Bat\u0131 Trakya M\u00fcsl\u00fcman T\u00fcrk Az\u0131nl\u0131\u011f\u0131\u2019na uzun y\u0131llar hem \u00f6\u011fretmen hem de kapanan Bat\u0131 Trakya Medrese Mezunu M\u00fcsl\u00fcman M\u00fcallimler Cemiyeti Ba\u015fkan\u0131 olarak hizmet vermi\u015f As\u0131m \u00c7avu\u015fo\u011flu az\u0131nl\u0131k e\u011fitiminin durumunu de\u011ferlendirdi.<\/p>\n
Az\u0131nl\u0131\u011f\u0131n e\u011fitimi i\u00e7in verdi\u011fi m\u00fccadele u\u011fruna Yunan devleti taraf\u0131ndan \u00e7ok sevdi\u011fi mesle\u011finden azledilmi\u015f As\u0131m \u00c7avu\u015fo\u011flu, yeni e\u011fitim y\u0131l\u0131n\u0131n ba\u015flamas\u0131na say\u0131l\u0131 g\u00fcnler kadar ge\u00e7mi\u015ften bug\u00fcne az\u0131nl\u0131k e\u011fitimine yap\u0131lan m\u00fcdahaleleri de\u011finerek gelinen s\u00fcreci kaleme ald\u0131.<\/p>\n
OKULLAR A\u00c7ILIYORAMA\u2026 (\u00d6\u011eRETMEN\u0130M D\u0130NLER M\u0130S\u0130N?)<\/strong><\/p>\n A\u015f\u0131k Veysel bir \u015fiirinde \u015f\u00f6yle diyor: \u201cD\u00fcnyan\u0131n en zengin akl\u0131n\u0131 g\u00f6rd\u00fcm, Sermayesini sordum, dedi ki: okul\u201d. Uzun bir yaz tatilinden sonra ilk\u00f6\u011fretime yeni ba\u015flayan \u00f6\u011frencilerin heyecanl\u0131 bak\u0131\u015flar\u0131, ara s\u0131n\u0131flardaki \u00f6\u011frencilerin yaz tatili nedeniyle uzun bir zaman sonra bir \u00fcst s\u0131n\u0131fta tekrar bulu\u015fman\u0131n verdi\u011fi apayr\u0131 bir hava ve anlamla, okullar\u0131 birle\u015ftirilen \u00f6\u011frencilerin kendilerini farkl\u0131 bir \u00e7evrede bulman\u0131n getirdi\u011fi uyum problemleriyle, veliler ve az\u0131nl\u0131\u011f\u0131m\u0131z i\u00e7in ise burukluk ve endi\u015fe ile kar\u0131\u015f\u0131k duygularla 2021 – 2022 yeni e\u011fitim y\u0131l\u0131 ba\u015fl\u0131yor<\/p>\n T\u00fcm \u00f6\u011frencilerimiz e\u011fitim ve \u00f6\u011fretim y\u0131l\u0131na huzur ve g\u00fcven i\u00e7inde ba\u015flaman\u0131n co\u015fku ve heyecan\u0131n\u0131 ya\u015famaktad\u0131rlar. Hay\u0131rl\u0131 Olsun!<\/strong><\/p>\n Bilindi\u011fi gibi, okullar\u0131m\u0131z, 1923 y\u0131l\u0131nda Birinci D\u00fcnya Sava\u015f\u0131\u2019n\u0131n galip devletleriyle T\u00fcrkiye aras\u0131nda imzalanan Lozan Bar\u0131\u015f Antla\u015fmas\u0131\u2019nda, \u00fclkemiz Yunanistan, idaresine b\u0131rak\u0131lan Bat\u0131 Trakya M\u00fcsl\u00fcman T\u00fcrk Az\u0131nl\u0131\u011f\u0131\u2019n\u0131n dil, din, \u0131rk ay\u0131r\u0131m\u0131 yap\u0131lmaks\u0131z\u0131n ya\u015fam ve \u00f6zg\u00fcrl\u00fcklerinin korunmas\u0131n\u0131, en ba\u015fta e\u011fitim ve k\u00fclt\u00fcr\u00fcne \u00f6zerklik tan\u0131yaca\u011f\u0131na taahh\u00fct etmi\u015fti. Ayr\u0131ca s\u00f6z konusu antla\u015fma h\u00fck\u00fcmlerinin anayasa ve b\u00fct\u00fcn kanunlar\u0131n \u00fczerinde olaca\u011f\u0131 , bunlara ayk\u0131r\u0131 kanun \u00e7\u0131kar\u0131lamayaca\u011f\u0131 da h\u00fckme ba\u011flanm\u0131\u015ft\u0131.