GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION

PHILOSOPHY OF EDUCATION/EB104

Course Title:	PHILOSOPHY OF EDUCATION
Credits	2	ECTS	3
Course Semester	1	Type of The Course	Compulsory

COURSE INFORMATION

-- (CATALOG CONTENT)

In this course, basic concepts related to philosophy, first step to philosophy meaning, importance and value of Philosophy, need for Philosophy, basic properties of Philosophy, basis of Philosophy, relationship between philosophy and Science, common aspects of Philosophy and Science, different aspects of Philosophy and science are introduced. Philosophy literacy and the ability to be aware of Philosophy and the ability to be literate in philosophy are examined, the Workworthiness of philosophy, the focus and functions of philosophy, the relationship of philosophy with other sciences, different views on philosophy, basic Workworthiness of Philosophy and educational Workworthiness of Philosophy are examined. As the relations of philosophy with other fields, the relations of philosophy with life, science, art, language, religion and wisdom, the fields of philosophy are introduced in terms of the subjects they are interested in and the dimensions of inquiry. The main philosophical movements idealism, realism, pragmatism and existentialism are considered as educational philosophies; the educational philosophies of Daimism, Essentialism, progressivism and reestablishment.
The relationship between education and philosophy, the relationship between educational philosophies and educational situations, the relationship between educational philosophies and educational goals, and the philosophical foundations of the educational system in Turkey in the historical process are explained.

-- (TEXTBOOK)

-- (SUPPLEMENTARY TEXTBOOK)

1.	Values  in Action and the effects  of Observation Approaches (Değerler   Öğretiminde  Eylem ve Gözlem Yaklaşımlarının  Etkileri). Internatioanl Conference of  Strategic Research in Social Science and Educatioan (İCOSRESSE 2016). FULL TEXTS  BOOK. ISBN: 978-605-67029-0-7. Page, 415-433.

2.	The Problem of Philosophy in Education Literacy (Eğitimde Felsefe Okur Yazarlığı Sorunu). Internatioanl Conference of Strategic Research in Social Science and Educatioan (İCOSRESSE 2016). FULL TEXTS  BOOK.ISBN: 978-605-67029-0-7. Page, 434-447.

3.	The Functions of Sensual Values on Good Citizenship (İyi Vatandaşlıkta Duyuşsal Değerlerin İşlevleri). Conference Proceedings. Mediterranean International Conference on Social Sciences, 19-21 May, 2017. By UDG University of Donja Gorica. Podgorica. Volume; 1, ISSUE: 1, ISSN: 2566-3216   Page, 570-583.

Anlı, Ö. F. (2011). Sosyal Bir Fenomen Olarak Bilimsel Bilgi. A.Ü. Felsefe ve Sosyal Bilimler Dergisi. Sayı: 12, ss.  53-78.
Bolay, H. S. (1999). Felsefe  Doktrinler ve Terimler Sözlüğü.  Sekizinci Baskı. Ankara: Akçağ Yayınları: 182, sözlük Serisi: 8.  
Cüceloğlu, D. (1994). Yeniden İnsan İnsana. 5. Basım. İstanbul:  Remzi Kitabevi.
Cüceloğlu, D. (1999). Anlamlı ve Çoşkulu Bir Yaşam İçin

-- (PREREQUISITES AND CO-REQUISITES)

-- LANGUAGE OF INSTRUCTION

Turkish

-- COURSE OBJECTIVES

The objectives of this course are:;
* To comprehend the basic concepts of philosophy.
* To explain the meaning, importance and value of philosophy
* Discuss the need for philosophy.
* To reveal the basic features of philosophy and the basis of philosophy.
* To determine the common and different aspects of philosophy and Science.
* To recognize literacy of philosophy and awareness of Philosophy
* To discuss the relationship of philosophy with other sciences
* To explain the basic Workworthiness of philosophy and the educational Workworthiness of Philosophy.
* Understanding the relations of philosophy with life, science, art, language, religion and wisdom as the relations of philosophy with other fields.
* To explain idealism, realism, pragmatism and Existentialism from basic philosophical currents.
* To comprehend the educational philosophies of Daimism, Essentialism, progressivism and reestablishment as educational philosophies.
* To understand the links between education and philosophy.
* Explain the relationship between educational philosophies and educational situations.
* To comprehend the relationship between educational philosophies and educational goals.
* To explain the philosophical foundations of the education system in Turkey in the historical process.
* To comprehend the contemporary educational and progressive educational philosophy, the Montessori learning Current from children, the Business Education current, The Art Education current and the Ru

-- COURSE LEARNING OUTCOMES

Develop knowledge about basic philosophical movements in a unique way. * Uses explanations with educational philosophies in discussions. * Explains the meaning, importance and value of philosophy.
Discuss the need for philosophy in educational, social and cultural dimensions. * Reveals the basic features of philosophy and the basis of philosophy. * Determines the common and different aspects of philosophy and Science.
Recognize and use in life the competencies of Fefelsefenin literacy and being aware of Philosophy. * Discusses the relationship of philosophy with other sciences. * Explains the basic and educational functions of philosophy
Comprehend the relations of philosophy with life, science, art, language, religion and wisdom. * Explains idealism, realism, pragmatism and Existentialism from basic philosophical currents. * Understands the educational philosophies of Daimism, Essentialism, progressivism and reestablishment as ed
Understand the links between education and philosophy. * Explains the relationship between educational philosophies and educational situations. * Understands the relationship between educational philosophies and educational goals.
Explains the philosophical foundations of education system in Turkey in historical process. * Understands the Contemporary Educational and Progressive Education Philosophy, The Montessori learning movement from children, the Business Education Movement, The Art Education Movement and the Rural Educ
Recognizes the aims of the school in terms of Educational Philosophy. * Understands the benefits of participation in the aims of the school in terms of Educational Philosophy.
Explains the aims of schools in formal education in terms of Educational Philosophy. * Examines the views of different philosophers and philosophers on knowledge.
Explains the philosophy of knowledge and its original views in discussions on knowledge. * Comprehends different views in terms of the ways in which information is obtained. * Discuss the reflections of progressive educational philosophy on new educational programs.
Explains the traditional and new functions of the teacher according to educational philosophies. * Analyzes the new functions expected from the teacher according to the educational philosophies of daimicism, Essentialism, progressivism and reestablishment

-- MODE OF DELIVERY

In this course, relations with other disciplines will be established, lecture and question-answer, discussion, drama activities and case studies will be given.

--WEEKLY SCHEDULE
1. Week	Conceptual structure: related basic concepts * Meaning, importance and value of philosophy * The need for philosophy
2. Week	Basic features of philosophy and basis of philosophy * Common and different aspects of philosophy and Science
3. Week	Relations of philosophy with other sciences * Basic and educational functions of philosophy.
4. Week	* The relations of philosophy with life, science, art, language, religion and wisdom. * Basic philosophical movements; idealism, realism, pragmatism and existentialism
5. Week	Educational philosophies; Daimism, Essentialism, progressivism and reestablishment
6. Week	Links between education and philosophy * Relationship between educational philosophies and educational situations * Relationship between educational philosophies and educational goals
7. Week	Philosophical Foundations Of Education System In Turkey
8. Week	New trends of educational philosophies; Contemporary Educational and progressive educational philosophy, movement current from child (Montessori learning Current) Business Education current, Art Education current and Rural Education current
9. Week	Aims of the school in terms of Educational Philosophy * Benefits of participation in the aims of the school in terms of Educational Philosophy * Aims of schools in formal education in terms of Educational Philosophy
10. Week	Views of different philosophers and philosophers on knowledge
11. Week	Philosophy of knowledge and descriptions on knowledge * Different views in terms of the ways in which information is obtained
12. Week	Reflections of progressive educational philosophy on new educational programs * Traditional and new functions of the teacher according to educational philosophies * New functions expected from the teacher according to the educational philosophies of perpetuity, Essentialism, progressivism and rees
13. Week	Reflections of progressive educational philosophy on new educational programs
14. Week	Traditional and new functions of the teacher according to educational philosophies
15. Week	New functions expected from the teacher according to the educational philosophies of perpetuity, Essentialism, progressivism and rees
16. Week	Evaluation of the period with research and analysis studies

-- TEACHING and LEARNING METHODS

-- ASSESSMENT CRITERIA

	Quantity	Total Weighting (%)
Midterm Exams	1	50
Assignment	1	50
Application	0	0
Projects	0	0
Practice	0	0
Quiz	0	0

Percent of In-term Studies		50
Percentage of Final Exam to Total Score		50

-- WORKLOAD

Activity	Total Number of Weeks	Duration (weekly hour)	Total Period Work Load
Weekly Theoretical Course Hours	14	2	28
Weekly Tutorial Hours			0
Reading Tasks	7	1	7
Searching in Internet and Library	6	2	12
Material Design and Implementation	3	1	3
Report Preparing	1	2	2
Preparing a Presentation	1	1	1
Presentation	2	1	2
Midterm Exam and Preperation for Midterm Exam	1	7	7
Final Exam and Preperation for Final Exam	1	14	14
Other (should be emphasized)			0
TOTAL WORKLOAD:			76
TOTAL WORKLOAD / 25:			3.04
Course Credit (ECTS):			3

-- COURSE'S CONTRIBUTION TO PROGRAM

NO	PROGRAM LEARNING OUTCOMES	1	2	3	4	5
1	Draws a relationship among the scientific theories, laws, phenomenon, models, concepts and knowledge and skills in other disciplines, and make use of these in explaining the daily life experiences.
2	Explains the scientific theories, laws, phenomenon, models and concepts by taking the science curriculum, the cognitive, psychomotor, affective characteristics and needs of students into consideration
3	Designs and performs laboratory activities by considering the aims of Science Curriculum, student characteristics and safety measures
4	Identifies, organizes and uses effectively the equipments and materials present in science laboratories, proposes solutions and alternatives for missing or broken materials, eliminates the laboratory waste by taking necessary safety precautions
5	Implements teaching activities that can give students insight about the historical developmenst and nature of science.	X
6	Implements teaching activities that can give students insight about the interaction between the scientific and technological developments, society and environment	X
7	Examines the science curriculum in terms of its vision, mission, learning areas, and objectives, follows the developments in the program and relates these developments with the developments in the history of Turkish National Education.
8	Selects the proper one among different teaching strategies, methods and techniques by considering the aims of science curriculum and student characteristics, and implements these in a way that ensure classroom management.
9	Plans the teaching process by considering the physical, cognitive, affective and cultural characteristics, misconceptions about the science topics, learning styles, strengths, weaknesses, interests and needs of student
10	Designs activities that improve scientific and technological literacy level and higher order thinking skills like critical thinking, creative thinking, analytical thinking skills of students
11	Develops diagnostic, formative or summative measurement and assessment instrument at every steps of learning-teaching process by considering different learning areas of the science curriculum or selects and implements the appropriate one among current instruments.
12	Uses traditional measurement and assessment instruments that measure knowledge as well as alternative and authentic measurement and assessment instruments that measure knowledge and skills while evaluating learning and teaching process in science
13	Uses appropriate statistical techniques to evaluate and interpret data obtained from a research process or a measurement instrument.		X
14	Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research.		X
15	Benefits from information and communication technologies to access and share information, to increase the efficiency of instruction, and to follow current debates and innovations.
16	Designs instructional equipment and materials which support teaching process by considering the aim of science curriculum; selects and uses appropriate one among current equipment and materials
17	Organizes activities which can create awareness in students about local and universal problems in social, environmental, scientific and socioscientific areas and takes an active part in related projects.			X
18	Designs activities that can create positive attitudes and values in students about science and technology in the light of Atatürk revolutions and principles, fundamental purposes and principles of Turkish National Education			X
19	Uses Turkish efficiently to teach science related topics and to communicate in both written and verbal language as well as uses a foreign language sufficiently to follow the information in his/her area or to communicate with his/her colleagues.
20	Works in cooperation with school administration, colleagues, student parents and other related partners to carry out the instructional process efficiently both in and outside of the school.			X

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GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR