Değer Eğitimi Akımlarına Genel Bir Bakış

Oktay AKBAŞ

Makale detayları

Değer Eğitimi Akımlarına Genel Bir Bakış

Yazarlar:

Oktay AKBAŞ

Yayıncı:

Ensar Neşriyat

Dergi:

Journal of Values Education 2008 Vol.6 Issue 16, pp.9-27

Belge Tipi:

Makale

Yayın Tarihi:

11/2008

Belge Dili:

Türkçe

Document ID (Org No.):

2000944155

Sıklık:

İki Yıllık

eISSN:

2667-7504

pISSN:

1303-880X

Anahtar kelimeler:

Özet:

 

This study elaborates the main features of such trends in values education as
 values realization, character education, citizenship education and moral education. In the
 past; turning of the values described by means of general objectives into one dimension
 of the elementary curricula prepared after 2004 required reinvestigation of the values
 education movements within integrity.
 Movements of Values Education
 Studies have been being carried out on the purpose and methods of moral education
 since the early 1900s. By the end of the Second World War, studies had been carried out
 concerning character education, moral character education and will education in addition
 to the moral education approach. Kirschenbaum (1995) states that values education and
 moral education were maintained by means of conventional methods until the period after
 World War II. Only upon introduction of newly developed approaches such as values
 clarification, originated by Sidney Simon et al. in the USA in the mid-1960s, and community
 schools developed and implemented by Kohlberg et al in the early 1970s, were
 other teaching methods available as alternatives for suggestion-based values education.
 In 1992, attention was again focused on the character education approach by Lickona.
 Values Realization
 This approach includes an individual’s being aware of her/his own feelings, beliefs, priorities
 and values, appreciating her/his strengths and weaknesses and having a sense
 of honor. Between the years 1960 and 1980, when the values classification approach
 was common, this approach was widely adopted to help individuals to realize their own
 feelings, beliefs and values. The concept was first used by Sidney Simon et al. This approach
 helps individuals realize their values, make decisions and put these decisions into 
 action. It is also called life skills education. It helps the young acquire knowledge, skills
 and feelings to guide them throughout their life in the changing world (Kirschenbaum,
 1995). Developed during this period, were approaches such as values clarification, which
 is about helping students realize their own values, moral reasoning, and which develops
 students’ moral judgment by providing them with stories that include moral dilemmas,
 and the value analysis approach, whereby students can propose solutions for moral problems
 in a reasonable and systematic manner without being emotionally driven.
 Character Education
 Character is a trait which has been given importance by human communities for thousands
 of years. A literature review indicates that character is defined as a well-organized
 integration of values (Kerschentsteiner, 1954), a strong and stable human will (Kanad,
 1951) and the entirety of a human beings’ habits (Lickona, 1992). Lickona (1992) suggests
 that individuals who have gone through character-oriented education are not only
 smart but also have a well-balanced character, are literate, kind, knowledgeable and
 virtuous. In other words, they are good citizens, who exert their energy for the good of
 others and to create a better world to live in.
 Citizenship Education
 Citizenship education is a process in which the legal and political principles of any particular
 country are acquired by learners. It includes values such as public welfare, personal
 rights, justice, equality, diversity, righteousness, patriotism, etc. Citizenship education
 aims at helping individuals gain knowledge, attitudes and behaviors regarding the
 political and legal system in that particular country.
 Moral Education
 Moral education is not a newly introduced issue. It has been known throughout all periods
 of history and all over the world. Plato took moral education as one of the main
 responsibilities of the schools and attempted to bring up citizens who were able to use
 their minds as much for others’ benefit as their own (Lickona, 1992).
 Conclusion
 Once constructivism was adopted as the basic approach in the new elementary education
 curricula, the fact that a person’s personal knowledge, views, beliefs and values have an
 impact on future learning was accepted (MEB, 2005). As a consequence, values included
 in general objectives are explicitly stated in many of the elementary education curricula,
 and activities are proposed for teaching the values. Aspects necessary for moral character,
 including cognitive, affective and active, can be developed in a well-balanced way
 by means of a hidden curriculum and a direct method.

 

Bu çalışmada değer eğitimi akımlarından değer gerçekleştirme, karakter eğitimi, vatandaşlık eğitimi ve ahlak eğitimi akımlarının genel özellikleri açıklanmıştır. Geçmişte genel hedeflerde ifade edilen değerlerin, yeni ilköğretim programlarının bir boyutu haline gelmesi, değer eğitimi akımlarının yeniden bütünlük içinde incelenmesini gerektirmiştir. Bu çerçevede değer gerçekleştirme, karakter eğitimi, vatandaşlık eğitimi ve ahlak eğitimi akımlarının tanımları, kapsamları, öğretim yaklaşımları, öğretmen rolleri ve temel değerlerinden bahsedilmiştir.

Makale detayları

Değer Eğitimi Akımlarına Genel Bir Bakış

Yazarlar:

Oktay AKBAŞ

Yayıncı:

Ensar Neşriyat

Dergi:

Journal of Values Education 2008 Vol.6 Issue 16, pp.9-27

Belge Tipi:

Makale

Yayın Tarihi:

11/2008

Belge Dili:

Türkçe

Document ID (Org No.):

2000944155

Sıklık:

İki Yıllık

eISSN:

2667-7504

pISSN:

1303-880X

Değer eğitimi akımları

Değer gerçekleştirme

Karakter eğitimi

Vatandaşlık eğitimi

Ahlak eğitimi

Sayı

Makale detayları

Değer Eğitimi Akımlarına Genel Bir Bakış

Yazarlar: Oktay AKBAŞ

Yayıncı: Ensar Neşriyat

Dergi: Journal of Values Education 2008 Vol.6 Issue 16, pp.9-27

Belge Tipi: Makale

Yayın Tarihi: 11/2008

Belge Dili: Türkçe

Document ID (Org No.): 2000944155

Sıklık: İki Yıllık

eISSN: 2667-7504

pISSN: 1303-880X

Değer eğitimi akımları

Değer gerçekleştirme

Karakter eğitimi

Vatandaşlık eğitimi

Ahlak eğitimi

Sayı

Yazarlar:

Oktay AKBAŞ

Yayıncı:

Ensar Neşriyat

Dergi:

Journal of Values Education 2008 Vol.6 Issue 16, pp.9-27

Belge Tipi:

Makale

Yayın Tarihi:

11/2008

Belge Dili:

Türkçe

Document ID (Org No.):

2000944155

Sıklık:

İki Yıllık

eISSN:

2667-7504

pISSN:

1303-880X