Prof. İbrahim Özdemir from the Department of Philosophy, Faculty of Humanities and Social Sciences, Üsküdar University, made evaluations regarding the direction of education debates in Turkey recently.
The source of negativities is constantly sought outside
Prof. Özdemir drew attention to a deeply rooted reflex in Turkey: “To seek the source of every negativity outside, not inside. Is there an economic crisis, have exchange rates fallen, has inflation climbed? Immediately ‘external powers’ appear on the scene. The situation is no different in education. When our schools decline in quality rankings, when our youth struggle with a crisis of meaning, when our teachers have to face professional dishonor, the same reflex kicks in again: the culprit is sought outside.”
Claims spread via Fulbright
Evaluating the claims made recently around the Turkey Fulbright Education Commission, Prof. Özdemir said, “I am also watching the conspiracy theories revolving around the Turkey Fulbright Education Commission axis in recent days with attention and indeed with a lesson to be learned. I cannot hide my astonishment at these narratives rapidly spreading on social media. Yet, my main sorrow stems from these theories gaining traction not among ordinary citizens, but among our scholars and journalists prominent for their investigative identities. The most fundamental responsibility of an academic or a journalist is to go to the source, look at the document, and evaluate the issue within its context. However, the exact opposite is happening here.”
The real question: what is the real problem of the education system?
Prof. Özdemir stated that the main issue to be debated is ‘what is the real problem of national education in Turkey,’ and continued as follows:
“Where should we look for the answer to this question? The answer is not hidden in the office of a foreign commission, but in the text of our own laws. The Law No. 1739 on National Education, which bears the stamp of the March 12, 1971 military memorandum and was reinforced by the September 12, 1980 junta regime, is still in force (Published in the Official Gazette: Date: 24/6/1973.)
“Articles 1-2 of this law form the philosophical backbone of the Turkish education system”
Article 2 – The general aim of Turkish National Education is to educate all members of the Turkish Nation as citizens who are 1. (Amended: 16/6/1983 - 2842/1 art.) devoted to Atatürk's revolutions and principles and to Atatürk's nationalism as expressed in the Constitution; (…) These are Articles 1-2 of this law, which form the philosophical backbone of the Turkish education system. These articles, remaining from military tutelage regimes, have neither been fully debated nor comprehensively questioned, nor have they achieved a democratic transformation.”
This law must be comprehensively questioned
Prof. Özdemir stated that the law in question has not been sufficiently debated until now, adding, “Regardless of which political power has come to power in Turkey, the fundamental complaints in education have remained almost unchanged: rote learning, resistance to critical thinking, a uniform upbringing approach that curtails individual creativity. When the source of these is investigated, the same document repeatedly appears before us: Law No. 1739.”
Conspiracy theories do not enlighten
Prof. Özdemir, calling on academics and writers, continued as follows:
“I appeal to our scholars and wordsmiths: Conspiracy theories occupy minds, but they do not enlighten. True courage is not seeking ‘external enemies,’ but being able to read our own institutional legacy with a critical eye. If we truly want to debate our national education, our starting point must be the pages of that old law. What is important is to critically discuss (without personalizing) what each Minister of National Education has done, what they could not do, or what they did not do since 2002. This self-criticism can be done with those who have served as ministers; it must be done.”
To understand Fulbright, history must be read correctly
Prof. Özdemir stated that the primary aim of the Fulbright Program, founded in 1946 by US Senator J. William Fulbright, is to develop understanding between countries, and continued as follows:
“This program, founded by J. William Fulbright, is based on a single belief: that the root of disagreements between nations lies in not knowing each other; as people get to know each other, wars decrease. The program is based on the mutual exchange of people—academics, artists, students—not governments. The aim is to deepen mutual understanding through intellectual dialogue. Today, operating in over 160 countries, Fulbright is the most recognized academic exchange program in the world.
However, to properly evaluate the Turkey-U.S. Fulbright Education Commission and the criticisms directed at it, one must first understand the historical context well. For Fulbright is not a standalone institution; it is part of a series of fundamental choices made by Turkey after World War II.”
Turkey's integration process with the West
Prof. Özdemir explained that the single-party period, which officially ended in 1946, not only marked a political transition but also fundamentally transformed Turkey's position within the world system, and stated, “This transformation was shaped by interrelated concrete steps. Turkey was invited to the Council of Europe in August 1949, just three months after its establishment, and became one of its founding members. On February 18, 1952, it joined the Atlantic Alliance when President Celal Bayar signed the NATO documents in Ankara. On August 2, 1961, it was admitted to OECD membership. It is the only Muslim country to be a member of the OECD. The membership process initiated with the European Union is still ongoing. These memberships were not independent diplomatic steps. All together, they were concrete manifestations of Turkey's will to be part of the Western Bloc. Going further back, it is a continuation of the process that began with the Tanzimat Edict of 1839.”
