Editorial Statement: Special Issue on Turkish Education

For this current issue, three articles and a book review are published. In her historical investigation, “Can Progressive Education Be Translated into a Progressive Idea?: Dewey’s Report on Turkish Education (1924),” Dr. Yasemin Alptekin, from Yeditepe University, explores the various interpretations of Dewey’s philosophy of ‘progressive education’ in the translated versions of Dewey’s 1924 report on Turkish education.In “Cultural Sensitiveness of School Goals and Students’ Failure in Turkey,” Dr. Ismet Sahin, from the University of Kocaeli, investigates the degree of agreement or the level of importance that students of different ethnic origin in East and Southeast Turkey give to the goals of education and schooling. In “The Future of Whole Language,” Dr. Carol Gilles, from the University of Missouri-Columbia, critically analyzes the history of whole language through the eyes of someone who participated in the grass-roots movement, and explore the future of whole language through the voices of whole language and literacy leaders around the world. In the book review section, Nihat Kahveci, from the University of Illinois, repots a critical and extensive review of Bernard Lewis’ “History: Remembered, Recovered, Invented” published in 1975 by Princeton University Press.