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Örgün eğitim kurumlarının ötesinde gerçekleşen eğitim fenomenlerini tanımlamak için araştırmacılar tarafından özellikle son otuz yıldır yaygın bir biçimde “Kamusal Pedagoji” (Public Pedagogy) kavramı kullanılmaktadır. Buna bağlı olarak bu araştırmada, kamusal pedagojinin kuramsal temelini tanıtarak onun bir ortamı olarak transiti kavramsallaştırma sürecini inceledim. Araştırmada sanat temelli araştırma yöntemini kullanmış olup, araştırmanın verilerini doküman incelemesi ile yapılandırdım. Araştırmada öncelikle kamusal alan kavramını genel bir çerçeveden inceleyerek ardından okul dışında bu alanlarda meydana gelen eğitimi modelleyen kamusal pedagojiye yer verdim. Daha sonra buna örnek olarak kendi öğrenme yollarımı, bu öğrenmelerin süreçlerini ve ortamlarını somutlaştırdığım diğer bir deyişle kamusal pedagojinin bir ortamı olarak transiti kavramsallaştırdığım iki çalışmayı gözden geçirdim. Örnek olarak seçtiğim bu araştırmaların incelenmesi neticesinde, transitin kamusal pedagojinin içinde önemli bir öğrenme ortamı oluşturduğu sonucuna ulaştım. Son olarak transitin bilgi iletme potansiyeli göz önüne alınarak daha etkili bir öğrenme ortamı haline getirilebileceği önerisine yer verdim.
The concept of “Public Pedagogy” has been widely used by researchers, especially over the past thirty years, to identify the educational phenomena that occur beyond the educational institutions of the day. Accordingly, in this study, I studied the process of transit conceptualization as an environment by introducing the theoretical foundation of public pedagogy. I used the art-based research method in the research and structured the data of the research with a document review. In the study, I first studied the concept of public space from a general framework and then included public pedagogy that modeled the education that occurs in these fields outside the school. I then reviewed, for example, my own learning patterns, the processes and environments of these learning, in other words, the two studies in which I conceptualized transit as an environment of public pedagogy. As an example of these studies I have chosen, I have come to the conclusion that transit creates an important learning environment within public pedagogy. Finally, I suggested that transit can be made a more effective learning environment, taking into account the potential for information transmission.
The term "Public Pedagogy" has been widely used by researchers especially for the last thirty years in order to describe phenomena that occur beyond the formal education institutions. Accordingly, in this research, I introduced the theoretical basis of public pedagogy and examined its conceptualization process of transit as its medium. In this study art-based research method were used and the data of the research were structured by document analysis. In the study, I examined the concept of the public sphere from a general perspective at first and then included the public pedagogy, which models the education that takes place outside of school. Then I reviewed two studies in which I concretized my own learning paths, processes and environments of these learning, in other words, conceptualized the transit as an environment of public pedagogy as examples of the public pedagogy. As a result of examining these studies that I selected as examples, I came to the conclusion that the transit creates an important learning environment within the public pedagogy. Finally, I gave the suggestion that the transit can be transformed into a more effective learning environment, taking into account its potential to convey information.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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