The ideology problem in terms of critical theory of curriculum development models implemented in Turkey<p>Türkiye’de uygulanan program geliştirme modellerinin Eleştirel Teori açısından ideoloji sorunu
Journal Title: Journal of Human Sciences - Year 2015, Vol 12, Issue 1
Abstract
In this study, it was examined how curriculum development models implemented in Turkey make possible understanding of ideology in the dimensions of methodological structure, integrated institutional structure, and effect to teaching practice in terms of discource within critical theory. In this context, the study was carried out based on literature review. The data were obtained from the related literature concerning curriculum development models implemented in Turkey and discourse within critical theory. The data collected were identified via descriptive analysis and interpreted comparatively. Firstly, study findings were examined curriculum development models implemented in Turkey to dimensions of methodological structure, integrated institutional structure, and effects to teaching practice. Secondly, compared with the discourses; social structure of knowledge, one dimensional man, the model of transmitted education, reproduction of cultural capital, hegemony and democtratic curriculum within critical theory were examined comparatively. According to these findings, it was discussed the understanding of ideology that models make possible it terms of personal-social effects at macro level. ÖzetBu araştırmada, Türkiye’de uygulanan program geliştirme modellerinin, eleştirel teori argümanları açısından ideoloji üretim sorunu irdelenmiştir. Bu bağlamda Türkiye’de uygulanan program geliştirme modellerinin metodolojik yapısı, entegre edildiği kurumsal yapı ve öğretim pratiğine etkileri, eleştirel teorinin temel argümanları ile karşılaştırmalı olarak incelenerek ideoloji üretim sorunu irdelenmiştir. Araştırma betimsel olup, literatür taramasına dayalı kuramsal bir çalışmadır. İlgili literatürlerden toplanan araştırma verileri, betimsel analiz aracılığıyla tanımlanıp, karşılaştırmalı olarak yorumlanmıştır. Araştırma bulguları ilk aşamada Türkiye’de uygulanan program geliştirme modellerinin metodolojik yapısı, entegre olduğu kurumsal yapı ve öğretim pratiğine etkileri başlıkları altında analiz edilmiştir. Bu bulgular, bağlamında ikinci aşamada eleştirel teorinin; bilginin sosyal yapısı, tek boyutlu insan, aktarımcı-bankacı eğitim düşüncesi, kültürel sermayenin yeniden üretimi, hegemonya ve demokratik program söylemleri ile karşılaştırılarak makro düzeyde ideoloji üretimini nasıl olanaklı kıldığı literature dayalı tartışılmıştır.
Authors and Affiliations
Alaettin İşeri
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