According to Plato, a good state administration ("best"/ideal state) can only be combined with a good society ("best"/ideal society), and a good society can only be achieved with a good education ("best"/ideal education). He saw it as possible: "It must be able to be turned towards the most luminous aspect of existence, the direction we call -good-, right? Yes, education is the art of turning this power of the soul - for the good - and finding the easiest and most unfailing way for it. Education only leads him to the good side. It is up to us, the founders of the state, to lead people towards the knowledge of what we regard as the highest, to bring them out of the darkness into the light" (p.236-237). Since education is an idea-based and therefore an "ideological device" (Althusser, 2010), it acts as a kind of bridge between the state and society (Wiborg, 2000). This is the importance of analyzing Plato's Republic in terms of education policies.
McDonaldlaştırılmış insanlar, McDonaldlaştırılmış Üniversiteler, McProfesörler ve McAkademi. Belirtilen bütün kavramların başlarına yerleştirilen bir sözcük "Mc". Bu kavramın hayatımıza etkisini göz ardı etmek mümkün değil. Söz konusu kavramının ilk çıkış noktası fast-food sektörüydü ve fakat belli bir süreden sonra onu aşarak insanlığın her alanını işgal etti. Başta okul ve üniversiteler olmak üzere hizmet alanlarının hegemonik gücü haline geldi. Oluşan hegemonik gücün içerisinde hayatımızdaki bazı geleneksel kavramlar içleri tamamen boşalarak yeni kavramlara dönüştü. Aynılaşma ilkesine maruz kalan "Öğretmenler" "McÖğretmenlere", "Üniveristeler" "McÜniversitelere", "Akademi" "McAkademiye", "Profesörlerler" McProfesörlere ve "Meslekler" de "McMesleklere" dönüştü. Oluşma safhasında olan bu durumun tehlikesi insanlık için vahim bir durum teşkil etmektedir. Çünkü insanlığın tarih boyunca gelişmesini sağladığı kurum ve alanların tamamen öznel paradigmalarını kaybedip hepsinin aynı oluşum içerisine girdiğini düşünsenize? Bu soruya yanıt vermek için yola çıkan bu çalışmanın amacı, dünyada "Yükseköğretimin McDonaldlaştırılması" kavramını yerli alanyazına kazandırarak bu konuyla ilgili sonraki çalışmalara yol göstermektir.
This handbook suggests a global, transnational perspective on the history of education as a field. Apart from an introductory chapter written by the editors, the text includes 36 articles divided into six parts. Each article describes a subject in the field and ends with a bibliography for further reading. As repeatedly stressed in the book, this field has developed since the early nineteenth century with the emergence of the modern nation-state. Its scope and content expanded and underwent some transformations since the 1960s with the introduction of new perspectives, issues, and methods through interaction with the discipline of history and the broader social sciences.
The aim of the research is to bibliometrically analyze 1419 publications published in the field of information literacy in the field of education between 1989 and 2022 and indexed in the Web of Science (WoS) database. The data of the research was reached on 01.02.2022 and 7,210 scientific publications were found as a result of the search. According to the scope of the research, a limitation was made in the category of "educational / educational research". As a result of these processes, bibliometric data of 1419 studies were accessed and the data were recorded. Percentage and frequency values of the obtained data were calculated and presented in tables and graphics. At the same time, the data of the studies were visualized by making bibliometric network maps using the VOSviewer package program. According to the results of the research, the highest number of publications in the education category related to information literacy in WoS were made in the articles, papers and book chapters, respectively, in 2018, the most common publication language was English, then Spanish, and the most academic publications were USA. It was later found that it was made in China. Purdue University and the Purdue University System are top-publishing authors affiliated. In Turkey, Hacettepe University is the institution where the authors who publish the most on information literacy work. After 2007, the citations increased every year compared to the previous year, and the most citations were made in 2021. In the educational research category, "information literacy, media literacy, teaching strategies, digital" are the most frequently used keywords in studies on information literacy. The study was conducted in the WoS database, and it can be recommended to compare the bibliometric analyzes in the Scopus, EBSCO and PROQUEST databases to researchers who can work on information literacy. stract:
In the globalizing world, quality in communication and internationalization are important. Higher education institutions are taking the necessary steps for the standardization. Quality commissions are formed to maintain the education given at universities to a certain standard, and private organizations and associations are widely engaged in communication. The European Association for Communication Studies and Education operates internationally works on various themes in communication. In Turkey, Communication Research Association established to accredit programs related to communication education; evaluates training programs upon the application of institutions, carries out the training activities of those who will take part as evaluators in accreditation studies, assists programs in meeting the necessary criteria, and carries out joint projects with educational institutions. The aim of this study is to reveal the relationship of the keywords determined as quality, internationalization and communication through the example of ECREA and to compare these themes with ILEDAK themes. Information about the similarities and differences between the quality standards of communication education in Turkey and Europe is obtained. The method is thematic content analysis. The data presented within the program outputs determined for the communication basic areas on the official websites of ECREA and ILAD.
