{"id":8680,"date":"2025-12-01T22:28:46","date_gmt":"2025-12-01T19:28:46","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=8680"},"modified":"2025-12-01T22:28:46","modified_gmt":"2025-12-01T19:28:46","slug":"mehmet-olmez-kok-turk-yazitlari-kul-tigin-okumalari-2-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/mehmet-olmez-kok-turk-yazitlari-kul-tigin-okumalari-2-seminer-ozeti\/","title":{"rendered":"MEHMET \u00d6LMEZ, K\u00d6K T\u00dcRK YAZITLARI: K\u00dcL T\u0130G\u0130N OKUMALARI 2. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

MEHMET \u00d6LMEZ, K\u00d6K T\u00dcRK YAZITLARI: K\u00dcL T\u0130G\u0130N OKUMALARI 2. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

Dersin Amac\u0131<\/strong><\/p>\n

Bu dersin amac\u0131 K\u00fcl Tegin Yaz\u0131t\u0131’n\u0131n d\u00f6rt y\u00fcz\u00fcn\u00fcn yap\u0131s\u0131n\u0131, y\u00fczlerdeki sat\u0131r say\u0131lar\u0131n\u0131, yaz\u0131t\u0131n tarih\u00ee durumunu, fiziksel tahribat\u0131n\u0131, Radloff ve Thompson d\u00f6neminden itibaren yap\u0131lan okuyu\u015f farkl\u0131l\u0131klar\u0131n\u0131 ve yaz\u0131t\u0131n do\u011fru okunmas\u0131 i\u00e7in gerekli filolojik y\u00f6ntemleri a\u00e7\u0131klamakt\u0131r. Ayr\u0131ca r\u00fct\u00fc\u015fl\u00fc ve r\u00fct\u00fc\u015fs\u00fcz foto\u011fraflar aras\u0131ndaki fark, m\u00fcze ortam\u0131nda yap\u0131lan incelemelerin zorluklar\u0131 ve tek bir harfin bi\u00e7imindeki \u00e7ok k\u00fc\u00e7\u00fck de\u011fi\u015fikliklerin okuma sonu\u00e7lar\u0131na nas\u0131l etki etti\u011fini g\u00f6stermek hedeflenmi\u015ftir.<\/p>\n

Ana Temalar<\/strong><\/p>\n

    \n
  1. Yaz\u0131t\u0131n Fiziksel Yap\u0131s\u0131 ve Y\u00fczlerin Tan\u0131t\u0131m\u0131<\/strong>
    \nK\u00fcl Tegin Yaz\u0131t\u0131\u2019n\u0131n iki dar (g\u00fcney\u2013kuzey) ve iki geni\u015f (do\u011fu\u2013bat\u0131) y\u00fcz\u00fc bulundu\u011fu, toplam sat\u0131r say\u0131lar\u0131n\u0131n yakla\u015f\u0131k k\u0131rk\u2013yetmi\u015f civar\u0131nda de\u011fi\u015fti\u011fi belirtilir. \u00c7ince y\u00fcz\u00fcn tam oldu\u011fu, di\u011fer y\u00fczlerde \u00e7e\u015fitli k\u0131r\u0131klar\u0131n bulundu\u011fu ifade edilir.<\/li>\n
  2. Yaz\u0131tta Meydana Gelen Tahribat ve Restorasyonlar<\/strong>
    \n20. y\u00fczy\u0131lda y\u0131ld\u0131r\u0131m d\u00fc\u015fmesi sonucu yaz\u0131t\u0131n kenar par\u00e7alar\u0131n\u0131n koptu\u011fu, bir k\u0131sm\u0131n\u0131n bulunup yeniden yap\u0131\u015ft\u0131r\u0131ld\u0131\u011f\u0131 ancak kay\u0131p k\u0131s\u0131mlar bulundu\u011fu aktar\u0131l\u0131r. Radloff d\u00f6nemindeki foto\u011fraflar\u0131n bug\u00fcnle k\u0131yasland\u0131\u011f\u0131nda eksikleri giderme a\u00e7\u0131s\u0131ndan \u00f6nem ta\u015f\u0131d\u0131\u011f\u0131 vurgulan\u0131r.<\/li>\n
  3. Foto\u011fraflar, Estampaj ve Okuma Teknikleri<\/strong>
    \nR\u00fct\u00fc\u015fl\u00fc (dokunulmu\u015f) ve r\u00fct\u00fc\u015fs\u00fcz (do\u011fal) foto\u011fraflar aras\u0131ndaki fark a\u00e7\u0131klan\u0131r; do\u011fru okuma i\u00e7in her zaman r\u00fct\u00fc\u015fs\u00fcz g\u00f6r\u00fcnt\u00fclerin kullan\u0131lmas\u0131 gerekti\u011fi ifade edilir. Tek bir \u00e7atlak veya \u00e7izginin \u00fc\/\u00f6, e\/a gibi \u00fcnl\u00fcleri ve kelimenin anlam\u0131n\u0131 de\u011fi\u015ftirebildi\u011fi \u00f6rneklerle anlat\u0131l\u0131r.<\/li>\n
  4. Ses De\u011ferleri, \u00dcnl\u00fcler ve Filolojik Zorluklar<\/strong>
    \nTengri kelimesinin kesin bi\u00e7imi, \u00fc\/\u00f6 ayr\u0131m\u0131, \u00f6tke\/\u00fcdke gibi kelimelerdeki ses belirsizlikleri ele al\u0131n\u0131r. Baz\u0131 kelimelerin tek sesteki de\u011fi\u015fim nedeniyle tarih i\u00e7inde h\u0131zl\u0131 d\u00f6n\u00fc\u015f\u00fcm ge\u00e7irdi\u011fi belirtilir. Fiil y\u00fcklemesine kadar yap\u0131lan okumalar\u0131n y\u00f6ntemsel \u00f6nemi a\u00e7\u0131klan\u0131r.<\/li>\n
  5. Yaz\u0131t\u0131n Tarih\u00ee Okunu\u015f S\u00fcreci<\/strong>
    \n1893\u2019te ilk okuman\u0131n Thompson taraf\u0131ndan yap\u0131ld\u0131\u011f\u0131, 1894\u2019te Radloff\u2019un transkripsiyon ve \u00e7evirisinin yay\u0131mland\u0131\u011f\u0131 aktar\u0131l\u0131r. Radloff\u2019un baz\u0131 \u00fcnl\u00fcleri hatal\u0131 vermi\u015f olmas\u0131n\u0131n daha sonraki T\u00fcrkoloji \u00e7al\u0131\u015fmalar\u0131nda tart\u0131\u015fma konusu oldu\u011fu belirtilir.<\/li>\n<\/ol>\n

