Abdullah

Assoc. Prof.

Besides the struggle with the Mongols and the Crusaders to defend the Islamic World in the Middle Ages, the Mamlūks, who ruled in Egypt and Syria from the second half of the thirteenth to the first quarter of the sixteenth century, also strived to save people natural disasters such as drought, famine, epidemics and inflationary problems arising from these conditions. The fundamental factor affecting inflation in the country was undoubtedly due to the unstable course of the Nile in some periods. If the level of the river, a gift for Egypt, was under the required level it should be, the agricultural lands could not be irrigated enough, which would be a harbinger of the drought. The famine considered an outcome of the drought was the most important factor for the increase in food prices in bazaars and markets. In this respect, the water level of the Nile measured using nilometres was carefully controlled during the Mamlūks period. The measurement data obtained during critical periods were announced to the public. When the Nile reached the ideal level, its rising waters were released to flood the fields by cutting the dike. Another factor that affected the prices of agricultural products and basic food prices was the plague epidemics. These epidemics frequently occurred during the Circassian Mamlūks (1382–1517). Thousands of people lost their lives during the epidemic periods. The falling production along with decrease in the agricultural population led to exorbitant increases in food prices, as well as the economic collapse acceleration during the Mamlūk period. Political turmoil and harmful activities of Bedouins, which were frequently seen within the state, also negatively affected the economic stability. During the fifteenth century, some of the important authors in the political and economic fields wrote out chronicles emphasizing the causes of economic instability in the state. These chronicles were aimed at attracting the attention of bureaucrats and senior management members. For example, al-Maqrīzī, in his work written in 1405 titled Igathat al-Umma, and al-Asadī’s al-Taysīr wa’l-İ’tibār explained the causes of economic problems and inflationary factors within the state with examples of past events and offered solutions to overcome these difficulties. This study focuses on the increases in food prices because of drought and famine and the causes of inflationary effects during the Mamlūk period in the light of these two sources of that time.These two works differ from Mamlūk historiography in the Mamlūk period is the first of the issues to be mentioned here. It is interesting that the state did not take permanent measures to prevent the chronicled problems, except for giving temporary importance, even though the people were frequently exposed to epidemics, famines and socio-economic crises that had to be dealt with on a socioeconomic basis during their 267-year rule. In this respect, it was important that these two reformist historians determine the problems that arise within the state and deal with the implications for solutions. Note that both Maqrīzī and al-Asadī were bureaucrats in the administration of the state in terms of their knowledge of the subject. The fact that there is a time difference of half a century between the two works is remarkable in that these two works complement each other. Another important point that should be mentioned about the subject is that the historical method of Ibn Khaldun, who had a profound effect on the scientific lives of the Mamlūks, was continued by these two historians at a much higher level focusing on the problems of the Mamlūks. In this respect, the methodological approach of both authors to the problems is important for the comparison of these two works. The obvious point here is that although the determination of both authors has similar aspects in determining the social, political and economic problems experienced during the Mamlūks, they differed from each other in the inferences for solution proposals. We are of the opinion that period differences should not be ignored here. In this context, al-Maqrīzī attributed the physical causes of the inflationary effects that continued during the Mamlūk period to the monetary situation and its own implications whereas al-Asadī, who approached the subject much more analytically and pragmatically, showed a reformist approach to the problems in a much more comprehensive manner. It should not go unnoticed that al-Assadī was much more radical than his contemporaries in terms of solution proposals. The distinctive aspects of these two works, which were written in the style of a political treatise, are that a sample of events in the historical background are presented in the reporting of events, and examples of verses and hadiths are also provided to confirm the views put forward. To see that the drought, famine and economic problems in Egypt are not a first, al-Maqrīzī tried attracting the attention of the members of the top management by stating the crisis processes in the country from ancient Egyptian to the Circassian Mamlūks period, giving anecdotes about the measures taken by some of the administrators in this process against the problems. Using the same method in his work, al-Asadī presented examples from the history of the prophets, the history of ancient Egypt and Iran, and the period of the Bahri Mamlūks. The resulting drought and the food inflation followed, including the changing prices of basic consumption goods according to the periods are frequently discussed by al-Maqrīzī. Economic problems arising from natural causes are dealt with in more detail in the author’s work and food prices in critical periods are also covered in the relevant sections of the work. In contrast, al-Asadī, focused more on physical problems such as abuses, administrative weakness and the resulting social problems, international trade and neglected reforms. Even if similar issues were partially covered by al-Maqrīzī, the chapters devoted to the physical causes of the troubles by his contemporary are more detailed.The only way to understand that whether these two outstanding studies focused on socioeconomic and administrative problems during the Mamlūks period left an impact on the members of the top management or not, is to question whether radical steps were taken to eliminate the identified problems or not. Although some sultans of the period took temporary measures in the times of crisis, the fact that such problems continued until the end of the Mamlūks, even if not completely ignored, cannot be said to have had much impact on the members of the senior management in terms of the execution of permanent reforms.&nbsp;

El-Makrîzî’nin İğâse ve El-Esedî’nin et-Teysîr’ine Göre Memlûklarda Ekonomik Kriz ve Enflasyon

Murat

Since 2004, in the field of education in Turkey has started to prepare a new curriculum. A constructivist approach was generally taken as a basis in the programs prepared, and course content, tools, and materials were rearranged according to this principle.The Turkish Primary Education Course curriculum based on the constructivist approach has been implemented for the Turkish course since 2005. According to the new curriculum, the books to be used in the course are prepared in three sets: as a textbook, a workbook, and the teachers' guide book. Teachers’ guide books, which were prepared so that teachers would understand the new program more quickly,and to guide books them, started to be used for Turkish lessons.This study aims to determine the opinions of Turkish teachers about the removal of teachers’ guide books. To this end, the following sub-objectives were determined: 1-To establish teachers’ views on how the removal of teachers’ guide books affects planning Turkish lessons. 2- To establish teachers’ views on how the abolition of teachers’ guide books affects Turkish lessons in terms of time management. 3- To determine teachers’ views on how the removal of teachers’ guide books affectsTurkish lessons in terms of teaching. 4- To establish teachers’ views on the effect of removing teachers’ guide books on teachers’professional skills and creativity. 5- To establish teachers’ opinions about the content and quality of the textbooks that came into use after the teachers’guide books had been removed. 6- To establish teachers’ views on the number and quality of in-class activities after the removal of teacher’ guide books. 7- To establish teachers’ views on the effects of removing teachers’ guide books on students’ learning process.In the research, qualitative data collection toolswere used, namely interviews. The study group for the enquiry consisted of 22 Turkish teachers who were selected through criterion sampling derived from purposeful sampling methods among Turkish teachers working in official secondary schools affiliated to the Ministry of National Education in Adana in the first semester of the 2019–2020 academic year.While choosing the study group, it was taken into account that the teachers had worked both while using the guide book and after it had been removed. The data of the research were collected using a semi-structured interview form. After the questions to be included in the interview form had been prepared, they were presented for expert opinion, the necessary corrections were made in line with the opinions of the experts, and the interview form was finalized. The collected data were analyzed through content analysis. Accordingly, codes were created based on the data obtained.According to the sub-objectives determined in the study, the following findings have been reached: 10 of the 22 Turkish teachers interviewed for the first sub-objective believe that the removal of the guide books does not affect the planning of Turkish lessons. Five teachers interviewed stated that removing the guide books caused a waste of time for the teachers in terms of planning the lesson11 of the teachers interviewed for the second sub-objective stated that the removal of the guide books had a negative effect on the course in terms of time management.However, 11 of them believed that there was no effect. According to the third subobjective eight of the teachers stated that the guide books affected the lesson planning. Five of them stated that they were useful for guiding in terms of methods and techniques, and four of them said they saved time. Regarding the fourth sub-objective, eight of the teachers stated that removing the guide books increased the professional skills and creativity of the teachers, seven stated that the removal of the guide books did not have any effect on the teachers’ professional skills and creativity. Six of the teachers stated that the guide books contributed positively to the professional skills and creativity of teachers who had just started in their profession. Nine teachers interviewed on the fifth sub-objective found the textbooks prepared after the removal of the guide books inadequate. Four teachers stated that nothing changed, and four teachers stated that the content of the book was simplified. Ten of the teachers interviewed for the sixth sub-objective stated that the number and quality of the activities in the textbooks decreased after the guide books were removed, while four teachers stated that the number and quality of the activities they performed in the lesson increased after the guide books were removed. While 17 teachers interviewed regarding the seventh sub-objective stated that removing the guide books did not affect the learning process of the students, five of them stated that this situation partially affected the process.As a result, the following opinions were expressed the most according to each sub-objective in the interview with the participating teachers: The removal of the guide books has affected the planning of the Turkish course in various ways. Their removal has negatively affected the Turkish course in terms of time management. The guide books had ensured that teachers planned their lessons. The removal of guide books has increased the creativity of the teacher. After the guide books were removed, the content and competence of the textbooks decreased. After the guide books had been removed, the number of in-class activities decreased as did their quality. The removal of guide books did not affect students’ learning processes,therefore, it would be appropriate to re-introduce teachers’ guide books.&nbsp;

Öğretmen Kılavuz Kitaplarının Kaldırılmasının Türkçe Öğretmenlerinin Görüşlerine Göre Değerlendirilmesi

Stefan

Polonyalı Müslümanların büyük müftüsü Jakub Szynkiewicz  (1884-1966) ve Karaimlerle temas

Serkan

The aim of this research is to compare the Turkish Proficiency Exam (TPE) with the language proficiency exams administered internationally in terms of content and to determine the qualitative appearance of TPE. The data sources of the research consist of The Turkish Proficiency Exam (TPE) conducted by Yunus Emre Institute and internationally held language proficiency exams. These exams which are included in the equivalency table of ÖSYM are CPE, CAE, TOEFL iBT, PTE Academic for English; TestDaF, DSD II, telc Deutsch and Goethe-Zertifikat for German; DELF &amp; DALF for French, DELE for Spanish, CELI for Italian, and TORFL for Russian. Data sources were analyzed by the content analysis technique.&nbsp;In the context of the data obtained, TPE and other language proficiency exams were prepared according to four skills. However, some language proficiency exams also have a grammar section, and sections where integrated skills are measured. The types of questions in the reading, listening, writing and speaking exams of TPE are the same as those in other exams. In the reading section, graphic reading question type presented originality. There are types of questions asked in other language proficiency exams that are not present in the TPE. These types of questions in the reading exam are sentence completion, paragraph creation, paragraph completion, matching, summarizing the text, completing the text, short-answer questions, and integrated skills questions. In the listening exam, the questions are follow-up text questions, short-answer questions, and integrated skills questions. In the writing exam, they are correcting errors in the text, summarizing, integrated skills questions, graphic interpretation, and text reconstruction questions. In the listening exam, the questions are follow-up text questions, short-answer questions, and integrated skills questions. In the writing exam, they are correcting errors in the text, summarizing, integrated skills questions, graphic interpretation, and text reconstruction questions. In the speaking test, these questions are talking about a picture or a photograph, repeating a sentence, evaluating data, making a phone call, interpreting a video, speaking a sentence with an emotional tone (meta language), persuading, giving a radio talk, integrated skills questions, and talk to partner. There are no sample solutions in the reading exam of the TPE. In the TPE, listening texts are played once, and in the listening exams of other language proficiency exams, the texts in certain tasks are played for a second time. Written phonetic transcription of listening texts are included in the sample exams of TestDaF, DSD II, telc Deutsch B2, telc Deutsch C1, telc Deutsch C2, Goethe-Zertifikat B2, GoetheZertifikat C1, Goethe-Zertifikat C2 GDS, DELF B2, DALF C1, DALF C2, DELE Nivel B2, DELE Nivel C1, DELE Nivel C2, TORFL Level 2, TORFL Level 3, TORFL Level 4, but the phonetic transcription of texts in the sample exams of TPE, CPE, CAE, PTE Academic, TOEFL iBT, CELI 3, CELI 4, CELI 5 are not found. There are 2 tasks in the writing exam of the TPE. In the TPE speaking exam, the candidate is given a 2/3-minute preparation period. The number of candidates taking the speaking exam varies according to the exams. There is no grammar section in the TPE. The grammar section is formed either as an independent section in some of the language proficiency exams or as a separate section within the reading and listening exams.Considering these findings, the following suggestions are included in the study: The variety of questions in the TPE can be increased. Sentence completion, paragraph creation, paragraph completion, matching, summarizing the text, completing the text, short-answer questions, integrated skills questions in reading exams; follow-up text questions, short answer questions, integrated skills questions in listening exams; correcting errors in the text, summarizing, integrated skills questions, graphic interpretation, text reconstruction questions in writing exams; picture, photo, video interpretation, sentence repetition, data evaluation, telephone conversation, radio speeches, talk to partner, meta language skills questions in speaking exams can be included in the TPE in similar or different ways. As in other language proficiency exams, presenting the students with a sample solution can be practiced in the TPE. The texts in the listening test can be played for a second time. The written form of the listening texts, the phonetic transcription can be shared together with sample questions. The preparation time for the speaking test can be increased. Depending on the content of the questions, the preparation time can be equal to the exam time. It can be 15 minutes of preparation time, and 15 minutes of exam time. Sample answer texts given to these questions can be shared as well as the questions related to the writing exam.&nbsp;

Türkçe Yeterlik Sınavı’nın (TYS) Uluslararası Geçerliğe  Sahip Bazı Dil Yeterlik Sınavlarıyla İçerik Açısından  Karşılaştırılması

Ahmet

Assist. Prof.

After Abdülhamid II was dethroned, his 33-year reign began to be described as a tyranny. In the period after the dethronement, both the Union and Progress administration and the new Turkey did not show a positive approach toward him. They associated words like “the crimson sultan,” “tyrant,” and “reactionaryism” with him. However, some who severely criticized him at the time later came to regret it. Considering that there is a group of people who described him as “the great khan,” praised him excessively, and raised him to the level of a saint, there are evaluations up to the degree of exaggeration and understatement about Abdülhamid II. In this respect, the approaches of extreme love or hatred about historical figures revolve in a spiral of praise and satire. This situation puts impartial evaluations about Abdülhamid II, who is one of the important characters of history, in a difficult position.The Sirat-i Mustakim Journal, which started to publish before the Second Constitutional Monarchy, followed a publication policy against tyranny and supported the monarchy. Its first issue, which was published thirty-five days after the proclamation of the Second Constitutional Monarchy, has followed a publishing policy that praises constitutionalism, attaches importance to consultation, and criticizes tyranny. While making these criticisms, the journal frequently used Islamic evidence to prove the religious legitimacy of the Constitutional Monarchy. The concept of “tyranny” was used to describe the reign of Abdülhamid II, associating it with all kinds of evil, e.g., backwardness, oppression, and ignorance. The Committee of Union and Progress (CUP), which was also influential in the declaration of the Constitutional Monarchy, was described, by the journal, as the “Holy Society” and the transition to the constitutional order was seen as a “revolution.” Contributors to the journal, such as Musa Kazım, Manastırlı İsmail Hakkı, and Mehmet Akif, considered the proclamation legitimate and the sultan’s dethronement beneficial. They reported censorship of intelligence and police repression in large numbers. The main actor of the tyrannical period, which they criticized very harshly, was the sultan himself.&nbsp;The journal also evaluated the 31 March Incident as a new attempt at tyranny, and it was claimed that the sultan was an active player in the rebellion. In this respect, they claimed that they supported the 31 March uprising to regain the lost reputation of the sultanate. Thus, the journal considered the 31 March Incident not as an ordinary action, but as both religious and political objectionable and evaluates it in the context of returning to the tyranny regime. Thus, after the 31 March Incident, the journal, intensified its characterization of Abdülhamid II as a tyranny. The most emphasized issues are that tyranny is a regime of oppression and&nbsp;domination, the pressures of spies and journals on the people, and the restrictions imposed by the regime on freedom of thought. Issues such as Abdülhamid II's use of religion for himself, and the management staff he established which led him to “delusion” were frequently touched upon by the journal.The most striking aspect in the journal's criticism of Abdülhamid II is the reactions that emerged from the Islamic world, especially in India and the Arab world, after his dethronement. The journal wrote about the devotion of the Islamic world to Abdülhamid II, smearing a campaign against him. Even so, it is essential to consider while the articles praise the constitutionalism of the CUP while slandering the old administration in their severe criticism of Abdülhamid II’s personality and his reign.Although it is occasionally mentioned in the copies of The Sirat-i Mustakim that the expectations demanded from the constitutional monarchy were not fully met, there is no direct opposition to the CUP. In fact, it has been revealed that there was a painful transition period, which were mostly answered by criticism, and that some of the disruptions experienced were excused. The journal did not show this positive attitude towards the administration, the people with secular thoughts, and the media organs in the society, advocating in this direction, for Islam. After the Tripoli War, there is an air of despair about the constitutional administration. However, the Islamists were the first to see the tyranny in some practices of the CUP and reacted to it. Some of the practices that they criticized the most were seen by the Unionists after a short time.&nbsp;

Sırât-ı Müstakim Mecmuası’nın Sultan II. Abdülhamid  ve Meşrutiyet Yönetimine Yaklaşımı

Volkan

Suleimannames are works that started as a continuation of Selimnames and describe the life of Suleiman the Magnificent. The Suleimanname, written by Karaçelebizade Abdülaziz Efendi, has a special importance in that it was written after Kanuni’s death and is the only Suleimanname in the 17th century. Katip Çelebi says that he has a “nice composition” about the work, while Babinger says that the work tells “the life of Kanûnî with an ornate and grandiose style”. In line with the point of view pointed out by these expressions, the narrative features of the Suleimanname will be examined. The narrative features used in the work, their functions and contributions to the work will be examined. Thus, it turns out that a work written in the field of history is the subject of literary science with its expression. In addition, for Classical Turkish prose works, the expression “ornate, viscous, heavy...” has been used for a long time. It is thought that such judgments are an indicator of a negative mentality about the work rather than describing the style of the work. It will be explained that judgments such as language being closed in meaning and not being understood are the ways of artistic expression used in the work. In our opinion, the places that are stated to be written in a “ornate, viscous, heavy…” language are the places where stylistic tools are formed and used. For this reason, it will be tried to show that the heavy, closed expressions in the work are ways of literary expression.While investigating the style of the work, the work will be examined according to the stylistic tools extracted from the narration of the work. Accordingly, it has been determined that elements such as rhetoric, sound arts, repetitions of words and sounds, quotations (poems, verses of the Qur’an) are used in the narration of the work. Considering that there are elements that make the narration of Süleymanname different, how these tools are used in the work and their contributions to the work will be examined.As a history book describing the Kanuni period, different stylistic tools were used in Suleimanname. Thus, the work was described in a literary form and became the subject of literary analysis. These tools, which are used from the titles in Suleimanname, are the structures called “indirect expression” in the study, the phrases formed with the Persian long chain phrase, and the phrases and phonetic arts. It is thought that this structure is what is meant by an ornate, viscous, heavy language expression used when describing the language or style of classical Turkish literature products. In the study, it has been tried to show that such structures&nbsp;are the place of formation of sound and rhetoric, provide the emergence of different meanings, and increase the density in terms of sound. One of the detected points is that concretization is frequently used in indirect expressions. Thus, we can say that the meaning in long and complex phrases is given in a way that can be visualized.There are often quoted elements in the narrative of the work. It has been determined that the poems from the quoted elements have different usage features in terms of structure and meaning. It has been determined that the poems from the quoted elements have different usage characteristics in terms of structure and meaning. In these quotations consisting of Arabic, Persian and Turkish poems, Turkish poems are used very little compared to others and a great deal of belong to Baki. In the work, poems are used as an element of a sentence in terms of structure and independently of the sentence. Poems that are independent of the sentence have functions such as continuing what was told before them, explaining the ongoing narrative, and ending a chapter or work.The verses of the Qur’an are included in the work in order to legitimize the authority of the sultan throughout the work. The most important source on which the ruler, who is the shadow of Allah on earth, is based on, is the holy book. Therefore, by quoting from the Qur’an, the authority of the Kanuni is given by the verses in which it is confirmed by Allah that he is on the right path.Karaçelebi-zâde Abdulaziz Efendi was a well-educated statesman who had a divan and knew the subtleties of all three languages. At the same time, he is one of the most important great author (münşî) of the period. He showed his artistic side in his work named Suleimanname and created his work with various stylistic tools that we tried to explain above. Although there are expressions such as heavy, ornate, and grandiose about Suleimanname, which is one of the important works of aesthetic prose in terms of narration, in our opinion, what should be meant by these expressions is that the work was created by means of artistic expression.

Bir Osmanlı Tarihi Nasıl Anlatır ?: Karaçelebi-zâde  Abdülaziz Efendi’nin Süleymân-nâmesi’nin Anlatım  Özellikleri

Yasemin

The Ottoman Empire was ruled for 33 years, between 1876 and 1909, by Abdulhamid II. As a political actor, he made quite a name for himself among the Ottoman sultans and was perceived as the greatest enemy of some and the most cherished friend of others during his lifetime. While some perceived Abdulhamid as an oppressive, censorious, and autocratic personality because of his actions, others viewed him as a statesman and spiritual personality and would have considered rebellion against him equivalent to rebellion against Allah. Abdulhamid established a security service, the Umur-u Hafiye, to avoid the negative situations experienced by previous sultans and to suppress popular fears and delusions. Over time, however, the Umur-u Hafiye became a tool for sordid dealings and conflicts of interest. The organization, which started to be perceived as a cancer in society, caused various social and political crises until it was suspended by order of the state on July 31, 1908.Reşat Nuri Güntekin, who liked to reflect on the political and social situation of his period in his works, frequently treated spying and reporting as secondary elements in his various novels. When Güntekin's novels are examined as a whole, in line with concepts of espionage and information collection, it may be understood that the author is painting a general picture that reflects social and political conditions under an autocratic government. This painting, drawn from the public's perspective, is black and white, not color. The black part consists of the palace and its surroundings, while the white consists of dissidents or those thought to be dissidents. The public, the main figure in the painting, is surrounded by absolute authority. Some were spied upon, and some were reported on. In the later parts of this panorama, there are enlightened people who were nonetheless detained and sometimes exiled to regions near and far.Surveillance creates deep distrust, anxiety, and fear among people. It thus damages the unity and solidarity of asociety over time, turning people against each other as well as triggering prohibitions, arrests, and exiles. A common auxiliary element in the novels of Reşat Nuri Güntekin is the observation of society’s problems with a keen intellect. Güntekin, who writes rationally, intelligently, and optimistically, only induces a feeling of moral anxiety in the reader as he deals with the subject of spying and reporting, which he sees as a disaster, though in a measured style. He does not portray spies and informants directly as objects&nbsp;of and hatred and resentment. However, situations that might cause serious discomfort in people are presented as gently as possible, which is a kind of self-censorship applied by the author. Güntekin does not apply a statist approach when addressing the above issues but identifies the root of the problem and points out the remedies. He draws attention to the aspects of spying that negatively affect many segments of society, large and small. Thus, the identity of investigators does not fall within the limits of his interest. Rather than targeting individuals, he critiques their mentality. Accordingly, when an environmentof fear, which feeds a mentality in which people are accused and slandered on absurd grounds, is extinguished through reason and science, such inhuman activities will wither away. Handling his novels in a realistic way, Güntekin filters through every period he lived in and writes with a sense of responsibility. For example, he does not refrain from criticizing a group that he otherwise portrays as a supporter of freedom and justice. Moreover, his heroes, who are supporters of this group, commit similar injustices when they assume political power, and he has them deported for this reason. The author’s implicit aim is to prevent the reader from blessing a given administration or party by creating an awareness of humane administration.Conversely, Güntekin shows the long-term effects of political events on people in his novels and enables the reader to think about the relevant period. For example: A boy of 17 or 18 who is exiled from school and deprived of education for years for reading a book that the government did not approve of; the exile of a doctor and his death in misery overseas for questioning the country’s course; reporting on and removing the epaulettes of a soldier playing traditional game without question. All of this material permits the reader to make inferences about the political environment. Güntekin was a master novelist. While he creates a deeply felt atmosphere of fire and political reality, he nonetheless tolerates every period and person, expands his sphere of influence day by day with his unique style and point of view, and attracts attention.&nbsp;

İstibdâdî İdârenin Gizli Enstrümanlarından Hafiyelik  ve Jurnalin Reşat Nuri Güntekin’in Romanlarına Yansıması

Alper

Res. Assist.

Arud‘ ْع َلروض) اal-‘arūd) is a study of poetic meters. This study field is founded by al-Khalìl ibn Aḥmad al-FarÀhìdì (d. 786), an early Arab lexicographer and philologist. In his book al- ‘Arud he describes types of meters, gives the basic rules and sets the terminology. He places this study field under the science of poetry (روضَ ُ ْع َل ْم ا عل , ِʿilm al-‘arud).‘Arud is a metric system which is closely related to both orthography and pronunciation. Taktì‘ (التقطيع (is a term which describes reading a poem aloud, in accordance with the rules of the ‘arud. In the divans poems mostly recorded with the standard writing system. The standard orthography may not reflect the pronunciation completely, however Al-Khalìl, the very first theoretician of the ‘arÿd, realized that there is a gap or difference between pronunciation and orthography. After noticing this problem he developed a special writing system used to show the pronunciation in verse texts. In this method words are written according to pronunciation rather than how they are written in the standard language. He calls this method as hattu’l- .(خط العروض) arud‘Hattu’l-‘arÿd resembles the Quranic writing system which is called hattu’l-mushaf (المصحف خط .(The spelling and reading of the Quran are different. While hattu’l-mushaf determines the writing of the Quran, tecvìd (التجويد (is a discipline which shows how to read the Quran. This is quite similar to hattu’l-‘arÿd and taktì‘. These two writing systems were founded by al-Khalìl. We can say that there are similarities between hattu’l-‘arÿd and hattu’l-mushaf; taktì‘ and tecvìd.&nbsp;After al-Khalìl, thisspecial writing method called hattu’l-‘arÿd was also mentioned in some other historicalsources. Ibn Durusteveyh (d. 958), is another linguist who defines hattu’l-‘arud. Ottoman historian-chronicler Tashkubrizadah (d. 1561), in his bibliographic encyclopedia called MiftÀh al-Sa‘Àda, also recordessome information on thistopic. He categorizesthe hattu’l-‘arud as a sub-branch of the science of writing. He recordes a verse (beyt) as an example. He gives this beyt twice. One is written in standard spelling and the other is written in hattu’l-‘arud.Hattu’l-‘arÿd is employed by the poets for several reasons such as teaching the ‘arÿd, to check if the verse is in accordance with the meter, or some other practical reasons such as providing an easy reading for the ones who do not know the ‘arÿd meter very well.Some Ottoman poets used this writing method in order to provide the meter of the verse. Hattu’l-‘arud was also employed to teach the ‘arÿd to children or beginners due to its practicality.It seems that Tarlan was the first academician who mentioned this writing method. Starting from Tarlan, some academics such as Dilçin made some contributions on this topic.Along with these, some academics, by missing the historical information, thought they were the first ones who discovered this writing system. They even gave some new names to hattu’l-‘arÿd. Some academics did not understand it at all or labeled this kind of writing as a misspelling when they came across it.In this study, we evaluated a mi‘rajiyya which is written in late 18th century and its original writing method. The poet, Hâfız Ömer Yenişehr-i Fenârî, was a preacher, who wrote his work to be read in the mawlid ceremonies. It is understood from his introduction that he witnessed many times that his work was mispronounced. So he applied a spelling system which is quite similar to the Quranic writing system. This practical writing system is applied to the text by the poet himself to make his work easier to read by the ones who do not know the ‘arÿd meter very well. With this special method he also records the best pronunciation of his time.&nbsp;&nbsp;The poet uses the hattu’l-‘arÿd in order to show how to read the mi‘rajiyya loudly. This tells us how the standard language is adjusted to be able to apply the ‘arÿd. This adjustment shows us that poets used the daily spoken language as an option to be employed when needed.Hattu’l-‘arÿd is mostly used by the poets here and there, but in this mi‘rajiyya, it is applied to the whole text by the poet himself.&nbsp;He adds to his work a kind of preface which is called dìbÀja. In this dìbaja, he describes the hattu’l-‘arÿd, explains why he changed the vowel marks or even the spelling, and he mentions its practical purpose.&nbsp;

Aruzun İmlası ve Telaffuzu

Umut

The article aims to reveal with concrete historical evidence that the shooting method, which is called the Parthian shot, should be called the Turkish shot. For this purpose, the concrete traces of the Turkish shot from the first ages to the present will be determined and shared. In this study, which is the first article of the series, it will be focused on the peoples who lived before the Parthians and used the Turkish shot. Then, with the influence of the Turks, "Turkish shot" practices will be started in China and Korea. In order to reach the works depicting the Turkish shot during the mentioned periods, works containing various genres were scanned in the museums of countries such as America, England, Austria, France, Russia, Ukraine, Greece, China, Japan and Korea.The study was initiated by presenting the archaeological artifacts showing that Turkish shot was carried out by the Cimmerians, Scythians, Sarmatians and Amazons, who are disputed whether they are a Turkish or Iranian tribe. Since the literary works belonging to these nations have not survived to the present day and their languages are not known exactly, it is very difficult to prove their nationality definitively. Generally, the evidence brought about which nation they belong to is secondary evidence. However, it would not be wrong to argue that they are more close to the Turkish cultural basin with their geography, equestrian nomadic lifestyles and traditions. For this reason, the study started with the Turkish shooting in the mentioned nations and thus the historical development of this method was also displayed.It was determined that the Cimmerians applied the Turkish shooting technique by putting the reins on their backs, the Amazons even adapted the Turkish shooting method to weapons such as slingshots, lasso, axes, spears and swords and the Scythians and Amazons also applied the Turkish shot as infantry.The fact that the Turkish shot method started with the proto-Turks is revealed by the legends about the legendary “İ” [Yi/Ho Yi] who lived in the Hsia dynasty (2100 BC - 1600 BC) in China and the engraving depicting him while shooting the Turkish shot. It has been presented with archaeological evidence that this shooting method was carried to China by the Proto-Turks and Turks from very early times.This shooting technique, which is commonly referred to as the Parthian shot today, was actually applied by the Asian Huns (220 BC- 216 AD) who ruled at the same time as the Parthians (247 BC-224 AD) and the Turks in China. From that date until today, Turkish shot has continued uninterruptedly by the Turkish nation. In the study, mausoleums, frescoes, reliefs and cave paintings from the Turks in China were shared. The works in question do not represent the Chinese, but rather the Turks in China. The reason for this can be explained as follows: In the period between the Han (206 BC-220 AD) and Tang dynasties (618 AD -907 AD), tombs were mainly decorated with Confucian themes. Foreigners living in China, namely Turks, generally preferred hunting scene themes, including depictions of "Turkish shot", for their mausoleums. In addition, when the Chinese archers were mainly infantry in the early periods, they could not defeat the Turks, and they imitated them down to their clothes and turned to horse archery. Therefore, horse archery and Turkish shot technique on horses in China are practices that started with the influence and imitation of Turks. As a result of the Goguryeo dynasty (37 BC - 638 AD) and the Turkish alliance, artifacts showing that Turkish shot was also carried out in Korea were identified and shared. A fresco was presented depicting Koreans playing a game similar to the "pumpkin game" (kabak oyunu) that helped develop the Turkish shot.Depictions of Turkish shot originating from Cimmerian, Scythian, China and Korea show that this shot was made as soon as all four feet of the horses were lifted off the ground. This is because the shock must be minimized for the shot to hit the target. Artifacts unearthed in China reveal that the Turks, like the Scythians and Amazons, used this method of shooting not only as cavalry but also on foot, not only with bow and arrow but also with other weapons such as spears.In the other articles of the series, it will be displayed that the "Turkish shot" method has been continued by the Turkish nation until today. It will be shown that other weapons such as spears, swords and rifles were used by the Turks in the Turkish shot style. Thus, it will be presented with the proofs why the method of turning 180 degrees while galloping and shooting accurate arrows should be called “Turkish shot”.&nbsp;

Türk Atışı veya Galatı Meşhur Part Atışı I:  Eski Çağlarda Türk Atışı

Ali Haydar Haksal, who has come to prominence in the field of Turkish literature, especially with magazines–Yedi İklim –is a writer who has works not only in this aspect but also in various fields of literature such as novels, monographs, and essays. Haksal is also one of the writers that have made their mark on the story type. The author's work titled Dream within a Dream is an example of this genre. Dream within a Dream, discussed in this study, includes eleven stories named “Tears of the Dead,” “Willow Shadow,” “Hala Sultan,” “My Stones in Clear Water,” “Long Journey,” “Wounded Me,” “No,” “The Door Ajar,” “Night of Fear,” “A Restless Day in the Nursing Home,” and “Cliff.” These stories deal with dreams, especially with the era of bliss.In our literature, a sad and complicated mood has vastly been found both in verse and in prose. This experience is evident in eleven stories in Dream within a Dream. This complex structure also influences the style of the author. This confusion that can put people cul-desac in dreams is seen in the style of the author. In addition, as seen in many literary works, in Dream within a Dream, some places are written in lowercase as a conscious practice of the author; besides the free side of author who leaves the rules of writing aside, this can also be considered as a foregrounding of the era of bliss and an attitude made to attract the attention of the reader in this direction. Also, in terms of spelling rules, it is seen that the parts written in lowercase are more understandable. It can be said that the author’s use of a more understandable style in these parts of Dream within a Dream is related to the attempt of attracting the attention of the reader on these parts, namely, Islamic matters and the relevance of Islam.A dream can be defined as an event in which the worldly life of the individual is in the sleep phase, which can also be considered as a spiritual realm, sometimes not noticed, and sometimes clearly seen. This definition can also lead the individual to the psychological dimension of dreams. In addition, the existence of the devilish and utter dimension of this concept that affects people should be taken into consideration. In addition to the dreams that can be related to the devil representing the sensual side of the person, the dreams that can be regarded as the righteous ones also affect the person; this is mostly related to the religious dimension of dreams.Another impressive aspect of dreams is the interpretation part. This part is the aspect of dreams that responds to the curiosity of man about the future life, in short what will happen. In the sections about the era of bliss in Dream within a Dream, the dream and its interpretation are emphasized, and it is featured that the interpretation should not be made by everyone. The issue of interpretation also brings to mind the connection of dreams to reality and the intertwining of many things in stories. The author establishes intimacy among the events and tackles the complex and intertwined side of the dreams; that is, the author assigns the meaning through form. Haksal also emphasizes the relationship between dreams and reality in his stories.Ali Haydar Haksal gives profoundly the spiritual, that is, the religious, dimension of dreams in his stories. Because a dream is a concept whose existence is accepted in Islam, this concept has been mentioned in some verses of the Quran: Yusuf, Enbiya, Saffat, and Fetih Surah. In addition to this first source, hadith scholars such as Bukharî, Ebû Dâvud, Tirmizî, and Muslim referred to dreams. Sufis, on the other hand, are known to have placed dreams in the course of the dervish because they rely on verses and hadiths.Ali Haydar Haksal, who uses literature as a tool in the work titled Dream within a Dream, handles Islam in the context of dreams by putting the dreams in the foreground, especially the life of the era of bliss, giving place to the Quran and the hadiths in his stories.&nbsp;

Rüya Rüya İçinde: Ali Haydar Haksal’ın Rüyalar Üzerine Din Bağlamında Edebî Bir Yorumu

Kamila

Nilüfer

Proverbs and idioms contain those lexical elements of the language that show the unique way of thinking, lifestyle, religious beliefs, and practices of a nation. Words that come from the past to influence the present contain pieces of valuable advice, warnings of prohibitions, and eternal verities—from value judgments to a sense of morality. Although each proverb carries traces of a given nation, it is seen that over time, some similar expressions have emerged in nations across similar or different geographies.People may have different worldviews, however, it is worth noticing that they focus on the same subjects in their proverbs, use the same analogies, and underline the same details. Some societies may be closer to each other due to the similar ways of living in similar geographical conditions. However, sometimes the proverbs of people who live in completely different locations are nevertheless imbued with the same meaning.Therefore, comparative studies between cultures of different nations are very important in showing the common ground of cultural values and intellectual capacities. Moreover, it is interesting to make people from different cultures aware of them.These studies are based on the idea that no culture can exist on its own (in isolation). Although Poland and Turkey have no common borders, they show similarities to each other. To reveal these similarities, proverbs in the lexicon of both languages were compared. It can be said that comparative proverbs research, based on the comparison of proverbs of different nations, is the oldest field of comparative folklore research with a history of thousands of years, due to the small number of proverbs’ volume and the fact that their texts change relatively slower that other texts of oral literature. Proverbs, born in an oral culture resulting from long historical and sociological processes, become permanent in the memory of the society by being transferred through speech acts across generations, but mostly owing to literary works in which they are included. Both to be the transmitter of the national consciousness and perception that has been and will continue to be carried from the past to the present and their solid foundations, formal features, depth of meaning, and beauty of speech mean that proverbs are frequently found in oral and written literature as well as in everyday language. A poet or writer can reinforce the message they want to convey with a word that has become popular in the given society and make it more impressive, and they can more easily express difficult situations with powerful words, vivid pictures, and proverbs that society knows and respects. Moreover, the use of proverbs in literary works is a practice found not only in Turkish literature but also in Polish literature. Indeed, sometimes words, verses, and couplets in poetry have survived to this day even though the author of those verses is forgotten; however, their work acquired the status of proverbs. Polish proverbs also contain old or archaic wordsThe proverbs used in the poems of Nedîm, the most important representative of the Localization Movement in the eighteenth century, were chosen as an example to show similar or identical use of Turkish and Polish proverbs.In the eighteenth century, under the influence of the Localization Movement, Nedîm’s poetry was strongly affected by local elements. Based on the tradition and customs of comparisons, proverbs, and idioms, using metaphorical meanings, he created poetry and descriptions of places that attract attention. Knowing very well the expressions in Turkish and the different meanings of words, Nedîm also shows a mastery of the use of proverbs. Even if the proverbs he used differ in form, they are still used today. This shows that the proverbs in literary works, dictionaries, and the language of the people are concrete evidence of the continuity of culture. This study not only identifies proverbs and idioms in Nedîm’s Dîvân but also reveals the individual use of proverbs by the poet and the fact that those proverbs exist in different cultures with universal meaning. Some of the proverbs in Nedîm’s Dîvân—as syntactic expressions—are identical to those used today, while some are identical only in their meaning. In this context, the quotes in Dîvân were written first in modern Turkish, and then compared with their Polish semantic equivalents. In this study, those proverbs in Polish that have meanings closest to the proverbs from Nedîm’s Dîvân or concern only the same topic are presented. On the example of selected proverbs from Nedîm’s poems and their Polish equivalents, the transition from oral to written culture is shown along with the continuing custom of using proverbs in a globalized world.&nbsp;

Nedîm Dîvânı Örnekleminde Türk ve Leh Atasözlerinin  Karşılaştırılması

Duygu

Nilgün

Prof.

Westernization movements that began during the Tulip Age (1718–1730) in the Ottoman State were observed in the periphery of the palace, initially taking roots in the military and subsequently affecting social, cultural, educational, musical, and virtually all cultural spheres. Its impact on Turkish music can be seen in the transformed performance styles and modernized teaching traditions. These factors, along with standardization efforts, have brought about the need for a school wherein Turkish musical education would be sustained, and the music would be institutionalized.Prior to Dârülelhan; the teachings of Turkish music occurred in institutions and venues such as the Mevlevîhane, Mehterhane, Enderun, Muzıka-yı Hümâyûn; and specialized societies such as Dârü’l-Musiki-yi Osmanî, Dârü’l Feyz-i Musiki, Dârü’t-Talim-i Musiki, Gülşen-i Musiki, and Şark Musikisi Cemiyeti (Western Music Society). As well as grand mansions belonging to music lovers and cult convents have served a similar purpose.The music department of Dârülbedayi -originally established for theater in 1914- is important as it is regarded as a stepping-stone to the establishments of Dârülelhan. However, the Turkish music department at the institution was shut down in 1916 due to the economic impacts of World War I.Dârülelhan was subsequently established in 1916 to address the need for the institutionalizing and representing Turkish music by offering quality education in the field. In its initial configuration, it was planned as an institution with two campuses, offering separate classes for men and women. The men’s campus was closed due to the economic effects of WWI and classes at the institute continued solely in the women’s branch.Dârülelhan was restructured with Eastern and Western music departments and reopened in 1923 during the republic period, during which it operated as a far more efficient institution compared to its past form, producing concerts, compilations, and publications as well as offering numerous classes. However, prolonged discussions on Eastern and Western music, widely covered by the media in 1926, led to the idea of entirely eliminating Turkish music from official institutions.At the first conservatory of the Ottoman State and the Republic of Turkey, Dârülelhan was charged with the important mission of reconstructing the musical taste and production&nbsp;of its day during both eras of its activity. A review of interviews during its establishment, and articles stipulating the institution’s purposes in the legislation, clearly show that the institution was perceived as the government agency that would shape the anticipated change in the field of music. Established to meet Turkish music’s need for institutionalization, Dârülelhan’s fundamental purposes included the scientific application of Turkish music along with registering and reviving old works and compositions that were a part of its inception in 1916, when the ordinance regarding the institution was first published. Education, both through notation and makams (melody types) in realizing these purposes, was gravely emphasized. The fundamental goals of the institution are a reflection of the positivist and rationalist thought on music that were prevalent during the period. There was an attempt to convert the teachings of Turkish music, which occurred primarily through meşk -an element of oral culture- that followed the footsteps of its precursors into written culture. Although notation -an element of Western culture- was used, edvars, which were the most significant source in teaching Turkish music theory, were reference points in scientific discipline. Another aim was to propel change in various fields of Turkish music tradition, which began with the westernization process in the Ottoman State through Dârülelhan’s education and arts activities as well as the efforts of the alumni. However, the institution was unable to operate as planned during its inception due to financial troubles and the effects of the World War.Beginning in 1923, Dârülelhan was once again expected to operate as a “modern” institution much like its counterparts in Europe. This second period was far more productive than the first, both in the sense of works carried out at the institution and its artistic activities, along with a better convergence of planning and implementation. The institution organized concerts that exemplified the use of notation, and the publication activities along with it illustrated the changes that were implemented in Turkish music’s performance and teaching traditions. The surviving art forms carried an unprecedented concerted purpose of creating literature through a register of Turkish music and the first systematic efforts that took place in the field.Dârülelhan, which operated non-continuously due to and under two different structures between 1916 and 1926 due to a consequence of its times, made significant contributions to the transition of written culture and developments in the creation of literature, registering and recording compositions, and transitioning education through notation in a time period that was too short to realize the missions it had assumed.&nbsp;

Çalkantılı Bir Dönemin Kültür Sahnesi Olarak  Dârülelhan: Geleneğin Yeniden Tanımlanması

Fatma

Anonymous folk literature includes many phrases. Blessing and cursing are also included. Blessing and cursing, which have an exuberant expression, are effective in enlivening the expression and strengthening the meaning and are quite unique genres. Blessing has been seen since ancient times as phrases used to wish goodness, beauty, and protection from dangers. On the other hand, cursing is the verbalization of the human reaction to dangerous and difficult situations. Religion is the most important factor in the formation and shaping of blessing and cursing. Human beings who want to direct nature according to their personal or social interests have put the most important trump card in their hands, namely, the word. The first forms of blessing and cursing are probably the requests and wishes from the sacred that man conveys through words. Man must find a method, a logical and impressive way by which he can calm the supernatural beings he is afraid of and anxious about and eliminate their dangers. Thus, he finally decides to use the word in an impressive way. It can be thought that such a process is at the root of the formation of blessing and cursing.Chaos is a danger to man. The chaotic environment in which order is disturbed is an unsafe place making it difficult or impossible for a person to survive. One tries to avoid it, and if encountered, one tries to get rid of it. There is a striving to be protected from all kinds of bad situations and to build goodness, righteousness, order, well-being, comfort, and trust. Blessing and cursing, which we can accept as part of our efforts to preserve or rebuild order, enables man to stay in touch with beings he thinks may be dangerous through wishes and appeals. It can be said that blessing and cursing, shaped by mythological understanding, lost their first magical state in daily life. Despite this, it is possible to encounter the forms of blessing and cursing, reflecting the mythological understanding in folk literature such as myth, fairy tale, and epic.Folk literature products, and among them blessing and cursing, can be handled from many different angles. However, in order to better understand such products, it is necessary to first discover what functions they serve in the society. This is where the functionalist theory comes into play. Accordingly, every cultural product has emerged to serve a purpose. Every product produced will be used and consumed. It is not possible for a cultural phenomenon that&nbsp;serves no purpose to emerge. A cultural product is always shaped according to the function it serves. Therefore, in order to understand a product, it is necessary to first examine the context and the function that shapes it.The Epic of Er Sogotoh, which is the most famous example of Saha folk literature, is a text convenient to examine in terms of blessing and cursing while giving information such as beliefs, social structure, and family structure. It is possible to find quite original and aesthetic forms of blessing and cursing in the epic.In the Epic of Er Sogotoh, blessing and curving are spilled from the language of the heroes or all supernatural beings with whom they relate, from time to time in the most enthusiastic situations, at the highest of emotions, or at critical times. In this study, blessing and cursing in the Epic of Er Sogotoh will be examined and an evaluation will be made on the functions within which they are diversified.&nbsp;

Alkış ve Kargışlara İşlevsel Bir Bakış: Er Sogotoh  Destanı Örneği

Tekin

Ekim Devriminin Mirası: Kızıl ve Beyazların Savaşı

Gamze

Geçmişi Günümüze Kazandırmak

Dilara

Tezkire Literatürüne Katkı

Mustafa

Prof. Dr.

CALL FOR ARTICLES FOR JUNE 2025 SPECIAL ISSUE

CALL FOR PAPERS FOR DECEMBER 2025 SPECIAL ISSUE

TÜRKİYAT MECMUASI ARTICLE AWARD

Fuat

The determination of land and maritime borders has been of paramount importance in the nation-state building processes of Türkiye and Greece. The Treaty of Lausanne (1923) marked the final stage of this process and estab lished the fundamental principles for the delimitation of borders. For instance, while determining the sovereignty boundaries between Türkiye and Greece, the transfer of sovereignty over islands that were still under the de facto occupation of Greece and Italy was accepted. It was further stipulated and regulated that the islands whose sover eignty was transferred would maintain a demilitarized status. Regarding land borders, two significant points stand out. The first is that the deepest point of the Meriç/Evros River (the Thalweg line) was accepted as the boundary line when delineating the border between Türkiye and Greece. Border determination commissions would demarcate this boundary after the treaty came into force. The second is the mutual demilitarization of a 30-kilometer-deep zone along the Thrace border. The demilitarization arrangements were implemented through established commissions. Additionally, the (Turkish-Greek) Border Determination Commission was tasked and authorized with marking the border in Thrace and resolving any potential disputes. However, the commission’s work was predominantly limited to land borders. At the outset of its work, the Turkish-Greek Border Determination Commission reached a consensus on certain principles. Accordingly, in the event of a change in the riverbed, the boundary would be definitively determined on the basis of the current state of the river as depicted in the maps prepared by the commission, rather than the boundary shifting with the riverbed. Both the riverbed and the entire boundary line would be determined by triangulation points on the existing maps. The boundary would be established with the strict condition that the people on each side would have the right to use the water up to the midpoint of the riverbed from their respective shores. Regardless of the boundary drawn and defined in the maps prepared by the commission, the bordering governments’ control and authority over railway lines would extend to the midpoint of these bridges. The determined boundary line would be marked on maps and physically demarcated with boundary stones on the ground. The Türkiye-Greece border, as accepted by the Athens Protocol on November 3, 1926, although it definitively estab lished the sovereignty boundary, required revision and adjustment due to the structural characteristics of the river basin. Flooding issues caused by irregularities in the river flow and changes in the riverbed necessitated cooperation and joint projects between the parties. These arrangements were attempted to be implemented through newly established joint commissions. The least contentious part of the shared borders between Türkiye and Greece is the land border in the Karaağaç region, where no significant issues have arisen. On the other hand, the main disputes concern maritime boundaries. This is because no joint work has been undertaken to address the maritime sovereignty boundaries between Türkiye and Greece. When examining the provisions related to the transfer of sovereignty in the Treaty of Lausanne, no statement is found regarding what the maritime boundary between the two countries should be. The parties need to make technical, political, and legal joint efforts to eliminate this ambiguity. The decision to mutually demilitarize the 30-kilometer-deep zones along the borders of Türkiye, Greece, and Bulgaria is a result of the security concerns these countries have regarding each other’s identities and intentions. The transformation of the Pacte d'entente Cordiale between Türkiye and Greece into the Balkan Pact with the inclusion of Yugoslavia and Romania shortly thereafter was one of the limited efforts to preserve peace and stability before World War II. The Thessaloniki Agreement signed between Bulgaria, Greece (as the presiding country of the Balkan Pact) and Türkiye in 1938 mutually lifted demilitarization obligations. As demonstrated in this study, the border arrangements between Türkiye and Greece, established within the frame work of the principles set by the Treaty of Lausanne, pertain only to land borders. There is a need for regulation regarding maritime boundaries. The next stage concerns the airspace over land and maritime territories. Currently, there is also a conflict between Türkiye and Greece over the extent of the Greek national airspace. The relations between Türkiye and Greece are directly related to border arrangements. On the one hand, the fact that border arrangements, which represent national sovereignty and territorial integrity, have not yet been tied to a treaty status, and on the other hand, the addition of new sovereign rights to states in international law negatively affects these &nbsp;states’ international relations. This study has focused on the determination of land, river, and maritime borders between Türkiye and Greece, arguing that maritime sovereignty boundaries have not been definitively established and that there are deficiencies in this regard.

The concept of the “border” in the relations between Türkiye and Greece

Zehra

After the establishment of the Greek State, the hostility that had been built between the states due to the events of the Turkish-Greek War and the Balkan Wars in the last period of the Ottoman Empire and the Greek occupation during the War of Independence changed as of 1930, when the exchange problem was completely resolved, and instead a new process based on “friendship” originating from mutual concerns and interests began. The friendly relations continued until the mid-1950s, when the Cyprus issue became a priority, due to the agreements signed between the two countries, especially the Balkan Pact, mutual visits, Türkiye's support during the Second World War, the financial and military aid of the US to Türkiye and Greece after the war, the struggle against communism in line with common goals and, in connection with this, participation in the Korean War. ENOSIS activities, which aimed to connect Cyprus to Greece, increased with the demands of the Greeks as of 1878, when England temporarily seized Cyprus, and activities on the island continued in line with this purpose. In response to these, the Turkish Cypriots carried out several activities, especially organizations and public meetings, and demanded support from Türkiye. Türkiye, which did not want its friendly ties with Greece to be damaged, tried to show a cautious attitude on this issue until Greece took the Cyprus issue to the United Nations. Turkey, which turned its attention to Cyprus after Greece took the issue to the United Nations, broke its silence when the Greeks started armed actions, which formed the basis of EOKA to unite Cyprus with Greece, abandoned its status quo approach and began to voice its rights over the island by putting forward the “Turkish Thesis”. While the Greeks contributed to the tension in relations between the two countries with their acts of terror and their press publications, especially after April 1955, Türkiye followed the developments in Cyprus and Greece with concern, and a new period in which anger would gradually prevail in the Turkish public opinion began. Protests took place in an environment that became tense with mutual provocations, and on the eve of the rally to be held in Taksim, where extraordinary measures were taken beforehand, the masses were mobilized and looted following the news that a bomb had exploded at Atatürk's house in Thessaloniki. While the Events of September 6-7 shaped both domestic and foreign political developments, it also caused a separate crisis between Türkiye and Greece. Greece first blamed Britain and then Türkiye for the bombing incident and put forward some conditions to participate in the Balkan Pact and NATO meetings. In this context, Greece, trying to assume the role of the protector of Türkiye's Greek citizens who were harmed by the Events of September 6-7, sent notes to Türkiye, including the condition that the damages be compensated. Turkish government officials, especially President Celal Bayar and Prime Minister Adnan Menderes, initially adopted a cautious stance against this attitude of Greece, including banning the Martial Law Administration from speaking against Greece, and made statements that friendship with Greece should be maintained in line with common interests. While there were reactions from the opposition in Türkiye, the government also said in private meetings that Greece was pursuing an opportunistic policy. It was stated that the Greek governments acted in favor of their own public opinion and that a 40-page document accusing Türkiye was prepared. After the heat of the events passed on the one hand, those who were deemed responsible were tried in the Martial Law Administrative Courts, and the damages were compensated, and on the other hand, the methods to be followed against Greece's attitude, which had begun to be characterized as “provocative”, were determined. In this process, during which the opposition criticized the government for remaining passive, the Turkish government, which argued that the events were a systematic movement, determined its path as remaining loyal to international agreements and treaties, frequently stating that there was no responsibility and that the necessary measures were taken, to compensate for the damages of the Events of September 6-7 and to provide information and warn against provocative attitudes if necessary. In the interrogations in the September 6-7 Incidents Case, which was heard as a separate case in the High Court of Justice established in Yassıada after the intervention of May 27, 1960, the role of Greece would come to the agenda again, and government officials from the DP period would evaluate the events as a systematic movement and point out the role of Greece. In the following process, a similar response was given to Greece's attitude, leaving aside the sensitivity, especially by canceling some protocols and smuggling publications into the country. However, when it was seen that these events created a situation to the detriment of Türkiye, statements reminding the friendship with Greece were made again. After the Cyprus issue was resolved with the Zurich Treaty on February 11, 1959, and the London Treaty on February 19, &nbsp;1959, relations would enter a normalization process again with the fact that Türkiye and Greece applied for Common Market membership in January 1960.

The Impact of the Events of September 6-7, 1955 on Türkiye’s View of Greece

Ünsal

The Greek state, which founded with the support of the Western powers following the success of the Greek rebellion, was faced with budgetary problems on the one hand and social problems arising from the creation of a modern state on the other. As a result of these problems, Greece experienced its first official bankruptcy in 1843, and the expansionist policy that began within the framework of the 'Megali Idea' led the country to make efforts that went far beyond the elements of national power. The influence of the army on politics, which developed along with this policy, was one of the most important problems in Greek domestic politics. Greece, which wanted to continue its expansionist policy in Anatolia but was defeated in the Turkish War of Indepen dence, then had to deal with the problems caused by the compulsory exchange of population in Asia Minor and the bankruptcy of 1932, triggered by the economic crisis of 1929. The Metaxas dictatorship in 1936 and the Second World War left a deep mark on the economy and social structure of Greece. In the internal conflict between the pro-royalists and the communist rebels that began in the country after the Second World War, the pro-royalists won the war with the support of the West. In this context, the role of US and British aid, which Greece received due to its geographical position, in winning the war cannot be denied. This massive aid, both military and financial, was the most effective factor in preventing Greece from adopting a communist regime. However, due to the socio-political structure of Greece, there were problems in the efficient use of this aid and the establishment of a stable government in the country, and in this context the American military delegation and the US embassy preferred to work with the military high command rather than with Greek politicians. General Papagos also stands out in this choice. Given his successful leadership in the Civil War and his undisputed power over the Greek Army afterwards, the Americans' choice of Papagos was quite logical. Papagos was heavily supported by the US Embassy, both in his control of the army and in his later resignation and entry into politics. This support, together with the economic development environment created by Marshall Aid, meant that Papagos was seen by the Greek public as the expected saviour of the country, and Papagos and the party he founded achieved great success in the 1952 elections and came to power alone. This event constitutes the main research question of this article. This deliberate decision by the US to keep Greece in the Western camp would later prove to be an important factor in the Greek army's intervention in politics. In other words, while the economic and political support provided led the military to feel independent of the government and to intervene in politics, it also paved the way for Greece to become a permanent member of the Western camp, just as the US wanted. The period in which General Papagos ascended the ranks of Greek politics coincided with a time when Greece elected to adopt a more proactive stance on the Cyprus issue. During this era, General Papagos assumed an instrumental role in bringing the Cyprus problem to the forefront of the international agenda, while the EOKA terrorist organisation initiated actions aimed at consolidating nationalist votes in Greece. This study will explore the ascent of General Papagos within the Greek political landscape and the proactive policy pursued by him about Cyprus problem. The study is mainly based on Greek literature. Some sources that critically analyse Marshall Aid and US influence in Greece are also included. The study briefly touches upon the Greek civil war and analyses the process from General Papagos' assumption of command of the Greek army to the elections he won in 1952. In connection with this process, the domestic and economic policies pursued by Papagos in 1953 and 1954, and the US support for these policies, are also mentioned. In connection with this process, the policies pursued by Papagos in 1953 and 1954 about Cyprus problem are also mentioned.

The Relationship Between Armed Forces-Economy in Greece and Cyprus Problem  During The Early Periods of The Cold War: General Aleksandros Papagos

Mevlüt

Izmir is one of the shining cities of Europe in the 19th century. Known as Little Paris, Izmir is a city that European states wanted to dominate. There are reasons that make Izmir so important. First of all, Izmir was an important port city in the Eastern Mediterranean. In addition, the hinterland of Izmir was extremely rich in terms of natural resources and fertile in terms of agricultural areas. When Italy and Greece won World War I, they started competing. Izmir had historical importance for both countries. Italy claimed to be the heir of the Eastern Roman Empire, and Greece claimed to be the heir of the Western Roman Empire. At the end of World War I, Italy and Greece entered into a fierce competition to dominate Izmir, the pearl of the Eastern Mediterranean. Italy was in an advantageous position in the competition because the city in question was promised to it by secret agreements signed during the war. However, as seen in many examples in history, countries that were allies in a war come into conflict of interests after they win the war. This is also the case with the relationship between Italy and its allies, England, France and the United States. England in particular used the fact that the secret agreements were not signed by Russia because it had left the war early as the basis for its diplomatic arguments. While it is true that Russia did not sign the secret Treaty of St. Jean de Maurienne, England’s real aim was to invalidate the promises made to Italy. The denial of its allies’ signatures put Italy at a disadvantage in its competition with Greece over Izmir. Although Greece entered the war in its final year and had no contribution to the victory, it had the unlimited support of England, or rather of England’s Grecophile Prime Minister David Lloyd George. The real struggle between Italy and Greece for the possession of Izmir took place in Izmir. Greece had an advantage over Italy in this competition as well. Because the fact that a significant number of local Greeks and Greek citizens lived in Izmir changed the balance significantly. Greece used this power to intimidate the Turks and, more than that, the Italians. The show of force reached such a point that Italian citizens were killed, injured and Italian businesses were damaged. Italian documents showing that there was a large return migration of Greeks and Greek citizens to Izmir after the armistice also reveal another truth. The Greeks used some innocent and legal activities to camouflage their real aims in order to seize Izmir. Extremely humane behaviors such as sending health personnel and health supplies were abused, and Greek agents and military personnel were sent under the guise of health personnel, and weapons and ammunition were sent under the name of health supplies. It was also seen that this material was used not only against the Turks, but also against the Italians. The Greeks’ show of force in Izmir and their violent actions against the Turks and Italians were misrepresented to the European public. The propaganda claiming that “Muslims were massacring Christians” was also effective in Paris. Although Izmir was the center of the Greek-Italian rivalry, the decision on whether Italy or Greece would dominate Izmir would be made at the peace conference in Paris. For this reason, the Greeks in Paris, the center of Italian and Greek propaganda, carried out extremely effective work on this issue. The Greek Prime Minister Eleftherios Venizelos, aware of the results of multi-faceted work and the support of the European public, took the lead in the race to occupy Izmir. Venizelos, who also made good use of the sympathy of England and Europe for Greece, received permission to land troops in Izmir at the Peace Conference. The Turks launched a struggle for their homeland against Greece, which had landed troops in Western Anatolia in order to make Izmir and its hinterland their homeland. In this struggle, Italy took revenge for the bad and dishonorable treatment it had received from its allies by giving all kinds of support to the Turks. Thus, a spiritual alliance was established between the Turks and the Italians against the Greeks, which strengthened the bonds of friendship between the two seemingly hostile but actually friendly peoples.

From Mudros to The Occupation Italy-Greece Competition in İzmir

Mert

Assist. Prof. Dr.

Metaxas’s early career was shaped by the irredentist ideology of the “Megali Idea,” which sought the expansion of Greece into territories historically associated with Hellenic civilization, including parts of Ottoman Turkey. However, his direct experience in the disastrous 1897 Greco-Turkish War and later military engagements made him increasingly skeptical of reckless expansionist policies. By the time of the Greco-Turkish War (1919–1922), Metaxas had already developed a cautious stance, foreseeing the strategic and military limitations of Greek ambitions in Anatolia. His opposition to Eleftherios Venizelos’s aggressive interventionism was later vindicated by Greece’s defeat and the subsequent Treaty of Lausanne (1923), which established the modern borders between Greece and Turkey. Before assuming political leadership, Metaxas had a distinguished military career that significantly shaped his strategic outlook on Turkey. As a graduate of the Hellenic Army Academy and later trained in Germany, he developed a strong appreciation for disciplined military strategy and realism in foreign policy. During the Balkan Wars (1912 1913), Metaxas played a key role in the planning and execution of Greek military operations, which ultimately led to the expansion of Greek territory at the expense of the Ottoman Empire. However, despite these successes, he remained wary of overextending Greek ambitions, a view that put him at odds with the more expansionist Venizelist faction. Metaxas’s cautious approach was evident during the Greek occupation of Smyrna in 1919. He strongly opposed the campaign, warning that it would provoke a stronger Turkish nationalist resistance under Mustafa Kemal Atatürk. His predictions proved accurate when the Greek military suffered a decisive defeat in 1922, leading to the catastrophic population exchange between Greece and Turkey. These events cemented his belief in pragmatic realism over nationalist adventurism, reinforcing his later policies of maintaining stable relations with Turkey. Following Greece’s painful experience in Anatolia, a new era of Turkish-Greek relations began under Mustafa Kemal Atatürk’s leadership. Metaxas, despite his authoritarian leanings, recognized the importance of maintaining a stable relationship with Turkey. The 1930s saw a significant improvement in diplomatic ties, culminating in the Greco-Turkish Friendship Agreement of 1930. While this agreement was initially negotiated under Venizelos, Metaxas continued this policy of rapprochement after assuming power in 1936. His regime maintained cordial relations with Turkey, viewing it as a key partner in the broader context of Balkan stability. One of the most notable moments in Metaxas’s engagement with Turkey was the reciprocal state visits between Turkish and Greek leaders in 1937. İsmet İnönü’s visit to Athens, followed by Metaxas’s visit to Ankara, reinforced bilateral trust and diplomatic goodwill. Atatürk’s famous declaration that “the borders of the Balkan allied states are a single border” underscored the significance of Turkish-Greek cooperation in the region. These developments aligned with the broader framework of the Balkan Pact of 1934, in which Greece and Turkey, alongside Yugoslavia and Romania, sought to counter external threats, particularly from expansionist Italy and revisionist Bulgaria. Metaxas’s tenure was marked by increasing concerns over Italy’s aggressive posture in the Mediterranean. When Mussolini’s forces invaded Greece in October 1940, Turkey’s response was critical in preventing Greece from facing a two-front war. Turkey, under President İsmet İnönü, issued warnings to Bulgaria, discouraging any opportunistic aggression against Greece. This diplomatic maneuver helped Greece concentrate its military efforts against Italy without the fear of a simultaneous Bulgarian incursion. Furthermore, Turkish humanitarian assistance to Greece during the war demonstrated the practical benefits of improved bilateral relations. The Turkish Red Crescent provided essential medical supplies and food aid to the Greek population, showcasing a rare moment of solidarity between the two nations despite their historically fraught relationship. These actions were particularly significant given the broader context of World War II, where alliances and enmities were constantly shifting. Metaxas’s approach to Turkey highlights a pragmatic dimension of his leadership that contrasts with his otherwise authoritarian and nationalist domestic policies. His willingness to maintain a working relationship with Turkey, despite the deep-rooted historical animosities between the two nations, played a crucial role in fostering regional stability during a volatile period. While his authoritarian regime remains a subject of intense criticism, his foreign policy decisions regarding Turkey contributed to a foundation of cooperation that would influence Turkish-Greek relations in the decades to follow. &nbsp;His legacy in Turkish-Greek relations serves as an example of how pragmatic diplomacy can sometimes override historical grievances, ensuring stability in a region historically plagued by conflict.

