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) | Lect. Tayyar TEPE |
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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | 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 | 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) | Lect. Tayyar TEPE |
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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |