| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | MBZ1022018331 | PHİLOSOPHY OF EDUCATİON | Compulsory | 1 | 2 | 3 |
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| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| To make students to gain insight into the basic problems of philosophy of education and to learn the |
| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | To conceive the importance of philosophy of education | | 2 | To see the alternative approaches in the philosophy of education | | 3 | To recognize the problems of the philosophy of education | | 4 | To learn something about the ontological, analytical and critical constituents of philosophy of education | | 5 | To see the ideas of the most important thinkers of the philosophy of education | | 6 | Eğitimin geleneksel ve güncel sorunlarına eleştirel düşünme yaklaşımları önerir |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Relation between education and philosophy |
| Weekly Detailed Course Contents |
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| 1 | he definiton philosophy of education, determination of its subject area, its main topics and probl | | | | 2 | Ontological Problems of the Philosophy of Education. Bacic and essentialist views of man to be educated. | | | | 3 | Epistomological Aspect of the Philosophy of Education. | | | | 4 | Ethical Problems in the Philosophy of Education: Discrimination of real education from indoctrination, basic theories of moral development. | | | | 5 | Political Aspect of the Philosophy of Education. | | | | 6 | Introduction to the Classical philosophy of education. | | | | 7 | Plato’s Idealist and Aristotle’s Realist Conception of Education. | | | | 8 | Midterm Exam | | | | 9 | Medieval Philosophy of Education: Educational views of Ghazzali. | | | | 10 | Naturalist philosophy of Education: Rousseau’s Views concerning education. | | | | 11 | Cultural Approach in the Philosophy of Education: Nietzsche’s Ideas on Education. | | | | 12 | Pragmatist Philosophy of Education: Dewey’s educational views. | | | | 13 | Existentialist Philosophy of Education. | | | | 14 | Analytical Phil osophy of Education: Analysis of basic educational concepts. | | | | 15 | Critical Pedogoy. | | | | 16 | Final | | |
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| Recommended or Required Reading |
| Ahmet Cevizci, Eğitim Felsefesi, İstanbul, Say Yayınları, 2011.
Mustafa Aydın, Eğitim Felsefesi, Ankara, Pegem Yayınları, 2010.
Ahmet Cevizci, Eğitim Sözlüğü, İstanbul, Say Yayınları, 2011 |
| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
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| Workload Calculation |
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| Midterm Examination | 1 | 10 | 10 |
| Final Examination | 1 | 15 | 15 |
| Attending Lectures | 10 | 1 | 10 |
| Self Study | 10 | 1 | 10 |
| Individual Study for Homework Problems | 2 | 15 | 30 |
| Individual Study for Mid term Examination | 1 | 10 | 10 |
| Individual Study for Final Examination | 1 | 10 | 10 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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