Türk Eğitim Sistemi

Yazar: Cem Tuna
Yayın Yılı: 2025
Sayfa Sayısı: 115-134
Kitap Dili : Türkçe

Anahtar Kelimeler


It can be stated that philosophical movements in education were used in the Turkish Education System, and the intensity of each of them changed from time to time throughout the history of the Republic.  During the Nationalization (1923-1938) and Humanization (1938-1950) periods, the Republic's efforts to establish a new social order, restructure the society, reforms in education, republican citizenship education, emphasis on practices such as Village Institutes, democratic education and democratic education were progressive and reformist. It is compatible with the educational philosophy of constructivism. It is related to change, life and experiences, behavioral approach practices, democratic education, pragmatism philosophical movement and progressivism education philosophy during the period of democratization and Americanization (1950-1960). During the Planning and Re-Nationalization (1960-1980) period, raising the education level of the society, the right to education, equality, freedom and democratic education issues are related to the philosophical movement of existentialism and the educational philosophies of progressivism and reconstructionism. Neoliberal Policies (1980 to Present) period; Focusing on character education, religion, metaphysics, history and art education are among the principles of idealism movement, student-centered learning, constructivism and progressivism philosophy of education. The architects of the Turkish Education System have revealed the rich accumulation of the educational process from past to present. It can be stated that the principles, principles and practices in the Turkish Education System were put forward, created and developed by these architects. The effects of education on social structure can be seen in the relationship between social structure and education system. Education serves as a tool that accelerates social change and development. Education, on the one hand, represents the culture of the society and, on the other hand, enriches this culture.

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