Analysis of information sources in references of the Wikipedia article "Education in Turkey" in English language version.
Before law No. 2547, rectors were appointed only by the president. Then upon the initiative of some of the universities, including Boğaziçi University, the system was changed. Now there is a middle ground: Both voting by the faculty and YÖK are involved in the process. As a result, YÖK and the president are involved in appointing rectors.[permanent dead link]
This officially distributed educational material reconstructs the history in line with the denial policies of the government portraying the Armenians as backstabbers and betrayers, who are portrayed as a threat to the sovereignty and identity of modern Turkey. The demonization of the Armenians in Turkish education is a prevailing occurrence that is underwritten by the government to reinforce the denial discourse.
Additionally, for instance, the racism and language of hatred in officially approved school textbooks is very intense. These books still show Armenians as the enemies, so it would be necessary for these books to be amended...
The Armenians were conspicuous by their absence in the school curriculum for decades. Their historical existence in Anatolia was deliberately dismissed... This deliberate omission ceased abruptly in the mid-1980s when a new sub-chapter was introduced tellingly entitled 'Armenian problem'... This sub-chapter depicted the 'Armenian problem' as an exploit and machination of Great Powers (i.e. Britain and Russia) who exploited Armenians as instruments to destabilize the Ottoman Empire and impose their mischievous plots."
The interpretations of this period of history in Turkish textbooks include accounts that may be interpreted as psychological justifications or excuses to deflect responsibility: (a) blaming Armenians for treason or for attacking Turkish–Muslim populations; (b) claiming that violent acts were in self-defense (protection from territorial loss and/or protection of the Turkish population that was being targeted by Armenian banditry); (c) shifting responsibility to external factors and third parties (claiming that Armenian deaths were a result of hardship); (d) claiming benevolent motivations behind the deportations (stopping the inter-communal warfare). These interpretations exemplify how moral disengagement mechanisms operate at the level of collective narratives. Three targets of attribution can be readily identified: the in-group (i.e., denial of responsibility), the out-group (i.e., blaming the victim), and situational factors (i.e., blaming third parties or circumstances).
This officially distributed educational material reconstructs the history in line with the denial policies of the government portraying the Armenians as backstabbers and betrayers, who are portrayed as a threat to the sovereignty and identity of modern Turkey. The demonization of the Armenians in Turkish education is a prevailing occurrence that is underwritten by the government to reinforce the denial discourse.
In order to study at Turkish Universities, candidates should take the International Student Exam (YÖS) or take one of the internationally valid exams and have the exam results and baccalaureate specified in the international student application and admission directive of the desired university.
Üniversiteler yeniden yapılanırken rektörlerin seçimi veya tayini ile ilgili yeni bir usul olması lazım. Bunlarda siyasi yarış gibi seçim olmaması lazım. Önemli olan bir üniversitenin rekabetinin büyümesinin gelişmesinin öne alınması lazım. Ben yeni bir sistemin getirilmesini, cumhurbaşkanının hiç bu işe karışmamasını arzu ediyorum. Bu konuda hem hükümete hem meclise çağrıda bulunmak isterim.
This officially distributed educational material reconstructs the history in line with the denial policies of the government portraying the Armenians as backstabbers and betrayers, who are portrayed as a threat to the sovereignty and identity of modern Turkey. The demonization of the Armenians in Turkish education is a prevailing occurrence that is underwritten by the government to reinforce the denial discourse.
The Armenians were conspicuous by their absence in the school curriculum for decades. Their historical existence in Anatolia was deliberately dismissed... This deliberate omission ceased abruptly in the mid-1980s when a new sub-chapter was introduced tellingly entitled 'Armenian problem'... This sub-chapter depicted the 'Armenian problem' as an exploit and machination of Great Powers (i.e. Britain and Russia) who exploited Armenians as instruments to destabilize the Ottoman Empire and impose their mischievous plots."
In order to study at Turkish Universities, candidates should take the International Student Exam (YÖS) or take one of the internationally valid exams and have the exam results and baccalaureate specified in the international student application and admission directive of the desired university.
Additionally, for instance, the racism and language of hatred in officially approved school textbooks is very intense. These books still show Armenians as the enemies, so it would be necessary for these books to be amended...
