Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL PHILOSOPHY | PCG2159990 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| 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; Introduction to the Course: What is Philosophy of Education? Aim, scope, and basic concepts of the course; the relationship between philosophy and education,Education, Knowledge, and the Understanding of Human Beings The relationship between knowledge, values, human beings, society, and education,Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?”,Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?”,Realism and Education The educational understanding of realist philosophy; reason, science, objective knowledge, and discipline,Pragmatism and Education Experience, problem-solving, learner-centered education; John Dewey’s understanding of education,Existentialism and Education Education in the context of freedom, responsibility, individuality, and the search for meaning,Midterm Exam / General Review Evaluation of the basic concepts and approaches covered in the first seven weeks,Critical Pedagogy Paulo Freire, conscientization, power relations, inequality, and emancipatory education,Ethics and Values in Education Moral responsibility, value transmission, neutrality, and ethical dilemmas in education,Teacher and Student Conceptions in Philosophical Approaches The role of the teacher, the position of the student, and the learning process in different philosophical approaches,The Effects of Philosophical Approaches on Curriculum and Instruction Philosophical foundations of curriculum, teaching methods, classroom environment, and assessment,Philosophical Analysis of Contemporary Educational Issues Discussions on exam-oriented education, technology, inequality, freedom, discipline, and authority,Developing Students’ Own Philosophy of Education Developing a personal philosophy of education, in-class discussion, and end-of-term general evaluation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to explain the basic concepts of philosophy of education and its relationship with education. | ||
| Students will be able to compare major approaches in philosophy of education such as idealism, realism, pragmatism, existentialism, and critical pedagogy. | ||
| Students will be able to analyze the effects of different philosophical approaches on understandings of teacher, student, knowledge, and learning. | ||
| Students will be able to evaluate educational practices from philosophical and ethical perspectives. | ||
| Students will be able to express their own understanding of education based on philosophical foundations. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course: What is Philosophy of Education? Aim, scope, and basic concepts of the course; the relationship between philosophy and education | |
| 2 | Education, Knowledge, and the Understanding of Human Beings The relationship between knowledge, values, human beings, society, and education | |
| 3 | Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?” | |
| 4 | Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?” | |
| 5 | Realism and Education The educational understanding of realist philosophy; reason, science, objective knowledge, and discipline | |
| 6 | Pragmatism and Education Experience, problem-solving, learner-centered education; John Dewey’s understanding of education | |
| 7 | Existentialism and Education Education in the context of freedom, responsibility, individuality, and the search for meaning | |
| 8 | Midterm Exam / General Review Evaluation of the basic concepts and approaches covered in the first seven weeks | |
| 9 | Critical Pedagogy Paulo Freire, conscientization, power relations, inequality, and emancipatory education | |
| 10 | Ethics and Values in Education Moral responsibility, value transmission, neutrality, and ethical dilemmas in education | |
| 11 | Teacher and Student Conceptions in Philosophical Approaches The role of the teacher, the position of the student, and the learning process in different philosophical approaches | |
| 12 | The Effects of Philosophical Approaches on Curriculum and Instruction Philosophical foundations of curriculum, teaching methods, classroom environment, and assessment | |
| 13 | Philosophical Analysis of Contemporary Educational Issues Discussions on exam-oriented education, technology, inequality, freedom, discipline, and authority | |
| 14 | Developing Students’ Own Philosophy of Education Developing a personal philosophy of education, in-class discussion, and end-of-term general evaluation |
| Resources |
| Nel Noddings-Eğitim |
| Ahmet Cevizci 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 principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 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. | ||||||
| 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 | 14 | 2 | 28 | |||
| Guided Problem Solving | 1 | 21 | 21 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 21 | 21 | |||
| General Exam | 1 | 42 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 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 | PCG2159990 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| 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; Introduction to the Course: What is Philosophy of Education? Aim, scope, and basic concepts of the course; the relationship between philosophy and education,Education, Knowledge, and the Understanding of Human Beings The relationship between knowledge, values, human beings, society, and education,Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?”,Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?”,Realism and Education The educational understanding of realist philosophy; reason, science, objective knowledge, and discipline,Pragmatism and Education Experience, problem-solving, learner-centered education; John Dewey’s understanding of education,Existentialism and Education Education in the context of freedom, responsibility, individuality, and the search for meaning,Midterm Exam / General Review Evaluation of the basic concepts and approaches covered in the first seven weeks,Critical Pedagogy Paulo Freire, conscientization, power relations, inequality, and emancipatory education,Ethics and Values in Education Moral responsibility, value transmission, neutrality, and ethical dilemmas in education,Teacher and Student Conceptions in Philosophical Approaches The role of the teacher, the position of the student, and the learning process in different philosophical approaches,The Effects of Philosophical Approaches on Curriculum and Instruction Philosophical foundations of curriculum, teaching methods, classroom environment, and assessment,Philosophical Analysis of Contemporary Educational Issues Discussions on exam-oriented education, technology, inequality, freedom, discipline, and authority,Developing Students’ Own Philosophy of Education Developing a personal philosophy of education, in-class discussion, and end-of-term general evaluation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to explain the basic concepts of philosophy of education and its relationship with education. | ||
| Students will be able to compare major approaches in philosophy of education such as idealism, realism, pragmatism, existentialism, and critical pedagogy. | ||
| Students will be able to analyze the effects of different philosophical approaches on understandings of teacher, student, knowledge, and learning. | ||
| Students will be able to evaluate educational practices from philosophical and ethical perspectives. | ||
| Students will be able to express their own understanding of education based on philosophical foundations. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course: What is Philosophy of Education? Aim, scope, and basic concepts of the course; the relationship between philosophy and education | |
| 2 | Education, Knowledge, and the Understanding of Human Beings The relationship between knowledge, values, human beings, society, and education | |
| 3 | Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?” | |
| 4 | Fundamental Questions of Philosophy of Education Questions such as “What is the aim of education?”, “What kind of person should be educated?”, and “How is knowledge acquired?” | |
| 5 | Realism and Education The educational understanding of realist philosophy; reason, science, objective knowledge, and discipline | |
| 6 | Pragmatism and Education Experience, problem-solving, learner-centered education; John Dewey’s understanding of education | |
| 7 | Existentialism and Education Education in the context of freedom, responsibility, individuality, and the search for meaning | |
| 8 | Midterm Exam / General Review Evaluation of the basic concepts and approaches covered in the first seven weeks | |
| 9 | Critical Pedagogy Paulo Freire, conscientization, power relations, inequality, and emancipatory education | |
| 10 | Ethics and Values in Education Moral responsibility, value transmission, neutrality, and ethical dilemmas in education | |
| 11 | Teacher and Student Conceptions in Philosophical Approaches The role of the teacher, the position of the student, and the learning process in different philosophical approaches | |
| 12 | The Effects of Philosophical Approaches on Curriculum and Instruction Philosophical foundations of curriculum, teaching methods, classroom environment, and assessment | |
| 13 | Philosophical Analysis of Contemporary Educational Issues Discussions on exam-oriented education, technology, inequality, freedom, discipline, and authority | |
| 14 | Developing Students’ Own Philosophy of Education Developing a personal philosophy of education, in-class discussion, and end-of-term general evaluation |
| Resources |
| Nel Noddings-Eğitim |
| Ahmet Cevizci 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 principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 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. | ||||||
| 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 | |