{"id":30240,"date":"2014-06-06T02:22:51","date_gmt":"2014-06-06T07:22:51","guid":{"rendered":"http:\/\/akunq.net\/tr\/?p=30240"},"modified":"2014-06-06T02:22:51","modified_gmt":"2014-06-06T07:22:51","slug":"marmara-universitesinden-sozde-soykirim-sorusu","status":"publish","type":"post","link":"https:\/\/akunq.net\/tr\/?p=30240","title":{"rendered":"Marmara \u00dcniversitesi\u2019nden \u2018s\u00f6zde soyk\u0131r\u0131m\u2019 sorusu"},"content":{"rendered":"

\"\u2018s\u00f6zde<\/a>EMRE CAN DA\u011eLIO\u011eLU<\/strong><\/p>\n

Marmara \u00dcniversitesi\u2019nin bu d\u00f6nemki Atat\u00fcrk \u0130lke ve \u0130nk\u0131laplar\u0131 Tarihi dersi final s\u0131nav\u0131nda, \u00f6zellikle \u2018Ermeni meselesi\u2019ne dair sorunlu ifadeler i\u00e7eren sorular yer ald\u0131. Akademisyenler G\u00fcven G\u00fcrkan \u00d6ztan,\u00dcmit Kurt ve Taner Ak\u00e7am, \u00fcniversite \u00f6\u011frencilere sorulan sorular\u0131n neye hizmet etti\u011fini Agos’a yorumlad\u0131. <\/i><\/b><\/p>\n

Marmara \u00dcniversitesi\u2019nin bu d\u00f6nemki Atat\u00fcrk \u0130lke ve \u0130nk\u0131laplar\u0131 Tarihi dersi final s\u0131nav\u0131nda, \u00f6zellikle \u2018Ermeni meselesi\u2019ne dair sorunlu ifadeler i\u00e7eren sorular yer ald\u0131. \u2018Rusya ile i\u015fbirli\u011fi yaparak orduya ve sivillere sald\u0131ran Ermeniler\u2019 ifadesinin de yer ald\u0131\u011f\u0131 soruda, \u20181915 Tehcir Kanunu\u2019nun amac\u0131 olarak \u2018\u0130\u00e7 g\u00fcvenli\u011fi sa\u011flama\u2019 ve \u2018Yurt savunmas\u0131n\u0131 g\u00fc\u00e7lendirme\u2019 ifadelerine yer verildi. Bir ba\u015fka soruda, \u2018Ermenilerin \u201cs\u00f6zde soyk\u0131r\u0131m\u201d iddialar\u0131n\u0131n amac\u0131 nedir?\u201d diye sorulurken, bu sorunun se\u00e7enekleri \u015f\u00f6yle s\u0131raland\u0131:<\/p>\n

A) T\u00fcrk devletini y\u0131pratmak<\/p>\n

B) T\u00fcrkiye\u2019den toprak talebinde bulunmak<\/p>\n

C) \u201c4 T Plan\u0131\u201dn\u0131 uygulamak (Tan\u0131tma-Tan\u0131nma-Tazminat-Toprak)<\/p>\n

D) T\u00fcrk imaj\u0131n\u0131 zedelemek<\/p>\n

\u2018Ermenilerin Bat\u0131l\u0131 devletlerle i\u015fbirli\u011fi i\u00e7inde oldu\u011fu\u2019 ezberine s\u0131kl\u0131kla vurgu yapan sorulardan en dikkat \u00e7ekicilerinden birisi ise, \u2018Tehcir uygulamas\u0131n\u0131n Ermeni ulusuna kar\u015f\u0131 bir yok etme y\u00f6ntemi olmad\u0131\u011f\u0131n\u0131, bu nedenle de soyk\u0131r\u0131m olarak nitelendirilemeyece\u011fini savunan tarih\u00e7i kimdir?\u2019 sorusu. \u015e\u0131klar aras\u0131nda do\u011fru cevap olan Bernard Lewis\u2019in yan\u0131 s\u0131ra Taner Ak\u00e7am, Halil Berktay ve ismi Vahakh olarak yaz\u0131lan Vahakn Dadrian\u2019da yer ald\u0131.<\/p>\n

S\u0131navda yer alan \u2018garip\u2019 sorular, \u2018Ermeni meselesi\u2019yle de s\u0131n\u0131rl\u0131 de\u011fil. 1960 Darbesi\u2019nden \u201927 May\u0131s \u0130htilali\u2019 olarak bahsedilen soruda, \u00f6\u011frencilere ihtilalin \u2018en \u00f6nemli kazan\u0131m\u2019\u0131 soruldu. Ayr\u0131ca s\u0131navda \u2018Atat\u00fcrk\u2019\u00fcn \u201cT\u00fcrkiye Cumhuriyeti\u2019ni kuran halka T\u00dcRK denir\u201d ifadesinden ne anl\u0131yoruz?\u2019 sorusuna da yer verilirken, do\u011fru cevap ise \u2018Atat\u00fcrk ulus\u00e7ulu\u011funun \u0131rk\u00e7\u0131 olmad\u0131\u011f\u0131\u2019.<\/p>\n

Halen \u00fcniversitelerde zorunlu olarak okutulan \u2018Atat\u00fcrk \u0130lke ve \u0130nk\u0131laplar\u0131 Tarihi\u2019 dersinin yeni Y\u00d6K Kanunu\u2019nda zorunlu olmaktan \u00e7\u0131kar\u0131lmak istendi\u011fi biliniyor. Zira g\u00f6r\u00fc\u015f\u00fcne ba\u015fvurdu\u011fumuz \u00fcst d\u00fczey bir Y\u00d6K yetkilisi, bu dersin \u00fcniversitelerde \u2018zorunlu\u2019 olarak okutulmas\u0131n\u0131n \u2018k\u00f6t\u00fc bir \u015faka\u2019 oldu\u011funu ifade etti.<\/p>\n

Yeni kanunda, \u2018Y\u00fcksek\u00f6\u011fretimin Amac\u0131\u2019 ba\u015fl\u0131\u011f\u0131 alt\u0131nda yer alan \u2018\u00d6\u011frencilerini; Atat\u00fcrk, ink\u0131laplar\u0131 ve ilkeleri do\u011frultusunda Atat\u00fcrk milliyet\u00e7ili\u011fine ba\u011fl\u0131 yeti\u015ftirmek\u2019 h\u00fckm\u00fc ile kanunun \u2018Ana \u0130lkeleri\u2019 maddesindeki \u2018\u00d6\u011frencilere, Atat\u00fcrk ink\u0131laplar\u0131 ve ilkeleri do\u011frultusunda Atat\u00fcrk milliyet\u00e7ili\u011fine ba\u011fl\u0131 hizmet bilincinin kazand\u0131r\u0131lmas\u0131\u2019 ifadesi \u00e7\u0131kar\u0131lmas\u0131 d\u00fc\u015f\u00fcn\u00fcl\u00fcyordu. Ancak Ocak 2013\u2019te a\u00e7\u0131klanan kanun, halen Meclis g\u00fcndeminde yer alm\u0131yor.<\/p>\n

\u2018Bu dersin zorunlu olmas\u0131n\u0131n bir sebebi de Ermeni Soyk\u0131r\u0131m\u0131\u2019<\/strong><\/p>\n

G\u00fcven G\u00fcrkan \u00d6ztan (\u0130stanbul \u00dcniversitesi)<\/h3>\n

12 Eyl\u00fcl 1980 askeri darbesi, genellikle T\u00fcrkiye siyasetinde \u00e7ok \u00f6nemli bir k\u0131r\u0131lma an\u0131 olarak de\u011ferlendirilir. Bu saptaman\u0131n \u00e7ok anla\u015f\u0131labilir ve ikna edici arg\u00fcmanlar\u0131 mevcuttur. Zira \u201cdevlet akl\u0131\u201d dedi\u011fimiz \u015feyin resmi ideolojiyi tahkim etmesi ve devletin 1970’ler boyunca \u201csorun\u201d olarak g\u00f6rd\u00fc\u011f\u00fc \u015feyleri \u00e7\u00f6zmek i\u00e7in yeni ara\u00e7lar\u0131 seferber etmesi bu d\u00f6neme denk d\u00fc\u015fer. Ermeni soyk\u0131r\u0131m\u0131 konusunda merkezi strateji geli\u015ftirmenin bu d\u00f6neme denk d\u00fc\u015fmesi bu y\u00fczden hi\u00e7 de \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir.<\/p>\n

\u0130nk\u0131lap Tarihi dersinin m\u00fcfredatta zorunlu k\u0131l\u0131nmas\u0131nda en b\u00fcy\u00fck etkenlerden biri ise 1915 Ermeni Soyk\u0131r\u0131m\u0131n\u0131n T\u00fcrkiye taraf\u0131ndan tan\u0131nmas\u0131 i\u00e7in uluslararas\u0131 kamuoyundan gelen bask\u0131lar\u0131n artmas\u0131d\u0131r. 1915’i ink\u00e2r politikas\u0131, bizatihi \u00fcniversite gen\u00e7li\u011fi taraf\u0131ndan benimsenmesi gereken \u201cbilimsel ger\u00e7ekmi\u015f\u201d gibi sunulmu\u015ftur. Resmi tezleri form\u00fcle eden isimlerin \u00fcniversitelere konuk olarak \u00e7a\u011fr\u0131lmas\u0131 ve birbirini izleyen ink\u00e2r etkinlikleri bu d\u00f6nemde h\u0131z kazanm\u0131\u015ft\u0131r. Bu anlatt\u0131klar\u0131m\u0131n ba\u015flang\u0131c\u0131, 1981 May\u0131s\u2019\u0131nda Milli E\u011fitim Bakanl\u0131\u011f\u0131n\u0131n 1981-1982 \u00f6\u011frenim y\u0131l\u0131nda y\u00fcksek\u00f6\u011fretim kurumlar\u0131nda uygulamas\u0131 ba\u015flat\u0131lmak \u00fczere \u201cT\u00fcrk \u0130nk\u0131l\u00e2p Tarihi\u201d dersinin m\u00fcfredat program\u0131n\u0131 ilgili kurumlara g\u00f6ndermesidir. Ders kapsam\u0131nda \u201cSava\u015f d\u00f6nemi\u201d ba\u015fl\u0131\u011f\u0131 alt\u0131nda \u201cErmeni Sorunu ve Ermenilerle Yap\u0131lan Sava\u015flar\u201d ara ba\u015fl\u0131\u011f\u0131yla \u00f6rne\u011fin \u015fu konular s\u0131ralanm\u0131\u015ft\u0131r: I. D\u00fcnya Sava\u015f\u0131\u2019na kadar Ermeni Sorunu; I. D\u00fcnya Sava\u015f\u0131nda Ermeni Sorunu; Kurtulu\u015f Sava\u015f\u0131nda Ermeni Sorunu ve G\u00fcmr\u00fc Anla\u015fmas\u0131.<\/p>\n

Bu \u015fablon i\u00e7inde hemen T\u00fcrk \u0130nk\u0131lap Tarihi kitaplar\u0131 \u00fcretilmeye ba\u015flar. Bu kitaplara h\u00e2kim olan bak\u0131\u015f a\u00e7\u0131s\u0131 1915’e dair devletin resmi tarih yaz\u0131c\u0131l\u0131\u011f\u0131n\u0131n birebir yans\u0131mas\u0131d\u0131r. Bu kitaplarda \u201ctehcir\u201d ve \u201ctehciri\u201d izleyen olaylar\u0131 T\u00fcrk devletini aklayacak bi\u00e7imde k\u0131saca anlatmak ve fakat Bat\u0131n\u0131n\/\u201demperyalist g\u00fc\u00e7lerin tahriklerini\u201d ve \u201cErmeni mezalimini\u201d uzun uzad\u0131ya yazmak sanki \u00fczerinde z\u0131mnen anla\u015f\u0131lm\u0131\u015f stratejik bir hatt\u0131r. Tarihsel olarak Ermeni topra\u011f\u0131\/yurdu \u015feklinde de\u011ferlendirilebilecek bir alan\u0131n olmad\u0131\u011f\u0131 t\u0131pk\u0131 orta \u00f6\u011fretimde oldu\u011fu \u00fczere \u00fcniversitelerde okutulan \u0130nk\u0131l\u00e2p Tarihi ders kitaplar\u0131nda da ilk vurgulanand\u0131r. Bu madde muhtemel \u00e7ok korkulan toprak taleplerine kar\u015f\u0131 \u201cbilimsel\u201d bir mevzi olu\u015fturma hamlesidir. \u0130kinci olarak Ermenilerin Osmanl\u0131 Devleti i\u00e7inde \u201chuzurlu\u201d ve \u201cmutlu\u201d olduklar\u0131 ileri s\u00fcr\u00fcl\u00fcr. Buradaki ama\u00e7, Ermeni isyanlar\u0131n\u0131n Osmanl\u0131 idaresinden ve M\u00fcsl\u00fcmanlar\u0131n tavr\u0131ndan kaynaklanmad\u0131\u011f\u0131n\u0131 savunmakt\u0131r. \u00dc\u00e7\u00fcnc\u00fc ortak tema, Ermeni isyanlar\u0131n\u0131 emperyalizme, \u201cb\u00fcy\u00fck g\u00fc\u00e7lerin k\u0131\u015fk\u0131rtmas\u0131\u201dn\u0131n ba\u011flanmas\u0131d\u0131r. B\u00f6ylece isyanlardan \u201csoyk\u0131r\u0131m iddialar\u0131n\u0131\u201d uzanan emperyalist bir s\u00fcreklilik tahayy\u00fcl edilir. D\u00f6rd\u00fcnc\u00fc nokta ise Tehcir Kanunu\u2019nu sava\u015f ortam\u0131nda devletin ald\u0131\u011f\u0131 \u201czorunlu\u201d ve bir o kadar da \u201cdo\u011fal\u201d bir karar olarak sunmakt\u0131r.<\/p>\n

Soyk\u0131r\u0131m\u0131n 100. y\u0131l\u0131 yakla\u015f\u0131rken dola\u015f\u0131mda olan T\u00fcrk ink\u0131lap Tarihi ve Atat\u00fcrk\u00e7\u00fcl\u00fck kitaplar\u0131n\u0131n b\u00fcy\u00fck bir b\u00f6l\u00fcm\u00fc h\u00e2lihaz\u0131rda bu anlatt\u0131\u011f\u0131m \u00f6n kabuller \u00fczerine \u015fekillenmi\u015ftir. \u00c7ok belli ki 100. y\u0131l yakla\u015f\u0131rken bu dersleri veren baz\u0131 \u00f6\u011fretim elemanlar\u0131, kimi zaman \u201cyukar\u0131dan\u201d te\u015fvik, kimi zaman da kendi inisiyatifleri ile 1915’e dair temel resmi tezleri tekrarlamak i\u00e7in dersleri ara\u00e7salla\u015ft\u0131rmaktad\u0131r. Bunun i\u00e7in de zaman zaman \u0130ttihat\u00e7\u0131 \u00e7izgiyi ve genellikle de cumhuriyetin resmi ideolojinin kurumsalla\u015fmas\u0131 d\u00f6neminde izledi\u011fi etnisist T\u00fcrk milliyet\u00e7ili\u011fini aklamaktad\u0131r. B\u00f6ylesi bir tavr\u0131n, ger\u00e7ek bir y\u00fczle\u015fme \u00f6n\u00fcnde bariyer oldu\u011fu ise a\u00e7\u0131kt\u0131r. Bir yandan b\u0131rakal\u0131m tarih\u00e7iler tart\u0131\u015fs\u0131n diyen bir devlet, tek bir tarih yorumunu y\u00fcksek\u00f6\u011fretim kurumlar\u0131nda dayatarak do\u011frudan kendi arg\u00fcman\u0131yla \u00e7eli\u015fmektedir. \u00a0<\/p>\n

\u201cBu sorular\u0131 cevaplamak zorunda kalan Ermeni \u00f6\u011frenci ne hisseder?\u201d<\/strong><\/p>\n

\u00dcmit Kurt (Clark \u00dcniversitesi)<\/h3>\n

Tabii ilk bak\u0131\u015fta \u00fczerine devasa ara\u015ft\u0131rmalar\u0131n, kitaplar\u0131n ve doktora tezlerinin yaz\u0131ld\u0131\u011f\u0131; birincil kaynaklar ve ar\u015fiv malzemeleri \u00fczerinden tart\u0131\u015f\u0131ld\u0131\u011f\u0131 Osmanl\u0131\u2019n\u0131n son d\u00f6nemini yak\u0131ndan ilgilendiren makro bir problematikle ilgili bu tarz vulger ve i\u00e7erikten yoksun sorular\u0131n \u00fcniversite d\u00fczeyinde \u00f6\u011frencilere sorulmas\u0131 hakikaten \u015fa\u015f\u0131rt\u0131c\u0131 g\u00f6z\u00fck\u00fcyor. Ancak ben kendi ad\u0131ma \u00e7ok da \u015fa\u015f\u0131rd\u0131m diyemem. Bu sorular\u0131 g\u00f6r\u00fcnce Ba\u015fbakan’\u0131n taziyesi devrim niteli\u011finde kal\u0131yor<\/p>\n

Meseleye daha b\u00fct\u00fcnc\u00fcl bakmak gerekiyor. Son tahlilde, T\u00fcrkiye 1915 ile ilgili 100 y\u0131la yak\u0131n bir s\u00fcredir bir yalan ve ink\u00e2r politikas\u0131n\u0131n pe\u015finden s\u00fcr\u00fcklenip gidiyor. Hem de b\u00fcy\u00fck bir istekle, azametle, kararl\u0131l\u0131kla, her dem yeni tekniklerle ve ara\u00e7larla bu yalan politikas\u0131 devam ediyor. Ve art\u0131k bu yalan politikas\u0131 o kadar i\u00e7selle\u015ftirilmi\u015f ki yalan hakikate, hakikat de bir rejime d\u00f6n\u00fc\u015f\u00fcr hale gelmi\u015f. Bir \u201cyalan politikas\u0131n\u0131n hakikat rejimi\u201d alt\u0131nda ya\u015f\u0131yoruz.<\/p>\n

Bu rejim kendini belirli bir d\u00f6neme kadar muhafaza edebildi, kendine korunakl\u0131 kaleler in\u015fa etti, kendince payandalar\u0131 sa\u011flam bir ideolojik s\u00f6ylem ve altyap\u0131 ve \u00f6nemli bir doktrinle\u015fme s\u00fcreci yaratt\u0131. Bu u\u011furda, bu yalan politikas\u0131n\u0131 uygulayan \u201chakikat rejiminin\u201d b\u00fcrokratlar\u0131, ayd\u0131nlar\u0131 ve 32 k\u0131s\u0131m tekmili birden di\u011fer b\u00fct\u00fcn ideolojik ve b\u00fcrokratik ayg\u0131tlar\u0131 seferber edildi. B\u00fct\u00fcn bir \u00fclke, kamuoyuyla, medyas\u0131yla, Tarih Kurumu ve Y\u00fcksek \u00d6\u011frenim Kurumu\u2019yla, merkez\u00ee Osmanl\u0131 Ar\u015fivleri\u2019yle, \u00fcniversiteleriyle, Genelkurmay\u2019\u0131, Harp Tarihi Dairesi ve MEB\u2019iyle, Talim Terbiye\u2019siyle, dolay\u0131s\u0131yla tarih m\u00fcfredat\u0131 ve \u00f6\u011fretmenleriyle, dolay\u0131s\u0131yla o \u00f6\u011fretmenleri yeti\u015ftiren e\u011fitim fak\u00fclteleriyle, 100 y\u0131l \u00f6nceki bir tarihsel olaya kilitlendi.<\/p>\n

Ne yaz\u0131k ki, h\u00fcr ve ele\u015ftirel d\u00fc\u015f\u00fcncenin hayat bulmas\u0131 gereken yerler olan \u00fcniversitelerimiz de s\u00f6z konusu ayg\u0131tlardan bir tanesi. Tek tarafl\u0131, \u00e7arp\u0131k ve alabildi\u011fine reaksiyoner, milliyet\u00e7i ve s\u00fcrekli \u201chas\u0131mlar\u201d in\u015fa ederek kendi kimli\u011fini var eden bir tarih anlay\u0131\u015f\u0131 bu sorular\u0131 haz\u0131rlayan ki\u015filerin muhayyilesine sinmi\u015f. Ne yaz\u0131k ki, T\u00fcrkiye\u2019de bir\u00e7ok \u00fcniversitede \u0130nk\u0131lap Tarihi ad\u0131 alt\u0131nda verilen ve \u00f6\u011frencilerin zorunlu olarak ald\u0131\u011f\u0131 bu derslerde, milliyet\u00e7i tarih anlat\u0131lar\u0131 \u00f6\u011frencilere yediriliyor. Esas\u0131nda bu \u0130nk\u0131lap Dersleri, \u00f6zellikle 12 Eyl\u00fcl sonras\u0131 T\u00fcrk-\u0130slam sentezi fikriyat\u0131n\u0131n Atat\u00fcrk\u00e7\u00fcl\u00fck ile bezenmi\u015f format\u0131n\u0131 konsolide etmek saikiyle, o d\u00f6nem b\u00fct\u00fcn \u00fcniversitelerde zorunlu ders olarak okutulmaya ba\u015fland\u0131. Ve bu dersleri daha \u00e7ok asker k\u00f6kenli veya sa\u011f\/muhafazak\u00e2r Kemalist diyebilece\u011fimiz ki\u015filer okutmaya ba\u015flad\u0131. Dolay\u0131s\u0131yla b\u00f6yle bir tarihsel arka plan da mevcut.<\/p>\n

Benim tek merak etti\u011fim \u015fu: \u201cAcaba s\u00f6z konusu \u00fcniversitede bu dersi alan ve bu sorular\u0131 yan\u0131tlamak durumunda olan bir Ermeni \u00f6\u011frenci var m\u0131d\u0131r? Ve bu sorularla kar\u015f\u0131 kar\u015f\u0131ya kald\u0131\u011f\u0131nda ne d\u00fc\u015f\u00fcn\u00fcr? Ne hisseder? Nas\u0131l cevap verir de bu dersi ge\u00e7er?\u201d<\/p>\n

“Bu \u00fclkeyi galiba bu t\u00fcr ‘e\u011fiticilerden’ kurtarmak gerek”<\/b><\/p>\n

