Research Information System
EJRE - European Journal of Research on Education, no.2, pp.66-74, 2014 (Peer-Reviewed Journal)
Promoting the restoration of historical structures in Turkey by general and local managements, made restoration practices very contemporary in last years and provided a quick increase of these practices. On the other hand, arguing about the success and results of restoration practices requires reviewing of preservation and restoration education in the universities of Turkey. Preservation restoration education in the universities of Turkey is carried out by training intermediate staff in vocational high schools and architects, who prepares projects and undertake field practices in architecture department. Restoration discipline is one of the four departments, which belong to architecture departments and which are established by the decision of Board of Higher Education. Restoration Departments provide education in the level of bachelor's degree, master's degree and doctorate. However, despite the richness of structures of our country, classes aimed at preservation restoration discipline of architecture departments in bachelor's degree, are very few and insufficient. When the curriculum of universities is examined generally, it is seen that architecture only has two hours of theoretical and four hours of project class throughout her/his four years of education. On the other hand, when foreign especially European architecture schools' curriculum is examined, it is seen that architectures, who receive educations in these schools, are trained well-equipped in the matter of preservation and restoration. In our country, restoration education is provided mainly in master's degree and doctorate programs. However, despite of the fact there are architecture departments in 30 public and 33 foundation universities of Turkey, there are restoration master’s degree and doctorate programs in only 6 public and 6 foundation universities. And this shows that, remaining and most of the universities have insufficient restoration education. To be able to obtain more quantitative results in this study, preservation and restoration education of Architecture Department of Süleyman Demirel University in Isparta, is compared with the restoration education of other universities. In this comparison, by reviewing the restoration education of local and foreign universities, question of how an ideal restoration education should be, will be tried to answer.
© 2014 European Journal of Research on Education by IASSR.
Keywords: Restoration education, architectural conservation education, Isparta Süleyman Demirel University, Architecture Faculty