<\/p>\n Az\u0131nl\u0131\u011f\u0131m\u0131z\u0131n e\u011fitim haklar\u0131n\u0131n \u00f6zel ve \u00f6zerkli\u011fi s\u00f6z konusu antla\u015fmada garanti alt\u0131na al\u0131nm\u0131\u015f olmas\u0131na ra\u011fmen Avrupa Birli\u011fi \u00fcyesi \u00fclkemiz Yunanistan, anla\u015fma ve protokollerin lafz\u0131na ve ruhuna m\u00fctenasip y\u00fck\u00fcml\u00fcl\u00fcklerini y\u0131llara s\u00e2r\u00ee olarak sistemli bir \u015fekilde ihlal etmesi sonucu, az\u0131nl\u0131k e\u011fitiminin stat\u00fcs\u00fc ve y\u00f6netim esaslar\u0131 \u00f6nemli de\u011fi\u015fiklere u\u011fram\u0131\u015f \u00e7eli\u015fkili ve anla\u015fmalarla kurulan hassas dengelere uymayan, son derece karma\u015f\u0131k bir mevzuat yuma\u011f\u0131 ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Bu nedenle g\u00fcn\u00fcm\u00fczdeki e\u011fitim anlay\u0131\u015f\u0131 hayata haz\u0131rlamak bir yana, hayat\u0131n ger\u00e7eklerinden uzakla\u015fmaya sebep oluyor. E\u011fitimin hayata haz\u0131rlama i\u015flevi kimsenin umurunda de\u011fil. T\u00fcketim \u00e7a\u011f\u0131nda e\u011fitim de t\u00fcketiliyor. \u00d6\u011frenciler, veliler g\u00f6z g\u00f6re g\u00f6re oyalan\u0131yor. Okullar g\u00f6stermelik , \u00f6\u011fretmenler g\u00f6steren, \u00f6\u011frenciler de g\u00f6sterilen birer nesne halini alm\u0131\u015ft\u0131r. Oysa okullar\u0131m\u0131z sorun \u00e7\u00f6zme yeri olmal\u0131d\u0131r. Toplumun ve bireyin kar\u015f\u0131la\u015ft\u0131\u011f\u0131 sorunlar ara\u015ft\u0131rmac\u0131 ve yap\u0131land\u0131rmac\u0131 bir \u015fekilde, hayata dair bir tecr\u00fcbe olarak i\u015flenmelidir.<\/p>\n Bu giri\u015ften sonra tekrar ba\u015fa d\u00f6nerek e\u011fitimimizle ilgili baz\u0131 \u00e7arp\u0131c\u0131 konular\u0131 dile getirelim. \u015e\u00f6yle ki: \u00dclkemiz Yunanistan\u2019\u0131n Bat\u0131 Trakya\u2019y\u0131 ilhak\u0131 y\u0131llar\u0131nda (1920), \u00e7al\u0131\u015f\u0131r durumda 86 tane az\u0131nl\u0131k ilkokulu mevcuttu. 1922 ve 1924 y\u0131llar\u0131nda \u00e7\u0131kar\u0131lan yasalara istinaden okul say\u0131s\u0131 305\u2019e y\u00fckseldi. 1920\u2019lerde Bat\u0131 Trakya\u2019da Osmanl\u0131\u2019dan miras \u00e7al\u0131\u015f\u0131r durumda olan 16 d\u00een\u00ee Lise (Medrese) vard\u0131 ki , bunlar idare-i Yunaniye\u2019nin azizli\u011fine maruz kalarak birer birer kapat\u0131ld\u0131lar, yok say\u0131ld\u0131lar.<\/p>\n G\u00fcn\u00fcm\u00fczde sadece adlar\u0131 kalan, tarihi medreselerin yerine, \u00fclkemizde hi\u00e7bir e\u011fitim kurumu ile e\u015fde\u011fer olmayan bir medrese1949 y\u0131l\u0131nda G\u00fcm\u00fclcine\u2019de tedrisata a\u00e7\u0131l\u0131r. Ertesi y\u0131llarda da \u0130ske\u00e7e ili \u015eahin kasabas\u0131nda ikinci bir medrese a\u00e7\u0131l\u0131r. Bu arada 1952 y\u0131l\u0131nda G\u00fcm\u00fclcine\u2019de Cel\u00e2l Bayar Az\u0131nl\u0131k Orta ve Lisesi a\u00e7\u0131l\u0131r. Di\u011fer taraftan Osmanl\u0131 Padi\u015fah\u0131 II. Abd\u00fclhamit taraf\u0131ndan 1884\u2018te ortaokul olarak yapt\u0131r\u0131lan G\u00fcm\u00fclcine\u2019de \u0130dadiye okulu tedrisat\u0131na devam ediyordu. Ancak bu okul, Bulgar i\u015fgalinde bir s\u00fcre kapal\u0131 kald\u0131ktan sonra 1913\u2019lerde tekrar e\u011fitime ba\u015flam\u0131\u015ft\u0131r. 1950\u2019lere gelindi\u011finde 20 Nisan 1951 y\u0131l\u0131nda Yunanistan – T\u00fcrkiye aras\u0131nda bir \u201cK\u00fclt\u00fcr Anla\u015fmas\u0131\u201d imzaland\u0131. S\u00f6z konusu anla\u015fman\u0131n imzalanmas\u0131ndan sonra iki \u00fclke aras\u0131ndaki ili\u015fkiler o denli iyile\u015fmi\u015fti ki \u00fclkemiz bu anla\u015fma ile yetinmeyip 1954 y\u0131l\u0131nda e\u011fitimimiz konular\u0131 \u00fczerine yeni bir yasa \u00e7\u0131karm\u0131\u015ft\u0131r. \u00c7\u0131kar\u0131lan ve \u201cMare\u015fal Papagos Kanunu\u201d diye an\u0131lan 3065\/ 1954 say\u0131 ve tarihli yasa ile Yunanistan\u2019da ilk ve son olarak \u201cT\u00fcrk \u0130lkokullar\u0131\u201d deyimi kullan\u0131lm\u0131\u015ft\u0131r.<\/p>\n Akabinde Trakya Genel Valisi G. Fessopulos, bahse konu kanunun uygulanmas\u0131 i\u00e7in az\u0131nl\u0131k okullar\u0131na A.1043 \/ 17 – 12 – 1954 say\u0131l\u0131 karar\u0131n\u0131 g\u00f6ndermi\u015ftir. Genel Vali, az\u0131nl\u0131k okullar\u0131ndaki tabelalar\u0131n derhal de\u011fi\u015ftirilmesini \u201cM\u00dcS\u00dcLMAN\u0130KON SHOL\u0130ON yerine T\u00dcRK\u0130KON SHOL\u0130ON yaz\u0131lmas\u0131 i\u00e7in ikinci bir genelge g\u00f6ndermi\u015fti.<\/p>\n Ne var ki, 21 Nisan 1967 Albaylar Cuntas\u0131, Bat\u0131 Trakya\u2019da milli bir az\u0131nl\u0131\u011f\u0131n bulunmad\u0131\u011f\u0131n\u0131, Lozan Antla\u015fmas\u0131\u2019na g\u00f6re az\u0131nl\u0131\u011f\u0131n \u201cM\u00fcsl\u00fcman Az\u0131nl\u0131\u011f\u0131\u201d oldu\u011funu ileri s\u00fcrerek Genel Vali Fessopulos\u2019un karar\u0131n\u0131n ge\u00e7erlili\u011fini iptal etmi\u015f ve 1109 say\u0131l\u0131 kanuna istinaden \u201cT\u00fcrk\u201d ibaresinin yaz\u0131l\u0131 oldu\u011fu b\u00fct\u00fcn okul tabelalar\u0131 indirilerek yerlerine \u201cM\u00fcs\u00fclmanikon – M\/KON \u201c ibaresi yaz\u0131l\u0131 tabelalar as\u0131lm\u0131\u015ft\u0131.<\/p>\n Hele son y\u0131llarda \u00f6zellikle ilk\u00f6\u011fretim konusunda endi\u015fe verici olumsuzluklar ya\u015fanmaktad\u0131r. Az\u0131nl\u0131k bireyleri okullar\u0131m\u0131z\u0131n \u00e7a\u011fda\u015f birer bilim yuvas\u0131 olmas\u0131n\u0131 talep ederken ilgili mahalli makamlar, y\u0131llard\u0131r az\u0131nl\u0131k \u00e7ocuklar\u0131n\u0131n milli ve dini k\u00fclt\u00fcr\u00fcm\u00fczle yeti\u015fmesini \u00f6nlemeye y\u00f6nelik uygulamalar\u0131na ek olarak, 2007 – 2008 \u00f6\u011fretim y\u0131l\u0131ndan itibaren anaokullar\u0131 zorunlu hale getirilirken mahalli makamlar, m\u00fclkiyeti az\u0131nl\u0131\u011f\u0131m\u0131za ait olmak \u00fczere, T\u00fcrk az\u0131nl\u0131\u011f\u0131n yo\u011fun olarak bulundu\u011fu yerle\u015fim birimlerinde anadilde anaokullar\u0131 a\u00e7\u0131lmas\u0131n\u0131 engellemektedir.<\/p>\n \u0130dari reform \u00e7al\u0131\u015fmalar\u0131 kapsam\u0131nda , ekonomik krizden dolay\u0131 Yunanistan genelinde \u00f6\u011frencisi azalm\u0131\u015f devlet okullar\u0131n\u0131 kapatma \/ birle\u015ftirme program\u0131na, benzer durumdaki az\u0131nl\u0131k ilkokullar\u0131n\u0131n da \u00f6zel ve \u00f6zerkli\u011fi g\u00f6z ard\u0131 edilerek dahil edilmesi d\u00fc\u015f\u00fcnd\u00fcr\u00fcc\u00fcd\u00fcr.<\/p>\n Bu endi\u015fe verici uygulama, toplumumuzu son derece rahats\u0131z etmi\u015ftir. \u00c7\u00fcnk\u00fc, bizim okullar\u0131m\u0131z \u00f6zel ve \u00f6zerkli\u011fi olan okullard\u0131r. Yunanistan ulusal e\u011fitim sistemi i\u00e7indeki ilk\u00f6\u011fretim okullar\u0131yla herhangi bir paralelli\u011fi bulunmamaktad\u0131r. Okullar\u0131m\u0131z\u0131 kapatma \/ birle\u015ftirme y\u00f6n\u00fcne gidilmesi, Lozan Antla\u015fmas\u0131\u2019n\u0131n ilgili h\u00fck\u00fcmlerine oldu\u011fu kadar, T\u00fcrkiye-Yunanistan ikili Anla\u015fma ve Protokollerin h\u00fck\u00fcmlerine ve bug\u00fcn genel kabul g\u00f6ren \u0130nsan Haklar\u0131 ile Hukuk Devleti ilkelerine de ayk\u0131r\u0131d\u0131r.