Bu çalışmanın amacı örnek bir olaydan (Osmanlıca Türkçesi'nin okullarda öğretilmesi tartışması) hareketle çevrimiçi ortamdaki tartışma özelliği gösteren iletilerin incelenmesine dayalı olarak tartışma kültürüne dair durum tespiti yapmaktır. Araştırmada yöntem olarak nitel araştırma yöntemlerinden durum çalışmasına başvurulmuştur. Çalışmada örneklem belirlenirken amaçlı örnekleme yöntemlerinden "ölçüt örnekleme" tercih edilmiştir. 297 sayfada 81.769 sözcükten oluşan bir veri incelenmiş ve bu veriler 5N1K (Kim, Ne, Nerede, Ne Zaman, Nasıl, Neden) tekniğinden yararlanılarak içerik analizine tabi tutulmuştur. Ayrıca "Neden?" sorusunun cevabı olacak veriler, işlev ve amaçları belirten ifadeler yoluyla söylem analizi ile çözümlenmiştir. Çalışmanın sonucunda birçok kişi tartışmaya katılsa da süreklilik açısından 15-20 kişinin tartışmayı aktif olarak sürdürdüğü; tartışmaya katılan kişilerin "kişisel görüş bildirenler, hakaret edenler, sağduyulular, ciddi tartışmacılar, taraftarlar, gruplar arası tartışanlar ve tartışma tellalları" şeklinde sınıflandırılabileceği, daha da önemlisi kişilerin birbirleriyle gerçek kimliği yada sanal kimliğinden ziyade daha çok temsil ettiği ideoloji, düşünce, toplumsal grup yada inanca göre iletişime geçtiği görülmüştür. Bu temsiliyetler temelinde yapılan tartışma beraberinde Osmanlıca Türkçesi'nin tartışılamaması gibi bir sonucu ortaya çıkarmıştır. Çalışmanın bir diğer sonucu tartışma ortamının iç içe geçmiş birçok tartışmanın aynı anda yürütülmesini sağlayan sanal bir kongre merkezini andırmadır. Ayrıca tartışma sürecine katılan bireylerin söylemleri incelenmiş ve arka planda görüş bildirmenin gerekçesi olabilecek ifadeler tespit edilmiştir. Bunun sonucunda tartışmanın nedenleri "açıklama, eleştiri, destekleme, uyarma, aşağılama/hakaret" gibi beş başlık altında ortaya çıkmıştır. Çalışmanın sonuçlarıyla ilgili birçok olumsuz nokta ifade edilebilir. Bunlardan en önemlisi dinlemeden (veya bilgi edinmeden) hükme gitmesi gereken tartışma sürecinin hükümden konuşmaya (hatta hakarete) doğru bir süreç izliyor olmasıdır. Bu olumsuz durumların üstesinden gelmek için eğitimcileri tartışma kültürünün geliştirilmesine daha fazla önem vermeleri gerektiği düşünülmektedir

The objective of this study is to determine the state of the discussion culture based on the examination of discussion messages starting from a case study. One of the qualitative research methods, case study was used as a method in the research. At the same time, this study can be regarded as an Internet Research in which the qualitative research is adapted into online environment. The findings obtained in the study were presented in accordance with 5W1H (who, what, where, when, how, why) questions expressed in the data analysis. The discourses of the individuals participating in the discussion process were examined, and the expressions that can be the justification of expressing one’s opinions in the background were determined. As a result, the reasons of discussion were classified under five titles as “expression, criticism, support, warning, insulting/affront”. The point that comes to the fore as a consequence in this study that focuses on the discussions about the subject whether or not Ottoman Turkish should be taught in schools in YouTube video sharing site as the social media platform is that a healthy discussion culture is not yet created in social media. What should be focused on starting from this are the reasons underlying this negative situation. One of the most important one among these is that the discussion process that should go from listening (or obtaining information) to conclusion follows a path from conclusion to talk (and even affront). Educators think that more importance should be attached to the development of the discussion culture in order to overcome these negativities Several discussions have taken place in social media, as well as other media where public opinion is reflected about Ottoman Turkish that was taken to the agenda in the 19th National Education Council at the end of 2014 and decided to be recommended to be taught at schools. One of the social media in question is YouTube video sharing site. The participants can share their videos in their media, write their emotions, thoughts and opinions under the videos that constitute the starting point of the discussions, and answer the thoughts written there; thus, an environment that is appropriate for online discussions is formed. The most viewed and commented current videos shared about Ottoman Turkish were preferred in the study and the messages there were examined.The objective of this study is to determine the state of the discussion culture based on the examination of discussion messages starting from a case study. Method One of the qualitative research methods, case study was used as a method in the research. At the same time, this study can be regarded as an Internet Research in which the qualitative research is adapted into online environment. The “criterion sampling” among purposive sampling methods was used in the study in order to determine the sample. One of the most important criteria in the selection of the sample in this investigation to be carried out for the discussion culture in the social media environment was to focus on a current discussion subject. Another criterion is that the current subject determined is being discussed intensively. Document review was used in the study as a data collection technique. The comments under the video selected as a sample in YouTube video sharing site were accepted as documents. Data consisting of 81.769 words in the 297th page in Microsoft Word program was investigated. The data obtained were put through content analysis using 5W1H (Who, What, Where, When, How, Why) method. Furthermore, the data to be the answer of the question “Why?” in 5W1H technique were analyzed using discourse analysis through expressions indicating functions and purposes. Findings The findings obtained in the study were presented in accordance with 5W1H (who, what, where, when, how, why) questions expressed in the data analysis. In terms of the people participating in the discussion (Who), it is seen that sub-discussions are performed by less people. 