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AI InsightThis article aims to be a pioneer in the field by the documents gathered from the archives of the Academy of Fine Arts in Venice, about the Ottoman students in Italy.
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Abstract
Although the beginning of Ottoman westernization dates back to the Tulip Era (1718-1730) in which the first traces of the changes began to take place in the Ottoman system, the institutionalization of westernization attempts was shaped during the nineteenth century Tanzimat Period (1839-1876). As one of the most important practices of Ottoman westernization, the empire’s sending students to western countries occurred during the reign of Mahmud II (1808-1839) in the early 1830s. The first Ottoman students were sent to France for military education. In the beginning, this student mobility program was not regular but in later decades, it turned into an empirical tradition. The first students were sent to France where the Empire’s international relations were good and Paris was the intensely chosen city. Apart from Paris, other European towns such as London, Berlin and Vienna were the target places for these students. Starting from the end of the reign of Abdülhamid II (1876-1909) and the Second Constitutional Monarchy (1908), the students were sent to Germany because of the Empire’s affirmative relations with this country. Apart from the students sent by the government in the Late Ottoman Period, seventeenth century wealthy non-Muslim families had also sent their children to the cities such as Vienna, Padua, and Venice for educational purposes. With this, a tradition had begun among the Ottoman non-Muslims and even, new schools were established for Greek and Armenian students in Padua and Venice. With the education they received in these European towns, Armenian and Greek students became mediators and dragomans in the diplomatic relations at the return to Ottoman Empire. In addition, some of those students later became teachers in the schools in the Ottoman Empire and managed to transfer the westernized knowledge. The Ottoman-Armenian Manas Family was a good example of this situation. Some members of this family such as Rafael and Zenop studied in Italy and then worked for the Ottoman State from the reign of Mahmud I (1754-1754) to the reign of Mahmud II (1808-1839). Born in Istanbul in 1855, Yervant Osgan was first sent by his wealthy family to Moorat-Raphael Catholic Armenian College in Venice. After the years in Venice, Osgan went to Rome in 1872 and enrolled in the Academy of Royal Fine Arts. There, he took sculpting education and became the student of Enrico Deccetti and Girolamo Masini. After his return to the Ottoman Empire, he serviced as an educator and artist and became the head of the Sculpture Department for Sanayi-i Nefise School, which was founded by Osman Hamdi Bey. In this article, we will study especially the Catholic Armenian students (Hovsep Eminyan, Hovhannes Çobanyan, İsac Karakaşyan/Karakaş Andon Makgiut, Pierre Osghian, Yervant Terziyan, Aram Bardizbanyan, Haig Zepçiyan/Zipcy, Andon Parghemtan and Hagop Bedrosyan) who enrolled in the Academy of Fine Arts in Venice to study architecture. This article aims to be a pioneer in the field by the documents gathered from the archives of the Academy of Fine Arts in Venice, about the Ottoman students in Italy.
Özet
Osmanlı Batılılaşmasının başlangıcı klasik Osmanlı sisteminde değişimlerin ilk kez ortaya çıktığı Lale Devri’ne (1718-1730) kadar indirilse de Batılılaşma hareketlerinin kurumsallaşması 19. yüzyılda Tanzimat (1839) ile gerçekleşmiştir. Tanzimat’la ortaya çıkan yeniliklerden biri de Avrupa’ya devlet tarafından öğrenci gönderilmesidir. Düzensiz olarak başlayan bu durum daha sonra bir devlet geleneği halini almıştır. Eğitim, Osmanlı Batılılaşmasında başat bir rol üstlenmiştir. Osmanlı, devlet kurumlarının ıslah edilmesi ve Batı tarzı bir kalkınmayı gerçekleştirebilmek için eğitim yoluyla modern bilgiyle donanmış kadroların yetiştirilmesi yoluna gitmiştir. Bunun yanında, hali vakti yerinde olan Osmanlı gayrimüslim ailelerin çocuklarını 17. yüzyıldan itibaren Avrupa’ya eğitime gönderdikleri bilinmektedir. İtalya, bu ülkeler arasında en başlarda yer almaktadır. Geç Osmanlı Dönemi’nde özellikle İtalya’ya okumaya giden gayrimüslim öğrenci sayısında bir artış gözlenmektedir. Makalemizde, Geç Osmanlı Dönemi’nde İtalya’daki en eski ve köklü Güzel Sanatlar Akademilerinden biri olan Venedik Güzel Sanatlar Akademisi’ne eğitim almaya giden Osmanlı tebaasında öğrenciler hakkında yaptığımız araştırmaların sonuçlarını ortaya koymaktayız. Osmanlı tebaasından Hovsep Eminyan, Hovhannes Çobanyan, İsac Karakaşyan/Karakaş, Andon Makgiut, Pierre Osghian, Yervant Terziyan, Aram Bardizbanyan, Haig Zepçiyan/Zipcy, Andon Parghemtan ve Hagop Bedrosyan gibi Katolik Ermeni öğrencilerin öne çıktığı bu çalışmamızla, gelecekte yapılacak çalışmalara öncü olmayı ummaktayız.