Common ground in anti-Westernism
“The Fulbright agreement should also be evaluated within this picture, as a product of the same period; no more, no less,” said Prof. Özdemir. “However, this history also has a painful side. Since then, a constant objection has risen from two different fronts against Turkey's opening to the West and its democratization process: The first is the Kemalist circles, defined today as nationalist, who are anti-democracy and anti-West. For this understanding, Western integration is a path leading to the erosion of national sovereignty. The second consists of some radical Islamist groups who are fundamentally opposed to the West and all Western values, including democracy. Although these two segments appear diametrically opposed in terms of their political lines, they enter into a strange overlap when it comes to anti-Westernism. (For example, these two different segments reacted similarly to Pope Leo's recent visit to our country.) The conspiracy theories revolving around Fulbright are also nourished by these two currents. The discourses are different, but the concern is common: to interpret every kind of relationship Turkey establishes with the West as a threat.”
Structure of the Turkey Fulbright Education Commission
Prof. İbrahim Özdemir reminded that the Turkey Fulbright Education Commission, or the Turkey-United States Cultural Exchange Commission as it is also known, was established in 1949 within the framework of the bilateral agreement signed between Turkey and the United States and Law No. 5596 dated March 13, 1950, passed by the Grand National Assembly of Turkey. He stated, “The Commission was established to develop a common understanding between the Turkish and American peoples through educational and cultural exchange, by supporting Turkish and American university graduates, academics, artists, and public officials with scholarships covering education, living, and travel expenses, and by providing educational counseling services to Turkish students wishing to study in the USA.”
“It's all nonsense. The situation, in short, is this…”
Noting that the management of the Turkey Fulbright Education Commission consists of the Board of Directors and the General Secretariat, and that the members of the Commission's Board of Directors are appointed by the Turkish and American governments and represent both countries, Prof. Özdemir continued as follows:
“The Commission's budget, since its establishment in 1949, has been jointly formed by the Turkish and American governments. During my 7-year tenure (2003-2010) as Director General of Foreign Affairs at the Ministry of National Education, I represented the Ministry in the Turkey Fulbright Education Commission. I worked closely with other members. Prof. Yusuf Ziya Özcan, who later became the President of YÖK, was also a member. I understand the disinformation and conspiracy theories on this matter; but I absolutely do not agree with them. It’s all nonsense. The situation, in short, is this…”
“Fulbright alumni return to Turkey and carry out beneficial work for our country”
The Turkey Fulbright Education Commission has provided scholarship opportunities to thousands of Turkish and American students and academics since its establishment. Turkish students and faculty members who are Fulbright alumni return to Turkey after completing their studies in the USA and carry out beneficial work for our country.
American academics who come to Turkey also make significant contributions to their fields with the research they conduct and the education they receive in various branches. Fulbright alumni who complete their programs and return to their countries fulfill and realize Fulbright's purpose by maintaining their ties with Turkey in the important positions they hold. Furthermore, each country also has its own unique scholarship programs.”
“When the AK Party came to power, the number of foreign students was approximately 17,000”
Prof. Özdemir noted that when the AK Party came to power, the number of foreign students in our country was approximately 17,000, and continued as follows:
“This grew progressively with my personal contributions and the resolute policies of the government. At that time, I prepared the ‘International Student Strategy Document’ and presented it to relevant parties. I had proposed changing the definition of ‘foreign student’ to ‘international student’.
Turkey has taken significant steps in this regard in recent years and has launched the Turkey Scholarships Program.
Total number of foreign students between 335,000 and 350,000
In Turkey, there are currently approximately 15,000 scholarship-holding international students continuing their education under the Presidency for Turks Abroad and Related Communities (YTB) provided ‘Turkey Scholarships’.
In our country, where the total number of foreign students is between 335,000 and 350,000, scholarship students constitute approximately 5% of the total population. Among the students benefiting from these scholarships, there are those holding very important positions in their countries, including ministries. That is, scholarships are an education policy pursued by each country for its own interests. In popular terms, it is soft power.”
Similar programs exist in 160 countries
Prof. Özdemir stated that the USA also has similar Fulbright Education Scholarship programs with 160 countries, and continued as follows:
“When I went to Indonesia as a visiting faculty member in 2005, I met the Head of the Fulbright Education Commission. He also stated that their country benefited greatly from this program. While this is the situation, according to a claim put forth by some journalists and popular figures in the early 2000s, ‘Americans abolished the Kemalist and scientific education system and imposed an education system based on rote learning and hindering intelligence development on Turkish children, and this agreement also prohibited the alteration of the Turkish education system without permission from the Americans.’
US philosopher John Dewey was invited to Turkey in 1924
The interesting thing is that American philosopher John Dewey came to Turkey in 1924, at the personal invitation of M. Kemal Atatürk, and after conducting studies on the Turkish education system, prepared a comprehensive report.
The cadres preoccupied with establishing the one-party dictatorial regime never implemented Professor John Dewey's report, which emphasized individuality, critical thinking, and democracy. The interesting thing is that the radical religious circles and nationalist segments that bring up the Fulbright issue, despite the agreement they refer to being available on the Internet, never look at it and ask ‘what does its content include?’ Instead, they stubbornly pursue their views from their own fantasy worlds, quoting each other rather than referring to the agreement. Link to the text of the agreement:
When the agreement is examined, this commission has no power to determine the Turkish education system, penetrate the Turkish education system, or exert any enforcement power over the government.”
