Dârülfünunda Arap Edebiyatı Tarihi Derslerinin İlk İzleri: Ulûm-i Âliye-i Dîniyye ve Edebiyat Şubeleri Müderrisi Mehmed Fehmi’nin Târîh-i Edebiyyât-ı Arabiyye Eseri Örneği
Dârülfünun, Osmanlı Dönemi’nde, 1900 yılında farklı bilimleri bir araya getiren, modern yapıda bir yüksek öğretim kurumu olarak açılmıştır. Batı tarzında bir üniversite modeli oluşturma amacıyla kurulmuş olmasına rağmen Dârülfünunun işleyişi, Osmanlı’nın o dönemdeki kendine özgü şartları doğrultusunda şekillenmiştir. Bu çalışmada Dârülfünundaki öğretim faaliyetlerine katkı sağlayan, Ulûm-i Âliye-i Dîniyye ve Edebiyat Şubeleri Müderrisi Mehmed Fehmi’nin (öl. 1944) Arap edebiyatı tarihini işleme yöntemi ele alınmıştır. Çalışmada Dârülfünunda Arap edebiyatı tarihi derslerinin nasıl işlendiği ve Mehmed Fehmi’nin ders notlarından derlenen Târîh-i Edebiyyât-ı Arabiyye eserinin Arap edebiyatı tarihi açısından önemi üzerinde durulmuştur. Kaleme alınmış ilk Türkçe Arap edebiyatı tarihi olarak kabul edilen bu eser, Türkiye’de Arap edebiyatı tarihi öğretiminin gelişim seyri açısından önemli bir kaynaktır. Çalışmanın amacı, Dârülfünun eğitim anlayışı çerçevesinde mezkûr eseri üslup, içerik ve yöntem açısından analiz eden bir araştırmanın bulunmayışının oluşturduğu boşluğu doldurmaktır. Elde edilen veriler çerçevesinde betimsel ve eleştirel analiz yönteminin kullanıldığı bu çalışmada, ülkemizdeki üniversitelerin çeşitli fakültelerinin müfredatında yer alan Arap edebiyatı tarihi derslerinin yükseköğretim düzeyindeki ilk örneğinin yapısal özelliklerini tespit ederek ileride yapılacak karşılaştırmalı araştırmalara katkı sağlanması hedeflenmiştir. Çalışmada Târîh-i Edebiyyât-ı Arabiyye eserinin Dârülfünun talebelerine hitap edecek üslupta çok boyutlu, kapsayıcı, öğretime uygun ve özgün bir şekilde kaleme alındığı sonucuna ulaşılmıştır.
The First Traces of Arabic Literature Courses in Dârülfünun: The Case of Mehmed Fehmi’s Târîkh-i Edebiyyât-i Arabiyye, a Faculty Member of the Faculties of Theology and Literature
Dârulfunun (Academy of Sciences) was established in 1900 as a modern higher education institution distinct from traditional educational establishments in the late Ottoman period. It brought together disciplines such as religion, literature, history, philosophy, and the natural sciences. Although it was conceived as an institution modelled after Western universities, the functioning of Dârulfunun was shaped by the unique socio-political conditions of the Ottoman Empire at the time. This study examines the work Târîkh-i Edebiyyât-i Arabiyye by Mehmed Fehmi (d. 1944), a faculty member at the Dârulfunun Ulûm-i Âliye-i Dîniyye (Faculty of Theology) and the Faculty of Literature, as well as his approach to presenting the history of Arabic literature. The research focuses on three key questions: how Mehmed Fehmi was appointed as a faculty member at Dârulfunun, how the history of Arabic literature was taught at the institution, and whether Târîkh-i Edebiyyât-i Arabiyye met the expectations of undergraduate students at Dârulfunun. Recognised as the first Turkish-language history of Arabic literature, this work is a significant resource for understanding the development of Arabic literary history education at the undergraduate level in Turkey. The primary objective of this study is to address the gap in the literature by analysing Târîkh-i Edebiyyât-i Arabiyye in terms of style, content, and methodology within the educational framework of Dârulfunun. Employing descriptive and critical analysis methods, this study seeks to identify the structural characteristics of this work as the first higher education-level example of Arabic literary history courses in Turkey and to contribute to future comparative research. The findings indicate that the author, who possessed extensive knowledge of Arabic sciences and literary history, composed Târîkh-i Edebiyyât-i Arabiyye in a multidimensional, comprehensive, pedagogically suitable, and original manner tailored to the needs of Dârulfunun undergraduate students.
The foundations of the modern higher education concept in the Ottoman Empire began to be laid during the Tanzimat Period when reform efforts were accelerated. In this context, the idea of establishing a structure similar to the university model in the West emerged to contribute to scientific studies. As a concrete reflection of this idea, after several attempts, the Dârulfunun, which was opened in 1900, gained significant importance in the Ottoman scholarly world as one of the most comprehensive educational institutions of the period. Shaped within the unique socio-political and cultural structure of the Ottoman Empire, the Dârulfunun adopted a curriculum that included both traditional Islamic sciences and a Western-style understanding of science. Thus, it established a bridge between madrasa education and modern higher education, contributing to the training of a new generation of academics and intellectuals.
