Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL PHILOSOPHY | PDR2151910 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 14:30-15:15 Perşembe 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of this course is to enable students to understand the fundamental philosophical foundations of education in relation to conceptions of human beings, knowledge, values, and society; to critically evaluate educational theories; and to develop philosophically grounded interpretations of contemporary educational issues. |
| 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. |
| Course Learning Outcomes | 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 current understanding of education |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. A summary of the topics will be covered during the semester. | |
| 2 | The nature of the philosophy and investigation of the contribution of the philosophy to the education. | |
| 3 | Historical inquiry of the teach and how to teach I | |
| 4 | Historical inquiry of the teach and how to teach II | |
| 5 | The query of naturalist inclination in the frame of "fermenting man" | |
| 6 | The sentence of "Man can only be human through education" and Kant's understanding of education | |
| 7 | Philosophy of analytical education in the context of mathematization of thought | |
| 8 | Questioning the possibility of education in pragmatism | |
| 9 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" I | |
| 10 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" II | |
| 11 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" III | |
| 12 | Re-thinking of the topics discussed during the semester | |
| 13 | Ending: Question and answer |
| 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 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 2 | 3 | 6 | |||
| Guided Problem Solving | 1 | 14 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 5 | 10 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 5 | 5 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 28 | 28 | |||
| General Exam | 1 | 56 | 56 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 119 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(119/30) | 4 | |||||
| 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 | PDR2151910 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 14:30-15:15 Perşembe 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of this course is to enable students to understand the fundamental philosophical foundations of education in relation to conceptions of human beings, knowledge, values, and society; to critically evaluate educational theories; and to develop philosophically grounded interpretations of contemporary educational issues. |
| 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. |
| Course Learning Outcomes | 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 current understanding of education |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. A summary of the topics will be covered during the semester. | |
| 2 | The nature of the philosophy and investigation of the contribution of the philosophy to the education. | |
| 3 | Historical inquiry of the teach and how to teach I | |
| 4 | Historical inquiry of the teach and how to teach II | |
| 5 | The query of naturalist inclination in the frame of "fermenting man" | |
| 6 | The sentence of "Man can only be human through education" and Kant's understanding of education | |
| 7 | Philosophy of analytical education in the context of mathematization of thought | |
| 8 | Questioning the possibility of education in pragmatism | |
| 9 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" I | |
| 10 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" II | |
| 11 | As a proposal for a new understanding of education, Jacques Ranciere's "Ignorant Teacher" III | |
| 12 | Re-thinking of the topics discussed during the semester | |
| 13 | Ending: Question and answer |
| 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 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |