Profesyonel Askeri Eğitim ve Türkiye’nin Model Arayışı

Yıl 2022, , 407 - 442, 29.12.2022

Barış Ateş

https://doi.org/10.54078/savsad.1142236

Öz

Bu makale profesyonel askerî eğitim modellerinin gelişimini ve Türkiye’nin bu alandaki tecrübesini Kara Harp Okulu örneği üzerinden incelemektedir. Bu amaçla Türkiye dâhil sekiz ülkenin profesyonel askerî eğitim modellerinin ana hatları açıklanmıştır. Subaylık mesleğine özgü okullar başlangıçtan günümüze değin dönemin şartlarına ve her ülkenin kendi önceliklerine göre değişmiştir. Buna rağmen profesyonel askerî eğitimin ana ilkeleri üzerindeki tartışmalar devamlılık arz etmektedir. Başlangıçta sadece “askerler tarafından askerler için” şeklinde özetlenebilecek olan askerî eğitim günümüzde sivil-asker iş birliği ve üniversiteleşme eğilimindedir. Makalenin ana argümanı, Türkiye’nin de Osmanlı döneminden itibaren bu ana akımları takip etmesine rağmen kısır tartışmalar, reform hareketlerine karşı direnç ve ülkenin iç siyasetinde krizlere varan dalgalanmalar neticesinde askerî eğitim sisteminde melez modeller üzerinden ilerlediği yönündedir. Modern askerî eğitim sisteminin genellikle kriz durumları ile birlikte değiştiği, ancak bu değişimin eski sistemi tamamen ortadan kaldıramadan sadece bazı yönlerini etkileyebildiği görülmektedir. Ayrıca askerî eğitimin felsefesinin anlaşılamaması ve kısa vadeli ihtiyaçlara öncelik verilmesi bu melezleşmeyi pekiştirmiştir. Bu durum periyodik olarak sisteme müdahale edilmesine yol açmıştır. Bununla birlikte 2016 darbe girişiminden sonra ilk defa ülkeye özgü bir modelin geliştirilebildiğini söylemek mümkündür. Ancak bu modelin de geçmiştekilerle aynı sorunu yaşamaması için eğitimin ana prensiplerine sadık kalınması ve radikal değişimlere açık olunması gerektiği değerlendirilmektedir.

Anahtar Kelimeler

Profesyonel askeri eğitim, akademik eğitim, askeri eğitim, sivil-asker mesafesi, Harbiye.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Professional Military Education and Türkiye's Search for a Model

Öz

This article examines the development of professional military education models and Türkiye's experience through the example of the Turkish Military Academy-Harbiye. The main features of PME models from eight nations, including Türkiye, are outlined for this purpose. Since their inception, military schools have evolved in response to changing circumstances and national priorities. Despite this evolution, the main principles of professional military education are still being debated. Professional military education, which may be described as "by the soldiers for the soldiers" initially, is now primarily focused on civil-military collaboration and university education. The article's main argument is that although Türkiye has followed these main trends since the Ottoman period, it disrupted each model and turned them into mixed models due to vicious debates, resistance to reform movements, and volatility in the country's domestic politics. The Turkish professional military education system generally changes after a crisis, but this change can only affect some aspects of the old system without completely eliminating it. In addition, the lack of understanding of the philosophy of military education and the priority given to short-term needs reinforced this hybridization. This situation led to periodic interventions in the system. It is possible to say that a country-specific model was developed for the first time after the 2016 coup attempt. However, it is stated that in order for this model to avoid the same problems as previous ones, it is vital to adhere to main educational principles while still being open to radical innovations.

Anahtar Kelimeler

Professional military education, academic education, military training, civil-military gap, Harbiye.

Proje Numarası

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Kaynakça

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