The Tanzimat era (1839–1876) stands out as a period marked by comprehensive educational reforms in the Ottoman Empire. During this time, Europe was taken as a model within the framework of Westernization, and efforts were made to establish a modern education system in line with the state's centralization objectives. However, modern educational reforms encountered significant resistance within the madrasas, the traditional and deeply rooted educational institutions of the state. Madrasa education, which had long been at the center of Islamic religious sciences, adopted a conservative stance against reformist initiatives during the Tanzimat era. This study briefly addresses the traditional role of madrasas before focusing on the implications of Tanzimat reforms in the field of education. While reform movements garnered some support, they also faced substantial criticism, particularly from the madrasa bureaucracy and the ulema class, who became pivotal centers of critical perspectives. In this context, understanding conservative reactions to modernization is essential to grasp the dynamics of innovation in education during this period. Conservative reactions to madrasa reforms constituted the primary obstacle to the comprehensive transformation of madrasa education throughout the Tanzimat Era. This resistance led to the emergence of a dual education system, characterized by the coexistence of modern schools and traditional madrasas. Until the late 19th century, madrasas preserved their traditional curricula, remaining isolated from modern sciences and innovative teaching methods. This dual structure laid the groundwork for the profound changes in education that would take place during the Republican era in Turkey, perpetuating the tension between modernization and traditionalism.
Tanzimat, Madrasa, Modernization, Education, Criticism