First used to describe the grounds of the College of New Jersey (now Princeton University) during the 18th century. Some other American colleges later adopted the word to describe individual fields at their own institutions, but "campus" did not yet describe the whole university property. A school might have one space called a campus, one called a field, and another called a yard. The tradition of a campus did not start in America, but with the medieval European universities where the students and teachers lived and worked together in a cloistered environment. It was the notion of the importance of the setting to academic life that migrated to America, and early colonial educational institutions were based on the Scottish and English collegiate system. Sometimes the lands on which company office buildings sit, along with the buildings, are called campuses.
Mavi Boncuk |
Medrese:"Madrasa" (Arabic: مدرسة, madrasah, pl. مدارس, madāris, Turkish: Medrese) is the Arabic word for any type of educational institution, whether secular or religious (of any religion). Variously transliterations appear: madrasah, madarasaa, medresa, madrassa, madraza, medrese, etc. In the West, the word usually refers to a specific type of religious school or college for the study of the Islamic religion, though this may not be the only subject studied. Not all students in madrasas are Muslims; there is also a modern curriculum. In Arabic the word madrasa simply means "school" and does not imply a political or religious affiliation, radical or otherwise.
Külliye[1]: Campus EN [2];A kulliye كلية is a complex of buildings, centered around a mosque and managed within a single institution, often based on a vakıf (foundation), and composed of a medrese (religious school), a darüşşifa (clinic), kitchens, bakery, hammam (bathhouse), other buildings for various charitable services for the community and further annexes. The term is derived from the Arabic word kull (meaning ‘the whole’, ‘all’).
The tradition of külliye is particularly marked in Turkish architecture, within Seljuk – particularly Ottoman Empire and also Timurid architectural legacies.Kül1: oldTR kül; ash EN
Kül2: from AR kull كلّ tam, bütün, tamlık, bütünlük, bütünsellik from Hebrew/Aramaic kll כלל tam olma, bütün olma, mükemmel olma = Akadian k
Yerleşke: YTü: yerleşke "kampüs" [ Milliyet - gazete, 1979]
yerleşkemizin çeşitli yerlerinde görevlendirilmek üzere teknik personel alınacaktır
from TR yerleş- +gA
Kampüs: kampüs [ Milliyet - gazete, 1963]
from EN campus[1] 1. garnizon, açık alanda kurulan askeri kışla (ABD), 2. askeri garnizon tarzında üniversite alanı from Latin campus ordugâh; kamp TR
Not: İkinci anlamda sadece ABD'de Princeton üniversitesi için kullanılan bir deyim iken 1945'ten sonra yaygınlık kazanmıştır.
[1] "The first Ottoman Medrese was created in İznik in 1331 and most Ottoman medreses followed the traditions of sunni Islam."... "When an Ottoman sultan established a new medrese, he would invite scholars from the Islamic world—for example, Murad II brought scholars from Persia, such as ʻAlāʼ al-Dīn and Fakhr al-Dīn who helped enhance the reputation of the Ottoman medrese". This reveals that the Islamic world was interconnected in the early modern period as they travelled around to other Islamic states exchanging knowledge. This sense that the Ottoman Empire was becoming modernised through globalization is also recognised by Hamadeh who says: "Change in the eighteenth century as the beginning of a long and unilinear march toward westernisation reflects the two centuries of reformation in sovereign identity."İnalcık also mentions that while scholars from for example Persia travelled to the Ottomans in order to share their knowledge, Ottomans travelled as well to receive education from scholars of these Islamic lands, such as Egypt, Persia and Turkestan. Hence, this reveals that similar to today's modern world, individuals from the early modern society travelled abroad to receive education and share knowledge and that the world was more interconnected than it seems. Also, it reveals how the system of "schooling" was also similar to today's modern world where students travel abroad to different countries for studies. Examples of Ottoman madrasas are the ones built by Mehmed the Conqueror. He built eight madrasas that were built "on either side of the mosque where there were eight higher madrasas for specialised studies and eight lower medreses, which prepared students for these." The fact that they were built around, or near mosques reveals the religious impulses behind madrasa building and it reveals the interconnectedness between institutions of learning and religion. The students who completed their education in the lower medreses became known as danismends. This reveals that similar to the education system today, the Ottomans had a similar kind of educational system in which there were different kinds of schools attached to different kinds of levels. For example, there were the lower madrasas and then the specialised ones and for one to get into the specialised area meant that they had to complete the classes in the lower one in order to adequately prepare themselves for higher learning.
This is the rank of madrasas in the Ottoman Empire from the highest ranking to the lowest: (From İnalcık, 167).
1.Semniye
2. Darulhadis
3. Madrasas built by earlier sultans in Bursa.
4. Madrasas endowed by great men of state.
Although Ottoman madrasas had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences they primarily served the function of an Islamic center for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As İnalcık mentions: " Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths"– keyword being divine. İnalcık also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madrasas – schools were basically religious centers for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centers for learning were in fact heftily religious and were not religiously pluralistic, but centered around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organized by the synagogue to study the Torah." Wiesner-Hanks also goes on to mention that Protestants also wanted to teach "proper religious values." This goes on to show that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madrasas were very similar to present day schools in the sense that they offered a wide range of studies; however, the difference being that these studies, in its ultimate objective, aimed to further solidify and consolidate Islamic practices, and theories.
[2] campus (n.) "college grounds," 1774, from Latin campus "a field," probably properly "an expanse surrounded" (by woods, higher ground, etc.), from proto IE *kampos "a corner, cove," from root *kamp- "to bend" (cognates: Lithuanian kampus "corner," Polish kępa "cluster of trees or brush"). The word derives from a Latin word for "field" FR: campus universitaire
GE: das Hochschulgelände, der Campus Pl.: die Campus, das Universitätsgelände; on campus: im Universitätsbereich, auf dem Universitätsgelände.
Camp1: "place where an army lodges temporarily," 1520s, from French camp, from Italian campo, from Latin campus "open field, level space" (also source of French champ; see campus), especially "open space for military exercise."
Camp2: "tasteless," 1909, homosexual slang, of uncertain origin, perhaps from mid-17c. French camper "to portray, pose" (as in se camper "put oneself in a bold, provocative pose"); popularized 1964 by Susan Sontag's essay "Notes on Camp." Campy is attested from 1959.
A later reborrowing of the Latin word, which had been taken up in early West Germanic as *kampo-z and appeared originally in Old English as camp "contest, battle, fight, war." This was obsolete by mid-15c. Transferred to non-military senses 1550s. Meaning "body of adherents of a doctrine or cause" is 1871.
Quadrangle (n.) late 14c., from Old French quadrangle (13c.) and directly from Late Latin quadrangulum "four-sided figure," noun use of neuter of Latin adjective quadrangulus "having four quarters," from Latin quattuor "four" (see four) + angulus "angle" (see angle (n.)). Meaning "four-sided court between buildings" is from 1590s.
Quad 1820 as a shortening of quadrangle (n.) in the building sense (in this case "quadrangle of a college," Oxford student slang);
Quod "prison," c. 1700, a cant slang word of unknown origin; perhaps a variant of quad in the "building quadrangle" sense.