CUMHURİYET’İN AYDINLANMA PROJELERİNDEN KÖY ENSTİTÜLERİ VE ÇOKLU ZEKÂ
Küçük Resim Yok
Tarih
2018
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Cumhuriyetin ilanıyla birlikte üzerinde en fazla durulan konulardan biri eğitim olmuştur. Kurtuluş Savaşı ve sonrasında ülkemizin eğitim sorunlarına çözüm bulmak için birçok çalışma yapılmıştır. Gerek yurtiçinden, gerekse yurtdışından ülkemize gelen eğitimciler bu problemin çözümüne ilişkin önerilerde bulunmuşlardır. Bu yıllarda nüfusun büyük çoğunluğu köylerde yaşadığından, düzenlenecek eğitim sisteminin köye yönelik olması gerekmekte olduğunu belirtmişlerdir. Bu doğrultuda yapılan çalışmalar içerisinde, köylerdeki eğitim sorununa ilişkin en etkili çözüm önerisi İsmail Hakkı Tonguç’tan gelmiştir. Bu öneri doğrultusunda Köy Enstitüleri’nin temelleri 1940 yılında atılmıştır. Açılan bu enstitülerde çok yönlü bir eğitim verilmiştir. Öğrencileri geleceğe hazırlarken onların yeteneklerini ortaya çıkarmak, aynı zamanda öğrencilere olumlu alışkanlıklar ve davranışlar kazandırılarak sorumluluk sahibi, dürüst, yaratıcı, sorgulayıcı, araştıran, öğrenmeye açık bireyler olarak yetişmelerini hedeflemişlerdir. Bu çalışmada Köy Enstitüleri’nin kuruluşunu hazırlayan etkenler, kuruluş amaçları ve enstitülerde verilen eğitimin temel özellikleri üzerinde durulmuştur. Değişik Köy Enstitülerinden mezun öğretmenlerimizle yaptığımız görüşmeler sonucu elde ettiğimiz bulgular ışığında Köy Enstitüleri’nde uygulanan eğitim-öğretim etkinliklerinin günümüzde eğitim dünyasında adından sıkça söz edilen, eğitime yeni bir yaklaşım getiren çoklu zekâ kuramı ile ilişkisine bakılmış ve arasında anlamlı bir ilişki olduğu saptanmıştır.
One of the topics that was dwelt on the most when the Republic was declared was education. Many studies were made to find solutions to our country's education problems during the War of Liberation and afterward. Educators from home and those who came here from abroad made suggestions as to how to solve this problem. They stated that since the majority of the population at the time lived in villages, the education system that was to be established needed to be aimed at the villages. Of all the studies made to this end, the most effective proposal for solving the education problem in the villages was made by İsmail Hakkı Tonguç. In line with his proposal, the foundations for the Village Institutes were laid in 1940. A multi-aspectual education was given at these institutes. Their goal was to bring out the students' talents while preparing them for the future; at the same time teaching them to take responsibility and be honest, creative, questioning, and curious individuals who were ready to learn by inculcating positive habits and behaviors. The focus in this study was on the factors that led to the formation of the Village Institutes, their founding goals, and the fundamental characteristics of the education given at the institutes. In the light of the findings we obtained as a result of the interviews we held with our teachers who had graduated from various Village Institutes, we looked at the relationship between teaching-learning activities applied at the Village Institutes and the theory of multiple intelligence, which is mentioned by name in today's education world and which has introduced a new approach to education.
One of the topics that was dwelt on the most when the Republic was declared was education. Many studies were made to find solutions to our country's education problems during the War of Liberation and afterward. Educators from home and those who came here from abroad made suggestions as to how to solve this problem. They stated that since the majority of the population at the time lived in villages, the education system that was to be established needed to be aimed at the villages. Of all the studies made to this end, the most effective proposal for solving the education problem in the villages was made by İsmail Hakkı Tonguç. In line with his proposal, the foundations for the Village Institutes were laid in 1940. A multi-aspectual education was given at these institutes. Their goal was to bring out the students' talents while preparing them for the future; at the same time teaching them to take responsibility and be honest, creative, questioning, and curious individuals who were ready to learn by inculcating positive habits and behaviors. The focus in this study was on the factors that led to the formation of the Village Institutes, their founding goals, and the fundamental characteristics of the education given at the institutes. In the light of the findings we obtained as a result of the interviews we held with our teachers who had graduated from various Village Institutes, we looked at the relationship between teaching-learning activities applied at the Village Institutes and the theory of multiple intelligence, which is mentioned by name in today's education world and which has introduced a new approach to education.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları, Eğitim, Özel
Kaynak
Tarih Okulu Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
37
