The European Union and the Modernization of the Turkish Education ...

Chapter 2

Historical Framework

2.1. Overview and Rationale

If the value of qualitative research is in obtaining a rich, broad description and analysis of human behavior, the method cannot ignore historical context or the relationship between that influence and contemporary events and processes. Interpreting current behavior while ignoring its relationship to historical perspective is like having a puzzle without all the pieces—a complete, accurate picture will never emerge (Page, 1992, p. 92).

To accomplish the end of providing a complete context for this study, this chapter establishes the validity of the contention that Turkey does, in fact, desire full membership in the European Union. Two other dynamics are the historical background of Turkey’s modern education philosophy and the relationship between Turkey, the EU, and its established members. These perspectives, presented through the filter of education standards and policies, are necessary for sound analysis of the data.