<\/p>\n \u00dclkemiz Yunanistan ulusal e\u011fitim sistemi i\u00e7indeki ilk\u00f6\u011fretim okullar\u0131yla hi\u00e7bir paralelli\u011fi bulunmayan okullar\u0131m\u0131za kar\u015f\u0131 hi\u00e7bir esneklik sergilenmemesi ve bug\u00fcne kadar mal\u00fbm gerek\u00e7elerle kapat\u0131lan az\u0131nl\u0131k ilkokul say\u0131s\u0131 hayli kabarm\u0131\u015ft\u0131r. Ancak ne yaz\u0131kt\u0131r ki az\u0131nl\u0131\u011f\u0131m\u0131za kar\u015f\u0131 devlet politikas\u0131 \u00e7izgisinde hareket eden Atina h\u00fck\u00fcmetleri, toplumumuzu potansiyel bir tehdit ve tehlike olarak de\u011ferlendirmi\u015fler ve bu \u00e7er\u00e7evede \u015fekillendirdikleri az\u0131nl\u0131k politikalar\u0131yla toplumumuza kendi vatanda\u015flar\u0131 gibi muamele etmemi\u015fler ve az\u0131nl\u0131\u011f\u0131m\u0131z\u0131 y\u00fczy\u0131llard\u0131r \u00fczerinde ya\u015fad\u0131\u011f\u0131 bu topraklardan s\u00f6k\u00fcp atmak i\u00e7in akla \u2013 hay\u00e2le gelmeyen sistematik bask\u0131lar uygulam\u0131\u015flar, \u201cAz\u0131nl\u0131k haklar\u0131m\u0131z\u201d maalesef g\u00f6rmezden gelinmi\u015f \u2013 gelinmektedir.<\/p>\n S\u00f6z konusu bask\u0131lar neticesinde \u00e7e\u015fitli d\u00f6nemlerde pek \u00e7ok soyda\u015f\u0131m\u0131z ekonomik ve siyasal bask\u0131lar sonucu mal varl\u0131\u011f\u0131n\u0131 bir yolunu bulup elden \u00e7\u0131kararak , T\u00fcrkiye veya Avrupa\u2019n\u0131n herhangi bir \u00fclkesine i\u015f\u00e7i olarak g\u00f6\u00e7 etmek zorunda kalm\u0131\u015flard\u0131r.<\/p>\n E\u011fitim sistemimizin dibe vurdu\u011funu bilmeyenimiz,\u015fik\u00e2yet etmeyenimiz yok gibi! \u00d6\u011frencilerimiz her a\u00e7\u0131dan lime lime d\u00f6k\u00fcl\u00fcyorlar. Her f\u0131rsatta demokrasiye, hukukun \u00fcst\u00fcnl\u00fc\u011f\u00fcne, insan hak ve \u00f6zg\u00fcrl\u00fcklerine sayg\u0131l\u0131 oldu\u011funu ifade eden Avrupa Birli\u011fi \u00fcyesi \u00fclkemiz Yunanistan, anla\u015fma ve protokollerin lafz\u0131na ve ruhuna m\u00fctenasip y\u00fck\u00fcml\u00fcl\u00fcklerini y\u0131llar i\u00e7inde sistemli bir \u015fekilde ihlal etmesi sonucu, az\u0131nl\u0131k e\u011fitiminin stat\u00fcs\u00fc ve y\u00f6netim esaslar\u0131 \u00f6nemli de\u011fi\u015fikliklere u\u011fram\u0131\u015f, kendi i\u00e7inde \u00e7eli\u015fkili ve son derece karma\u015f\u0131k bir mevzuat yuma\u011f\u0131 ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Bug\u00fcnk\u00fc haliyle az\u0131nl\u0131k e\u011fitim sistemi, az\u0131nl\u0131kla devlet aras\u0131ndaki ba\u011flar\u0131 gerginle\u015ftiren ve g\u00fcvensizli\u011fi tetikleyen bir hale gelmi\u015ftir.