Türkiye'nin Eğitim Paradigması ve Yeni Paradigma Oluşturma Zorunluluğu Üzerine
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Dosyalar
Tarih
2015
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info:eu-repo/semantics/openAccess
Özet
Türkiye'nin eğitim paradigması Tanzimat döneminde itibaren yerli, milli ve kendi medeniyetinin özelliklerini göstermemektedir. Çünkü bu dönemden itibaren Türk eğitim paradigması batılı ülkelerin paradigması tarafından oluşturulmuştur. Eğitimin yapısal ve içerik (müfredat) olarak iki ana unsuru hariç, diğer tüm alanlarında sürekli bir değişiklik ya da iyileştirmeler yapılmıştır. Ancak yapılan bu değişiklikler, ortalama bir insan yetiştirmeyi hedeflemiştir. Tarihinden, kültüründen ve kendi felsefesinden habersiz yetiştirilen bu insan ve düşüncesi, küresel sermaye ve fikirlerin sürekli alıcısı olmuştur. Bu nedenle eğitim sistemi açısından yapılması gereken yerli bir müfredat ve özgüvenli-özerk bir yönetim olmalıdır.
Turkish education paradigm has not indicated local, national and its civilization features since the Tanzimat Reform (1839) because Turkish education paradigm had been shaped by the paradigm of western world as from this term. Most components of educational system faced changes except for two elements such as structural and curriculum. However, these changes targeted to educate an average person. This average person who was educated as ignorant of self-history, self-culture and self-philosophy and his/her thought has become a persistent client for the global capital and global notions. Based on the compass metaphor it can be argued that educational systems' should educate people that one of their foots on their original thought and other one on universal thought however in contrast Turkish educational system designed to educate people who put universal culture to the center and sometimes considers their original culture. Therefore, in terms of educational system the most important thing to do must be an original curriculum and confident and autonomous administration.
Turkish education paradigm has not indicated local, national and its civilization features since the Tanzimat Reform (1839) because Turkish education paradigm had been shaped by the paradigm of western world as from this term. Most components of educational system faced changes except for two elements such as structural and curriculum. However, these changes targeted to educate an average person. This average person who was educated as ignorant of self-history, self-culture and self-philosophy and his/her thought has become a persistent client for the global capital and global notions. Based on the compass metaphor it can be argued that educational systems' should educate people that one of their foots on their original thought and other one on universal thought however in contrast Turkish educational system designed to educate people who put universal culture to the center and sometimes considers their original culture. Therefore, in terms of educational system the most important thing to do must be an original curriculum and confident and autonomous administration.
Açıklama
Anahtar Kelimeler
Kaynak
TYB Akademi Dil Edebiyat ve Sosyal Bilimler Dergisi
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Cilt
13
Sayı
13
