He published books in various disciplines such as literature, education, aesthetics, psychology, pedagogy, dictionary and encyclopedia writing. He published the first book regarding the aesthetic education in the Republic Period, titled as “Bediî Terbiye” in 1925. Gövsa examined the components of social life from art to trade, from family life to social life; from school gardens to school buildings; from to visual arts education to music education; from school books to children’s literature in his book consisting of ten sections. He examined the history of these components as well as their present state at that time. He made original contributions and recommendations in order to ensure that aesthetic education would dominate every aspect of individual and social life by benefiting from the ideas of European writers and educators. “Bediî Terbiye” can also be viewed as a work seeking out for answers to the question of “What should be the qualities of the individual and the society demanded by the Republic and Second Constitution?”. This study is aimed to investigate the ideas of Ibrahim Alâettin on aesthetic education; his views and recommendations on paintings, music, children’s books, children’s poetry and children’s literatüre in the context of his book titled as “Bediî Terbiye”.
Açıklama
Anahtar Kelimeler
İbrahim Alâettin Gövsa, Bediî Terbiye, Güzel sanatlar, Çocuk edebiyatı, Aesthetics education, Fine arts, Children’s literature
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
7
Künye
Oktay, M. (2017). “Bediî Terbiye” adlı eseri bağlamında İbrahim Alâettin Gövsa’nın estetik eğitimi üzerine görüş ve önerileri. Turkish Studies (Elektronik), 12, 7, 575-594.