Taner Ak\u00e7am (Clark \u00dcniversitesi)<\/h3>\n

“Ne diyece\u011fimi bilemedim. G\u00fclsem mi a\u011flasam m\u0131, karar veremedim. G\u00fclmek geldi i\u00e7imden \u00e7\u00fcnk\u00fc baz\u0131 sorulara cevap olarak koyduklar\u0131 se\u00e7enekler de tuhaf. Sadece bir \u00f6rnek vereyim: “Osmanl\u0131 Devleti 1915 y\u0131l\u0131nda Rusya ile i\u015fbirli\u011fi yaparak orduya ve sivillere sald\u0131ran Ermeniler\u2019i \u201cTehcir Kanunu\u201dnu \u00e7\u0131kartarak Suriye\u2019ye yerle\u015ftirmi\u015ftir. Osmanl\u0131 Devlet\u2019inin bu uygulama ile ama\u00e7lad\u0131\u011f\u0131 hedeflerinden hangilerine ula\u015fmay\u0131 ama\u00e7lad\u0131\u011f\u0131 savunulabilir\u201d, deyip 3 se\u00e7enek sunuluyor.<\/p>\n

\u015eimdi akl\u0131 ba\u015f\u0131nda olan her ki\u015fi, bu se\u00e7eneklerin \u00fc\u00e7\u00fcn\u00fcn de do\u011fru oldu\u011funu bilir. Yani \u00f6rne\u011fin se\u00e7enek 1, \u201ci\u00e7 g\u00fcvenli\u011fi sa\u011flamak\u201d \u2026 Evet; \u0130ttihat\u00e7\u0131lar ger\u00e7ekten de \u00f6yle d\u00fc\u015f\u00fcnd\u00fcler. Se\u00e7enek 2, \u201cyurt savunmas\u0131n\u0131 g\u00fc\u00e7lendirme\u201d\u2026 Evet, gene ger\u00e7ekten \u0130ttihat\u00e7\u0131lar\u0131n mant\u0131\u011f\u0131 bu idi\u2026\u00a0 Se\u00e7enek 3 \u201cErmenilerin y\u00f6netime kat\u0131lmas\u0131n\u0131 \u00f6nleme\u201d, evet\u2026 e\u011fer biraz tarih bilen bilir ki, b\u00fct\u00fcn bu s\u00fcrg\u00fcn \u00f6te berinin amac\u0131 1914 \u015eubat ay\u0131nda imzalanan Ermeni Reform plan\u0131n\u0131 hayata ge\u00e7irmemekti\u2026 Bunu ben s\u00f6ylemiyorum, bunu Talat Pa\u015fa 26 May\u0131s 1915 tarihli mektubunda s\u00f6yl\u00fcyor.<\/p>\n

\u015eimdi bu soruyu haz\u0131rlayan cahil \u00f6\u011fretim g\u00f6revlisi, akl\u0131 s\u0131ra, ilk iki se\u00e7ene\u011fi do\u011fru olarak sunuyor \u00f6\u011frencilerine\u2026 3. Se\u00e7enek ise yanl\u0131\u015f olan\u0131\u2026 Bu nedenle se\u00e7enekler aras\u0131nda \u00fc\u00e7\u00fc de do\u011fru diye bir se\u00e7enek yok\u2026 Oysa do\u011fru cevap, \u0130ttihat\u00e7\u0131lar\u0131n kendi ifadelerine g\u00f6re bu \u00fc\u00e7 se\u00e7enek\u2026<\/p>\n

\u00d6b\u00fcr taraftan sorular\u0131 okuyunca a\u011flamak geldi i\u00e7imden\u2026\u00a0 iliklerine kadar ilkellik kokan, cahilce haz\u0131rlanm\u0131\u015f sorular ve cevaplar\u2026. Gene ayn\u0131 soruda kalal\u0131m; \u201cRusya ile i\u015fbirli\u011fi yapan Ermeniler\u201d gibi art\u0131k bayatlaman\u0131n da \u00f6tesine ge\u00e7en aptall\u0131klar\u2026 Bu soruyu haz\u0131rlayanlara sormak gerek, \u201cBolu, Ankara, Edirne, Tekirda\u011f vb gibi Anadolu sath\u0131nda ya\u015fayan hangi Ermeni Ruslarla i\u015fbirli\u011fi yapm\u0131\u015f?\u201d Bu kafa yap\u0131s\u0131yla \u00f6\u011frenci yeti\u015ftiriyorlar. Ne s\u00f6ylememi bekliyorsunuz? Doksan y\u0131ll\u0131k inkar politikas\u0131n\u0131n i\u011fren\u00e7 bir ilkellikte tekrarlanmas\u0131\u2026 Yaz\u0131k, bu gen\u00e7lere yaz\u0131k, bu \u00fclkenin gelece\u011fine yaz\u0131k\u2026 A\u00e7\u0131k s\u00f6yleyeyim, bu \u00fclkeyi galiba bu t\u00fcr \u201ce\u011fiticilerden\u201d kurtarmak gerek her \u015feyden \u00f6nce\u2026 Zihniyeti bu olan, kafa yap\u0131s\u0131 bu olan bir devlet ve onun e\u011fitimcileri ile hi\u00e7 bir sorun \u00e7\u00f6zemezsiniz. \u00dcz\u00fcc\u00fc\u2026 \u00e7ok \u00fcz\u00fcc\u00fc\u2026”<\/p>\n

misakmanusyan@gmail.com<\/i><\/strong><\/p>\n

http:\/\/www.agos.com.tr\/marmara-universitesinden-sozde-soykirim-sorusu-7358.html<\/i><\/b><\/p>\n","protected":false},"excerpt":{"rendered":"

EMRE CAN DA\u011eLIO\u011eLU Marmara \u00dcniversitesi\u2019nin bu d\u00f6nemki Atat\u00fcrk \u0130lke ve \u0130nk\u0131laplar\u0131 Tarihi dersi final s\u0131nav\u0131nda, \u00f6zellikle \u2018Ermeni meselesi\u2019ne dair sorunlu ifadeler i\u00e7eren sorular yer ald\u0131. Akademisyenler G\u00fcven G\u00fcrkan \u00d6ztan,\u00dcmit Kurt ve Taner Ak\u00e7am, \u00fcniversite \u00f6\u011frencilere sorulan sorular\u0131n neye hizmet etti\u011fini Agos’a yorumlad\u0131. Marmara \u00dcniversitesi\u2019nin bu d\u00f6nemki Atat\u00fcrk \u0130lke ve \u0130nk\u0131laplar\u0131 Tarihi dersi final s\u0131nav\u0131nda, \u00f6zellikle […]<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-30240","post","type-post","status-publish","format-standard","hentry","category-haberler"],"yoast_head":"\nMarmara \u00dcniversitesi\u2019nden \u2018s\u00f6zde soyk\u0131r\u0131m\u2019 sorusu - Bati Ermenistan Ve Bati Ermenileri Sorunlari Ara\u015ftirmalar Merkezi<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/akunq.net\/tr\/?p=30240\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Marmara \u00dcniversitesi\u2019nden \u2018s\u00f6zde soyk\u0131r\u0131m\u2019 sorusu - Bati Ermenistan Ve Bati Ermenileri Sorunlari Ara\u015ftirmalar Merkezi\" \/>\n<meta property=\"og:description\" content=\"EMRE CAN DA\u011eLIO\u011eLU Marmara \u00dcniversitesi\u2019nin bu d\u00f6nemki Atat\u00fcrk \u0130lke ve \u0130nk\u0131laplar\u0131 Tarihi dersi final s\u0131nav\u0131nda, \u00f6zellikle \u2018Ermeni meselesi\u2019ne dair sorunlu ifadeler i\u00e7eren sorular yer ald\u0131. Akademisyenler G\u00fcven G\u00fcrkan \u00d6ztan,\u00dcmit Kurt ve Taner Ak\u00e7am, \u00fcniversite \u00f6\u011frencilere sorulan sorular\u0131n neye hizmet etti\u011fini Agos’a yorumlad\u0131. 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