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) | Assoc.Prof. Metin KAYA |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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) | Assoc.Prof. Metin KAYA |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |