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) | Assist.Prof. İlker ALTUNBAŞAK |
| 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 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | ||||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | ||||||
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) | Assist.Prof. İlker ALTUNBAŞAK |
| 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 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | ||||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |