| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1102 | Educational Philosophy | Fall | 2 | 0 | 2 | 3 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Objectives: | The aim of this course is to provide preservice teachers with a perspective of different educational philosophies, to introduce philosophical movements influencing the Turkish education system, to adopt consistent and changeable philosophical principles that overlap with universal and social values, and to reflect these principles in the learning-teaching process. |
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The students who have succeeded in this course; 1. To have knowledge about basic concepts of philosophy. 2. Has knowledge about basic philosophical movements. 3. Realizes the relationship between education and philosophy. 4. Learn educational philosophy approaches and the features of these approaches. 5. Create the philosophical preference for Education. 6. Describe how and why they will benefit from educational approaches when creating their own philosophy of education philosophy. 7. Know important philosophers' opinions about education. 8. Has knowledge about the philosophical foundations of Turkish education system. 9. Have knowledge about thinking and educational approaches that are effective in Turkey. |
| Fundamental issues and problem areas of philosophy; philosophy of ontology, knowledge and ethics / values; basic philosophical movements (idealism, realism, naturalism, empiricism, rationalism, pragmatism, existentialism, analytic philosophy) and education; educational philosophical movements (perennialism, fundamentalism, progressivism, reconstructionism, existentialist education, critical education, etc.); Educational views of some philosophers (Plato, Aristotle, Socrates, J. Dewey, Ibn-i Sina, Farabi, J. J. Rousseau etc.) in the Islamic world and in the West; individual differences and education; education in terms of some political and economic ideologies; currents of thought which are effective in Turkey; Philosophical foundations of Turkish education system |
| Week | Subject | Related Preparation | |
| 1) | Relation of Philosophy to Daily Life | ||
| 2) | Basic topics and problem areas of philosophy | ||
| 3) | Philosophical Basic Concepts | ||
| 4) | Basic philosophical movements | ||
| 5) | Basic philosophical movements | ||
| 6) | Relationship between Education and Philosophy / Approaches in Education Philosophy | ||
| 7) | Midterm | ||
| 8) | Western Philosophers' views of education | ||
| 9) | Educational views of Turkish philosophers | ||
| 10) | Educational views of Islamic philosophers | ||
| 11) | Atatürk's views on education | ||
| 12) | Education in terms of some political and economic ideologies | ||
| 13) | Currents of thought which are effective in Turkey | ||
| 14) | Basic Philosophical Movements of Turkish Education System | ||
| Course Notes: | -Cevizci, A. (2010) Felsefeye giriş, Ankara: Nobel Yayınları. -Cevizci, A. (2011) Eğitim felsefesi, Ankara: Say Yayınları. -Direk, N. (2002). Küçük prens üzerine düşünmek,İstanbul:Pan Yayıncılık. -Friere, P. (2010). Eleştirel pedagoji. (Çev.D.Hattatoğlu). İstanbul: Ayrıntı Yayınları. -Gaarder,J.(2002).Sofi?nin dünyası.(Çev.S.Yücesoy).İstanbul: Pan Yayıncılık. -Gutek,G.(2006).Eğitime felsefi ve ideolojik yaklaşımlar.(Çev.N.Kale). Ankara:Ütopya Yayınları. -Topses, G. (1982). Eğitim Felsefesi Temel Sorunları. Dayanışma yayınları -Sönmez, V. (2007). Eğitim felsefesi, Ankara: Anı Yayıncılık. |
| References: | - |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | 1 | % 10 |
| Project | 1 | % 15 |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 45 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 1 | 3 | 3 |
| Project | 1 | 10 | 10 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 15 | 15 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 30 | 30 |
| Total Workload | 86 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |