Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHILOSOPHY of EDUCATION | - | Fall 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | 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 | - | Fall 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |