Diyalektolog - International Journal of Social Sciences, Year 2021 Issue 26

SUBJECT POINTER IN TURKISH AND JAPANESE

Ayşegül ATAY — 2026-07-16

The syntaxes of Turkish and Japanese are the same. In both of them, a sentence consists of the subject-verb (SV) / subject-object-verb (SOV) order. This situation is an indication of the similarities of Turkish and Japanese, which are additive languages. In terms of foreign language education, these similarities make it easier to learn Turkish for Japanese and Japanese for Turks. However, when both languages are examined in more detail, while the subject is in a simple form in Turkish, “wa” and “ga” are the determinants of the subject in Japanese. For example, consider this three sentences, Tarō wa gakusei desu (Tarō is a student) / Ame ga futteimasu (it's raining) / Kono hon-wa Tanakasan-ga kaita (Tanaka san wrote this book). In these sentences, those in bold are "subject", and those underlined are "topic". The sentence element, which is "subject" in the Turkish equivalents of the first two examples, is specified as "subject" and "topic" in Japanese. The Turkish elements of the third sentence, which are both subject and topic, differ. This difference in two languages is a problematic point especially for learners and teachers whose native language is Turkish. Therefore, this research focused on the function of the "subject" in Turkish and Japanese and the topic sentence element in Japanese. These elements in Turkish are determined by the method of comparison. In addition, subject-verb congruence and hidden subject usages in these languages were compared.

ACTIVITIES CARRIED OUT BY NURIYE ULVIYE HANIM FOR WOMEN’S EDUCATION IN THE OTTOMAN EMPIRE

DEĞİRMENCİ TORAMANFahri KILIÇ — 2026-07-16

Nuriye Ulviye Hanim was the pioneer of the activities carried out in order for women to obtain the right to education during the Second Legitimacy Period. Founded under the leadership of Nuriye Ulviye, one of the most active members of the Ottoman Women’s Movement, "Women's World Magazine" and "Ottoman Women's Rights Defense Society" have conducted a great campaign for women to obtain their educational rights. Articles, news and articles containing the educational demands of women in the Women's World, who are the spokespersons of the movement, have been received with great public attention. Despite the difficult conditions of her period, first steps were taken towards the gain of women's educational rights. The importance of literacy in society has been emphasized and generalization of education has been demanded. Thanks to all this, the woman has made her own presence in society noticed and started to open her place and create her position day by day in every aspect of society. In the study, document review method was used from qualitative research methods. Women's World Magazine and field article have been applied. The vast majority of the articles in the magazine were obtained digitally from "Istanbul Metropolitan Municipality Ataturk Library" and "Periodicals of Hakki Tarik Us Collection" and the magazine’s articles related to education were randomly selected and included in the study.

STUDYING CLASSICAL ORGANIZATION THEORIES WITH THE CONTRIBUTIONS OF HENRI FAYOL

Ekin AKDENİZ — 2026-07-16

Studies in the field of management have been ongoing for many years. Moreover, studies on organizational theories have taken their place in literature in great detail. Organizational theories can be regarded as one of the topics that are in development from past to present and are frequently studied. From this perspective, it is possible to handle this study in the axis of organizational theories. The general purpose of this study can be characterized as a survey of classical organization theories, which is the first of the organizational theories known as classical organization theories, human relations theory and modern organization theories. Classical organization theories can be addressed within the framework of the contributions of Fayol, in connection with the narrowed purpose of this study. Accordingly, the scope of the study has been constituted only with aforementioned theoretician. Hence, it can be remarked that theoreticians such as Taylor and Weber, who are also involved in classical organization theories, are not included in the scope of this study. Furthermore, human relations theory and modern organization theories were also excluded from the scope of the study, the framework of the study was clearly drawn, focused on a single theory and a single theoretican.

ALTERATIONS IN ALEVI RITUALS AND BELIEF PRACTICES THROUGH URBANIZATION (ISTANBUL-SIVAS EXAMPLE)

Mevlüt Metin TÜRKTAŞTAŞ — 2026-07-16

People’s movement from a place to another is called migration. Alevis are one of the communities that has been subjected to migration. Our research is dominated by the alterations that occur in the identities and belief factors of societies that underwent migrations. In this study, ‘’Alevi rituals in process of urbanization and changes in their belief practices’’ is touched upon under the title, ‘’Sivas-İstanbul’’ example, on urban area that chosen by us and in specialization on five villages that depend on communal ideal association. As another field of the study, in the result of the interviews made with the people who migrated from the rural areas for various reasons to the four districts that is detected in the province of Istanbul, the effects of changes and transformations on beliefs and rituals brought about by the phenomenon of urbanization have been tried to be proved.

EXAMINING THE RELATIONSHIP BETWEEN THE PARENTAL ATTITUDES AND PRESCHOOL CHLDREN’S DECISION MAKING SKILLS

Tuğçe AKYOL — 2026-07-16

This aim of this study to examine the relationship between parental attitudes and preschool children’s decision making skills. The population of this research, in which the correlational survey model was used, consisted of parents of five years old children attending kindergartens affiliated to the Afyonkarahısar-Turkey Provincial Directorate of National Education in the 2019-2020 academic year. The sample of the study consisted of a total of 454 parents determined by random sampling method. The research data were collected through “General Information Form”, “Parents’ Attitude Scale” developed by Karabulut Demir and Şendil (2008) and the “Decision Making Skills Assesment Tool-Parents Form” developed by Pekdoğan (2015). The data were analyzed by Mann-Whitney U test, Kruskal-Wallis H test and the Spearman’s Correlation Anaysis. As a result of this study a statistically significant difference was determined between the children’s gender and democratic attitutes, the number of children and overprotective attitudes, educational status of the parents and democratic, authoritarian and overprotective attitudes of parents while no significant difference between the children’s gender, the number of children, educational status of the parents and childrens’ decision making skills. It was also found that there was a statistically significant difference between parents’ attitutes and childrens’ decision making skills.

THE IMPORTANCE OF ADAPTION OF TEACHING METHODS TO STUDENTS’ LEARNING STYLES IN HIGHER SECONDARY SCHOOL

Avdyl KASTRATI — 2026-07-16

Learning in an educational environment can be taken as a two-step process that includes the acquisition and processing of information. In the waiting step, the outside and inside information will be presented to students, who choose the material that they will process and ignore the rest. A person’s brain receives information through all five senses. Among the five senses, the three senses that are eyes, ears and skin, help the most in shaping their learning style. Learning style is a set of characteristics, attitudes and behaviors that define our way of learning. There is a sheer number of learning styles based on a wide range of personal factors and characteristics which can affect an individual's ability to learn. In terms of learning style, there are authors who prefer the term "learning preferences", arguing that most studies are about preferences regarding certain learning environments, for example, place, time, alone or with friends, with what kind of light, with music or while eating. On the one hand teachers through various strategies provide knowledge to students; on the other hand, students accept the information based on their preference or learning style. Teachers are the ones who should adapt the teaching models to students’ learning styles. The purpose of this study is to find out through empirical research whether high schools teachers adapt their teaching models to their students’ learning styles.Empirical results have shown that teachers have a higher perception in terms of adapting teaching methods to students’ learning styles, on the other hand students consider that teachers do not adapt teaching methods to their learning styles. Based on these results, it is recommended that teachers should work harder on adapting teaching mehods to students’ learning styles.

AN EVALUATION ON THE BASE OF OBELISK (DİKİLİTAŞ) IN ISTANBUL HIPPODROME (ATMEYDANI)

Feride İmrana ALTUN — 2026-07-16

In Atmeydanı, which is located today in Sultanahmet in Istanbul, the Hippodrome was located in the Eastern Roman period. Hippodrome was an important social life for Roman society. Teams of different colors were competing fiercely with each other. The emperor’s were watching these races with his family in a private lodge (know as kathisma). The nobles and the public could follow the competing in their own section. The spin of the hippodrome had obelisk (Dikilitaş), Twisted Column (Yılanlı Sütun) and a Knitted Column. The Obelisk (Dikilitaş), which is tried to introduced within the scope of this article, is the Egyptian Pharaoh III. Thutmosis (15th century BC) was erected in the Amon-Ra Temple in Karnak. The Obelisk (Dikilitaş) was taken from Karnak and send to Alexandria on the orders of the emperor Constantine. Emperor Iuliana Apostata asked to sent to Istanbul in the years 361-362, and then, during the reign of Theodosios I, with the help of the Governor Proklos, it was erected on the spin of the Hippodrome. On every surface of the pedestal, the emperor Theodosius I is shown watching races with his sons Arkadius, Honorius and Western Roman Emperor Valentinianus. Within the scope of the study, only base of Obelisk (Dikilitaş) is emphasized and introduced.

THE REFLECTION OF HOSPITALITY TO CLASSICAL TURKISH POETRY

Eda TOK — 2026-07-16

One of the criticisms of Classical Turkish Poetry is that Classical Turkish Poetry is disconnected from social life and society. However, these criticisms are responded with recent studies and numerous examples of reflections of the folklore on Turkish Classical Poetry are exhibited. Classical Turkish poets undoubtedly utilized traditions, customs, and beliefs of the society they live in while they expressed their emotions, thoughts, and romances. Classical Turkish poets also mentioned hospitality, which is one of the most distinct characteristics of Turks, on several occasions in their poems. As widely known, guests have always been highly valued for Turks and Turks are well-deservedly renowned for their hospitality. There are several customs and traditions as well which indicate that Turks entertain their guests generously and. When the poems of Classical Turkish poets are examined, it is observed that this significance given to guests is reflected on couplets on various occasions. In this work, matters related to hospitality in Turkish Classical poetry are pointed out in conjunction with example couplets, which are picked out by the examination, and it is shown that classical Turkish poetry is not disconnected from society, and customs, traditions and values are reflected on poetry.

JEAN BAUDRILLARD'S SIMULATION THEORYAND THE REMEMON OVER THE GULF WAR: CONCEPTS AND CRITICISMS

Kaan DİYARBAKIRLIOĞLU — 2026-07-16

French thinker Jean Baudrillard, born in 1929, is a writer who has managed to interpret the society we live in from a different perspective but has also been criticized by many thinkers. Although he was close to Marxism in his early stages, he broke off from Marxism in the following years and examined society through social codes. He analyzed many themes like our consumption habits, the reality of the world we live in, what the media brings, etc. in depth. From this point on, simulation theory will be discussed first using some of the examples Baudrillard used in The Simulation and Simulation. Then working through the example of the Gulf War, which Baudrillard claimed never happened, would take a holistic perspective. Finally, there has been some criticism sparked by the author. Baudrillard, whose thoughts are still discussed today, has managed to become one of the most influential writers of postmodern thought.

COMPARISON OF REFLECTIONS OF TURKISH AND ALGERIAN NATIONAL STRUGGLES IN TEXTBOOKS AND THEIR PLACE IN THE CONTEXT OF INTERNATIONAL RELATIONS

Şehmus UZUNERMehmet YILDIZ — 2026-07-16

In this study, it was examined comparatively how the textbooks in the schools of the Republic of Turkey and the Republic of Algeria handle the subject of the struggle for independence that both countries experienced. The study was carried out through the document analysis from the qualitative research methods, which is suitable for reviewing and analysing written materials containing information about the events or phenomena that are aimed to be investigated. As a result, it has been revealed that there are also similarities in addition to differences between the Turkish national struggle and the Algerian national struggle. In this context, it was determined that the Turkish national struggle and Mustafa Kemal were admiringly followed and taken as an example by the Algerian national fighters, but that this was not reflected in the Algerian textbooks. One of the most essential reasons for this situation can be said to be the differentiation of the priorities of the two countries during the Cold War, when the struggle for independence in Algeria was intensified. In this context, it seems possible to say that Turkey's political stance, which may be considered exaggerated, is one of the decisive factors in the security concern that Turkey felt due to some requests in the framework of Soviet Union's expansionist foreign policy and settling its foreign policy compatible with the Western alliance system, North Atlantic Treaty Organization (NATO), due to its economic needs.

LOWER SECONDARY SCHOOL TEACHERS IN STUDENTS’ CRITICAL THINKING SKILLS DEVELOPMENT

Agim BUJARİ — 2026-07-16

Encouraging critical thinking skills in students is a necessity and very significant in order to have an open-minded generation and in accordance with actual developments. Teachers should kindle students' curiosity, discussion, fair judgment, evaluation and becoming active in problem solving. Contemporary education process often emphasizes the importance of teaching and learning by focusing learning activities on research and collaborative work, encouraging critical thinking skills, creative and productive application of knowledge, an active approach in learning content and solving specific problems in project activities. The development of critical thinking skills through education is often discussed as a meaningful and necessary objective, but also an implicit and unarguable goal. The purpose of this research is to find out through empirical research whether lower secondary school teachers encourage critical thinking skills in students. The research populace consists of all lower secondary school teachers (about 8,000), whilst the representative group consists of 202 lower secondary school teachers. The overall results show that about 73.6% of teachers do encourage a high level of critical thinking in the classroom, 17.5% of them encourage an average level, while 8.9% of teachers encourage a low level. The overall average of the results, M = 3.94. Comparative results suggest that there are statistically significant differences between teachers with different characteristics on encouraging critical thinking skills in students. Empirical results show that female teachers develop a higher critical thinking skill in students, with an average, M = 112.28, than male teachers, with a significant lower average, M = 79.28, U = 3021.500, Z = -3.768, p = 0.000 <0.05.