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Language and human society are inseparable. Wherever humans exist, communication exists. And language is the most effective instrument of communication. Therefore the history of humanity is also the history of language. It is via language that we follow what stages humanity went through. In this process the monotheist religions have significantly contributed to the development of language within daily life and its refinement. The language of daily life, therefore, goes in parallel to the language of religion. And whenever they differ, it results in alienation among individuals and even within the whole society, and concomitant problems occur. When the Turkic communities adopted the religion of Islam, the Turkish language gained a whole new function. The contribution of Islam to this, with its special sensitivity on language, was important. This paper aims to discuss the problematic stages that the Turkish language went through and its intimacy with the religious language. By so doing the interaction of the religious language and the common language and an update story of the former are also related. [ABSTRACT FROM AUTHOR]

From the fact that the way to be successful is through knowing oneself, we aim at helping our students to know themselves and educate individuals to be responsible both to themselves and their environment, to study, search, have self expression and to have an analytic understanding, to reflect a Kemalist and contemporary outlook and most of all to cherish their own customs and national spiritual values. Since the early days of the republic, a handful of curricula have been prepared in the Turkish language. These curricula have been prepared in accordance with the objectives and national education policies predominant at their time. The principal objective of Turkish National Education in the Turkish language and literature curriculum is to teach the Turkish language and its literature, taking into consideration the necessities of the century. This paper is an attempt to survey these developments in the Turkish educational system as applied in language and literature courses. [ABSTRACT FROM AUTHOR]