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Bu çalışmanın amacı, lise öğrencilerinin “yapıcı yurtseverlik” ve “kör yurtseverlik” tutumlarını betimlemektir. Yurtseverlik, eğitim politikası olarak okullarda aktarılan önemli bir duygudur; bir gruba bağlanma, ülkesine karşı duyduğu sevgi, sadakat, gurur, adanmışlık ve bağlılık duygularını ifade eder. Aile çevresi gibi okul da çocuklara yurtseverlik tutumlarının kazandırılmasında en etkili sosyalleşme ortamıdır. Başarılı sosyalleşmenin göstergesi ülkesine bağlılıktır. Etkili yurttaşlık, ancak yapıcı yurtseverlik ile birleştirildiğinde işlevsel olacaktır. Bu çalışmada yapıcı ve kör yurtseverlik ile cinsiyet, okul türü, okunan kitap türü ve okuma sıklığı arasında anlamlı bir farklılaşma olup olmadığına bakılmıştır. Bunun için nicel araştırma yöntemlerinden betimsel tarama deseni kullanılmıştır. Araştırmaya Sivas İl Milli Eğitim Müdürlüğüne bağlı 10 farklı liseden 866 öğrenci katılmıştır. Verilerin toplanmasında Yazıcı ve Yazıcı (2010) tarafından Türkçeye uyarlanan “Yurtseverlik Tutum Ölçeği” kullanılmıştır. Verilerin analizinde SPSS-24 paket programı kullanılmıştır. Araştırma sonucunda kız ve erkek öğrenciler arasında yapıcı yurtseverlik tutumları açısından anlamlı bir farklılık görülmezken erkek öğrencilerin kör yurtseverlik tutumları yüksek çıkmıştır. Fen Lisesi öğrencilerinin yapıcı, İmam Hatip Lisesi öğrencilerinin ise kör yurtseverlik puanlarının yüksek çıkmıştır. Kitap okuyanların sayısı arttıkça yapıcı yurtseverlik puanları yükselirken az kitap okuyan, hatta hiç kitap okumayanların kör yurtseverlik tutumları yüksektir. Tarih ve dini kitap okuyan öğrencilerin kör yurtseverlik tutumları yüksek çıkarken felsefe türü kitap okuyanların yapıcı yurtseverlik tutumları yüksek çıkmıştır.
The aim of this study is to describe high school students’ attitudes of “creative patriotism” and “blind patriotism”. Citizenship is an important feeling transmitted in schools as an educational policy; it expresses the feelings of attachment to a group, love, loyalty, pride, dedication and commitment to its country. The school, like the family environment, is the most effective socialization environment in giving children patriotism attitudes. The indicator of successful socialization is commitment to the country. Effective citizenship will be functional only when combined with constructive citizenship. This study examined whether there is a meaningful difference between constructive and blind patriotism and gender, school style, type of book read and frequency read. For this purpose, the imagistic scan design was used from quantum research methods. The study included 866 students from 10 different high schools associated with the National Education Directorate of the province of Sivas. The data collection has been used by the Printer and Printer (2010) adapted to the Turkish "Patriothood Attitude Scale". In the analysis of the data, the SPSS-24 package program was used. The study found that there was no significant difference between girls and boys in their constructive patriotism attitudes, while the blind patriotism attitudes of boys were high. Students of the High School of Science, the Buddhist, and the Imam Hatip High School of Science, have the highest scores of blind citizenship. As the number of readers of books increases, the constructive nationality scores rise, while those who read little books, even who never read a book, blind nationality attitudes are high. Students who read history and religious books have high blind patriotism attitudes, while those who read the philosophy type books have high constructive patriotism attitudes.
The purpose of this study is to describe the “constructive patriotism’’ and “blind patriotism’’ attitudes of high school students. Patriotism, is an substantial emotion conveyed in schools as an education policy; patriotism expresses feelings of commitment to a group, love, loyalty, pride, devotion and commitment to their country. The school is also the most effective socialization environment in bringing attitudes to patriotism for children. The indicator of successful socialization is commitment to their country. Effective citizenship will be functional when combined with constructive patriotism. In this study, it was looked at whether there was a significant difference between constructive and blind patriotism and gender, school type, type of book and frequency of reading. For this, descriptive survey design, one of the quantitative research methods, was used. 866 students from 10 different high schools affiliated with Sivas Provincial Directorate of National Education participated in the study. “Patriotism Attitude Scale” adapted to Turkish by Yazıcı and Yazıcı (2010) was used in collecting the data. SPSS-24 package program was used in analyzing data. As a result of the research, there was no significant difference between the male and female students in terms of constructive patriotism, whereas male students' blind patriotism attitudes were high. While Science High School students ' were constructive patriots, Imam Hatip High School students' blind patriotism scores were high. As the number of book readers increases, the number of constructive patriotism rises, while the blind patriotism attitude of those who read little or even never read books is high. While the attitudes of blind patriotism of students who read history and religious books have high attitudes, the constructive patriotism attitudes of those who read books of philosophy type have high attitudes.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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