Today, new communication technologies, which are used very actively in almost all areas of life, have brought about creation of the new communication platforms. These technologies, which build new processes especially in terms of the rapid and easy dissemination of information, are indispensable for the people. The field of education has also been heavily influenced by new technological developments and a wide variety of different education systems connected to technological tools have emerged. These structures, which are defined as distance education systems and created as a result of the union of new communication technologies and the field of education, continue to become widespread day by day in Turkey and in the world. When the studies in the literature are examined, the concepts of communication and interaction come forward as the main problem of distance education systems, and the similarity of the education process and the communication process draws attention. When looking at both processes, the feedback mechanism functions as a control. Therefore, success cannot be achieved in a process without this feedback mechanism. In addition, the person who is going to teach should have the skills to effectively manage the communication process. Distance education systems have an important place, especially at the higher education level. These systems, which have become competitors of traditional education systems, are a very current topic. In the study, starting from the concept of new communication technologies, the relationship between these technologies and distance education systems was emphasized and the necessity of the concepts of communication and interaction for distance education systems was emphasized. Within the scope of the research, the distance education portal of Fırat University was examined by using the descriptive analysis method, and the problems experienced in this process were determined and suggestions were made to solve these problems.
In this study, between 2015 and 2021, graduate thesis on religious education in Turkey was examined in terms of different variables such as genre, year, university, method and subject. In the research, the screening model was adopted and literature review and document examination methods were used. In this sense, the study is a holistic study. In the study, it was observed that there were 287 graduate studies registered in the National Thesis Center database of the Department of Publication and Documentation of the Turkish Higher Education Board. While 277 of these studies are registered in the Department of Religious Education, 10 are postgraduate studies on religious education, which are determined by selecting "education and training" subjects in the Department of Philosophy and Religious Sciences. 229 master's and 58 doctoral thesis studies were examined and evaluated in the frame. As a result of the research, "master's" according to the program type variable, "qualitative research" according to the method variable, "widespread religious education" according to the subject variable, "Marmara University" according to the university variable come to the forefront in graduate studies. However, in recent years, it has been seen that applied research approaches in terms of new subject orientations and methods have accelerated in graduate studies on religious education.
This study was carried out to examine the thoughts and perspectives of Kadirli Faculty of Applied Sciences students about distance education and to reveal the thoughts and suggestions of these students in this direction. For this purpose, a survey was conducted with a total of 153 students by communicating with the students in the faculty via the digital platform.
This study was approved by Osmaniye Korkut Ata University Science Scientific Research and Publication Ethics Committee (2021/2/3).
62.1% of the students participating in the study are female and 37.9% are male. In the age range evaluation, it was observed that 94.8% of them consisted of young students between the ages of 18-30. In the study, it is seen that 45.8% of the students who participated in the survey were in the 1st grade, 21.6% were in the 2nd grade, 19% were in the 4th grade and 11.1% were in the 3rd grade. The students were asked about the departments they studied, and 42.5% of them stated that they were in gastronomy and culinary arts, 24.2% of them were in food technology, 22.9% of them were in organic agriculture management, 10.5% of them were recreation management and 2% were postgraduate students. When students were asked about their technology ownership, it was seen that 56.2% of the participants had sufficient technological equipment to participate in online courses; To the question of what would be your education preference if the conditions were suitable for the students, 72.5% of the answers were formal education, 15.7% distance education, 11.8% coeducation.
It has been seen that the biggest reason for the preference of distance education is due to the necessity due to the pandemic; it has been concluded that the health factor is more important than the education factor. The rate of those who think this way is 69.9%. The students were asked whether the online processing of the courses was sufficient for learning, and 54.9% of them stated that it was partially sufficient; 35.3% of them gave a negative opinion saying that it is not enough. When asked how the duration of the lessons should be, 43.8% of the participants stated that it is more appropriate that the duration of the lecture should vary according to the subject of the lesson. When the students were asked what is the biggest problem they encounter in the online course, it was emphasized that the biggest problem with 48.4% was the inaccessibility of the course due to the disconnection of electricity or the internet.