<\/p>\n Bu noktada uygulamadaki mevzuat\u0131 detayl\u0131 bir \u015fekilde yazmak bilineni tekrarlamaktan ba\u015fka bir \u015fey olmad\u0131\u011f\u0131ndan yazmayaca\u011f\u0131m. Ancak \u015funlar\u0131 belirtmek isterim: 2022 y\u0131l\u0131n\u0131n e\u015fi\u011finde d\u00fcnyam\u0131z \u00f6nemli de\u011fi\u015fmelere sahne olmaktad\u0131r. \u201cBilimsel ve Teknolojik Devrim \u00c7a\u011f\u0131\u201d diyebilece\u011fimiz bu \u00e7a\u011f, t\u00fcm d\u00fcnyay\u0131 ve toplumlar\u0131 k\u00f6kl\u00fc bir bi\u00e7imde de\u011fi\u015ftirmekte, bilgi ve teknoloji toplumu olma yolunda ba\u015flat\u0131lan amans\u0131z yar\u0131\u015f, giderek artan bir h\u0131zla s\u00fcrd\u00fcr\u00fclmektedir. Bu geli\u015fmeler haliyle, e\u011fitim sistemimizi de etkilemeye devam etmektedir.<\/p>\n Bu nedenle \u00e7ocuklar\u0131m\u0131z\u0131 ekonomik, sosyal ve k\u00fclt\u00fcrel a\u00e7\u0131dan destekleyici, e\u011fitici ve y\u00f6nlendirici \u00f6nlemlerin, az\u0131nl\u0131\u011f\u0131m\u0131z\u0131n yap\u0131s\u0131na uygun \u015fartlar i\u00e7inde tutarl\u0131 olarak ele al\u0131nmas\u0131 zorunludur. \u00d6\u011fretmenlerimiz bu konuda (imk\u00e2nlar\u0131 \u00f6l\u00e7\u00fcs\u00fcnde ) gerekli \u00e7al\u0131\u015fmalar\u0131 yapmalar\u0131 elzemdir. \u00c7\u00fcnk\u00fc: Akl\u0131 geli\u015ftiren, kullan\u0131lmas\u0131n\u0131 \u00f6\u011freten bilgilerle zenginle\u015ftiren okuldur.<\/p>\n Okul, bir e\u011fitim ve \u00f6\u011fretim yuvas\u0131d\u0131r, insan\u0131n yeti\u015ftirildi\u011fi yerdir. Okul e\u011fitim ve \u00f6\u011fretim yuvas\u0131 olarak, \u00e7e\u015fitli bilgiler verir, beceriler kazand\u0131r\u0131r. Ayr\u0131ca okul, toplu ya\u015famay\u0131, birbirimizi sevmeyi, kurallara uymay\u0131 da \u00f6\u011fretir. Okula gitmek, ondan yararlanmak insan hayat\u0131nda \u00e7ok \u00f6nemli bir a\u015famad\u0131r. \u0130nsan var oldu\u011fundan beri, yeni \u015feyler \u00f6\u011frenmek ve bilgiye sahip olmak ister.<\/p>\n Geli\u015fmi\u015f toplumlarda bilgi; g\u00fc\u00e7 ve otoritedir. Okul, hayat\u0131m\u0131z\u0131n ilk d\u00f6nemlerinde olduk\u00e7a \u00f6nemli yer tutmaktad\u0131r. Okul sadece bireyin hayat standartlar\u0131n\u0131 y\u00fckseltecek ve iyi bir meslek sahibi yapacak bilgi ve becerileri vermekle kalmaz. Ayn\u0131 zamanda toplumlar\u0131n yap\u0131lar\u0131n\u0131n, insan ili\u015fkilerinin nas\u0131l olaca\u011f\u0131n\u0131n, bireysel ve toplumsal sorumluluklar\u0131n\u0131n neler olaca\u011f\u0131n\u0131n, hizmet etti\u011fi toplumun maddi ve manevi de\u011ferlerini de \u00f6\u011frencilere aktar\u0131r ve davran\u0131\u015f haline getirir. \u00d6\u011frencilerimizin milli, ahlaki, insani, manevi, ve k\u00fclt\u00fcrel de\u011ferlerini ya\u015fayan koruyan, geli\u015ftiren bireyler olarak yeti\u015ftirilmesi hususu hayati \u00f6nem arz etmektedir..<\/p>\n \u00dcnl\u00fc Frans\u0131z romanc\u0131s\u0131 Victor Hugo derki: \u201cokul uygarl\u0131\u011f\u0131n geli\u015fti\u011fi yerdir. E\u011fitim \u2013 \u00f6\u011fretim insan\u0131n do\u011fumundan \u00f6l\u00fcm\u00fcne kadar s\u00fcren, s\u00fcrmesi gereken bir s\u00fcre\u00e7tir. \u0130nsan \u00f6\u011frenme yetene\u011fi s\u0131n\u0131rs\u0131z olan , s\u00fcrekli bilgilenen, de\u011fi\u015fen, geli\u015fen ve yenilenen bir varl\u0131kt\u0131r. E\u011fitim ve \u00f6\u011fretim s\u00fcrekli olarak yenilenmeyi,geli\u015fmeyi, de\u011fi\u015fime a\u00e7\u0131k olmay\u0131, \u00e7al\u0131\u015fmay\u0131 zorunlu k\u0131lan dinamik bir aland\u0131r ve hayat boyu devam etmektedir.<\/p>\n E\u011fitim, hem ki\u015finin hem toplumunun hem de devletin gelece\u011fini kurdu\u011fu i\u00e7in \u00fczerinde hassasiyetle durulmas\u0131 gereken \u00f6nemli bir i\u015ftir.<\/p>\n \u00d6zetin \u00f6zeti: E\u011fitim, sadece bilginin ezberletilmesi de\u011fil, bilgiye ula\u015facak akl\u0131n ve d\u00fc\u015f\u00fcnceleri hayata ge\u00e7irecek iradenin e\u011fitilmesidir.<\/p>\n Yap\u0131lan m\u00fcdahalelerle e\u011fitimde s\u00f6z\u00fcn bitti\u011fi yerdeyiz\u2026<\/strong><\/p>\n Bu duygu ve d\u00fc\u015f\u00fcncelerle 2021 \u2013 2022 e\u011fitim \u2013 \u00f6\u011fretim y\u0131l\u0131n\u0131n verimli ge\u00e7mesini temenni eder, sevgi, sayg\u0131 ve ba\u015far\u0131 dileklerimi sunar\u0131m.<\/p>\n As\u0131m \u00c7AVU\u015eO\u011eLU<\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":" Bat\u0131 Trakya M\u00fcsl\u00fcman T\u00fcrk Az\u0131nl\u0131\u011f\u0131\u2019na uzun y\u0131llar hem \u00f6\u011fretmen hem de kapanan Bat\u0131 Trakya Medrese Mezunu M\u00fcsl\u00fcman M\u00fcallimler Cemiyeti Ba\u015fkan\u0131 olarak hizmet vermi\u015f As\u0131m \u00c7avu\u015fo\u011flu az\u0131nl\u0131k e\u011fitiminin durumunu de\u011ferlendirdi. Az\u0131nl\u0131\u011f\u0131n e\u011fitimi i\u00e7in verdi\u011fi m\u00fccadele u\u011fruna Yunan devleti taraf\u0131ndan \u00e7ok sevdi\u011fi mesle\u011finden azledilmi\u015f As\u0131m \u00c7avu\u015fo\u011flu, yeni e\u011fitim y\u0131l\u0131n\u0131n ba\u015flamas\u0131na say\u0131l\u0131 g\u00fcnler kadar ge\u00e7mi\u015ften bug\u00fcne az\u0131nl\u0131k e\u011fitimine …<\/p>\n","protected":false},"author":1,"featured_media":37577,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[24],"tags":[48,44],"class_list":["post-37575","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bati-trakyam-haber","tag-bati-trakya","tag-egitim"],"yoast_head":"\n