Educational Development in Egypt and Turkey: Abduh's Integration Versus Ataturk's Unification
This article provides a historical review on the educational developments in the Muslim world particularly in Egypt and Turkey. Both countries are taken into consideration in an attempt to find out realistic means of integrating and synthesizing two dissimilar education systems formed by „Abduh‟s...
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Main Authors: | , , , , |
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Format: | Conference or Workshop Item |
Language: | English English |
Published: |
2015
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Subjects: | |
Online Access: | http://eprints.unisza.edu.my/581/1/FH03-INSPIRE-16-04925.pdf http://eprints.unisza.edu.my/581/2/FH03-INSPIRE-16-05788.jpg http://eprints.unisza.edu.my/581/ |
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Summary: | This article provides a historical review on the educational developments in the Muslim world particularly in
Egypt and Turkey. Both countries are taken into consideration in an attempt to find out realistic means of
integrating and synthesizing two dissimilar education systems formed by „Abduh‟s „integration‟ and Ataturk‟s
„unification‟. Subsequently, it analyzes the significant impacts of colonialism and modernization processes
upon the existence of dual systems of education in the Muslim world. In the late eighteenth century, most of
the Muslim countries were under Western colonialism. Apparently, these countries began to gain political
independence about the mid of nineteenth century with the exception of Turkey. It is found that Western
colonialism in the nineteenth and twentieth centuries have actually brought a revolutionary shift including
educational change. It was in contrast to the conquest by the Mongols in the thirteenth century, which was
military in nature, which brought a whole destruction of Muslim world politically and intellectually. Hence, it is
significant to analyze the effort of „integration‟ initiated by „Abduh and „unification‟ introduced by Ataturk.
„Abduh promoted educational reform with the aims of removing the dichotomy between the existing
education systems and of creating an integrated system of education. On the other hand, Ataturk attempted
at unifying, instead of integrating the educational systems. In the name of unification, many modern
scientific, technological and professional schools and institutions were established in Turkey. As a result, the
religion was divorced from the modern education. This writing focuses on qualitative method by using
content analysis approach on issues related to comparative educational development formed by both
reformers. The promoted comparative approaches inevitably avail ideas for integrated curriculum for Muslim
education in this contemporary world. |
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