Kadın eğitimi açısından Mehmed Zihni Efendi
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Osmanlı Devleti’nin son dönemlerinde Tanzimat Fermanı’yla (1839) başlayan ve II. Meşrutiyet’in (1908) ilanı ile devam eden yenilik anlayışı eğitime de yansımıştır. Kadınların eğitim alacağı kurumlar ve müfredatlar yenilenmiştir. Son dönem Osmanlı âlimlerinden olan Mehmed Zihni Efendi (1846 - 1913) bu döneme şahitlik etmiş ve ilmi kişiliğiyle ön plana çıkmıştır. \nBu çalışmada Zihni Efendi’nin kadın eğitimine ve öğretimine katkısı, ilkokul üçüncü ve dördüncü sınıfların kız şubelerinde okutulmak üzere kaleme aldığı Kızlar Hocası ve Hanımlar İlmihali adlı ders kitapları çerçevesinde incelenmiştir. \n \n \n-------------------- \nIn the last period of the Ottoman Empire, the conception of innovation that began with the Imperial Edict of Gulhane (1839) and continued with the second constitutionalist period (1908), was also reflected in education. Institutions and curricula which women will receive education have been renewed. Mehmed Zihni Efendi (1846 - 1913), one of the scholars of the last period of Ottoman Empire, witnessed this period of innovation and came to the forefront with his scientific personality. \nIn this study, the contributions of Zihni Efendi to the education and training of women has been examined within the framework of the textbooks named Kızlar Hocası ve Hanımlar İlmihâli, which were written to be taught at the girls' branches of the third and fourth grades of primary school. Epistles of Kızlar Hocası ve Hanımlar İlmihâli are discussed in terms of method, content and religious teaching.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.003 | 0.005 |
| Open science | 0.011 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it