Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHILOSOPHY of EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Basic issues and problem areas of philosophy; philosophy of existence, knowledge, morality/values and education; basic philosophical currents (idealism, realism, naturalism, empirism, rationalism, pragmatism, existentialism, analytical philosophy) and education; educational philosophy and educational currents: Perpetualism, fundamentalism, progressionism, existential education, critical/radical education; Educational views of some philosophers in the Islamic world and in the West (Plato, Aristotle, Socrates, J. Dewey, Ibn-i Sina, Farabi, J. J. Rousseau et al.); human nature, individual differences and education; education in terms of some political and |
| Course Content | This course contains; Definition of the course. A summary of the topics will be covered during the semester.,The nature of the philosophy and investigation of the contribution of the philosophy to the education.,Historical inquiry of the teach and how to teach I,Historical inquiry of the teach and how to teach II,The query of naturalist inclination in the frame of "fermenting man",The sentence of "Man can only be human through education" and Kant's understanding of education,Philosophy of analytical education in the context of mathematization of thought,Questioning the possibility of education in pragmatism,As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" I,As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" II,As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" III,Re-thinking of the topics discussed during the semester,Ending: Question and answer. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. what is education and teaching | 10, 16, 9 | A, E |
| 2. the close relationship between philosophy and education | 16, 9 | A, E |
| 3. thinking about the ideal foundations of education | 16, 9 | A, D, E |
| 4. recognition of current understanding of education | 10, 16, 9 | A, D, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. A summary of the topics will be covered during the semester. | Cevizci, Eğitim Felsefesi (2021), 11-25 |
| 2 | The nature of the philosophy and investigation of the contribution of the philosophy to the education. | Schumacher, Aklı Karışıklar İçin Kılavuz (2021) -15-29 |
| 3 | Historical inquiry of the teach and how to teach I | Ülken, Eğitim Felsefesi (2014) 27-39 |
| 4 | Historical inquiry of the teach and how to teach II | Ülken, Eğitim Felsefesi (2014) 39-51 |
| 5 | The query of naturalist inclination in the frame of "fermenting man" | Rousseau, Emile (2019), Ders Notları |
| 6 | The sentence of "Man can only be human through education" and Kant's understanding of education | Kant, Eğitim Üzerine(2020), tüm kitap |
| 7 | Philosophy of analytical education in the context of mathematization of thought | Russell, Eğitim Üzerine (2020), tüm kitap |
| 8 | Questioning the possibility of education in pragmatism | Dewey, Pragmatik Eğitim, Ders Notları |
| 9 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" I | Ranciere, Cahil Hoca (2020), tüm kitap |
| 10 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" II | Ranciere, Cahil Hoca (2020), tüm kitap |
| 11 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" III | Ranciere, Cahil Hoca (2020), tüm kitap |
| 12 | Re-thinking of the topics discussed during the semester | Ülken, Eğitim Felsefesi (2014) tüm kitap |
| 13 | Ending: Question and answer | Arendt- Eğitimdeki Buhran Üzerine, tam metin |
| Resources |
| Nel Noddings-Eğitim Felsefesi Hilmi Ziya Ülken-Eğitim Felsefesi |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 3 | 2 | 6 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 1 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 5 | 5 | |||
| Quiz | 3 | 1 | 3 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 1 | 5 | 5 | |||
| Total Workload(Hour) | 93 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(93/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHILOSOPHY of EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Basic issues and problem areas of philosophy; philosophy of existence, knowledge, morality/values and education; basic philosophical currents (idealism, realism, naturalism, empirism, rationalism, pragmatism, existentialism, analytical philosophy) and education; educational philosophy and educational currents: Perpetualism, fundamentalism, progressionism, existential education, critical/radical education; Educational views of some philosophers in the Islamic world and in the West (Plato, Aristotle, Socrates, J. Dewey, Ibn-i Sina, Farabi, J. J. Rousseau et al.); human nature, individual differences and education; education in terms of some political and |
| Course Content | This course contains; Definition of the course. A summary of the topics will be covered during the semester.,The nature of the philosophy and investigation of the contribution of the philosophy to the education.,Historical inquiry of the teach and how to teach I,Historical inquiry of the teach and how to teach II,The query of naturalist inclination in the frame of "fermenting man",The sentence of "Man can only be human through education" and Kant's understanding of education,Philosophy of analytical education in the context of mathematization of thought,Questioning the possibility of education in pragmatism,As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" I,As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" II,As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" III,Re-thinking of the topics discussed during the semester,Ending: Question and answer. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. what is education and teaching | 10, 16, 9 | A, E |
| 2. the close relationship between philosophy and education | 16, 9 | A, E |
| 3. thinking about the ideal foundations of education | 16, 9 | A, D, E |
| 4. recognition of current understanding of education | 10, 16, 9 | A, D, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. A summary of the topics will be covered during the semester. | Cevizci, Eğitim Felsefesi (2021), 11-25 |
| 2 | The nature of the philosophy and investigation of the contribution of the philosophy to the education. | Schumacher, Aklı Karışıklar İçin Kılavuz (2021) -15-29 |
| 3 | Historical inquiry of the teach and how to teach I | Ülken, Eğitim Felsefesi (2014) 27-39 |
| 4 | Historical inquiry of the teach and how to teach II | Ülken, Eğitim Felsefesi (2014) 39-51 |
| 5 | The query of naturalist inclination in the frame of "fermenting man" | Rousseau, Emile (2019), Ders Notları |
| 6 | The sentence of "Man can only be human through education" and Kant's understanding of education | Kant, Eğitim Üzerine(2020), tüm kitap |
| 7 | Philosophy of analytical education in the context of mathematization of thought | Russell, Eğitim Üzerine (2020), tüm kitap |
| 8 | Questioning the possibility of education in pragmatism | Dewey, Pragmatik Eğitim, Ders Notları |
| 9 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" I | Ranciere, Cahil Hoca (2020), tüm kitap |
| 10 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" II | Ranciere, Cahil Hoca (2020), tüm kitap |
| 11 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" III | Ranciere, Cahil Hoca (2020), tüm kitap |
| 12 | Re-thinking of the topics discussed during the semester | Ülken, Eğitim Felsefesi (2014) tüm kitap |
| 13 | Ending: Question and answer | Arendt- Eğitimdeki Buhran Üzerine, tam metin |
| Resources |
| Nel Noddings-Eğitim Felsefesi Hilmi Ziya Ülken-Eğitim Felsefesi |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |