Course Name Code Semester T+U Hours Credit ECTS
Philosophy Of Education EBB 106 2 2 + 0 2 3
Precondition Courses
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Prof.Dr. ÖMER FARUK TUTKUN
Course Lecturers Prof.Dr. ÖMER FARUK TUTKUN, Doç.Dr. ÖMER FARUK VURAL,
Course Assistants

Arş. Gör. Gözde SEZEN-GÜLTEKİN

Course Category Available Basic Education in the Field
Course Objective

This course aims to provide prospective teachers with cognitive and affective competences for comprehending the content and context of philosophy, and the reflection of the philosophical point of view.

Course Content

Basic topics and problem areas of philosophy, basic philosophical movements and education, educational philosophical movements, educational views of the East, Islam and Western philosophers, human nature and education, political and economic ideologies and education, the foundations of the Turkish educational philosophy

# Course Learning Outcomes Teaching Methods Assessment Methods
1 To be able to explain the basic concepts of philosophy. Lecture, Question-Answer, Discussion, Testing, Homework,
2 To be able to explain the philosophical movements affecting education. Lecture, Question-Answer, Discussion, Testing, Homework,
3 To be able to interpret the relation of educational philosophical movements (progression, permanence, fundamentalism, restructuring) with education Lecture, Question-Answer, Discussion, Testing, Homework,
4 To be able to know the views and thoughts on education of the philosophers in the history of philosophy Lecture, Question-Answer, Discussion, Testing, Homework,
5 To be able to develop a critical approach to existing educational problems Lecture, Question-Answer, Discussion, Testing, Homework,
6 To be able to evaluate the aims and functions of educational systems affected by basic philosophical movements Lecture, Question-Answer, Discussion, Testing, Homework,
Week Course Topics Preliminary Preparation
1 Definition and content of philosophy - Fields of Philosophy Epistemology
2 Ontology-Axiology-Logic
3 Definition of education - The relationship between philosophy and education - Contributions of philosophy to education
4 Relation of education to other systems (socio-economic-political-political-cultural systems)
5 Philosophical movements (idealism, realism)
6 Philosophical movements (naturalism, empiricism, rationalism)
7 Philosophical movements (pragmatism, existentialism, analytic philosophy)
8 Midterm
9 Educational Philosophy (Progressivism, Perennialism)
10 Educational Philosophies (Essentialism, Reconstructivizm)
11 Educational views of East, Islam and Western philosophers-1
12 Educational views of East, Islam and Western philosophers-2
13 Ideology and education
14 The foundations of the Turkish educational philosophy
Resources
Course Notes <p> The course documents and notes will be shared via the SABIS academic information system.</p>
Course Resources

Alkan, C. (1983). Eğitim felsefesi. Bursa: Uludağ Üniversitesi

Cevizci, A. (2018). Eğitim felsefesi. İstanbul: Say

Çüçen, A. Kadir (2007). Felsefeye giriş. Bursa: Asa

Ergün, M. (2009). Eğitim felsefesi. Ankara: Pegem Akademi

Sönmez, V. (2008). Eğitim felsefesi. Ankara: Anı.

Week Documents Description size
0 1.Eğitimin Felsefi Temelleri 1.5 MB
0 2.Felsefe Nedir 0.19 MB
0 4.Eğitimle İlgiliTemel Kavramlar 0.89 MB
0 5.Felsefe-Eğitim İlişkisi 1.01 MB
0 5- 5.6.7.8.9._ Bölümler_ 2.6 MB
0 10.Naturalizm Felsefi Akımı_Ders Notu_ÖFT 0.08 MB
0 11.Türk Milli Eğiminin FelsefiTemelleri_1739 SayılıMETKanunu 0.7 MB
Order Program Outcomes Level of Contribution
1 2 3 4 5
1 • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. X
2 • They use the terminology of guidance and counseling by adhering to grammar rules of the native language
3 • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts.
4 • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture.
5 • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field.
6 • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance.
7 • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling.
8 They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process.
9 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. X
10 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
11 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
12 • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools.
13 • They plan individual and group counseling sessions by deciding on the needs of their clients.
14 • They take into account the consultant and situation-specific conditions while planning the psychological counseling process.
15 • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve.
16 • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients.
17 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.
18 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. X
19 • They know the scope of school guidance and psychological services and serve school stakeholders within this context.
20 • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories.
21 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.
22 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications.
23 • They offer psychological counseling assistance after traumatic events that may occur at the national or local level.
24 • They take into consideration spiritual and universal values while conducting the psychological aid process.
25 • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services.
26 • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring.
27 • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling. X
28 • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group. X
29 • They implement a guidance program for treatment of developmental crises that may arise during life span. X
30 They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling. X
31 • They develop professional attitudes in accordance with the basic principles of human relations and communication. X
Evaluation System
Semester Studies Contribution Rate
1. Kısa Sınav 10
2. Kısa Sınav 10
1. Ara Sınav 60
3. Kısa Sınav 20
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 2 32
Hours for off-the-classroom study (Pre-study, practice) 13 2 26
Mid-terms 1 3 3
Quiz 2 3 6
Assignment 1 5 5
Final examination 1 3 3
Total Workload 75
Total Workload / 25 (Hours) 3
dersAKTSKredisi 3