The Education Model for the Turkish Century has caused controversy from the moment it came into force and these controversies are still ongoing. The main reason for the debates is whether education policies in a country should be formulated by the government or by taking the contribution of political structures representing the society in general and then the government putting the final touches on the education policies and concretizing them.<\/p>\n
In this sense, the Turkish Century Education Model is a curriculum that has been created as a result of the basic ideological approaches of the ruling bloc. The main reason for this observation can be found in the \u2018Common Text\u2019 section of the curriculum program. In the common text, it is stated that \u201cThe Turkish Century Education Model aims at the development of individuals in all aspects and is based on a holistic approach to education. In this context, it utilizes interdisciplinary as well as transdisciplinary and transdisciplinary approaches to enrich educational processes. It observes the balance of matter and spirit, mind and emotion, soul and conscience, human and society, and time and space in order to raise generations with reason, heart and taste, which are the basic concepts on which our civilization is built.\u201d This approach is not accepted by a significant part of society.<\/p>\n
After these observations, we can move on to a comparison of the Objectives of the Basic Law on National Education and the Objectives of the Education Model for the Turkish Century;<\/p>\n
-While the Basic Law on National Education aims at generations committed to Atat\u00fcrk's reforms and principles and Atat\u00fcrk's nationalism as expressed in the Constitution, the Education Model for the Turkish Century does not include such a goal.<\/p>\n
- While the Basic Law on National Education aims at generations that adopt, protect and develop the national, moral, humanitarian, spiritual and cultural values of the Turkish Nation, the Education Model for the Turkish Century aims at wise generations who are moral, virtuous and who have the ideal of doing what is good, right, beneficial and beautiful for their nation and humanity in order to create a society consisting of personalities with national consciousness.<\/p>\n
- While the Basic Law on National Education aims for generations who love their family, homeland and nation and always strive to glorify them, the Education Model for the Century of Turkey aims to move from actions to values, from values to virtuous people, and from virtuous people to the ultimate goal of \u201cPeaceful Family and Society\u201d and \u201cPeaceful People in a Livable Environment\u201d.<\/p>\n
- The Basic Law on National Education aims to raise generations with a balanced and healthily developed personality and character in terms of body, mind, morals, spirit and emotions; while the Education Model for the Century of Turkey aims to raise generations that observe the balance of matter-meaning, mind-emotion, soul-conscience, human-society and time-space in order to raise generations with wisdom, heart-sense and taste-sense.<\/p>\n
- While the Basic Law on National Education aims to raise generations that have the power of free and scientific thinking, a broad world view, respect for human rights, and value personality and initiative, the Education Model for the Turkish Century emphasizes the development of students' tendencies and skills such as curiosity, critical thinking, analytical thinking, flexibility and problem solving.<\/p>\n
- While the Basic Law on National Education aims to raise constructive, creative and productive generations who feel responsibility towards society, the Education Model for the Turkish Century considers responsibility as a whole supported by actions towards the environment, society, humanity and moreover the entire universe, in addition to the determination to develop one's own existence in a balanced way.<\/p>\n
- While the Basic Law on National Education aims to prepare new generations for life by developing their interests, talents and abilities and by providing them with the necessary knowledge, skills, behaviors and the habit of working together, the Education Model for the Turkish Century structures a rights and development-based learning process in which flexible and free learning environments are expanded according to the interests and abilities of individuals by allowing people to know and discover themselves.<\/p>\n
-While the Basic Law on National Education aims to equip new generations with a profession that will make them happy and contribute to the happiness of society, the Education Model for the Turkish Century does not have such a goal.<\/p>\n
- While the Basic Law on National Education emphasizes the goal of increasing the welfare of Turkish citizens and society and supporting economic, social and cultural development within national unity and integrity, the Education Model for the Turkish Century aims for generations that support the development and progress of their country.<\/p>\n
- While the Basic Law on National Education aims to make the Turkish nation a constructive, creative and distinguished partner of contemporary civilization, the Education Model for the Turkish Century aims to raise not only a generation that adapts to civilization, but also wise generations that are active civilization builders and developers.<\/p>\n
As can be seen, there is a significant gap between the objectives of the Basic Law on National Education and the objectives of the Education Model for the Turkish Century. This difference is a clear indication that the Education Model for the Century of Turkey was prepared in line with the basic ideological approaches of the ruling bloc and is not sustainable. This is because this society is too politically, culturally and ideologically diverse to be confined to the ideological approach of the AKP-MHP ruling bloc.<\/p>\n
Sources:<\/strong><\/p>\n TURKISH EDUCATION ASSOCIATION \u201cTURKISH CENTURY MAARIF MODEL\u201d COMMON TEXT and EVALUATIONS ON THE DRAFT TEACHING PROGRAMS<\/em><\/p>","protected":false},"excerpt":{"rendered":" There is a significant gap between the objectives of the Basic Law on National Education and the objectives of the Education Model for the Turkish Century.<\/p>","protected":false},"author":18,"featured_media":284375,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[286],"tags":[],"class_list":{"0":"post-284374","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-yazarlar"},"_links":{"self":[{"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/posts\/284374","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/comments?post=284374"}],"version-history":[{"count":1,"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/posts\/284374\/revisions"}],"predecessor-version":[{"id":284376,"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/posts\/284374\/revisions\/284376"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/media\/284375"}],"wp:attachment":[{"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/media?parent=284374"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/categories?post=284374"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/halkweb.com.tr\/en\/wp-json\/wp\/v2\/tags?post=284374"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}