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Development of Social Studies Curriculum in Turkey and John Dewey’s Effect on the Modernization of Turkish Education- a ppt of an article written by Tarman, B. (2011). The influence of John Dewey on the Turkish Curriculum.
Citation preview
Development of Social Studies Curriculum in Turkey and John Dewey’s Effect
on the Modernization of Turkish Education
Slideshow by Hiba Armouche
December 2012
Hiba Armouche
Outline
Introduction
History of Social Studies Curriculum in 2 different eras: 1- Ottoman Era.
2- Republican Era.
The impact of John Dewey on the Turkish educational system
Hiba Armouche
• What are the characteristics of Turkish social studies program and its historical development and progress?
• Why did Atatürk invite John Dewey to examine and analyze the Turkish educational system other than someone else?
• What was his importance?
• What is his educational philosophy?
• What was his role in and contribution to modernization of the Turkish Educational system?
Hiba Armouche
Introduction
The Ottoman Era
Curricula were grouped into 3 faculties
1- Religion or Law : Tafsir, Hadith, Fiqh, Kelam
2- The Natural Sciences: Rational sciences, philosophy, mathematics and astronomy.
3- The instrumental sciences: Logic, rhetoric, eloquence, writing and esthetics.
Hiba Armouche
The Ottoman Era
• Languages Arabic : the Language of instruction
Ulema ( Versed in Arabic)
Juchela, speaking Turkish
Other spoken Turkish languages
Hiba Armouche
The Ottoman Era
The philosophy of the educational system was based on Islamic principles and Turkish traditions.
1- Mektep ( primary school) Madrasa (university)
2- Palace School: for the Elite.
Hiba Armouche
The Ottoman Era
Priest-preachers, state functionaries, and kadis of citiesand towns were all madrasa graduates
Teachers were graduate of special programs ( Arabic,literature, rhetorics…)
Teachers were the accepted and respected members of community.
Hiba Armouche
The Ottoman Era
Most of the educational systems in the world are similar in that they aim at “the preparation of a good citizen ( nationalistic, narrow in scope)
While
The Turkish educational system was based on Islamic education.Islam takes a much broader view of the function of the education and concentrates mainly on “the development of a good human being”
Hiba Armouche
The Ottoman Era
During the decline of the Ottoman State :17th centurychange and “Westernize” the Ottoman State and itseducational institutions. Reform, modernization, change, and westernization of the educational system have become part of the Turkish social, political, and educational life.
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The Ottoman officials selected its first student for further study in Western Europe.
They become the leading teachers in the military schools
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The Ottoman Era
“During the famous Tanzimat era (1839-1876), a Ministry of Education was established (1857).
The Ottoman Era Hiba Armouche
The Ottoman Era
Reorganization of the Ottoman state school Some pioneering work in girls’ education was initiated.
Muslim world was founded with the Darülfünun (1900) in Istanbul.
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During the last decade of the Ottoman Empire (1908-1918), in the second constitutional period (Mesrutiyet)—a pedagogical method with emphasis upon terbiye, (i.e., didacticism and education, rather than maarif (knowledge), was fostered”
Hiba Armouche
The Ottoman Era
The Republican Era
1924; 1926, 1930, 1932, 1936, 1948,1962, 1968, 1989, 1993, 1999 and 2005.
Hiba Armouche
The Republican Era
1924Essentialist perspective, teacher and text-book oriented.creating new and loyal citizens by using new values like nationalism, change, westernization and refusing dominance of religion. General Turkish History was given more importance than the histories of Islam and Ottoman Empire.
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The Republican Era
1926Shaped by John Dewey. Pragmatism: education related to real life.
The Turkish Board of Education was founded.with the aim of developing improved teaching programs.Life studies: history, geography, civics, science and nature classes.
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The Republican Era
1932- 1936- 1948
Some principles added: best mental and physical habits. Turkish revolution and consciousness of citizenship were highly emphasized in the social studies curriculum.
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The Republican Era
1962
Society and Country Studies: History, geography and Civics.
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The Republican Era
1968Student-centeredSocial studies curriculum create citizens believing that Turkish Republic is a national, democratic and social country based on human rights, and that Turkish Republic has an indivisible integrity with its land and people, and is a creative member of the world community. “Social Studies”.
The Republican Era
Subjects emphasized:The importance of Central Asia in the formation of civilizations.The roles Turks played.Contributions that Turks made to Islam.Turkish history in the 11th century.The ottoman Empire- its development, culture and civilization was omitted.Reformation in the Ottoman Empire in the 17th Century.World war l. The war of independence. Ataturk
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The Republican Era
1998Behaviorist approach. Efficiency, goals and objectives specified.
Nationalism, secularism, patriotism, republicanism.
EU norms and Western perspective affected the construction of the program.
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The Republican Era
2005
Progressive + constructivist + EU process. Performance based assessment. Process of learning rather than results.Critical thinking, open-mindedness. Student-centered Teacher as a guide rather than a transmitter of the knowledge.
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The Republican Era
1- Universality and equality2- Fulfillment of individual and social needs3- Freedom to choice4- Right to education5- Equality and opportunity6- Education for all throughout life7- Adherence to Ataturk’s reform principles
Principles of the Turkish Educational System
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8- Education for democracy9- Secularism10- Scientific approach11- Educational planning
12- Co-education13- School-parent cooperation14- Education everywhere (as supplementary to schooling)
The Republican EraHiba Armouche
The Impact of John Dewey on Turkish Educational System
John Dewey:
Philosophical pragmatism. Progressive movement.American psychologist, philosopher, educator, social critic, and political activist.
Democracy, whole child, student-centered
Hiba Armouche
Dewey rejected the notion that a child’s education should be viewed as merely a preparation for civil life, during which disjoint facts and ideas are conveyed by the teacher and memorized by the student only to be utilized later on.
The Impact of John Dewey on Turkish Educational System
Hiba Armouche
The Impact of John Dewey on Turkish Educational System
Ataturk invited John Dewey
Dewey’s reports:
1- No need to rush
2- Start with teachers improvement
Hiba Armouche
The great weakness of almost all schools, a weakness not confined in any sense to Turkey, is the separation of school studies from the actual life of children and the conditions and opportunities of the environment. The school comes to be isolated and what is done there does not seem to the pupils to have anything to do with the real life around them, but to form a separate and artificial world.
The Impact of John Dewey on Turkish Educational System
Hiba Armouche
Chicago Turkey
Historical presuppositions, being ofTurkish, Westernized (Modernized) or Islamic origin.
The Impact of John Dewey on Modernization of Turkey
Hiba Armouche
References
Tarman, B. (2011). Development of social Studies curriculum in Turkey and John Dewey’s effect onThe modernization of Turkish education. International Journal of Progressive Education, 7(1), 45-60.
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Thank You
Hiba Armouche
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