The History of Islamic Education in Turkish Society

With the end of World War II the strains that had been created by the transformation of Turkey under(a) Ataturk erupted into the open.The political elite splintered into various factions and advanced elements that had risen to the fore in the twenties and thirties businessmen, traders, and entrepreneurs.Began to supply insistent demands for a greater verbalise in decision-making. In their drive for more power the new groups quickly gained the support of many elements within the society who, dissatisfied with the rigidity of the CHP and the bureaucracy in general, and with the wartime frugal problems in bureauicular, wished to see a greater degree of freedom within the country.In this atmosphere ideological attitudes ranging from racialism to communism were openly expressed and fundamental political issues became topics of popular debate. This debate culminated in a salient change in the political scheme that could now be characterized as competitive, a change that in turn eng endered marked repercussions in every aspect of Turkish life.For many reasons including Inns dedication to Ataturks ideal of establishing a multiparty system, internal opposition within the CHP, and demands to end one-party rule opposition governing were legalized in 1946. In 1950 the DP (Democrat Party), formed by four former CHP leaders, was swept into power by an overwhelming majority. This election marked a turning point in the countrys history.Not only had a rare transition from dictatorship to democracy taken place, just now the new government promptly embarked upon an ambitious syllabus of economic development that would have significant consequences for Turkish society in general and the educational system in particular (Szyliowicz, 1966).What had happened was that the first free elections in Turkish history allowed all segments of society to voice their dissatisfaction with the CHP which had been in power for twenty-seven long years intellectuals wanted democracy, busi nessmen resented the etatist economic policy, landowners were disturbed by the attempts however unsuccessful to induce change in rural areas, and the peasantry, whose way of life (as we have noted) had changed but little, felt neglected and abused by a tyrannical administration.Secure in its mandate, the DP attempted to work out its campaign promises, launching an ambitious program of economic development financed in large part with American aid, and liberalizing various restrictive laws.Furthermore, the DP was aware of the importance of rural support and did its utmost to take for the favor of the villagers by a partial relaxation of religious restrictions the call to prayer could once once again be chanted in Arabic and religious instruction became a regular school plain unless the parents requested that their children be excused.