The lines we intend to write, which we will filter through our hearts and present to the world of existence through our pen, will be aimed at explaining the master-apprentice relationship. In order to think, read and observe about this relationship, to deal with its individual and social effects, to examine its contribution to tradition and its reflections on society, it would be helpful to first examine the meanings of these concepts and what they evoke for us.
The people we call masters are those who have a say in their own arts or crafts with their knowledge and skills, adhere to ethical values, are instructive, can direct them with their influence on events and ideas, shape and aestheticize them with their influence on things. They are pioneering people who are able to act, who are respected by a significant part of society, who are trusted and whose ideas are consulted. These people are well-versed in the problems that may arise in the field of art or craft they are dealing with and their solutions. For this reason, they can manage production and service areas and provide standard conditions. And finally, they use their knowledge and skills to train new masters. Thus, they ensure that the values and traditions that represent the society continue to develop and are passed on to future generations. The people we qualify with the word master are also defined with the adjectives skilled, competent, connoisseur, adept and expert. These adjectives actually remind us of a social position that includes skill, sincerity, trust, and reputation. Mastery authority…
MASTERY AUTHORITY
The concept we call mastery seems to be a concept unique to craftsmen who do professions such as carpentry and tailoring that require experience and dexterity in the best way. However, the most original representatives of a literary idea, painting, sculpture, music, cinema, and theater are also called master artists. Again, some of the areas where we encounter the people we call masters most are as follows: woodworking, rag doll making, cane making, glasswork art, bookbinding, ney making, tile-ceramic-pottery making, marbling art, calligraphy, shadow play, carpet- rug weaving and embroidery art, wooden spoon making, calligraphy art, miniature art, basket, rosary making, illumination art.
APPRENTICE
The people we call apprentices are those who learn the knowledge and skills of the job for which they will be responsible, under the supervision of the masters of that job. An apprentice is expected to be able to do his job alongside his master to acceptable standards. That is, an apprentice is both a helper and a trainee. While working, an apprentice is expected to continually improve the practices, and skills of the job and eventually become a master of that job. This process proceeds with the apprentice’s enthusiasm, curiosity, and continuity. At the end of the process, the apprentice is given a document that means he is now authorized for that job. This document is called a mastery certificate, graduation certificate, or diploma. It is seen that those who work as apprentices are also addressed as naive, novice, helper, student, tyro, or intern in the meanings that meet this title.
THE MASTER-APPRENTICE RELATIONSHIP
After examining the concepts of master and apprentice, let’s look at how the relationship between them works. The master-apprentice relationship is a practical training method based on observation and practice. This method requires being involved, both working and observing in order to do a job in the best way and to become the authorized person of that job. We can say that the most effective way of transferring the knowledge and skills about the taught job, and the most practical form of education and training, is based on the master-apprentice relationship. This relationship should not be seen as a process in which a professional transfers his knowledge and skills, work discipline, and skills to produce solutions to problems that may arise on the job. In this process, people who are considered to be professionals, convey the ethical rules of the profession and some moral behaviors to their apprentices and prepare them for life by making a positive contribution to their human relations and communication skills. Although there is basically a transfer from the master to the apprentice from various aspects, in fact, the apprentice can also convey his own point of view, interpretation, and developments that may be more current and new, but that it is challenging to follow according to the age of the master. In other words, the interpretation of the new is added to the experience and practice of the old, and as a result, branches of art and crafts in the society provide continuity, develop, transform, renew, and become a tradition with this relationship. The quality and controlled continuity of the service and production required by society is ensured.
MASTER AND APPRENTICE IN TURKISH-ISLAMIC CULTURE
When we look at the Turkish-Islamic culture, we see that the education method based on the master-apprentice relationship continued with the establishment of organizations such as the ahi and the guild and the apprentice education system called gedik system. In this way, the continuity of professions, economy, quality production and service, trade, and good relations between artisans has been ensured. Thus, individual and social gains continued. Thanks to these achievements, the young people trained in the education system adopted as a master-apprentice relationship in Turkish-Islamic culture have been positively trained in all aspects. It is aimed to develop the professional, social, psychological, physical, and moral skills of young people as a whole. While providing the youth with professional skills such as being a producer, earning halal money with hard work, being busy with a job according to their own ability and being competent, at the same time, thinking of the interests of society before their own, protecting the public interest, having conviction and modesty, not asking for more than they deserve, skills such as establishing unity and solidarity have also been gained. Moral virtues such as honesty, reliability, and diligence are taught. As a result, the master-apprentice relationship, it has not been focused on the acquisition of a profession by only one person, in fact, individuals have been raised in every sense. Thus, it contributed to the social peace and security environment. All of this has come true with the role of educators in society, called masters.
(To be continued…)
