EDUCATIONAL PHILOSOPHY

Course Description

Fundamental issues and problem areas of philosophy; philosophy of existence, knowledge, ethics / values and education; basic philosophical movements (idealism, realism, naturalism, empiricism, rationalism, pragmatism, existentialism, analytic philosophy) and education; educational philosophy, and educational movements; perennealism, essentialism, progressivism, existential education, critical/radical education; Educational views of Western philosophers and the Islamic world (Plato, Aristotle, Socrates, J. Dewey, Ibn-i Sina, Farabi, J. J. Rousseau et al.); human nature, individual differences and education; education in terms of some political and economic ideologies; influential movements of thought and education in the modernization process in Turkey; The philosophical foundations of the Turkish education system, education and learning in the information society (what is information, what is information society, what are the ways of processing the information? Who are qualified people in the information society?), Internet supported education topics.

EDUCATIONAL PHILOSOPHY

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 At the end of this course; Students can explain the basic concepts of philosophy.
2. 02 Students will be able to explain the philosophical movements affecting education.
3. 03 Students will be able to express the philosophical currents that affect education.
4. 04 Students will be able to discuss how the philosophical movements affect education.
5. 05 Students will be able to interpret the relationship between educationwith currents (essentialism, perenn,alism, progressivism, social reconstructivism, existentialism) philosophical movements.
6. 06 Students will be able to explain what the educational currents are.
7. 07 Students will be able to relate educational currents and philosophical currents.
8. 08 Students will be able to discuss how educational currents affect educational systems.
9. 09 Students will be able to relate educational currents with scientific thoughts.

Course Syllabus

Reference Books & Course Materials

1. 01 Sadker, M. P. & Sadker, D.M. (2005). Teachers, Schools and Society (7th edition). Boston: McGraw-Hill.
2. 02 Sönmez, V. (2014). Eğitim Felsefesi. Ankara: Anı Yayıncılık.

Learning Outcomes

1. L01 At the end of this course; Students can explain the basic concepts of philosophy.
2. L02 Students will be able to explain the philosophical movements affecting education.
3. L03 Students will be able to express the philosophical currents that affect education.
4. L04 Students will be able to discuss how the philosophical movements affect education.
5. L05 Students will be able to interpret the relationship between educationwith currents (essentialism, perenn,alism, progressivism, social reconstructivism, existentialism) philosophical movements.
6. L06 Students will be able to explain what the educational currents are.
7. L07 Students will be able to relate educational currents and philosophical currents.
8. L08 Students will be able to discuss how educational currents affect educational systems.
9. L09 Students will be able to relate educational currents with scientific thoughts.

Program Outcomes

1. P01 1- make use of their professional training in language teaching and achieve effective classroom management,
2. P02 2- carry out research on the development of their learners’ social, psychological and personal characteristics by using testing and evaluation techniques in accordance with ethical principles and then report their results.
3. P03 3- conduct research using basic scientific research techniques with the aim to find solutions to problems that may be encountered in the field of Teaching English,
4. P04 4- evaluate, apply and interpret concepts and scientific methods related to the field of teaching English
5. P05 5- choose appropriate language teaching methods and techniques considering diverse learner characteristics stemming from their ages, learning styles, motivation and background knowledge,
6. P06 6- prepare daily lesson plans appropriate to the things to teach and deliver effective lessons by using appropriate course materials and instructional technology,
7. P07 7- choose appropriate materials available for use and/or develop their own course materials according to students’ level, interest and learning characteristics with the aim to use them in the teaching of language items (phonological, lexical, grammatical items and so on) and in the development of learners’ language skills (listening, speaking, reading and writing),
8. P08 8- choose and use appropriate measurement tools and materials to asses and evaluate learners’ development and success,
9. P09 9- explain the similarities and differences between first and second language acquisition theories, and relate these theories to language teaching theories and practices.
10. P10 10- make use of principles, theories, approaches and techniques for the development and evaluation of educational programs.
11. P11 11- explain the concepts of Theoretical Linguistics & Applied Linguistics and use their knowledge for the preparation of lesson plans appropriate to the characteristics of the target language,
12. P12 12- use information and communication technology together with computer software required by the field,
13. P13 13- describe the characteristics of different text types considering basic theories & approaches in translation and translate texts from English to Turkish and from Turkish to English,
14. P14 14- define the basic concepts and principles of classical and modern literature, analyse and construct information, and then make use of their literary knowledge in language teaching,
15. P15 15- use the target language to obtain and transmit information; communicate either orally or in writing.
16. P16 16- identify and solve problems in their social environment with the awareness of social responsibility they have developed.

Po-Lo Matrix