First, let's take a look at what Meritocracy means. Meritocracy is briefly defined as the governance of a state by individuals selected based on their competence. This means that leaders are chosen based on their individual abilities and excellence. Today, it is considered as one of the desired forms of governance. While many thinkers, researchers, politicians, and communities around the world view it as a preferred form of governance, some see it as an imposition of capitalism. According to this contradictory view, Meritocracy never truly achieves the desired form; it remains a utopia.
The emergence of Meritocracy in history is first mentioned in the work "Rise of the Meritocracy" by the British author Michael Young. The term "Meritocracy" is formed by combining the Latin word "meritum" (merit) and the Greek word "kratein" (to hold).
The emergence of Meritocracy, which has been ongoing throughout world history, including in our country, stemmed from the need to address the negative consequences of favoritism in politics, which was causing disruption in governance. Meritocracy aimed to eliminate favoritism in the levels of governance and to have individuals entering the ruling class selected based on their competence, skills, and abilities. These efforts, originating in the United States, gained momentum in the early 1900s and developed worldwide over the course of a century. It is claimed that the United States currently practices Meritocracy.
However, there is a valid criticism against Meritocracy. According to this perspective, obtaining a good education, which means developing intelligence and skills, is directly proportional to wealth. This is a crucial element of capitalism. In short, those with financial means can afford to receive good education and develop their skills, while individuals who may be more intelligent but lack financial resources cannot access the same opportunities.
Let's now delve into the relationship between the Ottoman Empire and Meritocracy...
In the Ottoman Empire, the system of selecting administrators from the Enderun through the devshirme system, and having them govern various regions and towns throughout the empire, serves as a notable example of Meritocracy.
As is known, the Ottoman Empire effectively implemented the devshirme system in the establishment and expansion periods, which played a significant role in expanding its territories. Many Ottoman Grand Viziers were of devshirme origin (such as Sokullu Mehmet Pasha, Pargalı Ibrahim, Rum Mehmet Pasha, etc.). When examining Ottoman history, it is noted that out of 235 Ottoman Grand Viziers, 150 were of devshirme origin. The fact that prominent Ottoman Grand Viziers were of devshirme origin highlights the historical reality that Meritocracy was indeed beneficial.
Taking a closer look at the devshirme system, it is estimated to have begun in the 13th century after the establishment of the Ottoman Empire. According to this system, in regions with a Christian population, particularly in the Balkans, intelligent, talented, and strong children were selected to serve as administrators and soldiers in the Ottoman Empire. Even today, there are historical sources indicating that families in the Balkans willingly handed over their children to the Ottomans for the sake of providing them with good education and a promising future. It is recorded in historical sources that Bosniaks even bribed the devshirme recruiters to take their children, demonstrating the value they placed on education.
Children taken at a young age through the devshirme system were categorized based on their abilities. The intelligent ones were placed in the Enderun school. Those who were physically strong were enrolled in the Janissary corps, contributing as soldiers and commanders to the progress of the Ottoman Empire. The Enderun School, located within the palace, was established during the reign of Fatih Sultan Mehmet.
Children selected for the Enderun school received a thorough education. After completing their education at the Enderun school, they went on to become administrators in various provinces across the Ottoman Empire. Among them, those who displayed even greater talent served as advisors to the sultans within the palace, and in later years, they became admirals, bureaucrats, and grand viziers. The education at the Enderun included religious instruction, foreign language education, literary studies, as well as lessons in positive sciences like mathematics, logic, and geography. They were taught bureaucratic matters and state protocol, emphasizing state tradition. As an example of Meritocracy through the Enderun, if a governor (known as a sancakbeyi in those times) needed to be appointed in a province in Anatolia, instead of sending an administrator who was recommended or favored by local influential figures or powerful individuals in the palace, a newly educated individual from the Enderun, with no previous ties to the region, was appointed based solely on their knowledge, skills, and abilities. This significantly reduced the influence of local powers, leaving the administrator entirely loyal to the central authority. The Ottoman Empire, unlike the preceding Turkic states, had a stronger centralized structure.
The direct connection of the Enderun system with Meritocracy is due to the fact that these children had no kinship ties with anyone and were individual entities. Therefore, when they ascended the ranks in the government, they did so solely based on their knowledge, skills, and achievements, without any external influence. Since they had no ties from the past, they did not form any allegiance with a particular group of people or faction. Hence, they did not create any ground for favoritism or nepotism for the person who would succeed them. This is why the Enderun system serves as an example of Meritocracy, demonstrating that, during their governance, the influence of any individual's or group's interests was minimized. This emphasizes the independence of the Enderun system and the significance of merit.
The Enderun and the devshirme system completely refute certain allegations of treachery. While some historians claim that devshirme pashas may have been accused of treachery due to their childhood affiliations, such rumors cannot be substantiated, and, on the contrary, there are many historical facts supporting their loyalty. For instance, Rum Mehmed Pasha, a devshirme Grand Vizier during the time of Fatih Sultan Mehmet, persuaded his own cousin, who was a vizier of the Pontic Emperor, to assist in the conquest of Trabzon. Many statesmen and soldiers of devshirme origin have fallen as martyrs for the Ottoman Empire. Figures like Sokullu, who were of devshirme origin, undertook reconstruction projects in their native lands.
The devshirme system was completely abolished by III. Ahmet in the 16th century. By the late 15th century, Muslims were allowed to enter the devshirme system, effectively halting the practice of taking children from Christians.
The devshirme system's effectiveness during the establishment and rise of the Ottoman Empire is a historical fact. The Enderun School, which trained numerous statesmen, produced significant figures for the Empire.
In short, rather than favoritism, the emphasis on providing a good education and having individuals with no previous affiliations rise to positions of power based on their knowledge and skills ensured the true essence of Meritocracy. This finding underscores that the Ottoman Empire was governed by Meritocracy during
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