Religious Education of Latest Ottoman Princes

Yakup Kaya; Hatice Özkan Doğuş

Makale detayları

Religious Education of Latest Ottoman Princes

Yazarlar:

Yakup Kaya | Hatice Özkan Doğuş

Yayıncı:

Siirt University

Ana Başlıklar:

İslam Araştırmaları (Diğer)

Dergi:

Marifetname Vol.12 Issue 1, pp.375-403

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352003

pISSN:

2757-752X

Anahtar kelimeler:

Özet:

 The educational program for Ottoman princes was designed not only to impart administrative and political knowledge, but also to provide comprehensive religious education and moral grounding, in view of preparing them as heirs to the throne. The privileged status defined by the succession system necessitated that these princes attain the qualifications required to ensure the continuity of the dynasty. Their educational process began in childhood within the palace environment, where it was structured on the foundation of religious discipline. Until the sixteenth century, they acquired administrative experience through governorships sancak duties, while concurrently receiving instruction in core religious subjects such as the correct recitation of the Quran, İlmihal, Dürr-i Yekta, Pend-i Attar, and Islamic History. These courses were meticulously designed not only to enhance their religious knowledge and practical application, but also to reinforce ethical value in particular, the implementation of the ekberiyet and cage systems from the early seventeenth century introduced new approaches to maintaining the continuity and rigor of religious education in princely training. This study examines the religious education processes of six Ottoman princes from the empires final period, demonstrating the systematic and effective implementation of educational policies aimed at preparing them for the sultanate. Archival documents indicate that the leadership qualities of these princes were not solely innate, but were also shaped through regular religious instruction and the instillation of moral value. This approach contributed significantly to the development of both individual and collective responsibility, as well as to the emergence of leadership based on ethical and religious foundations in state governance.

 The educational program for Ottoman princes was designed not only to impart administrative and political knowledge, but also to provide comprehensive religious education and moral grounding, in view of preparing them as heirs to the throne. The privileged status defined by the succession system necessitated that these princes attain the qualifications required to ensure the continuity of the dynasty. Their educational process began in childhood within the palace environment, where it was structured on the foundation of religious discipline. Until the sixteenth century, they acquired administrative experience through governorships sancak duties, while concurrently receiving instruction in core religious subjects such as the correct recitation of the Quran, İlmihal, Dürr-i Yekta, Pend-i Attar, and Islamic History. These courses were meticulously designed not only to enhance their religious knowledge and practical application, but also to reinforce ethical value in particular, the implementation of the ekberiyet and cage systems from the early seventeenth century introduced new approaches to maintaining the continuity and rigor of religious education in princely training. This study examines the religious education processes of six Ottoman princes from the empires final period, demonstrating the systematic and effective implementation of educational policies aimed at preparing them for the sultanate. Archival documents indicate that the leadership qualities of these princes were not solely innate, but were also shaped through regular religious instruction and the instillation of moral value. This approach contributed significantly to the development of both individual and collective responsibility, as well as to the emergence of leadership based on ethical and religious foundations in state governance.

 The educational program for Ottoman princes was designed not only to impart administrative and political knowledge, but also to provide comprehensive religious education and moral grounding, in view of preparing them as heirs to the throne. The privileged status defined by the succession system necessitated that these princes attain the qualifications required to ensure the continuity of the dynasty. Their educational process began in childhood within the palace environment, where it was structured on the foundation of religious discipline. Until the sixteenth century, they acquired administrative experience through governorships sancak duties, while concurrently receiving instruction in core religious subjects such as the correct recitation of the Quran, İlmihal, Dürr-i Yekta, Pend-i Attar, and Islamic History. These courses were meticulously designed not only to enhance their religious knowledge and practical application, but also to reinforce ethical value in particular, the implementation of the ekberiyet and cage systems from the early seventeenth century introduced new approaches to maintaining the continuity and rigor of religious education in princely training. This study examines the religious education processes of six Ottoman princes from the empires final period, demonstrating the systematic and effective implementation of educational policies aimed at preparing them for the sultanate. Archival documents indicate that the leadership qualities of these princes were not solely innate, but were also shaped through regular religious instruction and the instillation of moral value. This approach contributed significantly to the development of both individual and collective responsibility, as well as to the emergence of leadership based on ethical and religious foundations in state governance.

 Osmanlı Devletinde şehzadelerin eğitim programı, tahtın varisi olarak yetiştirilmeleri amacıyla sadece idari ve siyasi bilgi değil, aynı zamanda kapsamlı dinî eğitim ve ahlaki donanımın da sağlanmasına yönelik düzenlenmiştir. Veraset sistemi kapsamında belirlenen bu ayrıcalıklı konum, şehzadelerin hanedanın sürekliliğini temin edecek niteliklere ulaşmalarını zorunlu kılmıştır. Eğitim süreçleri, çocukluk döneminde saray ortamında başlayarak dinî disiplinlerin temel alındığı bir yapı ortaya koyar. XVI. yüzyıla kadar sancaklarda idari tecrübe kazandırılırken, aynı zamanda şehzadeler, Kuran-ı Kerimin doğru okunması, İlmihal, Dürr-i Yekta, Pend-i Attar ve Tarih-i İslam gibi temel dinî derslerde eğitim almışlardır. Bu dersler, dinî bilgi ve uygulamaların yanı sıra, ahlaki değerlerin de pekiştirilmesine büyük özen gösterilerek işlenmiştir. Özellikle XVII. yüzyılın başlarından itibaren uygulamaya konulan ekberiyet ve kafes sistemleri, şehzade eğitiminde dinî eğitim sürecinin sürekliliği ve titizliği açısından yeni yaklaşımların benimsenmesine neden olmuştur. Araştırma, Osmanlı Devletinin son dönemlerinde yaşamış altı şehzadenin din eğitimi süreçlerini irdeleyerek, padişahlığa hazırlık politikaları çerçevesinde dinî eğitimin ne denli sistematik ve etkili yürütüldüğünü göstermektedir. İncelenen arşiv belgeleri, şehzadelerin liderlik özelliklerinin yalnızca doğuştan gelmediğini, düzenli dinî eğitimle ve ahlaki değerlerin kazandırılması yoluyla da şekillendiğini ortaya koymaktadır. Bu yaklaşım, şehzadelerin bireysel ve toplumsal sorumluluk bilincinin yanı sıra devlet yönetiminde etik ve dinî temellere dayalı liderlik sergilemelerine önemli katkılar sağlamıştır.

Makale detayları

Religious Education of Latest Ottoman Princes

Yazarlar:

Yakup Kaya | Hatice Özkan Doğuş

Yayıncı:

Siirt University

Ana Başlıklar:

İslam Araştırmaları (Diğer)

Dergi:

Marifetname Vol.12 Issue 1, pp.375-403

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352003

pISSN:

2757-752X

Religious Education

Ottoman Empire

Prince Education

Şehzadegân

Religious ScienceDin Eğitimi

Osmanlı Devleti

Şehzade Eğitimi

Şehzadegân

Dini İlimler

Sayı

Makale detayları

Yazarlar: Yakup Kaya | Hatice Özkan Doğuş

Yayıncı: Siirt University

Ana Başlıklar: İslam Araştırmaları (Diğer)

Dergi: Marifetname Vol.12 Issue 1, pp.375-403

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001352003

pISSN: 2757-752X

Sayı

Yazarlar:

Yakup Kaya | Hatice Özkan Doğuş

Yayıncı:

Siirt University

Ana Başlıklar:

İslam Araştırmaları (Diğer)

Dergi:

Marifetname Vol.12 Issue 1, pp.375-403

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352003

pISSN:

2757-752X