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This article describes the special relationship between the state and higher education in Turkey in the context of a case study of Mulkiye College, currently the College of Political Sciences at Ankara University. By focusing on the social and organizational context within which institutionalization takes place, it shows how conflict and functional factors each play a role in the process of institutionalization. The article demonstrates how attention to an organization and its field yields critical information about the macro processes that govern micro individual habits as well as taken-for-granted outcomes that contribute to our understanding of societal order. It is suggested that Mulkiye College presents a unique case study that contributes towards an understanding of the relationship between higher education organizations and the state in Turkey. ; peer-reviewed

WOS: 000450202100001 ; The purpose of this study was to investigate the relationship between critical thinking dispositions and democratic values among pre-service teachers. Accordingly, we examined whether pre-service teachers' critical thinking dispositions predicted the presence of democratic values. We emphasized the role of critical consciousness in the development of an understanding of democracy with respect to individual educational experiences with the assumption that people who think critically are more likely to have democratic values. The study group consisted of pre-service teachers from six departments within the Faculty of Education at a public university in Turkey. The data were collected using the Critical Thinking Dispositions Instrument, which was developed by researchers; the Pre-Service Teachers Democratic Values assessment, which was developed by Selvi (2006) and a Personal Information Form. The data were analyzed using descriptive statistics, Product-Moment Correlations and Multiple Regression Analysis Techniques. The findings indicated a significant correlation between critical thinking dispositions and democratic values among pre-service teachers. In addition, the critical dispositions of pre-service teachers predicted democratic values. Therefore, it may be useful for pre-service teachers to engage in activities that enhance critical thinking and awareness of democratic values.

WOS: 000450202100001 ; The purpose of this study was to investigate the relationship between critical thinking dispositions and democratic values among pre-service teachers. Accordingly, we examined whether pre-service teachers' critical thinking dispositions predicted the presence of democratic values. We emphasized the role of critical consciousness in the development of an understanding of democracy with respect to individual educational experiences with the assumption that people who think critically are more likely to have democratic values. The study group consisted of pre-service teachers from six departments within the Faculty of Education at a public university in Turkey. The data were collected using the Critical Thinking Dispositions Instrument, which was developed by researchers; the Pre-Service Teachers Democratic Values assessment, which was developed by Selvi (2006) and a Personal Information Form. The data were analyzed using descriptive statistics, Product-Moment Correlations and Multiple Regression Analysis Techniques. The findings indicated a significant correlation between critical thinking dispositions and democratic values among pre-service teachers. In addition, the critical dispositions of pre-service teachers predicted democratic values. Therefore, it may be useful for pre-service teachers to engage in activities that enhance critical thinking and awareness of democratic values.