Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL PHILOSOPHY | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect.Dr. Ziya TOPRAK |
| Assistant(s) | |
| Aim | This course aims to define the concepts of philosophy, describe the relationship between philosophy and education, design educational systems theoretically required by philosophy, and comprehend the importance of the relation between education and philosophy. |
| Course Content | This course contains; Definition of the course. A summary of the topics to be covered during the semester,The nature of the philosophy and investigation of the contribution of the philosophy to the education.,Historical inquiry of what is to be taught and how it is taught,Historical inquiry of what is to be taught and how it is taught II,Questioning naturalist education within the framework of "fermenting man",The sentence of "Man can only become human through education" and Kant's understanding of education,Analytical education philosophy in the context of the mathematization of thought,Questioning the possibility of thinking about education in pragmatism,As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" I,As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" II,As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" III,Reviewing the issues discussed during the semester,Ending: Question and answer. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. what is education and teaching 2. the close relationship between philosophy and education 3. thinking about the ideal foundations of education 4. recognition of a current understanding of education | 10, 16, 23, 9 | E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 23: Concept Map Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. A summary of the topics to be covered during the semester | lecture notesDefinition of the course. A summary of the topics to be covered during the semester |
| 2 | The nature of the philosophy and investigation of the contribution of the philosophy to the education. | lecture notes The nature of the philosophy and investigation of the contribution of the philosophy to the education. |
| 3 | Historical inquiry of what is to be taught and how it is taught | Lecture notesHistorical inquiry of what is to be taught and how it is taught |
| 4 | Historical inquiry of what is to be taught and how it is taught II | Lecture notes Historical inquiry of what is to be taught and how it is taught II |
| 5 | Questioning naturalist education within the framework of "fermenting man" | Lecture Notes Questioning naturalist education within the framework of "fermenting man" |
| 6 | The sentence of "Man can only become human through education" and Kant's understanding of education | Lecture Notes The sentence of "Man can only become human through education" and Kant's understanding of education |
| 7 | Analytical education philosophy in the context of the mathematization of thought | Lecture Notes Analytical education philosophy in the context of the mathematization of thought |
| 8 | Questioning the possibility of thinking about education in pragmatism | Lecture Notes Questioning the possibility of thinking about education in pragmatism |
| 9 | As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" I | Lecture Notes As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" I |
| 10 | As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" II | Lecture Notes As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" II |
| 11 | As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" III | Lecture Notes As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" III |
| 12 | Reviewing the issues discussed during the semester | Lecture Notes Reviewing the issues discussed during the semester |
| 13 | Ending: Question and answer | Lecture Notes |
| Resources |
| Nel Noddings- Philosophy of Education. Hilmi Ziya Ülken- Eğitim Felsefesi. Jean-Jack Rousseau- Emile. Jaques Ranciere-The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation |
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. | X | |||||
| 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. | X | |||||
| 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. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | ||||||
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 | 2 | 2 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 4 | 12 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 1 | 2 | 2 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 1 | 6 | 6 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 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 |
|---|---|---|---|---|---|
| EDUCATIONAL PHILOSOPHY | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect.Dr. Ziya TOPRAK |
| Assistant(s) | |
| Aim | This course aims to define the concepts of philosophy, describe the relationship between philosophy and education, design educational systems theoretically required by philosophy, and comprehend the importance of the relation between education and philosophy. |
| Course Content | This course contains; Definition of the course. A summary of the topics to be covered during the semester,The nature of the philosophy and investigation of the contribution of the philosophy to the education.,Historical inquiry of what is to be taught and how it is taught,Historical inquiry of what is to be taught and how it is taught II,Questioning naturalist education within the framework of "fermenting man",The sentence of "Man can only become human through education" and Kant's understanding of education,Analytical education philosophy in the context of the mathematization of thought,Questioning the possibility of thinking about education in pragmatism,As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" I,As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" II,As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" III,Reviewing the issues discussed during the semester,Ending: Question and answer. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. what is education and teaching 2. the close relationship between philosophy and education 3. thinking about the ideal foundations of education 4. recognition of a current understanding of education | 10, 16, 23, 9 | E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 23: Concept Map Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. A summary of the topics to be covered during the semester | lecture notesDefinition of the course. A summary of the topics to be covered during the semester |
| 2 | The nature of the philosophy and investigation of the contribution of the philosophy to the education. | lecture notes The nature of the philosophy and investigation of the contribution of the philosophy to the education. |
| 3 | Historical inquiry of what is to be taught and how it is taught | Lecture notesHistorical inquiry of what is to be taught and how it is taught |
| 4 | Historical inquiry of what is to be taught and how it is taught II | Lecture notes Historical inquiry of what is to be taught and how it is taught II |
| 5 | Questioning naturalist education within the framework of "fermenting man" | Lecture Notes Questioning naturalist education within the framework of "fermenting man" |
| 6 | The sentence of "Man can only become human through education" and Kant's understanding of education | Lecture Notes The sentence of "Man can only become human through education" and Kant's understanding of education |
| 7 | Analytical education philosophy in the context of the mathematization of thought | Lecture Notes Analytical education philosophy in the context of the mathematization of thought |
| 8 | Questioning the possibility of thinking about education in pragmatism | Lecture Notes Questioning the possibility of thinking about education in pragmatism |
| 9 | As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" I | Lecture Notes As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" I |
| 10 | As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" II | Lecture Notes As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" II |
| 11 | As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" III | Lecture Notes As a proposal for a new understanding of education, Jacques Ranciere's "The Ignorant Schoolmaster" III |
| 12 | Reviewing the issues discussed during the semester | Lecture Notes Reviewing the issues discussed during the semester |
| 13 | Ending: Question and answer | Lecture Notes |
| Resources |
| Nel Noddings- Philosophy of Education. Hilmi Ziya Ülken- Eğitim Felsefesi. Jean-Jack Rousseau- Emile. Jaques Ranciere-The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation |
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. | X | |||||
| 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. | X | |||||
| 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. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |