The Value Problem in Education and the Role of Philosophical Pedagogy for Children in the Development of Ethical Abilities

Ayşe Çiğdem Kocaman

Makale detayları

The Value Problem in Education and the Role of Philosophical Pedagogy for Children in the Development of Ethical Abilities

Yazarlar:

Ayşe Çiğdem Kocaman

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Etik | Felsefe

Dergi:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.206-241

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301274

pISSN:

2645-8950

Anahtar kelimeler:

Özet:

 The philosophical purpose of education, which is a prerequisite for existence for human beings, is to prepare young generations to live humanely. Such preparation includes enabling children and young people to look at things with value knowledge, to think independently, to make correct judgments, and to lead a life in accordance with ethical values. In this context, it is expected from education to guide children to develop their ethical abilities, namely their personal possibilities, by nurturing them with value knowledge and to be responsible people at peace with themselves in the future. Therefore, there is a close relationship between education and value and values, which are important concepts in the field of ethics. In fact, education in educational sciences is defined as the process of transferring values, in addition to providing students with knowledge and abilities, and values education is included in the curriculum. However, when we examine the studies on values education, especially the practices in our country, we see that values, values and value judgments are often confused with each other, that value judgments are taught under the name of values, and values education are handled in a way that is disconnected from philosophy and ethical value knowledge. This situation makes it difficult for childrenyoung people to acquire knowledge of values and develop their ethical abilities. However, acquiring knowledge of values requires conducting values education on a philosophical basis, based on clear knowledge of the concepts of value and values, as it is the role of philosophy education to ground concepts with knowledge, to make people think about what is happening, and to illuminate ethical problems. Therefore, children need a philosophical education based on ethical values and knowledge of values, not value judgments, so that they can learn to live by protecting values. At this point, Philosophy for Children emerges as an important pedagogy in terms of enabling children to acquire certain features that require philosophical thinking skills, such as acquiring a critical perspective, questioning value judgments freely, making accurate assessments, taking value-preserving actions, and enhancing their ethical abilities. In this study, the significance of implementing values education on a philosophical basis in terms of gaining knowledge of values is highlighted, and the role of Philosophy for Children pedagogy in the development of ethical abilities is discussed. The study aims to make visible the ethical dimension of the act of philosophical thinking and Philosophy for Children pedagogy and to reveal the value of philosophy education in children.

 The philosophical purpose of education, which is a prerequisite for existence for human beings, is to prepare young generations to live humanely. Such preparation includes enabling children and young people to look at things with value knowledge, to think independently, to make correct judgments, and to lead a life in accordance with ethical values. In this context, it is expected from education to guide children to develop their ethical abilities, namely their personal possibilities, by nurturing them with value knowledge and to be responsible people at peace with themselves in the future. Therefore, there is a close relationship between education and value and values, which are important concepts in the field of ethics. In fact, education in educational sciences is defined as the process of transferring values, in addition to providing students with knowledge and abilities, and values education is included in the curriculum. However, when we examine the studies on values education, especially the practices in our country, we see that values, values and value judgments are often confused with each other, that value judgments are taught under the name of values, and values education are handled in a way that is disconnected from philosophy and ethical value knowledge. This situation makes it difficult for childrenyoung people to acquire knowledge of values and develop their ethical abilities. However, acquiring knowledge of values requires conducting values education on a philosophical basis, based on clear knowledge of the concepts of value and values, as it is the role of philosophy education to ground concepts with knowledge, to make people think about what is happening, and to illuminate ethical problems. Therefore, children need a philosophical education based on ethical values and knowledge of values, not value judgments, so that they can learn to live by protecting values. At this point, Philosophy for Children emerges as an important pedagogy in terms of enabling children to acquire certain features that require philosophical thinking skills, such as acquiring a critical perspective, questioning value judgments freely, making accurate assessments, taking value-preserving actions, and enhancing their ethical abilities. In this study, the significance of implementing values education on a philosophical basis in terms of gaining knowledge of values is highlighted, and the role of Philosophy for Children pedagogy in the development of ethical abilities is discussed. The study aims to make visible the ethical dimension of the act of philosophical thinking and Philosophy for Children pedagogy and to reveal the value of philosophy education in children.

 The philosophical purpose of education, which is a prerequisite for existence for human beings, is to prepare young generations to live humanely. Such preparation includes enabling children and young people to look at things with value knowledge, to think independently, to make correct judgments, and to lead a life in accordance with ethical values. In this context, it is expected from education to guide children to develop their ethical abilities, namely their personal possibilities, by nurturing them with value knowledge and to be responsible people at peace with themselves in the future. Therefore, there is a close relationship between education and value and values, which are important concepts in the field of ethics. In fact, education in educational sciences is defined as the process of transferring values, in addition to providing students with knowledge and abilities, and values education is included in the curriculum. However, when we examine the studies on values education, especially the practices in our country, we see that values, values and value judgments are often confused with each other, that value judgments are taught under the name of values, and values education are handled in a way that is disconnected from philosophy and ethical value knowledge. This situation makes it difficult for childrenyoung people to acquire knowledge of values and develop their ethical abilities. However, acquiring knowledge of values requires conducting values education on a philosophical basis, based on clear knowledge of the concepts of value and values, as it is the role of philosophy education to ground concepts with knowledge, to make people think about what is happening, and to illuminate ethical problems. Therefore, children need a philosophical education based on ethical values and knowledge of values, not value judgments, so that they can learn to live by protecting values. At this point, Philosophy for Children emerges as an important pedagogy in terms of enabling children to acquire certain features that require philosophical thinking skills, such as acquiring a critical perspective, questioning value judgments freely, making accurate assessments, taking value-preserving actions, and enhancing their ethical abilities. In this study, the significance of implementing values education on a philosophical basis in terms of gaining knowledge of values is highlighted, and the role of Philosophy for Children pedagogy in the development of ethical abilities is discussed. The study aims to make visible the ethical dimension of the act of philosophical thinking and Philosophy for Children pedagogy and to reveal the value of philosophy education in children.

 İnsan için bir varlık koşulu olan eğitimin felsefi açıdan amacı, genç kuşakları insanca yaşamaya hazırlamaktır. Böylesi bir hazırlık, çocuklarıngençlerin, olan bitenlere değer bilgisiyle bakabilmelerini, bağımsız düşünebilmelerini, doğru değerlendirmeler yapabilmelerini sağlamayı, etik değerlere uygun bir yaşam sürdürmelerine yardımcı olmayı içermektedir. Bu bağlamda eğitimden, çocukların etik yeteneklerini, yani kişisel olanaklarını değer bilgisiyle besleyerek geliştirebilmelerine, ileride kendileriyle barışık, sorumlu bir kişi olmalarına rehberlik etmesi beklenmektedir. Dolayısıyla etik disiplinin önemli kavramlarından olan değer ve değerler ile eğitim arasında sıkı bir ilişki bulunmaktadır. Nitekim eğitim bilimlerinde eğitim, öğrencilere bilgi, beceri kazandırmanın yanında değerler aktarma süreci olarak tanımlanmakta, müfredatta değerler eğitimine yer verilmektedir. Fakat değerler eğitimiyle ilgili çalışmaları, özellikle ülkemizdeki uygulamaları incelediğimizde, değer, değerler ve değer yargılarının sıklıkla birbirine karıştırıldığını, değerler adı altında değer yargılarının öğretildiğini, değerler eğitiminin felsefeden, etik değer bilgisinden kopuk bir şekilde ele alındığını görmekteyiz. Bu durum, çocuklarıngençlerin değer bilgisi edinmelerini, etik yeteneklerinin gelişmesini güçleştirmektedir. Oysa değer bilgisi kazanmak, değerler eğitimini, değer ve değerler kavramlarının açık seçik bilgisinden hareketle felsefi temelde yürütmeyi gerektirmektedir. Çünkü kavramları bilgiyle temellendirmek, olan bitenleri düşündürmek, etik problemleri aydınlatmak felsefe eğitiminin işidir. Bu nedenle çocukların, değer koruyarak yaşamayı öğrenebilmeleri için değer yargılarına değil, etik değer ve değerlerin bilgisine dayanan felsefi bir eğitime ihtiyaçları vardır. Bu noktada Çocuklar İçin Felsefe, çocukların eleştirel bakış açısı edinme, değer yargılarını özgürce sorgulama, doğru değerlendirmeler yapma, değer koruyucu eylemde bulunma gibi felsefi düşünme becerisi gerektiren birtakım özellikleri kazanmaları, etik yeteneklerini geliştirebilmeleri bakımından önemli bir pedagoji olarak karşımıza çıkmaktadır. Bu çalışmada, değer bilgisi kazanımı açısından değerler eğitimini felsefi temelde yürütmenin önemine dikkat çekilmekte, Çocuklar İçin Felsefe pedagojisinin etik yeteneklerin gelişimindeki rolü ele alınmaktadır. Çalışma, felsefi düşünme ediminin ve Çocuklar İçin Felsefe pedagojisinin etik boyutunu görünür kılmayı, çocuklarla yapılan felsefe eğitiminin değerini ortaya koymayı hedeflemektedir.

Makale detayları

The Value Problem in Education and the Role of Philosophical Pedagogy for Children in the Development of Ethical Abilities

Yazarlar:

Ayşe Çiğdem Kocaman

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Etik | Felsefe

Dergi:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.206-241

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301274

pISSN:

2645-8950

Child

Philosophy

Philosophy for Children

Values Education

Ethical Abilities

Ethical Value(s)

Philosophical ThinkingÇocuk

Felsefe

Çocuklar İçin Felsefe

Değerler Eğitimi

Etik Yetenekler

Etik Değer(ler)

Felsefi Düşünme

Sayı

Makale detayları

Yazarlar: Ayşe Çiğdem Kocaman

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Etik | Felsefe

Dergi: Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.206-241

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301274

pISSN: 2645-8950

Sayı

Yazarlar:

Ayşe Çiğdem Kocaman

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Etik | Felsefe

Dergi:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.206-241

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301274

pISSN:

2645-8950