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This chapter examines the political, cultural, and educational motivations behind the founding of Galatasaray High School. Drawing on historical texts and secondary sources, it situates Galatasaray within the wider trajectory of French language education in the Ottoman Empire and adopts a transimperial and transregional perspective to challenge diffusionist interpretations. The analysis traces the institutional continuities from the Galatasaray Medical School of 1838, established under Sultan Mahmud II (1785–1839), highlighting that many of the school’s defining features predated direct French involvement and emerged through Ottoman–Austrian cooperation. The chapter further explores the interplay of cooperation and competition among multiple imperial and intra-imperial actors, from Istanbul to Cairo, showing that educational reforms emerged from strategic adaptation rather than passive imitation. By focusing on key figures such as Sultan Mahmud II, Spyridon Mavrogenis (1817–1902), and Uryanizade Ahmed Esad Efendi (1814–1889), it uncovers the debates surrounding Galatasaray’s multilingual character. Finally, through the memoirs of Ernest de Salve-Villedieu (1815–1893) and Simeon Traychev Radev (1879–1967), the chapter contrasts administrative and student perspectives, revealing how Galatasaray functioned as a site of negotiation, contestation, and intercultural transfer.

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The Galatasaray Experiment: An Ottoman Endeavor in Cultural and Educational Transfer Throughout the 19th Century

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  • 发表日期：

    2025年

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  • Gökay Kanmazalp

摘要

This chapter examines the political, cultural, and educational motivations behind the founding of Galatasaray High School. Drawing on historical texts and secondary sources, it situates Galatasaray within the wider trajectory of French language education in the Ottoman Empire and adopts a transimperial and transregional perspective to challenge diffusionist interpretations. The analysis traces the institutional continuities from the Galatasaray Medical School of 1838, established under Sultan Mahmud II (1785–1839), highlighting that many of the school’s defining features predated direct French involvement and emerged through Ottoman–Austrian cooperation. The chapter further explores the interplay of cooperation and competition among multiple imperial and intra-imperial actors, from Istanbul to Cairo, showing that educational reforms emerged from strategic adaptation rather than passive imitation. By focusing on key figures such as Sultan Mahmud II, Spyridon Mavrogenis (1817–1902), and Uryanizade Ahmed Esad Efendi (1814–1889), it uncovers the debates surrounding Galatasaray’s multilingual character. Finally, through the memoirs of Ernest de Salve-Villedieu (1815–1893) and Simeon Traychev Radev (1879–1967), the chapter contrasts administrative and student perspectives, revealing how Galatasaray functioned as a site of negotiation, contestation, and intercultural transfer.