Abstract:

This study aims to demonstrate the potential usability of Nasreddin Hodja anecdotes as a supportive teaching tool in psychology classes in secondary education. Within this framework, the messages of the Nasreddin Hodja anecdotes, which are considered as one of the important elements of humor in the Turkish culture and also have thought-provoking characteristics, were analyzed in the context of the attainments, explanations and exemplary activities of the psychology course curriculum, and it was attempted to demonstrate the educational functions of these anecdotes in terms of psychology classes. Document review method was employed in the study, which included the review of approximately 400 anecdotes from different resources. It was determined that 22 of these anecdotes were suitable for use in psychology classes. Of these 22 anecdotes, 7 were found to be related to Kohlberg’s theory of moral development, 2 with Piaget’s theory of cognitive development, 1 with the concept of prejudice, 9 with defense mechanisms, and 2 with the concept of empathy. It was concluded that the mentioned anecdotes could be used as a teaching tool in psychology classes

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