85 people were included in the sub-discussion with the most messages. Although the number seems high, it is seen that 15-20 people maintain the discussion more effectively when the process is examined in detail. Further messages of the people were analyzed using discourse analysis, and a typological assessment was made. In this assessment, people were classified as “those who express their opinion, who insult, who are prudential, serious discussers, fans, those who discuss between the groups and discussion middlemen”. When the characters of the discussers are examined, it is seen that the person who starts the discussion is the person who participates in the discussion most. Different things can be said about the discussing characters, however the most important consequence here is that people connect by the ideology, thought, social group or belief they represent, rather than their real identity or virtual identity. In the study, the subject of discussion is whether or not Ottoman Turkish should be taught in schools. It is seen that while such subsubjects as “Whether Ottoman Turkish should be an obligatory lesson, whether it is easy or hard to learn it, the correctness or incorrectness of the Language Revolution” are also discussed in the social media examined within the study in the subject put forth with this perspective, in reality, Ottoman Turkish discussion remains in the background, and people participating in the discussion mostly struggle for the “ideologies, political parties, social groups, religious beliefs and historical characters” they represent. With this struggle, the quality of the discussion drops with such behaviours as “humiliation, insults, threats”, and unfortunately, the subject of discussion as to whether Ottoman Turkish should be taught stayed out of the debate. This subject should also be addressed in detailed in a separate study just as the representation subject. The discussion platform resembles a virtual congress centre that allows for carrying out many intertwined discussions simultaneously. It is seen that the participants of the discussion platform also give hints about their real (geographical) environment. While the majority of the participants of the platform are from Turkey, it is seen that there are also participants from Azerbaijan (26 people) and Europe (the citizens of the Republic of Turkey living in Europe). At the same time, while there are many intertwined sub-discussion platforms in the virtual discussion platform, it is seen that the discussion can be taken to different social platforms (such as Facebook) other than the platform in question (YouTube). There is a virtual environment that allows for a situation that is impossible in real life such as following other congresses or sessions at the same time beyond following the sessions in a congress simultaneously. Results and Discussion The video, of which comments were investigated in the study, was uploaded to YouTube video sharing site on 15 December 2014. This video, which started to receive comments as soon as it was uploaded, continued to receive comments for approximately 4 months up to April when the study was completed, and it event continued to receive comments 6 hours prior to the preparation of the study presentation. The focus of the discussion is the video that is shared in this platform. It is seen that the discussions can be ended in this platform that allows for making long-term discussions by closing the comments section or removing the video in this platform. While the watchers of the video can be included in the process even 4 months later without breaking out of context, it is possible to break out of the main context by expressing one’s opinions by the last comment. While the correspondence of the individuals who agree on the subject lasts shorter, the discussions of different poles last longer. The discourses of the individuals participating in the discussion process were examined, and the expressions that can be the justification of expressing one’s opinions in the background were determined. As a result, the reasons of discussion were classified under five titles as “expression, criticism, support, warning, insulting/affront”. The majority sees the subject in historical, political/ideological or religious contexts that they naturally represent, and they make assessments within this framework. While everything is normal so far, the problem is the understanding of discussion that focuses on deferring and insulting others rather than understanding or at least respecting (leastways being neutral). This understanding that leads to exceeding the limits of criticism limits during the discussion is the main factor of the individuals remaining out of the context of the discussion and the points that should be solved through public discussions remain in the background. This understanding of discussion that makes it even hard to understand the problems let alone solving the problem can be qualified as the most important problem in the context of the discussion culture. The point that comes to the fore as a consequence in this study that focuses on the discussions about the subject whether or not Ottoman Turkish should be taught in schools in YouTube video sharing site as the social media platform is that a healthy discussion culture is not yet created in social media. What should be focused on starting from this are the reasons underlying this negative situation. The first of these is that the number of the people participating in the discussion is quite high when the Dunbar Number expressed with 150 people is also taken into consideration. This prevents the subject from being discussed in-depth. Another disadvantage of the discussions in social media is that individuals can be a part of the process with their visual identities and negative behaviours that are not much possible to be exhibited in face-to-face discussions (such as affronts, insults and swearing) can be easily exhibited in this platform. Another point that constitutes a disadvantage outside the nature of social media is one’s understanding of discussion. Much negativity can be expressed about this point that can be expressed as discussion culture. One of the most important one among these is that the discussion process that should go from listening (or obtaining information) to conclusion follows a path from conclusion to talk (and even affront). Educators think that more importance should be attached to the development of the discussion culture in order to overcome these negativities. It was realized that concepts such as “Internet Research, Blog Research, Online Research, and Digital Ethnography” are intensively used in the foreign literature while preparing this study. This can be interpreted as the surfacing of a new research approach terminology. It is hoped that this development is reflected on the studies of the academicians who especially work focusing on methodology.