Arabian society, which lived on the border of two great civilizations in the 7th century in an ignorant life away from civilization, experienced great changes and transformations when Islam emerged. The Arabs of the Age of Jahiliyya, which does not have any written document about the pre-Islamic period, built a great civilization that started with the example and practices of the Prophet and the principles and messages of the Qur'an. No doubt, the messages of the Qur'an, which guided people toward science and education in the first place, had great effects on this great transformation. The education-intensive messages of the Qur'an came to life and gained meaning with the practices of the Prophet. With his message, "I was sent as a teacher" the Prophet paved the way for the formation of a great scientific and educational tradition for the following periods with his practices and verbal messages. Unmatched in previous religions, the great incentives on the way leading to the demand for knowledge turned Muslims into great seekers of knowledge and education. The Hadith "Achieve knowledge even if it is in China" and similar messages paved the way for scientific journeys (Rihle), which have an important place in the history of Islamic education. Hatib al-Baghdadi revealed the transformation of the messages of the Prophet into "Rihle" as an educational tradition with his work under the same name. ın this way, in addition to the emphasis of the verses on science, the Prophet's pointing out science and education to his ummah as a target was the basis for the formation of a great scientific and educational tradition.
This research aims to evaluate the developments in the recent history of the social studies course in Turkey (1998-2022) through the curricula. Since 1998, 2005, and 2018 social studies curricula and literature studies were used as data sources, the research conducted with the document analysis method. The data were evaluated by the thematic analysis method. At the end of the research, it was determined that the 1998 curriculum, which was first prepared with a behavioral approach, did not fully reflect the understanding of contemporary social studies. Secondly, the 2005 curriculum, which was prepared with a constructivist approach, emphasized individual identity instead of social identity, unlike the curricula prepared until that time. Furthermore, the 2005 curriculum brought many innovations such as learning strands, sub-disciplines, skills, concepts, values, activity recommendations, and assessment and evaluation elements that did not exist in previous curricula. Moreover, while sub-disciplines, skills, concepts, and activity recommendations were not included in the 2018 curriculum, some values were removed and some new values were added instead. Finally, it has been seen that the 2018 curriculum includes various competencies and literacy, unlike the 2005 curriculum. Based on these results, it can be suggested that the 2018 curriculum be updated in more detail to guide teachers.
University education may influence attitudes toward gender roles. The awareness of students in the field of health services about the gender inequalities they will encounter both during the education process and in the future while providing health services will play a role in providing health services in a more effective and equitable way. In order for university students to approach men and women with an egalitarian perspective at an early age, their gender stereotypes must first decrease and their perspectives on social relations must change positively. Therefore, university education can play an important role in influencing gender perception and attitudes towards gender roles. There is no special course on prejudice and discrimination in the training programs of Vocational Schools of Health Services that train health technicians in Turkey. Based on this, this study aimed to examine the effect of the training program given to raise awareness of prejudice, stereotypes and discrimination on the gender perception and attitude of students who will provide health care in the future. For this purpose, answers were sought to the following questions: Is there a difference in students' gender perceptions of prejudice and discrimination before and after training? Are there any differences in students' gender role attitudes regarding prejudice and discrimination before and after education? Is there a relationship between gender perception and attitudes towards gender roles? As a method, a single-group the pretest-posttest semi-experimental method was used. The research was conducted with students taking the Prejudice and Discrimination course at the Vocational School of Health Services. 95 second-grade students participated in the research. The reason why sophomore students from the Disabled Care and Rehabilitation program, the Pharmacy Services program, and the Occupational Therapy Program were selected in the study is that the "Prejudice and Discrimination" course is given in the second-grade student spring semester. Descriptive Information Form, Gender Roles Attitude Scale (GRAS), and Gender Perception Scale (GPS) were used to collect data. Before the course program started, GRAS and GPS were administered to the participants as a pretest. Afterwards, a fourteen-week course period on "Prejudice and Discrimination" was carried out. At the end of the course, GRAS and GPS were administered to the participants as posttests. According to the students' descriptive characteristics, it was found that the mean age of the participants in the study was 21.6±3.3, and that 73.7% of them were female. According to the study, most students' mothers (56.9%) and fathers (38.9%) had completed elementary school. The families of 73.7% of the participants are nuclear families. The students' average number of siblings was found to be 2.8±2.1, and the majority (51.6%) of them had both brothers and sisters. The investigation discovered that 43.2% of the students lived primarily in the city center. Most students who participated in the study said that the Black Sea region was where they spent most of their lives (46.3%). The research revealed that prejudice and discrimination training provided via online distance education methods did not affect the gender perception and gender role attitudes of second-year Vocational School of Health Services students (respectively; p = 0.890, p = 0.976). However, a positive relationship was found between gender perception and attitudes towards gender roles (pretest r = 0,825, p < 0,01; posttest r = 0,893, p< 0,01). While the total scale score of women was higher than men according to GPS and GRAS scores according to sex before the training (GPS, p = 0.002; GRAS, p
