In the years following 1926, Atatürk introduced a radical departure from previous reformations established by the Ottoman Empire.[126] For the first time in history, Islamic law was separated from secular law and restricted to matters of religion.[126] He stated:
We must liberate our concepts of justice, our laws and our legal institutions from the bonds which, even though they are incompatible with the needs of our century, still hold a tight grip on us.[127]
On 1 March 1926, the Turkish penal code, modelled after the Italian penal code, was passed. On 4 October 1926, Islamic courts were closed. Establishing the civic law needed time, so Atatürk delayed the inclusion of the principle of laïcité (the constitutional principle of secularism in France) until 5 February 1937.
In keeping with the Islamic practice of sex segregation, Ottoman practice discouraged social interaction between men and women. Atatürk began developing social reforms to address this issue very early, as was evident in his personal journal. He and his staff discussed issues such as abolishing the veiling of women and integrating women into the outside world. His plans to surmount the task were written in his journal in November 1915:
The social change can come by (1) educating capable mothers who are knowledgeable about life; (2) giving freedom to women; (3) a man can change his morals, thoughts, and feelings by leading a common life with a woman; as there is an inborn tendency towards the attraction of mutual affection.[128]
Atatürk needed a new civil code to establish his second major step of giving freedom to women. The first part was the education of girls, a feat established with the unification of education. On 4 October 1926, the new Turkish civil code, modelled after the Swiss Civil Code, was passed. Under the new code, women gained equality with men in such matters as inheritance and divorce, since Atatürk did not consider gender a factor in social organization. According to his view, society marched towards its goal with men and women united. He believed that it was scientifically impossible for Turkey to achieve progress and become civilized if Ottoman gender separation persisted.[129] During a meeting he declaimed:
To the women: Win for us the battle of education and you will do yet more for your country than we have been able to do. It is to you that I appeal.
To the men: If henceforward the women do not share in the social life of the nation, we shall never attain to our full development. We shall remain irremediably backward, incapable of treating on equal terms with the civilizations of the West.[130]
In 1927, the State Art and Sculpture Museum (Ankara Resim ve Heykel Müzesi) opened its doors. The museum highlighted sculpture, which was rarely practised in Turkey due to the Islamic tradition of avoiding idolatry. Atatürk believed that "culture is the foundation of the Turkish Republic,"[131] and described modern Turkey's ideological thrust as "a creation of patriotism blended with a lofty humanist ideal." He included both his own nation's creative legacy and what he saw as the admirable values of global civilization. The pre-Islamic culture of the Turks became the subject of extensive research, and particular emphasis was placed on the widespread Turkish culture before the Seljuk and Ottoman civilizations. He instigated study of Anatolian civilizations - Phrygians, Lydians, Sumerians, and Hittites. To attract public attention to past cultures, he personally named the banks "Sümerbank" (1932) after the Sumerians and "Etibank" (1935) after the Hittites. He also stressed the folk arts of the countryside as a wellspring of Turkish creativity.
At the time, the republic used the Ottoman Turkish language written in the Arabic script with Arabic and Persian loan vocabulary.[111] However, as little as 10% of the population was literate. Furthermore, the American reformer John Dewey, invited by Atatürk to assist in educational reform, found that learning how to read and write Turkish in the traditional Arabic script took roughly three years.[111] In the spring of 1928, Atatürk met in Ankara with several linguists and professors from all over Turkey to unveil his plan to implement a new alphabet for the written Turkish language, based on a modified Latin alphabet. The new Turkish alphabet would serve as a replacement for the old Arabic script and a solution to the literacy problem, since the new alphabet did not retain the complexities of the Arabic script and could be learned within a few months.[20] When Atatürk asked the language experts how long it would take to implement the new alphabet into the Turkish language, most of the professors and linguists said between three and five years. Atatürk was said to have scoffed and openly stated, "We shall do it in three to five months".[132]
Over the next several months, Atatürk pressed for the introduction of the new Turkish alphabet and made public announcements of the upcoming overhaul. The creation of the alphabet was undertaken by the Language Commission (Dil Encümeni) with the initiative of Atatürk.[111] On 1 November 1928, he introduced the new Turkish alphabet and abolished the use of the Arabic script. The first Turkish newspaper using the new alphabet was published on 15 December 1928. Atatürk himself travelled the countryside in order to teach citizens the new alphabet. After vigorous campaigns, the literacy rate more than doubled from 10.6% in 1927 to 22.4% in 1940.[133] To supplement the literacy reform, a number of congresses were organized on scientific issues, education, history, economics, arts and language.[134] Libraries were systematically developed, and mobile libraries and book transport systems were set up to serve remote districts.[135] Literacy reform was also supported by strengthening the private publishing sector with a new law on copyrights.
Atatürk promoted modern teaching methods at the primary education level, and Dewey proved integral to the effort.[111] Dewey presented a paradigmatic set of recommendations designed for developing societies moving towards modernity in his "Report and Recommendation for the Turkish educational system".[111] He was interested in adult education with the goal of forming a skill base in the country. Turkish women were taught not only child care, dress-making, and household management but also skills necessary for joining the economy outside the home. Atatürk's unified education program became a state-supervised system, which was designed to create a skill base for the social and economic progress of the country by educating responsible citizens as well as useful and appreciated members of society.[136][111] In addition, Turkish education became an integrative system, aimed to alleviate poverty and used female education to establish gender equality. Atatürk himself put special emphasis on the education of girls and supported coeducation, introducing it at university level in 1923–24 and establishing it as the norm throughout the educational system by 1927.[137] Atatürk's reforms on education made it significantly more accessible: between 1923 and 1938, the number of students attending primary schools increased by 224% (from 342,000 to 765,000), the number of students attending middle schools increased by 12.5 times (from around 6,000 to 74,000), and the number of students attending high schools increased by almost 17 time (from 1,200 to 21,000).[138]
Atatürk generated media attention to propagate modern education during this period. He instigated official education meetings called "Science Boards" and "Education Summits" to discuss the quality of education, training issues, and certain basic educational principles. He said, "our [schools' curriculum] should aim to provide opportunities for all pupils to learn and to achieve." He was personally engaged with the development of two textbooks. The first one, Vatandaş İçin Medeni Bilgiler (Civic knowledge for the citizens, 1930), introduced the science of comparative government and explained the means of administering public trust by explaining the rules of governance as applied to the new state institutions.[139] The second, Geometri (Geometry, 1937), was a text for high schools and introduced many of the terms currently used in Turkey to describe geometry.[140]