Public Education in ？mer Seyfettin: Function of Stories in Terms of Changes of Values

One of the most emphasized subjects of the current educational approach is the value of education. When value is taken as a concept, the first thing that becomes apparent, before all, is the fact that “content of meaning” is created in the mind towards an object. That is the first thing that comes forward in the human-object relationship. Today, the relationship between humans and objects constitutes the content of value systems, even though it is surrounded by problematic areas such as reification and objectification. From this point of view, the creation of values is directly related to understanding the relationships and processes which link the human-object relationship. The realization of values such as sharing, friendship, modesty, and generosity are as important as understanding the process of the changing presence of values. As a breaking point for the interpretation of value shifts and alterations, the name of ？mer Seyfettin emerges at the beginning of 20th century. Just as the refinement of concepts around “National Literature,” “New Language,” and “National Economics” developed a new understanding from the beginning of 20th century until the emergence of the Republic, “National Education” should be viewed in such a manner in today’s terms. This point of time can also be considered as a “value shifting period” with the contribution of uncertanity that originated from institutional change. As the most important storyteller of the “breaking period,” ？mer Seyfettin is discussed in this article in order to understand the process of a change in values, which is to be instructed in education, based upon the human-object relationship