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source url When Mustafa Kemal Atatürk turned the 1st president of Turkey in 1923, he set approximately remodeling his state right into a secular republic the place nationalism sanctified through science--and via the character cult Atatürk created round himself--would reign preferrred because the new faith. This e-book offers the 1st in-depth examine the highbrow lifetime of the Turkish Republic's founder. In doing so, it frames him in the historic context of the turbulent age within which he lived, and explores the uneasy transition from the past due Ottoman imperial order to the fashionable Turkish nation via his existence and ideas.

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go to link laying off mild on essentially the most advanced and enigmatic statesmen of the fashionable period, M. Sükrü Hanioglu takes readers from Atatürk's adolescence as a Muslim boy within the unstable ethnic cauldron of Macedonia, to his schooling in nonreligious and army colleges, to his embody of Turkish nationalism and the modernizing younger Turks stream. Who was once this determine who sought glory as an bold younger officer in global struggle I, defied the triumphant Allies rationale on partitioning the Turkish heartland, and defeated the final sultan? Hanioglu charts Atatürk's highbrow and ideological improvement at each level of his existence, demonstrating how he used to be profoundly inspired by means of the hot rules that have been circulating within the sprawling Ottoman realm. He exhibits how Atatürk drew on a distinct mixture of scientism, materialism, social Darwinism, positivism, and different theories to type a grand utopian framework on which to construct his new nation.

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Like the other members of the family, Mustafa attempted to adjust to rural life, but without success. 28 The disruption of his education distressed his mother immensely. Mustafa briefly attended a Greek school at a nearby church. Subsequently, an Albanian steward at the farm taught him some basic subjects. But it was not enough. 29 Mustafa returned to Salonica to live with his paternal aunt Hatice. Shortly afterward, an unpleasant incident cut short his studies at the town’s civilian preparatory school: one of Mustafa’s teachers beat him severely in a fit of rage for his participation in a brawl among students.

The Muslim religious authorities resisted any attempt to reform the elementary schools in which children received their first schooling. Primary schools thus continued to represent tradition, and rejected modern methodologies, curricula, and even equipment, such as blackboards, desks, and maps. While lay elements in non-Muslim communities succeeded in establishing private primary schools that provided a modern education, for most Muslims the only option was the traditional primary school system.

Clearly a nationalist ideology would have much greater chances of success were the population ethnically homogenous. This line of reasoning contributed to the rising popularity of Turkism among Ottoman officers in the last quarter of the nineteenth century. Mustafa Kemal embraced some bold ideas in this regard. 14 Only a state undergirded by a robust national identity, he reasoned, would be capable of fielding a strong army. What he imagined was a “Turkish nation in arms”—not an Ottoman one. Although the idea was Ali Fuat Cebesoy, Sınıf Arkadaşım Atatürk: Okul ve Genç Subaylık Hâtıraları (Istanbul: İnkılâp ve Aka, 1967), 108, 114–17.

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