Abstract:

In this day and age, education resembles a crowded train based on the understanding “anything goes” and determined by numerous isms, ideologies, cultural or moral norms, or national or individual interests. Yet, traveling non-stop with no predictable final destination, the train shows its passengers themselves, other people, the world, and life, not through a window that opens to the knowledge of the value of being human, but through one that is chosen by the person who determines the route, day by day, driving them away from what it means to be human. In other words, the train bids farewell to most of its passengers as unhumanized individuals who care only about themselves, who disregard the values of humans, who value a lack of boundaries and utilitarianism, and who are stuck with stereotypes, echoing but a great 'futile' and swiftly dragging humanity down the slopes of mediocrity, irresponsibility, idleness, and meaninglessness, towards decadence. In fact, the inhumanity that we witness every day, the increasing violence, terrorism, hunger, poverty, environmental pollution, and epidemic infectious diseases constitute clear evidence of this interpretation for today’s understanding of education and the type of humans raised by it. Thus, we need to stop this long rejected train at once and rethink the nature and purpose of education on the basis of the question: “what is human nature.” Here, we need to pay particular attention to Kuçuradi's ontological and anthropological ideas on human, value, and education, who regards education as one condition of the possibility of building a life worthy of human dignity, demonstrating how to reveal the philosophical knowledge about education based on reality. She believes that education should aim to bring individuals an “awareness of human identity.” As a matter of fact, this article examines Kuçuradi’s view of human and value, her ideas about education and emphasizes that education is a humanization problem for people who are an asset of possibilities.

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