The educational system of the Dârulfunun, known today as the Faculty of Theology, the Faculty of Ulûm-i Âliye-i Dîniyye and the Faculty of Literature, provided a significant scientific production environment, particularly in the fields of Islamic sciences and literary history. The Faculty of Ulûm-i Âliye-i Dîniyye offered various courses under the umbrella of Islamic sciences, while the Faculty of Literature included courses on Turkish, French, Persian, and Arabic literature, as well as language courses. A scholar who taught at these faculties was Mehmed Fehmi (d. 1944). Born in Baghdad, Mehmed Fehmi was proficient in Arabic, Turkish, Persian, and French. He had profound expertise in Arabic and literature and was well known for his work Târîkh-i Edebiyyât-ı Arabiyye, which he authored on the history of Arabic literature. This work is the first history of Arabic literature written in Turkish and serves as a crucial academic resource in this field.
This study examines Mehmed Fehmi’s academic career, his teaching methods at the Dârulfunun, and the content of Târîkh-i Edebiyyât-ı Arabiyye (History of Arabic Literature). In this regard, the research seeks to answer the following key questions: Through what processes was Mehmed Fehmi appointed as a faculty member at the Dârulfunun? What methods were used in teaching Arabic literary history at the Dârulfunun? Were these methods effective in assessing the students’ levels? Did the work Târîkh-i Edebiyyât-ı Arabiyye meet the expectations of students at the time? How did the content, style, and academic aspects of the work align with the educational approach of the Dârulfunun?
Within this framework, the study examines various aspects such as the educational mission of the Dârulfunun, its academic standards, the qualifications of its faculty members, and the compatibility of students with the institution. This study is particularly significant for understanding the development process of Arabic literary history education in Turkey. Indeed, research on such sources is essential for a better comprehension of the transformations in higher education and the quality of academic production during the transition from the Ottoman Empire to the Republican era.
Using descriptive analysis and critical review methods, this study evaluates Fehmi’s work in terms of both content and methodology. The research reveals the academic qualities and pedagogical value of the work within the context of the educational approach of the period. In this respect, the study provides information for a comparative evaluation of the fundamental dynamics of Arabic literary history courses taught in contemporary universities and Târîkh-i Edebiyyât-ı Arabiyye. It is important to note that Mehmed Fehmi’s work not only presents a historical narrative but also serves as a multifaceted resource that thoroughly examines the periods of Arabic literature, its prominent figures, their works, and linguistic characteristics. Additionally, the work is written in a student oriented style, offering a systematic structure suitable for teaching. As a comprehensive textbook for higher education students of the period, this study reflects an original, meticulous, and scholarly approach to Arabic literary history.
As a result of this study, it has been determined that Târîkh-i Edebiyyât-ı Arabiyye offers an interdisciplinary perspective in accordance with the educational philosophy of the Dârulfunun. This book not only provides historical knowledge but also presents a methodological perspective that meets the academic needs of the time. It deeply analyzes the primary sources of Arabic literature, significant figures, and their works while applying a critical approach to the texts. One of the notable features of the work is its language and style, which are tailored to engage students. The didactic structure of the book aligns with the curriculum established within the educational policies of the Dârulfunun. Presenting the historical development of Arabic literature in a clear, fluent, and academic manner, this work follows an instructive method aimed at helping students better grasp the subject.
Based on the data obtained and the analyses conducted, Mehmed Fehmi’s work is identified as a crucial resource for understanding the academic foundations of Arabic literary history education at the Dârulfunun. When compared with contemporary Arabic literary history courses taught at universities, the structural analysis of the work offers valuable insights into the historical development of this field in Turkey.
This study not only explores the impact of the Târîkh-i Edebiyyât-ı Arabiyye (History of Arabic Literature) at the Dârulfunun but also delves into the broader academic context of Ottoman higher education, focusing on how Arabic literary history was approached and taught within this system. This study examines the institutionalisation of Arabic literary studies at the Dârulfunun, emphasising its role in shaping the intellectual framework and curriculum of Ottoman academic circles during the late 19th and early 20th centuries. By analysing the pedagogical strategies, content, and goals of Târîkh-i Edebiyyât-ı Arabiyye, this study highlights the intersection of Ottoman modernisation efforts and the preservation of classical Arabic heritage, reflecting the empire’s complex engagement with both Eastern and Western intellectual traditions.
Furthermore, this study aims to enhance our understanding of the broader academic landscape of the Ottoman Empire by investigating the intersections between language, literature, and higher education during a period marked by significant socio-political transformations. This research underscores the importance of interdisciplinary approaches in examining how the Ottoman intellectual elite engaged with Arabic literary traditions and how these traditions were integrated into the empire’s educational reforms.
To build upon the findings of this study, future research should promote comparative and interdisciplinary methodologies, not only to deepen our knowledge of literary history instruction within the Ottoman Empire but also to explore its connections with other educational systems of the period. A comparative analysis with other imperial or regional systems of higher education could offer valuable insights into the global academic trends of the era, while interdisciplinary approaches could further illuminate the nuanced relationship between literature, language, and empire-building in the Ottoman context.
