Suchergebnisse

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.

WOS: 000461078400001 ; Citizenship education was influenced by fundamental changes that happened following the end of the Cold War in 1989. Traditional citizenship education aiming to build a monolithic national identity, disseminate an image of homogeneous society and transmit the knowledge of political system has evolved towards modern citizenship education characterised by an emphasis on human rights, democracy, the rule of law, respect for diversity and a concern to develop students' political participation skills. The transition to modern citizenship education in Turkey started with the pushing of international educational projects and is still underway. Drawing on critical discourse analysis, this study explores what kind of citizenship education the 2018 Social Studies Courses Programme of Study envisages. The study found that the new programme intensely reflects the characteristics of traditional citizenship education. Taking into account this study's findings might lead to more effective implementation of the programme and increase the success of future curriculum reforms.

Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.

Text reflektuje úlohu vysokých škol ve společenských změnách, konkrétně v procesech transformace společnosti k udržitelnému rozvoji. Vychází z dokumentu Úmluva o vysokoškolském vzdělávání pro udržitelný rozvoj, který vznikl a byl představen u příležitosti konference Rio+20 v roce 2012 a který předkládá vizi celkové proměny univerzit související s celospolečenskými požadavky na udržitelné vzdělávání ‑ zahrnuje všechny aspekty života vysokoškolských institucí (výuku, správu, vzdělávací politiku). V tomto rámci autoři ukazují hlavní, v současné době probíhající změny ve vysokoškolském vzdělávání, a to v šesti okruzích, které zahrnují: hodnotové předpoklady akce, holistický přístup, změny v nakládání se znalostmi, důraz na procesy učení a na kompetence (jejichž význam mezi vzdělávacími cíli roste), a způsoby hodnocení kvality procesu a výsledku učení. Rekapitulují dopad těchto trendů v českém vzdělávacím prostředí i možnosti budoucího vývoje; ukazují, jak reálně probíhající změny souvisí s proměnou vědeckých paradigmat i vzdělávacích teorií. Navrhují popsat tento vývoj jako proměnu vzdělávacího žánru, tedy především s ohledem na to, jak jsou poznatky komunikovány, jak se proměňuje způsob jejich přenosu či sdílení ve vzdělávacím procesu. Ukazují, s jakými novými charakteristikami tohoto procesu bude postupně nutno počítat, a nabízejí možná budoucí výzkumná témata s tím související. ; This paper reflects on the role of universities in social changes, particularly in processes of societal transformation towards sustainable development. It is based on the document Peoples' Sustainability Treaty on Higher Education Towards Sustainable Development, produced for and introduced on the occasion of the Rio+20 Conference in 2012, which presents a vision for an overall transformation of universities related to the society-wide requirement for sustainable education involving every aspect of higher education institutions (curricula and teaching, campus operations, community engagement, cultural change). Within this framework, the authors demonstrate the main changes currently underway in higher education within six spheres that include: value-based preconditions for action, a holistic approach, knowledge management, an emphasis on learning processes and competencies (the importance of which is growing among education objectives), and methods of evaluating quality of learning process and learning outcomes . They recapitulate the impact of these trends within the Czech education environment and opportunities for future development; they show how real world changes in progress are related to the transformation of both scientific paradigms and education theories. They propose describing this development as a change of education genre, primarily with respect to how knowledge is communicated. They show what new processes in education will gradually have to be taken into account, and offer potential future research topics related to these.

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:

Forestry higher education has been offered since 1857. This study investigates the alterations made in the tertiary forestry institution names in Turkey under three periods: (1) between the years 1857 and 1934, (2) between the years 1945 and 1948, and (3) between the years 2006 and 2018. The Faculty of Forestry was under the Ministry of Mining during the first period, which later became a unit under the Ministry of Agriculture. In 1934, during the Republican period, it became a subdivision of Ankara Yuksek Ziraat Enstitusu (Ankara Institute of Advanced Agriculture, YZE). All those changes in this period improved the reputation of the institution and the occupation. In the second period, tertiary-level forestry education was separated from YZE and incorporated into Istanbul University. The faculty members and the councils of the Faculty of Forestry were directly involved in the decision-making processes required by this change. However, the third period is marked by regulations that were made without involving any forestry education institutions and professionals. Due to the lack of a clear higher education policy, the names of institutions have not been preserved and the formation of an academic tradition in the forestry institutions has been delayed.