From Struggle to Cooperation: The Life Story of A Greek Leader in The Context of  Turkish-Greek Relations – Ioannis Metaxas (1871-1941)

Günver

Sports also contributes to the development of international relations within the framework of its political and cultural dimensions. The dynamic character of sports has a significant impact on the mutual relations between states. In this sense, the effects of sports on diplomacy in the bilateral relations of the Republic of Türkiye are remarkable. In this research, it will be touched upon how the political relations of the states of Türkiye and Greece, which had conflicting interests and acted with feelings of hostility for many years, were enriched with sports activities. The fact that no holistic research has been conducted on this topic until now makes the study unique. The relations between Greece and Turkey, which was an occupying power in Anatolia from May 1919 to September 1922, were quite problematic and tense until the 1930s, when the possibility of a new war in the world increased. The rapprochement between the two countries reached an important level when Venizelos visited Turkey as prime minister in October 1930. Before the visit, the exchange problem was resolved on June 10, 1930. During Venizelos visit on October 30 1930, the "Treaty of Friendship, Neutrality, Conciliation and Arbitration" was signed between the two states in Ankara. Türkiye and Greece concretized the idea of Balkan Union, which had been discussed since 1927, by holding meetings in Athens in 1930 and in Istanbul in 1931. Mutual negotiations resulted in an agreement on September 14, 1933, and with the participation of Romania and Yugoslavia in this union, the Balkan Pact was established in Athens on February 9, 1934, and the borders were secured. After the signing of the Balkan Pact, there was a honeymoon period between Türkiye and Greece. With the "Turkish-Greek Friendship" agreement on April 27, 1938, the two countries confirmed the 1930 and 1933 documents and strengthened the provisions. Bilateral relations that developed in the 1930s following the Treaty of Lausanne led Türkiye and Greece to a process of peace and reconciliation. As a reflection of this political rapprochement, sports activities also played an important role. Turkish-Greek sports relations have developed especially in branches such as football, athletics and wrestling. The first official sports competitions began in the late 1920s, and friendly matches between Turkish and Greek teams attracted attention during this period. The matches, especially held in the cities of Istanbul, Izmir and Athens, eliminated the tension between the people of the two countries in previous years and created a basis for social and cultural cooperation. Since 1930, they have shown the unifying power of sports by playing matches with the well established clubs of Istanbul, Galatasaray, Fenerbahçe, Beşiktaş, and the leading sports clubs of Izmir, Altay, Göztepe, Karşıyaka, İzmirspor, Altınordu, and the famous teams of Greece, Aris, Enosis, Apollon, Panatinaikos, Olimpiakos. Some clubs on the Aegean coastline have integrated their visits to the nearby Greek islands of Chios and Lesbos with sports matches. Competitions with Greek soccer teams have often turned into national excitement and enthusiasm in the eyes of the Turks. While the press of the period reported the sports matches as ordinary news, they conveyed these matches to their readers in minute detail. When Galatasaray defeated Aris 5-1, the athletes were carried on their shoulders from the field to the club, and the joy of victory continued until the morning in Beyoğlu. Unpleasant incidents did not occur during soccer matches between the two countries. The events that occurred in the match played between the Fenerbahçe Olympiakos teams in Istanbul in 1931 cast a shadow on the atmosphere of friendship. The events created an environment that would obscure political rapprochement and reached dimensions that would harm Turkish-Greek relations. The events that took place in the Fenerbahçe-Olympiakos match, as a result of the spectators entering the field after Fenerbahçe's goal and a spectator punching the Greek goalkeeper in this confusion, had an important place in the Turkish and Greek press. The tension was restrained by the common sense approaches of Turkish and Greek officials. Those responsible were punished by the Turkish authorities. The Greek goalkeeper apologized. Despite these individual negativities, Turkish-Greek football matches continued until the end of 1936. It is noteworthy that Fenerbahçe did not play against Greek teams after this date. The Balkan Games held an important place in Turkish-Greek sports relations. These games were first organized in 1929 under the leadership of Greece during World War II. It aimed to strengthen the friendship and cooperation between the Balkan countries through sports, which continued until the first years of World War II. Türkiye and Greece actively participated in this organization and faced each other in many branches such as athletics, football and wrestling. The Balkan Games allowed the athletes of the two countries to come together in the international arena and enabled the development of friendly relations as well as competition. At the same time, the mutual visits of athletes and fans increased cultural interaction and contributed to the creation of a peaceful environment in the Balkan geography. Mutual competitions were also organized in individual sports such as cross-country running, athletics, tennis and wrestling, and these events reinforced both competition and friendship. The mutual visits and camps of the athletes contributed to the development of the sports culture between the two countries. Türkiye held its first national basketball match with Greece. Although Turkish-Greek sports activities experienced ups and downs from time to time in parallel with the political relations of the period, they generally continued in a friendly atmosphere. In this process, sports made a significant contribution to the strengthening of diplomatic relations between the two countries and the rapprochement between peoples. Additionally, the sports press also played an important role during this period. Turkish and Greek newspapers covered the competitions in detail, and sports writers devoted extensive coverage to the matches between the two countries. In this way, it has been seen that sports contribute to increasing the dialog between peoples. Considering the Turkish-Greek relations between 1923 and 1950, sports became a tool not only for competition but also for cultural interaction and friendship.

Türkiye Greece Sports Activities (1930-1950)

Ayşe

Uğur

Turkish-Greek relations extend from the Ottoman Empire to the Republic of Türkiye. The relationship between the Turkish and Greeks has undergone periodic changes throughout history, particularly influenced by political devel opments. The starting point of these relations is the Ottoman Empire, a multi-ethnic entity that consisted of two major groups: “Muslims and non-Muslims.” The Greeks, along with the Armenians and Jews, were part of the non-Muslim subjects. The widespread effects of the French Revolution also influenced the Ottoman Empire, leading to uprisings in the Balkans, with Greece being the first to gain independence from the empire in 1821. This marked the end of four centuries of Ottoman rule. With the establishment of the independent Kingdom of Greece in 1830, the Turks were perceived in Greek national consciousness as the “Enemy” or “The Other.” During World War I, the defeat of the Ottoman Empire led to the Greek occupation and the attempted annexation of Western Anatolia. However, the Turkish nation’s struggle for independence under the leadership of Mustafa Kemal Pasha resulted in victory, and Western Anatolia was reclaimed. One of the significant historical events between the two countries is the 1923 Population Exchange. This exchange, a crucial factor in the nation-building processes of both Türkiye and Greece, forcibly relocated approximately two million people between the two nations. Between 1923 and 1950, the process of rapprochement and cooperation between Türkiye and Greece was significantly influenced by the communication between their leaders, Mustafa Kemal Atatürk and Eleftherios Venizelos. The efforts of these two post-war states to find solutions to problems and improve neighborly relations continued in a balanced manner. In more recent history, the first wave of migration of Istanbul Greeks to Greece began with the events of September 6-7, 1955, followed by the forced migration of 1964. However, a positive shift in Turkish-Greek relations began in 1999. During earthquake disasters in both countries, government-backed aid efforts and increased mutual assistance between the people fostered stronger ties. Additionally, post-1999 developments in trade created a mutually benefi cial atmosphere. Fundamental issues such as Cyprus, the Aegean Sea, minority rights, and the Ecumenical Patriarchate remain areas of contention, with periodic attempts at resolution. Nevertheless, both nations have demonstrated mutual support in times of disasters such as earthquakes, wildfires, and floods. Over time, it has become evident that political dynamics and other periodic influences have shaped not only political relations but also social and cultural interactions.In the digital age, daily lives and, consequently, communication methods have been shaped by technology and the internet. Our study examines how Turkish-Greek relations and communication are reflected on social media in the digital era. This analysis was conducted through posts shared using hashtags such as #TürkYunanDostluğu, #Turkish GreekFriendship, #TürkiyeYunanistan, and #TurkeyGreece on Instagram. A total of 4,321 posts were retrieved through a search using these hashtags, but only 2,357 were shared from public accounts. Therefore, the study proceeded with the analysis of these 2,357 posts, of which 58 were posted between January 1, 2024, and December 31, 2024, by 54 distinct accounts. Five research questions were formulated for analyzing the posts: (1) Nationality of account owners (Turkish, Greek, or other); (2) Message conveyed in the posts (positive, negative, or neutral); (3) Type of accounts (personal, business, or content creator); (4) Content categories (travel, entertainment, informational, language education, news, culture, politics, advertising, personal); and (5) Type of visual content used (photo or reels). The data analysis revealed that the most frequently used hashtag was #TürkYunanDostluğu with 28 posts, followed by #TürkiyeYunanistan with 11 posts, #TurkeyGreece with 10 posts, and #TurkishGreekFriendship with 9 posts. Of the 54 account owners, 39 were Turkish, 5 were Greek, and 10 belonged to foreign nationals classified under the "other" category. Among the 58 examined posts, 41 conveyed positive messages, 3 were negative, and 14 were neutral. Regarding account types, 27 were personal accounts, 15 were content creator accounts, and 12 were business accounts. In terms of content type, 13 posts were advertisements, 12 were news-related, 10 were personal, 7 were cultural, 5 were travel-related, 10 provided informational content, and 1 focused on language education. Notably, there were no posts related to entertainment or politics. Regarding the use of visual media, 54 posts contained photos, while only 4 used reels, indicating a higher preference for photo-based sharing. The analysis of the Instagram posts examined in our study reveals that technological advancements have fostered a new form of interaction and connection between the two nations. Social media provides opportunities for learning foreign languages, sharing political, social, and cultural information, and meeting new people, which also influences Turkish-Greek relations. The findings indicate that positive posts are predominant. By analyzing Turkish-Greek relations through a communication-based approach in the digital age, this study is expected to make a significant contribution to the literature on contemporary relations between the two nations.

Re-Evaluating Turkish-Greek Relations in the Digital Age: An Analysis of Instagram

Onur

Identity and Diplomacy: The Construction of Turkish National  Identity During the Population Exchange Process Under the Treaty  of Lausanne

The Denial ial of Ethnic Turkish Identity, Securitization, and  Freedom of Association in Contemporary Greece

Rebuilding Regional Security in the Balkans on the Brink of World  War II: The Example of the Salonika Agreement

Zuhal

Eastern Mediterranean and Limits of Disaster Diplomacy in Greek Turkish Relations

Savaş

Eren

Ayça

Lecturer

Synthesis of Art in Greek and Turkish Cultures: A Comparative  Analysis of Mycenaean and Tile Art

Gürhan

Assoc. Prof. Dr.

A Missed Opportunity in the Cyprus Question? The Enosis Cum  Dhekelia Base Formula and the Çağlayangil-Toumbas Talks  (June-December 1966)

Çağla

With the project of modernity, which was accepted as a project initiated in the first half of the twentieth century and is still widely debated, the world is being reshaped with a rational understanding that leads to dogmatism, and when the idea that progress will lead to the better turns out to be a delusion, we encounter postmodernist imperatives that have been put into circulation strongly since the second half of the twentieth century. These imperatives, with their uncertain, fluid, slippery, pluralistic, simulative and ironic aspects, also take away the last support on which the subject leans its existence and begin to melt all oppositions into each other. Consequently, the parole that directly indicates the existence of the subject, including other language acts, becomes worthless under the occupation of the same imperatives and loses its qualities of containing the truth, in other words, pointing to what is beyond, and being multiplying and creative. In his important work The Humiliation of the Word, published in 1981, Jacques Ellul, as is known, deeply examines the aforementioned decrease and the loss of value, humiliation and displacement that this state includes with a theo-ontological interpretation, while emphasizing that the real issue is that images -similar to imperative reason- can only be equated with a clear, unambiguous and beyond-less composition. Thus, when losing the parole occupies the sole existence of the self with a purely clear, unambiguous and beyond-less reality, the subject is, so to speak, exiled from possible dimensions of truth that are far beyond the truth. Consequently, the dialogue that we expect to be established through the common language acts of two different subjects will also be damaged by the two subjects who have lost their unique selves being thrown into the void. Now, all subjects are only interested in images; the clear, unambiguous concreteness that they can see, and their language and self are increasingly crushed under this occupation of images, solving the truth from within. Starting from this striking issue that we can relate to both language and therefore ontology and that still speaks strongly to us, we first tried to show the connection established with the lost parole by focusing on the newspaper text in which the news was directly published, a remarkable attack on Michelangelo’s Pieta in the Vatican in 1972, a date and geography very close to The Humiliation of the Word, under the title “The Fall of Truth: ‘What Gives Place to the Parole?’”. Then, we went on to examine the illusion of freedom created by the postmodern age that opened up with the fall of the parole, which seems to have opened up a universe of multi-options and infinite acts to the subject, and under the title “The Lure of Uncertainty: An Illusion of Freedom”, we tried to answer another issue that renders dialogues null and void: whether freedom exists in the postmodern age. For this, we discussed the “Cambridge Analytica Scandal” in the literature and to what extent social media users -who have become image-creators in the twenty-first century according to the context of our study- can be included in the “user consent” and as a result of the statistical data we applied, we came to the conclusion that the appearance of image-creator subjects on their own social media tools is a much more dominant force than their freedom to create, which is essentially destroyed. In the continuation, we opened the title “Bilateral Intimacy: Where Should We Place the Parole?” and first, starting from a movie scene, we exemplified how subjects can turn into billboards while conducting their dialogues, thus putting the word into circulation and consumption. Finally, we tried to place and base all our interpretations and inferences on the parole, again in the uncertain area created by postmodernist imperatives, on the concept of double privacy as a proposal or a subject of discussion. Considering that the privacy of the subject, who is now held responsible for his own actions as the image-creator of the twenty-first century, has also been invaded, we presented proposals regarding the possibility of establishing not a concrete privacy area, but a privacy area that can be created infinitely only with the parole itself, including the truth, which was added as a new sixth to Paul Riceour’s five-fold discourse dialectic. At the final point we have reached, we hope that we have been able to show how the parole, as a marker of existence, and its dramatic loss still have great importance even when it marks a topic of discussion, and that the concept we propose can be diversified and discussed in this context.

From Vanishing Dialogues to Bilateral Intimacy: Where Shall We Locate the Parole?

Tuğba

Folktales, which mirror the imagination, emotions, thoughts and beliefs of societies, are linked to mythological periods and elements in terms of origin and are a type of narrative that conveys the transformation and self realization process of the individual through their heroes. Although the place of folktales in daily life has shrunk when the conditions of the past and today’s age are re-compared, it is always suitable for attracting attention and conducting various researches with the rich materials it offers for those who work on the genre and are interested in the genre. In this respect, folktales leave deep traces on readers and listeners through their motifs, each of which has various meanings. Azerbaijani folktales, which have a rich corpus within the folktale tradition of the Turkic world, are important products that preserve mythological motifs and transfer them to the present day. In these folk products, giants, one of the chaotic beings in mythological motifs, are commonly used as testing tools for the hero’s journey, and sometimes as the greatest helper. It is a common motif necessary for the protagonist to face his fears in the process of self-realization. In this study, the giant motif in 47 folktale texts selected from the five-volume work titled Azerbaijan Nağılları was analyzed in terms of its physical, spatial characteristics, functions, and role in the hero’s maturation and its end. There are many observations about the physical, mental, spatial and characteristic features and endings of giants. In Azerbaijani folktales, giants are physically seen in two forms: single-headed and multi headed (three, seven). Conceived as a form between a dragon and a human being, giants are generally large, strong, minaret-sized, spear-horned, long-eared, long-nailed, elephant-toothed, broad-nosed, long-tailed, hairy, and ugly. Their skin colors are white, yellow, and black. Mentally, contrary to their appearance, they have a very low intelligence and can be easily deceived by the hero. In terms of character, giants are divided into two groups: benign and malignant. In folktales, good-natured giants stand by the protagonist and play a positive role in shaping his journey. Malignant giants, on the other hand, are the most challenging and terrifying beings the hero encounters in his trials. The hero who defeats this giant matures and completes the developmental process. In addition to these giants in Azerbaijani folktales, it has been determined that there are giants that exhibit conditional good-naturedness and bad-naturedness. When the extraordinary features of the giants are evaluated, a great deal of material is encountered. Among these, it is common to hide the life of giants in an object or body outside. In the examined examples, it was observed that the life of the giants was usually hidden in glass bottles, pigeons, owls, or white fish. Other extraordinary features of giants are their ability to utilize the power of the talisman, their guardianship of talismanic places, and their ability to be used in various ways such as changing shape and disguise with the power of talisman. In addition, the folktales also show that giants marry humans, have established and settled orders similar to humans, have family and kinship ties, and have various characteristics similar to humans. In this regard, giants are considered the closest extraordinary beings to the human species. When the spatial characteristics of giants are evaluated, places such as caves, wells, and mountains, which are symbols of birth and rebirth, are common in Turkish culture. In addition to these, it occurs in various places: vineyards, forests, castles, cities of giants, the underworld, the sky, and the water’s edge, roadside, ruins, and talismanic chambers. It is observed that giants are used as guards in these places and that they appear in places where the protagonist is afraid to enter and where his transformation will occur. These beings, who play an important role in the narratives, are finally brought to an end by the hero. The hero defeats the giants by using physical force or iron tools, such as swords, maces, daggers, and arrows, which are known for their cleansing properties in Turkish culture. Giants can also be defeated with the help of a talismanic object and by killing the object or animal that harbors the external spirit. In Azerbaijani folktales, giants are treated in accordance with their meaning equivalents in Turkish and world mythologies and are one of the most widely used mythical beings. It is possible to say that giants are widely used as a symbol that plays an active role in the hero’s coming out of darkness into light, ending the chaos he is in and restoring order for himself and his surroundings, sometimes as a dark figure and sometimes as a light figure.

Giants in Azerbaijani Folktales

Leyla

Winged Expressions in Russian Linguistics and Their Reflections in  Turkish

Dilek

Gizem

This study aims to describe and compare how the topic of aspectual category is addressed in grammar books designed for teaching Turkish as a foreign language. The data source for this study is relies on the works of Benzer⁹ and Bölükbaş Kaya¹⁰. In this context, Benzer¹¹ approaches the issue from the perspective of functional grammar, questioning which language structures can convey a given function, while Bölükbaş Kaya¹² focuses on which functions can be taught through specific language structures. While the concept of “tense” is traditionally divided into three subcategories -present, past, and future- from a classical perspective, linguistically, “time” in language consists of two main categories: (i) classical tense and (ii) aspect. Aspect is further divided into “grammatical” and “lexical” aspect, which are themselves subdivided into finer categories. The subject of aspect began to gain attention particularly from the last quarter of the 20th century, starting notably with Comrie¹³, and has continued to evolve through updated classifications by various researchers. Related studies have also been conducted on Turkish (e.g., by Aksu Koç¹⁴, Eser Erguvanlı¹⁵, Uzun¹⁶, Subaşı Uzun ve Erk Emeksiz¹⁷, İbe Akcan¹⁸, Demirgüneş¹⁹, Benzer²⁰, Esmer²¹, Johanson²², Ülkümen²³, Atasoy²⁴, Üzüm²⁵, Gündüz²⁶, Akcaoğlu²⁷, etc.), thereby enriching the Turkish academic literature on the subject. In Bölükbaş Kaya’s²⁸ study, although the term “aspect” is not explicitly used in the teaching of morphemes, the focus is on grammar instruction that considers the form-meaning-use dimension. In contrast, Benzer²⁹ explicitly uses the term “aspect” when explaining the usage of morphemes and provides example sentences showing that aspect may appear as a primary or secondary function in the language. Bölükbaş Kaya³⁰ adopts a teacher-centered approach and includes detailed grammatical features of language struc tures to facilitate teaching and learning in the classroom. Benzer³¹, on the other hand, adopts a student-centered approach, identifying which language structures might be needed by learners of Turkish as a foreign language in specific communicative situations. Thus, depending on whether a given material is teacher- or student-oriented, the structures used to convey certain communicative contexts (e.g., ordering food, narrating an event, talking about habits) or the functions of a language structure may vary depending on the target audience of the educational material. When the dataset is examined, it is observed that some morphemes (e.g., {-mAktA}, {-DIr}, {-(I)yordu}, {-AcAktI}) may carry more than one aspectual feature even for the same function. For example, the morpheme {-AcAktI} expresses both “perfective” and “imperfective” aspects when used to convey regret. Therefore, context must also be considered in determining whether the aspect is one of perfective or imperfective. These findings suggest that grammar instruction should not be purely didactic or form-focused, but should also integrate meaning and use. Additionally, due to the variation in how aspectual morphemes function-especially in terms of usage- it is recom mended that students first be introduced to basic uses of aspect at beginner levels (A1-A2). Sentences containing aspectual structures and markers should be introduced progressively at intermediate or advanced levels to reduce cognitive load and enhance learning retention. The findings indicate that the morphemes marking aspect and the tenses they represent do not align between the two books in terms of indicating “perfective,” “imperfective,” and “progressive” aspects. Similarly, the proficiency levels at which these morphemes are introduced are not consistent across the two books. Fidan³² also notes that there is a need for standardization in the content and proficiency-level distribution of materials used for teaching Turkish as a foreign language. For this purpose, it is suggested that umbrella organizations such as the Turkish Language Association (TDK) or Yunus Emre Institute (YEE) should lead more detailed and advanced studies to contribute to the literature. In the literature, studies by Gündüz³³, Demirgüneş³⁴, Esmer³⁵, İbe-Akcan³⁶, Ortaköylüoğlu³⁷ indicate a correlation between the types of texts and the use of morphemes. Therefore, the selection or creation of texts must be carefully considered in teaching the aspectual category in Turkish as a foreign language.In future studies, it would be helpful to describe how the aspect category is handled in the grammar sections of language sets. Furthermore, based on needs analyses informed by such descriptions, it is believed that developing materials that take into account all four basic language skills would aid both learners and teachers in more effectively teaching and learning the language structures used to express time in Turkish.

Teaching Aspectual Category in Teaching Turkish to Foreigners

Veli

A Study on The Poems of the Uzbek Poet Abduhamid Parda

Mehmet

On the Grapho Phonology of Turkish: Grafo Fonoloji [Ses-Yazı ve Çeviri Yazı Kuramları]

Özgür

Review of “Napoleon’s Occupation of Egypt and the Ottoman-French War (1798-1802) A  Turning Point in the Middle East” by Faruk Bilici

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

Translation, though concerning quite many scientific disciplines such as medicine, pharmacy, mathematics, physics, philosophy, history, linguistics etc., and many other areas concerning practical lives like politics, trade, literature; for the most part, deals with interlinguistic connections.&nbsp;The interactions between Arabic and Turkish started to flourish after the Turks’ adoption of Islam. The translations from Arabic to Turkish stemmed mainly from the need to learn about the religion of Islam. Oghuz Turkish, in its formation process as a written language, was also fulfilling such a demand. Hence, the texts with religious content seriously predominated the ones that were produced in the early periods.&nbsp;The expansion of Oghuz Turks into larger lands under the Seljuk dominion, and their adoption of a new religion as large masses, took place in periods that are quite close to each other. Whereas the need for written correspondence in the state hierarchy was being fulfilled via Persian, it is obvious that Arabic or Persian would fall short of such a proper function in the case of spreading religious knowledge. For this reason, a small number of literate Turks went into the effort of producing texts in Turkish, which was the common spoken language among Oghuzs and other clans. One may argue that the endeavour to write in Turkish gradually spread towards the west, beginning in the Horasan region. The adoption of Islam by the Oghuzs, and the formation of a large state organization in a simultaneous way, both came into play in the flourishment of the Oghuz language in the written form. Though the need for an official language was met by correspondences that were being written in Persian, it was not sufficient for the learning of the new religion, and in corresponding the demand for knowledge, which came forward in various strata of society in differing proportions. The fact that Arabic was the language of the main religious source, and the official language being Persian was leading to a shortage of communication for the larges masses of Oghuzs, with both the state and religion. Though the official language, being Persian, did not constitute a serious problem for the people who did not have grave concerns about the state mechanism, their disconnection with religion was quite of an inconvenience.Firstly expanding to the Horasan region, and up to the inlands of Anatolia afterwards, Oghuz settlements necessitated their meeting with the new religion, and re-organizing their lives in accordance with the two motives, along with adapting to a new geography. Except&nbsp;for the migrant settler masses, religious knowledge had become a necessity for the Oghuzs, who adopted a sedentary life in their daily practices. The fact that it was religious motives behind the transmission of knowledge from Arabic to Turkish aggravated the responsibility of the translators who shouldered it. Any mistake that was to be made in the translation of a literary text would at worst vitiate the aesthetic flavour of the text. However, the translation of a religious text obviously requires much more sensitivity. Hence, one should admit that it requires a very special effort in the translation of such issues as the faith and the attributions of Allah, which also shape one’s conception of God. The Quranic translations that were produced with such a sensitivity as much served for the formation of the written Turkish as for the comprehension and teaching of the religion.&nbsp;The young Turkish scholars, who did not know any other written sources other the Arabic ones, must have used Arabic as a guide during their translations. We should admit that the translation of Arabic expressions to a language that had been used in written form before, must have been very difficult. Especially, the translation of some peculiar Arabic phrases to Turkish correctly, required the utmost prudence, so as to understand the source of religion in the most correct way.The underline translation method which was commonly used in the early periods, despite being a poor method for the phrases, was successful in producing comprehensible Turkish written texts. In the course of these translations, there were some peculiar elements in Arabic, such as ism-i fail (present participle), sıfat-ı müşebbehe and the exaggerative present participle, which were alien to Turkish to a great extent. Building the conception of God in accordance with the understanding of oneness (and unity), the Quran presents the idea of God as almighty andbenevolent, by often making use of the aforementioned peculiar expressions. It also uses those word structures in order to explain the condition of men in the face of orders and prohibitions to which it appeals in regulating human life. The suffix -IcI in Oghuz Turkish virtually seems to have taken on a very special task, so as to meet the peculiar expressions of Arabic in question. The suffix IcI, which did not usually come forward in the early years in Old Turkish and the Anatolian region, is now one of the most common elements, and it is one of the indicators of verb performers.We know that the suffixes -GlI and -GAn were being used for certain verb performers of Arabic in the Karakhanid and Khorezmian regions. Such a differentiation indicates the rising sensitivity in the Anatolian geography with regard to the translations of these aforementioned structures. It also shows that the written language in Anatolia developed quite separately from the Turkistan region. Although the Quranic translations that were written in Karakhanid and Khorezmian Turkish contain some occasional instances of the suffix -IcI (=ĠUçI), it seems to have been used far less in proportion to the Anatolian region.Besides the historical dialects such as Karakhanid and Khorezmian, there are some examples that it was from time to time corresponded by the suffixes -IcI (küçi and Kuçi) in Afghanistan Uzbek Turkish and Kazan Tatar Turkish.

The Place of Suffix -IcI in The Formation of Turkish as a Written Language

Gülten

The Place of Woman in Siberian Realm Turkish Legends and the Perception of Ancient Turks in This Regard

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Latif

While, in the first reading phase, reading as a language skill appears in the form of learning how the systematics of reading functions by making sense of certain writing symbols, it turns out to be the most fundamental means of acquiring knowledge and developing language in the later stages. Texts stand out as the most essential instrument used in the acquisition of four basic language skills in foreign language education. The reading passages used in both native language education and teaching Turkish as a foreign language are primarily regarded as teaching aids and materials. In Turkish teaching process, all texts ranging from the low-level texts such as warning and instruction signs on undergrounds and buses to the literary texts that involve deep meanings like poems have their own area of use in language education. For instance, in teaching Turkish to foreigners, a dialogue between a ticket officer and a passenger in the stage of buying a ticket for the underground or a column in a newspaper assumes a textual quality. Similarly, a poetry text containing figurative language and literary phrases or a text conveying information about a topic related to Turkish culture in a course book involves a textual characteristic with respect to a specific language skill. In other words, each meaning element that can be read, listened, written or spoken has a textual feature in terms of language teaching.&nbsp;Reading basically has the aim of communication and certain types of factors are present in the process of reading. These factors include the author, the text, the reader and the feedbacks. The most significant of all these during the process are the reading texts. In this respect, texts occupy a highly important place in teaching Turkish as a foreign language. The texts are not only involved in reading skill but also frequently used in the development stages of other language skills. When the sets designed to teach Turkish as a foreign language are closely examined, it is observed that the majority of the texts available in course books is made up of reading passages. As for the activities related to other language skills, a great majority of them is associated with the reading texts and their formation is based on the texts in question. To cite an example, in an activity aimed at the development of writing or reading skill, a dialogue or story text is given to the students to be read and they are asked to continue the text by speaking or writing.&nbsp;When texts are analyzed in terms of their types, it is seen that no association is present among the researchers with regard to the classifications of text types and that the categorizations have been achieved by the researchers in quite different ways. Despite the fact that each text classification is consistent and meaningful in itself, a variety of text type classification has come up due to the differences between the researchers’ points of view. Concerning language teaching, however, the concepts of texts and text types differ from the related classifications in some aspects. The reason for this is that the text to be used in the teaching of language involves a material quality. In this way, it is possible to regard every teaching material which can achieve the objectives and acquirements as a text.&nbsp;When the studies conducted upon text classifications are examined, it is observed that the related categorizations contain certain defects in terms of the field of language teaching. This being the case, a text type classification that can be used in language teaching has been performed in this study. In accordance with this classification, texts are divided into two as texts based on the aim of formation and those based on their functions. The former is also separated into two groups as fictional texts aimed directly at language teaching and original texts intended for the daily use of native language speakers and used indirectly in foreign language teaching. The texts formed on the basis of their functions, on the other hand, have been analyzed in terms of writing purpose and language use and gathered under two main titles as texts with utility function and literary texts. The original texts involved in the texts classified in accordance with their aim of formation are also divided into two in themselves as daily texts and literary texts. The daily texts contain such passages like menus, tickets, posters, warranty certificates and graffiti that are prepared with no aesthetic concern and that assign native language readers as their target group. As for the literary texts, they include novels, stories, tales, legends, etc that are put down on paper with an aesthetic concern and with native language readers being their target group. With respect to the texts based on their functions, the texts with utility function refer to all reading materials that can be readily experienced in daily life and that neither involve literary value in terms of the aim of writing or use of language nor aesthetic concern. The texts with utility function have been gathered within themselves under three titles as formal, instructive and communicative texts. The literary texts are those that are formed with an aesthetic concern in relation to the aim of writing and language use. These texts are also titled in three ways within themselves as instructive texts, texts based on expression/demonstration and poetry.&nbsp;Apart from the classification of text types, this study involves, as well, the analysis and comparison of the reading texts available in Yedi İklim Turkish Teaching Set and İstanbul Turkish Teaching Set for Foreigners along with recommendations related to which text type might be used in which language level.

The Classification of Text Types and The Evaluation of Reading Passages Available in Course Books in Teaching Turkish as A Foreign Language

Home economics appeared as an independent field of research in the nineteenth century and began to be included in the curriculum of girls’ schools in many countries through the second half of the century. As a scientific field, home economics defines systematic, modern and pedagogical standards for housework with a particular focus on household chores being part of the daily routine and aims to increase productivity and professionalism at home. Standardization, discipline, order, rationality, pragmatism, and hygiene appeared as the main principles of home economics. These principles defined the reform programs of many states, which were initiating a modernization process in the realms of political, economic and sociocultural areas in the nineteenth century. These principles are also among the main criteria of Norbert Elias’s definition of the civilizing process, which he defined by focusing on the change and transformation of the standards of correct and proper behavior in Europe from the thirteenth to the nineteenth centuries. Therefore, the rational and scientific approach to house related issues and the introduction of home economics as a course to the curriculum of girls’ schools appear closely related to the modernization and civilizing attempts of the states.&nbsp;In the pre-modern Ottoman world, home administration (ilm-i tedbîr-i menzil), which was considered as a subject of ethics and included as a chapter in ethics books, began to be taken as an independent field as home economics (idâre-i beytiye) in books and periodicals after the second half of the nineteenth century as well as being taught as a course in girls’ schools through the last quarter of the century. Ottoman authors examined the decoration and physical conditions of the house, house-cleaning, health issues, heating, dressing, raising of children, eating and food, table manners, etiquette and all kinds of issues that may be related to the house under the title of home economics. The target of writing on home economics was the disciplining and rationalization of the Ottoman house life with definite standards. This literature criticized the traditional Ottoman house life as being scattered, irregular, and haphazard and proposed a new model of house management based on scientific, rational and pedagogical data, dominated by discipline, order, and hygiene.The opening of new schools for girls at different levels from primary schools to teachers’ schools was an important development for the participation of Ottoman women in the formal education process. Furthermore, the discussions to define the object and content of girls’ curriculum reveals that Ottoman authorities considered the education of women within&nbsp;the perspective of the traditional role and status of Ottoman women as housewife, wife, and mothers despite Ottoman women beginning to benefit from the possibilities of formal education and public life. It seems that the number and the weight of courses related to home economics increased in the curriculum of girls’ schools of the time and attempts were made to fill the girls’ curriculum with those sciences regarded as necessary and useful to femininity, housewifery, and motherhood. The language used in the Ottoman textbooks of home economics shows that the traditional female discourse continued in many aspects. It seems that this literature on home economics aims to reorganize the living space of the family, which is the nucleus of the society according to the scientific, rational, technological and pedagogical standards and approaches of the age.With the introduction of the home economics courses to the curriculum of Ottoman girls’ schools in different levels and the definition of women’s status as home managers, domestic life became a public issue and also a political matter on which state and public authorities developed policies. Because these books are textbooks for girls’ schools and each textbook is published with the permission of the Ministry of Education, it can be said that the woman’s discourse emerging from these books not only represents the idea of authors but also the policy of Ottoman political authorities. However, the introduction of home economics to the curriculum of girls’ schools both in the Ottoman and western world was not a result of an agenda to question or improve women status, rather it seems like a consequence of a process initiated by the state authorities to modernize all segments of life. In this context, the involvement of the course in the curriculums seems primarily related to the modernization and civilization process in almost every realm of Ottoman life from the second half of the nineteenth century, and the Ottoman house which was an area that needed to be reorganized in line with modern standards to serve and contribute to this change and transformation process.

Teaching Scientific Home Economics in Late Ottoman Girls’ Schools: Curriculum and Textbooks

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Türkiyat Mecmuası - Journal of Turkology is the publication of Istanbul University Research Institute of Turkology, which was founded in 1924 by (Ord. Prof. Dr.) Köprülüzade Mehmed Fuad on the instructions of Mustafa Kemal (Atatürk).

Türkiyat Mecmuası, one of the first academic journals of the Republic of Turkey in the field of social sciences, has been continuing its publication life since 1925. Türkiyat Mecmuası, which publishes original scientific studies on Turkish Language, Turkish Literature, Contemporary Turkish Dialects and Literatures, Turkish History, Turkish Art, Turkish Culture and Turkology in general, is an open access, refereed, national and international scientific journal. It is published twice a year in June and December.

It is published in Turkish, Azerbaijan, Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan Turkish, Tatar and Gagauz Turkish, French, Russian, German and English.

There are no article processing charges or submission fees for any submitted or accepted articles. All expenses of the journal are covered by the Istanbul University.

Emine

MLA International Bibliography

Scopus

EBSCO

ERIH PLUS

TR Dizin

DOAJ

SOBIAD

Gale Cengage

Ulrichsweb

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Journal of Turkology

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Editor in Chief

Co Editor in Chief

Section Editor

Ethics Editor

Editorial Assistant

Language Editor

Editorial Board Member

Advisory Board Member

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<div>Türkiyat Mecmuası - Journal of Turkology is the publication of Istanbul University Research Institute of Turkology. It is an open-access, peer-reviewed, scientific journal published biannually in June and December. Established in 1925. It is published in Turkish, Azerbaijan, Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan Turkish, Tatar and Gagauz Turkish, French, Russian, German and English.Türkiyat Mecmuası is a well-established journal targeting both national and international academic communities. Its editorial board includes experts from both national and international fields. The journal aims to increase contributions from international authors.​Türkiyat Mecmuası, which publishes original scientific studies on Turkish Language, Turkish Literature, Contemporary Turkish Dialects and Literatures, Turkish History, Turkish Art, Turkish Culture and Turkology in general.Türkiyat Mecmuası- Journal of Turkology aims to contribute to the dissemination of scientific knowledge and to contribute to the scientific community in the field of Turkology by publishing high quality articles in accordance with international publication standards. </div>

Aim & Scope

<ul><li>SCOPUS</li><li>TÜBİTAK-ULAKBİM TR Index</li><li>DOAJ</li><li>MLA International Bibliography</li><li>EBSCO (Academic Search Complete)</li><li>SOBIAD</li><li>Gale Cengage</li><li><a href="https://about.proquest.com/en/products-services/Ulrichsweb/" target="_blank" style="font-size: 14.6667px;">Ulrichsweb</a></li><li>Erih Plus                                                                                                                                                                                                            </li></ul>

Indexing and Abstracting

The journal is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, the <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a> Submitted articles should be appropriate to the purpose and scope of the journal. Original, fully or partially unpublished articles that are not in the process of evaluation in another journal, with high academic research and impact value, based mainly on primary sources, and whose content and submission have been approved by each author are accepted for evaluation.Articles derived from dissertations/thesis and related to the author's thesis topic are not accepted for evaluation.Articles derived from or extended from proceedings, or orally presented articles-even if they have not been published- are not accepted for evaluation.Changing the name of an author (omission, addition or order) in papers submitted to the Journal requires written permission of all declared authors..Plagiarism, duplication, false authorship/ denied authorship, research/data fabrication, article slicing, sliced publication, copyright infringement and concealment of conflict of interest are considered unethical behavior. All articles that do not comply with accepted ethical standards are removed from publication. This includes articles containing possible irregularities or non-compliances detected after publication.Editorial Review, Plagiarism Scanning and Double Blinded Peer ReviewArticles are evaluated by the editor in terms of originality, methodology, subject matter and format in accordance with the scope of the journal. Pre-checked articles are scanned for plagiarism using iThenticate software. Authors are informed if plagiarism/self-plagiarism is detected. If necessary, editors may subject the article to plagiarism check at various stages of the evaluation or production process. Articles in which plagiarism or self-plagiarism is detected will not be published. The similarity rate should be less than 15%.The editor-in-chief ensures that articles undergo fair double-blinded peer review and the article is submitted to at least two referees from Turkey and/or abroad. If the referees deem necessary, the Editor-in-Chief approves the publication of the article after the requested changes are made by the authors.Authors who have an article in the process cannot submit an article again before the completion of the process. The Editor-in-Chief, Editorial Management Board or Editorial Board may decide to have the articles returned or revised if deemed necessary at any stage of the evaluation process. The researcher has a period of at least 4 issues / 2 years after the publication of his article to submit a new article.

Policies

<div>The journal is an open access journal and all content is freely available without charge to the user or his/her institution. Except for commercial purposes, users are allowed to read, download, copy, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the <a href="https://www.budapestopenaccessinitiative.org/read" target="_blank">BOAI</a> definition of open access.The open access articles in the journal are licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.en" target="_blank">CC BY-NC 4.0</a>) license. </div>

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

Authors publishing with the journal retain the copyright to their work licensed under the Creative Commons Attribution-NonCommercial 4.0 International license (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">CC BY-NC 4.0</a>) (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">https://creativecommons.org/licenses/by-nc/4.0/</a> ) and grant the Publisher non-exclusive commercial right to publish the work. CC BY-NC 4.0 license permits unrestricted, non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

<div>Editor should consider publishing correction if minor errors that do not effect the results, interpretations and conclusions of the published paper are detected. Editor should consider retraction if major errors and/or misconduction that invalidate results and conclusions are detected.Editor should consider issuing an expression of concern if there is evidence of research or publication misconduct by the authors; there is evidence that the findings are not reliable and institutions of the authors do not investigate the case or the possible investigation seems to be unfair or nonconclusive. The guidelines of <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> and <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> are taken into consideration regarding correction, retractions or expression of concern.RetractionJournal follows <a href="https://publicationethics.org/sites/default/files/retraction-guidelines-cope.pdf" target="_blank">COPE’s Retraction Guidelines</a> in case of retraction. The editor has the right to retract an article if: <ul><li style="text-align: justify;">There is clear evidence that the findings are unreliable; either as a result of a major error (e.g. miscalculation or experimental error), or as a result of fabrication (e.g. of data) or falsification (e.g. image manipulation).</li><li style="text-align: justify;">It contains plagiarised content. </li><li style="text-align: justify;">It has been published elsewhere without proper attribution. </li><li style="text-align: justify;">It contains material or data without authorisation for use.</li><li style="text-align: justify;">There is copyright infringement or there is some other serious legal issue.</li><li style="text-align: justify;">It reports unethical research. </li><li style="text-align: justify;">There is evidence that the peer-review process is compromised or manipulated.</li><li style="text-align: justify;">The author(s) failed to disclose a significant competing interest (also known as a conflict of interest) that, in the opinion of the editor, would have unduly influenced the interpretation of the work or the recommendations of the editors and peer reviewers.</li></ul>In case of retraction the following steps are followed:<ul><li style="text-align: justify;">Retraction notice including article title is published in a subsequent issue of the journal. The retraction notice is paginated and listed in the table of contents. </li><li style="text-align: justify;">A link is provided between the retraction notice and the original article in the electronic version. </li><li style="text-align: justify;">The online article is preceded by a page containing the retraction notice; the reader can then proceed to the article itself.</li><li style="text-align: justify;">The original article remains unchanged, except for a watermark on the .pdf on each page stating that it has been &#34;retracted”.</li></ul>Article Removal for Legal ReasonsIn the following circumstances, except the metadata (title and authors), the text of the article is removed and a page informing that the article has been removed for legal reasons replaces the article. <ul><li style="text-align: justify;">The article is found to be defamatory or to infringe the legal rights of others, and retraction is not deemed to be an adequate solution.</li><li style="text-align: justify;">The article has been, or is reasonably likely to be the subject of a court order.</li><li style="text-align: justify;">There is a significant risk to public health. </li></ul></div>

To guarantee that all papers published in the journal are maintained and permanently accessible, articles are stored in Dergipark which serves as a  national archival web site and at the same time permits LOCKSS to  collect, preserve, and serve the content.Additionally, authors are encouraged to self-archive the final PDF version of their articles in open electronic archives with  that conform to standards of Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>). Authors should provide a link from the deposited version to the URL of IUPress journal website.

The Artificial Intelligence Policy, prepared in light of developments in artificial intelligence (AI) and practices in scholarly publishing, sets out the editorial and ethical principles that authors, reviewers, and editors should follow when using such technologies. The following sources have been considered in the preparation of the AI policy:Committee on Publication Ethics <a href="https://publicationethics.org/guidance/cope-position/authorship-and-ai-tools" target="_blank">(COPE) - Authorship and AI tools</a>; International Committee of Medical Journal Editors <a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four" target="_blank">(ICMJE) - Artificial Intelligence (AI)-Assisted Technology; World Association of Medical Editors  (WAME) Chatbots, Generative AI, and Scholarly Manuscripts</a><a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four"></a>AI-assisted technologies (such as large language models [LLMs], chatbots, or image generators) can develop and produce a wide variety of content, including text, images, audio, and synthetic data. When used ethically and safely, these capabilities can increase productivity and foster innovation, but when used without human guidance, they pose risks such as inaccurate and biased results, omissions and errors in citations, deficiencies in protecting privacy and intellectual property rights, and potential violations of authors' and publishers' rights. IUPress adopts the following core principles to avoid these risks in the use of AI:  <ul><li>Details of any AI used in the production of content (including but not limited to text, figures, images, and code) must be declared and clearly explained in the appropriate section of the paper (as an acknowledgement and/or in the methods section). </li><li>No AI tool may be listed as an author in any scientific paper. </li><li>Authors are responsible for the accuracy, completeness, and originality of their work, even if AI is used in any way; they are responsible for the proper referencing and attribution of others' ideas, data, words, or other materials. </li><li>Reviewers and editors must not upload submitted work, in whole or in part, to any generative AI application.</li></ul>In the editorial processes of IUPress publications, tools are available to assist editors in identifying AI-generated content. On the other hand, it is common to use AI tools that provide suggestions for improving and enhancing readability, language, and grammar, and such AI tools can be used in IUPress publications under the supervision of editors and authors.

Artificial Intelligence Policy

<ul><li>Authors are required to declare if they have used AI-assisted technologies (such as large language models [LLMs], chatbots, or image generators) in the creation of their submitted work. </li><li>Authors should explain, both in the cover letter and in the appropriate section of the submitted paper (as a footnote and/or in the methods section), which AI tool and which version of it they have used and for what purpose. </li><li>Authors should also indicate how they used the AI tool and how they assessed the validity of the results obtained using this technology, and what aspects of the paper, manuscript content, data or supporting files were influenced by the use of the AI tool or were generated by AI.</li><li>It is the authors' responsibility to ensure the accuracy, validity and appropriateness of content and citations generated by AI-assisted technologies and to eliminate potential errors, inconsistencies and biased results. </li><li>Authors should always check the original sources to eliminate possible plagiarism, recognising that there is a potential for plagiarism in texts produced with AI-assisted technologies. They should confirm that they have checked and that the sources are original.  </li><li>AI-assisted tools (such as ChatGPT) cannot be listed as authors because they cannot be responsible for the accuracy, integrity, and originality of the work, and these responsibilities are essential to authorship. Therefore, authors are responsible for all material involving the use of AI-assisted technologies. Authors should ensure that all statements in the article that state the hypotheses, interpretations, conclusions, limitations, and implications of the study represent their own opinions.  </li><li>Studies created by authors using AI tools in the following ways, which substitute for the basic researcher's and author's responsibilities, violate the principles of scientific publishing and publication ethics, and such studies are not eligible for inclusion in publications: </li></ul><ul><ul><li>Generation of text or code without rigorous review, </li><li>Generation of synthetic data to replace missing data without a robust methodology, </li><li>Creation of any inaccurate, synthetic content, including abstracts or supplementary materials, </li><li>Creation and manipulation of images and figures (pictures, graphs, data tables, medical images, image snippets, computer codes and formulae) or original research data (enhancing, hiding, moving, removing or adding a particular feature within an image or figure) using AI.</li></ul></ul>

It is essential to maintain confidentiality in the peer review process and not to share or use the reviewed work in this process. <a href="https://publicationethics.org/sites/default/files/ethical-guidelines-peer-reviewers-cope.pdf" target="_blank">(COPE – Ethical Guidelines for Peer Reviewers</a>)<ul><li>Reviewers should not upload a manuscript or part of a manuscript submitted to them for review to generative AI tools or large language models to assist in the review, evaluation or decision-making process, as uploading content to such AI tools by reviewers violates the authors' privacy and property rights.  </li><li>Reviewing a scientific paper is a responsibility that can only be undertaken by human beings. The critical thinking and original evaluation required for peer review is beyond the scope of this technology, and there is a risk that the technology will produce inaccurate, incomplete or biased conclusions about the paper. The peer review report and decision letters should reflect the personal assessment of the reviewers and editors of the submitted content. The reviewer is responsible and accountable for the content of his/her report. </li><li>AI tools may be used in a limited way to improve the quality of the language of the peer review report (for translation or language editing) in the context of peer review. If such use is made, the reviewer must declare the use when submitting the report. </li><li>Reviewers who suspect inappropriate or undisclosed use of generative AI in a submission should report their concerns to the editor.</li></ul>

Editors are obliged to ensure that the confidentiality of the manuscripts submitted to the journal is maintained during the evaluation process, and it is essential that the peer-reviewed work is not shared or used outside the parties involved in that process. (COPE - Code of Conduct and Best Practice Guidelines for Journal Editors) <a href="https://publicationethics.org/files/Code_of_conduct_for_journal_editors_Mar11.pdf" target="_blank">(COPE – Code of Conduct and Best Practice Guidelines for Journal Editors)</a>.<ul><li>Editors should not upload a submitted article, or any part of it, to generative Artificial Intelligence tools or Big Language Models to assist in the review, evaluation or decision-making process, as this may violate authors' privacy and property rights. </li><li>Managing the editorial review of a scientific article implies responsibilities that can only be attributed to humans. Generative AI or AI-assisted technologies should not be used by editors to assist in the evaluation or decision-making process of an article, as the critical thinking and original evaluation required for this task is beyond the scope of this technology and there is a risk that the technology will produce inaccurate, incomplete or biased conclusions about the article. The editor is responsible and accountable for the editorial process, the final decision and its communication to the authors.</li><li>Editors should not use generative AI tools to compose decision letters or abstracts of unpublished research. </li><li>Editors may use generative AI tools to help find appropriate reviewers.</li><li>If editors suspect the use of generative AI in a submitted manuscript or a submitted referee report, they should conduct an editorial review of the matter and consider the policy.</li></ul>

<div>Journal of Turkology - Türkiyat Mecmuası is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, the <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, to access the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a>All parties involved in the publishing process (Editors, Reviewers, Authors and Publishers) are expected to agree on the following ethical principles.All submissions must be original, unpublished (including as full text in conference proceedings), and not under the review of any other publication synchronously. Each manuscript is reviewed by one of the editors and at least two referees under double-blind peer review process. Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unnethical behaviors.All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. In accordance with the code of conduct we will report any cases of suspected plagiarism or duplicate publishing.</div>

Ethics

Journal of Turkology - Türkiyat Mecmuası adheres to the highest standards in research ethics and follows the principles of international research ethics as defined below. The authors are responsible for the compliance of the manuscripts with the ethical rules.<ul><li style="text-align: justify;">Principles of integrity, quality and transparency should be sustained in designing the research, reviewing the design and conducting the research.</li><li style="text-align: justify;">The research team and participants should be fully informed about the aim, methods, possible uses and requirements of the research and risks of participation in research.</li><li style="text-align: justify;">The confidentiality of the information provided by the research participants and the confidentiality of the respondents should be ensured. The research should be designed to protect the autonomy and dignity of the participants.</li><li style="text-align: justify;">Research participants should participate in the research voluntarily, not under any coercion.</li><li style="text-align: justify;">Any possible harm to participants must be avoided. The research should be planned in such a way that the participants are not at risk.</li><li style="text-align: justify;">The independence of research must be clear; and any conflict of interest or must be disclosed.</li><li style="text-align: justify;">In experimental studies with human subjects, written informed consent of the participants who decide to participate in the research must be obtained. In the case of children and those under wardship or with confirmed insanity, legal custodian’s assent must be obtained.</li><li style="text-align: justify;">If the study is to be carried out in any institution or organization, approval must be obtained from this institution or organization.</li><li style="text-align: justify;">In studies with human subject, it must be noted in the method’s section of the manuscript that the informed consent of the participants and ethics committee approval from the institution where the study has been conducted have been obtained.</li></ul>

It is authors’ responsibility to ensure that the article is in accordance with scientific and ethical standards and rules. And authors must ensure that submitted work is original. They must certify that the manuscript has not previously been published elsewhere or is not currently being considered for publication elsewhere, in any language. Applicable copyright laws and conventions must be followed. Copyright material (e.g. tables, figures or extensive quotations) must be reproduced only with appropriate permission and acknowledgement. Any work or words of other authors, contributors, or sources must be appropriately credited and referenced.All the authors of a submitted manuscript must have direct scientific and academic contribution to the manuscript. The author(s) of the original research articles is defined as a person who is significantly involved in “conceptualization and design of the study”, “collecting the data”, “analyzing the data”, “writing the manuscript”, “reviewing the manuscript with a critical perspective” and “planning/conducting the study of the manuscript and/or revising it”. Fund raising, data collection or supervision of the research group are not sufficient roles to be accepted as an author. The author(s) must meet all these criteria described above. The order of names in the author list of an article must be a co-decision and it must be indicated in the <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B48C35DD6FCA4C2FB91F51863B30BBDB" target="_blank">Copyright Agreement Form.</a> The individuals who do not meet the authorship criteria but contributed to the study must take place in the acknowledgement section. Individuals providing technical support, assisting writing, providing a general support, providing material or financial support are examples to be indicated in acknowledgement section.All authors must disclose all issues concerning financial relationship, conflict of interest, and competing interest that may potentially influence the results of the research or scientific judgment.When an author discovers a significant error or inaccuracy in his/her own published paper, it is the author’s obligation to promptly cooperate with the Editor to provide retractions or corrections of mistakes.&#65279;

Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender,  citizenship, religious belief or political philosophy of the authors. He/She provides a fair double-blind peer review of the submitted articles for publication and ensures that all the information related to submitted manuscripts is kept as confidential before publishing.Editor-in-Chief is responsible for the contents and overall quality of the publication. He/She must publish errata pages or make corrections when needed.Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers. Only he has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers must have no conflict of interest with respect to the research, the authors and/or the research funders. Their judgments must be objective.Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees must be ensured. In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point.

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation. Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.The editor hands over the papers matching the formal rules to at least two national/international referees for double-blind peer review evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

Peer Review

Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender,  citizenship, religious belief or political philosophy of the authors. He/She provides a fair double-blind peer review of the submitted articles for publication and ensures that all the information related to submitted manuscripts is kept as confidential before publishing.Editor-in-Chief is responsible for the contents and overall quality of the publication. He/She must publish errata pages or make corrections when needed.Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers. Only he has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers must have no conflict of interest with respect to the research, the authors and/or the research funders. Their judgments must be objective.Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees must be ensured. In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point.&#65279;

Articles that have not been previously published or are not currently under review for publication in another journal and are approved by each author are accepted for consideration. Submitted articles that pass the preliminary check are scanned for plagiarism using iThenticate software. After the plagiarism check, eligible articles are evaluated by the editor-in-chief in terms of originality, methodology, importance of the topic covered and compatibility with the scope of the journal.Articles deemed appropriate by the editor-in-chief in terms of the journal's publication policy are sent to at least two national/international external referees for evaluation in accordance with the double blind review system. The decision to publish is made by the editor-in-chief after the edits made by the authors as a result of the referees' evaluations and the referee process.The editor-in-chief does not allow any conflict of interest between authors, editors and referees. He/she has full authority to appoint referees and is responsible for making the final decision on the articles to be published in the journal.Reviewers' evaluations should be objective. During the review process, reviewers are expected to consider the following points.-Does the article contribute to the field?-Does the abstract clearly and accurately describe the content of the article?-Is the structure of the article and the research method defined in a coherent and comprehensible manner?-Are the interpretations and conclusions substantiated by the findings?-Are adequate references given to other studies in the field?- Is the quality of language and expression adequate??Reviewers should ensure that all information about submitted articles remains confidential until the article is published and should report to the editor if they notice any copyright infringement or plagiarism on the part of the author.If the referee does not feel qualified to review the article or is unlikely to be able to provide timely feedback, he/she should inform the editor and ask him/her not to involve him/her in the review process.During the review process, the editor should make it clear to reviewers that articles submitted for review are the private property of the authors and that this is a privileged communication. Reviewers and editorial board members may not discuss articles with other individuals.

It is published in Turkish, Azerbaijan, Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan Turkish, Tatar and Gagauz Turkish, French, Russian, German and English.All correspondence regarding the submitted articles will be made with the responsible author. All responsibility of the studies sent to our journal for publication within the rules belongs to the author / authors.Article submission should be made online via <a href="https://dergipark.org.tr/en/journal/989/submission/step/manuscript/new">http://dergipark.gov.tr/login</a>, which is accessed from Turkiyat Mecmuası &gt;&gt; Home Page. The articles should be submitted in three separate files when uploading to the Dergipark system.<ul><li>Articles derived from undergraduate theses, master's theses, or doctoral dissertations will not be considered for evaluation.</li></ul><ul><li>Articles derived from or expanded upon conference proceedings, including those orally presented, will not be evaluated, even if the proceedings have not been published.</li></ul><ul><li>Researchers may submit a new article only after at least four issues (2 years) have passed since the publication of their previous article.                                                                                                                                                                                          </li><li>The article title should be uploaded to the system in the language in which the article is written as the primary language. </li></ul><ul><li>Articles are listed in the journal alphabetically by the authors' last names.</li></ul><ul><li>Excluding abstracts, footnotes, and references, articles must be at least 5,000 words in length.</li></ul><ul><li>The main text file of the article must not include any information identifying the author. Articles that do not comply with this rule will be returned without entering the evaluation process.</li></ul><ul><li>Draft articles submitted to the journal must adhere to the journal's submission guidelines. Articles that do not comply with the submission guidelines will be directly rejected or returned.</li></ul><ul><li>Submitted works, whether published or not, will not be returned to the authors.</li></ul><ul><li>Once an article is submitted for publication, no author's name may be removed from the author list, no new author may be added, and the order of authors may not be changed without the written consent of all authors.</li></ul><ul><li>Authors with ongoing submissions cannot submit new articles until the process is completed. The editorial board reserves the right to return or request revisions for articles at any stage of the evaluation process.</li></ul><ul><li>Türkiyat Mecmuası communicates with authors and other relevant parties exclusively via email or the messaging module within the journal's automation system. Messages sent to any email address other than turkology@istanbul.edu.tr will not be considered.</li></ul>MANUSCRIPT SUBMISSION GUIDE1. Article Full Text File** Microsoft Word 2003 and above versions must be used. Articles should be prepared using the <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/C158422B1FB64697839C4368061BC23F" target="">Article Template.</a> The text of the article should not include the identity information of the author(s) due to the double-blinded peer review process. (Important note: The main headings in the article template only show how the content of the article should be formed. Authors are not obliged to use these headings.)* The article must consist of at least 5000 words, excluding the abstract, footnotes, and references.2. Cover Page** <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/142CD7ECA70D42D2969C7D17206CEDBE" target="_blank">The cover page</a> should include the type of article, article title (article language / English) title and institutional affiliation of the author or authors, current address and telephone numbers, ORCID information and e-mail addresses.* The financial support, conflict of interest and acknowledgment sections should be stated separately in both the language of the article and in English.* In the initial submission file of the manuscript, statements such as acknowledgments will not be included; these matters will only be specified on the cover page. 3. Copyright Agreement Form** Must be signed by all authors with a wet signature. <a href="https://dergipark.org.tr/tr/download/journal-file/15420">The Copyright Agreement Form</a> requires wet signatures in three different sections.*The sections on financial support, conflict of interest, and acknowledgments must be stated in both the language of the article and in English.TITLE: If each study has a different language for Turkish, English, and the article language, the title should be provided in that language. The title of the study should clearly reflect ıts content and be comprehensive.* MAIN TITLES: All words should be written in all capital letters and bold. They must not exceed 15 words.* Subheadings: All words should be written in bold, with only the first letters of each word capitalized. A line break should follow the title.* Lower-Level Subheadings: All words should be bold, with only the first letter of the first word capitalized and the first letters of subsequent words in lowercase. A colon (:) should be placed at the end of the title, and the text should continue on the same line.ABSTRACT: The abstract should include the purpose, methodology, and scope of the study and should be placed after the title but before the introduction section in the article. The Turkish abstract should be between 180-200 words, and the English abstract should be between 180-250 words. Beneath the abstracts, there should be up to five keywords that represent the content of the study.EXTENDED ABSTRACT: The extended abstract should include the purpose, methodology, scope, and results of the study and should be placed after the Turkish and English abstracts in the article. The extended abstract in English should be between 700-800 words.* In Turkish articles, there should be two abstracts, one in Turkish and English, and extended abstract in English. English articles should include two abstracts, one in English and one in Turkish. There should be no extended abstract. For articles written in other languages / dialects, there should be three abstracts (in the language of the article - English- Turkish) and an extended abstract in English.* The title of the article should be given in the order of the number of abstracts and the language of the article. See example <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/F985C0668F824D99BF77B994BF747B8C">article.</a>TABLES, FIGURES, ILLUSTRATIONS AND GRAPHS: Figures, pictures, tables and graphs in the text should be numbered as 1, 2, 3. Photographs, plans, maps, etc. used in the text should be attached to the documents to be submitted with the extension &#34;.jpg / .tiff&#34;. Care should be taken to ensure that such documents have a resolution suitable for the printing technique (at least 300 dpi) and a size that does not exceed the page area, and if there is more than one, they should be numbered and titled (Picture 1; Map 1; Table, Figure 1, etc.). Images can be cited in the text, but if they are cited in the text with parentheses as (Annex 1), the images should be added as an appendix at the end of the article. The source of the cited images should be indicated both under the image and in the bibliography.

Author Guidelines

Research Article: As research articles, manuscripts presenting original scientific results on topics appropriate to the scope of the journal are considered. Research articles consist of abstract, keywords, introduction, method, findings, discussion, conclusions, references, tables, graphs and figures.Review: Manuscripts prepared by experts who have a great depth of knowledge in the field and whose expertise is reflected in the international literature in terms of publications and impact are evaluated. The review article should consist of title, abstract and keywords, main text sections and referencesTranslation: These are translated articles. Translations of articles written by experts in the field with a high impact value are evaluated.* In translated text publications, &#34;permission has been obtained from the original author and publisher&#34; and &#34;citation details of the original text&#34; must be specified in the full-text file. See <a href="https://dergipark.org.tr/tr/download/article-file/3057174">example article.</a>Book Review: Brief or detailed reviews of books published in the last 5 years are evaluated. Book reviews are a type of writing that evaluates issues such as the book's formal and substantive features, the way it deals with the subject(s), its suitability for the purpose for which it was written and its success in realizing this, what is needed to eliminate its deficiencies and shortcomings and make it better. Book reviews should be written according to the book review template. Brief reviews written in a language other than the language in which the book was published are given priority. (For example, a book review written in Kazakh about a book published in Turkish.)Points to consider for book reviews- The introduction should have an &#34;independent original title&#34; specific to the book- The cover photo of the book being reviewed should be included in the text (on the first page, under the title, and aligned to the left).- The bibliographic information of the introduced book should be provided in full in the References section.- 5 keywords, both in Turkish and English, should be added.

FORMS<a href="https://dergipark.org.tr/tr/download/journal-file/15420" target="_blank" rel="noreferrer noopener"></a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B48C35DD6FCA4C2FB91F51863B30BBDB" target="_blank">Copyright Agreement Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/5C46AD279E4242B68D3D82EABAEEBF71" target="_blank" style="background-color: transparent;">Author Form</a> <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/142CD7ECA70D42D2969C7D17206CEDBE" target="_blank" style="background-color: transparent;">Title Page</a> TEMPLATES<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/4DCAECFD87F04B9281421C9EC4F92F69" target="_blank">Article Template</a><a href="https://dergipark.org.tr/tr/download/journal-file/31257" target="_blank" style="background-color: transparent;">Book Review Template</a>

<a href="https://dergipark.org.tr/tr/download/journal-file/15420" target="_blank">Copyright Agreement Form</a><a href="https://dergipark.org.tr/tr/download/journal-file/22325" target="_blank">Author Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/142CD7ECA70D42D2969C7D17206CEDBE" target="_blank">Cover Page</a>Templates:<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/6FB79A0A58F74FCFA4BC31315924C3E9" target="">Article Template</a><a href="https://dergipark.org.tr/tr/download/journal-file/31257" target="_blank">Book Review Template</a>FINAL CHECKLISTEnsure that none of the following is missing:-        The type of the article is clearly stated.-        The article has not been submitted to another journal.-        If there is a relationship with a sponsor or a commercial firm, it is indicated.-        The article has been checked for English language accuracy.-        References are formatted according to the Chicago Manual of Style, 18th Edition.-        The journal policies, detailed in the Writing Guidelines section, have been reviewed.* Copyright Agreement Form* Author Form* Permission Document (if previously published material, such as text, images, or tables, is used).* Cover Page:<ul><li>Article category,</li></ul><ul><li>Title in the article's original language and in English,</li></ul><ul><li>Authors’ full names, academic titles, affiliated institutions (including university and faculty information, followed by the city and country), and email addresses,</li></ul><ul><li>Corresponding author’s email address, full mailing address, work phone number, mobile phone number, and fax number,</li></ul><ul><li>ORCID IDs for all authors.</li></ul>* Article Main Text;-        Important: The main text must not include any identifying information about the author(s).-        Titles in both the article's original language and in English,-        Abstracts: 180–200 words in the original language, 180-200 words in English, and an extended abstract of 700–800 words in English,-        Keywords: 5 in the original language and 5 in English,-        Sections of the main text,-        Financial support (if any, specify),-        Conflict of interest (if any, specify),-        Acknowledgments (if any, specify),-        References,-        Tables, Images, Figures (with titles, descriptions, and captions).

Issue Type	Regular
Editor(s)	Mustafa Balcı
Cover (PDF)
Full Text (PDF)
Front Pages (PDF)

Journal of Turkology

VOLUME 31, ISSUE 2, 2021

El-Makrîzî’nin İğâse ve El-Esedî’nin et-Teysîr’ine Göre Memlûklarda Ekonomik Kriz ve Enflasyon

Öğretmen Kılavuz Kitaplarının Kaldırılmasının Türkçe Öğretmenlerinin Görüşlerine Göre Değerlendirilmesi

Polonyalı Müslümanların büyük müftüsü Jakub Szynkiewicz (1884-1966) ve Karaimlerle temas

Türkçe Yeterlik Sınavı’nın (TYS) Uluslararası Geçerliğe Sahip Bazı Dil Yeterlik Sınavlarıyla İçerik Açısından Karşılaştırılması

Sırât-ı Müstakim Mecmuası’nın Sultan II. Abdülhamid ve Meşrutiyet Yönetimine Yaklaşımı

Bir Osmanlı Tarihi Nasıl Anlatır ?: Karaçelebi-zâde Abdülaziz Efendi’nin Süleymân-nâmesi’nin Anlatım Özellikleri

İstibdâdî İdârenin Gizli Enstrümanlarından Hafiyelik ve Jurnalin Reşat Nuri Güntekin’in Romanlarına Yansıması

Aruzun İmlası ve Telaffuzu

Türk Atışı veya Galatı Meşhur Part Atışı I: Eski Çağlarda Türk Atışı

Rüya Rüya İçinde: Ali Haydar Haksal’ın Rüyalar Üzerine Din Bağlamında Edebî Bir Yorumu

Nedîm Dîvânı Örnekleminde Türk ve Leh Atasözlerinin Karşılaştırılması

Çalkantılı Bir Dönemin Kültür Sahnesi Olarak Dârülelhan: Geleneğin Yeniden Tanımlanması

Alkış ve Kargışlara İşlevsel Bir Bakış: Er Sogotoh Destanı Örneği

Ekim Devriminin Mirası: Kızıl ve Beyazların Savaşı

Geçmişi Günümüze Kazandırmak

Tezkire Literatürüne Katkı

INFORMATION

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