    Sonu\u00e7<\/strong><\/p>\n

    Bu derste yaz\u0131t\u0131n fiziksel durumu, y\u00fczlerin yap\u0131s\u0131, sat\u0131r d\u00fczeni, tahribat\u0131n tarih\u00ee arka plan\u0131, foto\u011fraf ve estampaj tekniklerinin filolojik okuma \u00fczerindeki etkileri a\u00e7\u0131klanm\u0131\u015ft\u0131r. Ayr\u0131ca k\u00fc\u00e7\u00fck bir \u00e7izginin bile okuma ve anlam\u0131 de\u011fi\u015ftirebildi\u011fi g\u00f6sterilerek K\u00fcl Tegin Yaz\u0131t\u0131\u2019n\u0131n do\u011fru okunmas\u0131 i\u00e7in gerekli y\u00f6ntemsel dikkat vurgulanm\u0131\u015ft\u0131r.<\/p>\n

     <\/p>\n

    Purpose of the Lesson<\/strong><\/p>\n

    The purpose of this lesson is to explain the structure of the four faces of the K\u00fcl Tegin Inscription, the number of lines on each face, the historical condition of the monument, the physical damages it has undergone, the differences in readings from the time of Thompson and Radloff, and the philological methods required for accurate decipherment. It also aims to show the differences between retouched and unretouched photographs, the difficulties of examining the inscription in the museum environment, and how a very small mark on a single letter can change the entire reading.<\/p>\n

    Main Themes<\/strong><\/p>\n

      \n
    1. Structure of the Inscription and Description of the Faces<\/strong>
      \nThe inscription has two narrow faces (south\u2013north) and two broad faces (east\u2013west). The total number of lines varies between approximately forty and seventy. The Chinese face is complete, while the others contain breaks and damages.<\/li>\n
    2. Damages and Later Restorations<\/strong>
      \nA lightning strike in the 20th century caused pieces on the edges to break off; some were found and reattached, while others remain missing. Radloff\u2019s early photographs are important for reconstructing lost parts.<\/li>\n
    3. Photographs, Estampage, and Reading Techniques<\/strong>
      \nThe distinction between retouched and unretouched photographs is explained; accurate readings must rely on unretouched images. A small crack or line may change vowels such as \u00fc\/\u00f6, e\/a and thus alter the meaning of words.<\/li>\n
    4. Vowel Values and Philological Challenges<\/strong>
      \nThe form of the word Tengri<\/em>, and vowel ambiguities such as \u00f6tke\/\u00fcdke, are discussed. Some monosyllabic words undergo rapid phonetic change. The importance of reading up to the first finite verb is emphasized.<\/li>\n
    5. Historical Process of Reading the Inscription<\/strong>
      \nThe first reading was made by Thompson in 1893, and Radloff published his transcription and translation in 1894. Some vowel choices of Radloff later became points of criticism in Turkological studies.<\/li>\n<\/ol>\n

      Conclusion<\/strong><\/p>\n

      This lesson clarified the physical structure of the inscription, the organization of its faces, the historical background of its deterioration, and the effects of photographic and estampage methods on philological work. It highlighted how a single mark can alter the reading and emphasized the methodological precision required for correctly interpreting the K\u00fcl Tegin Inscription.<\/p>\n

       <\/p>\n","protected":false},"excerpt":{"rendered":"

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