Değerler eğitiminde öğretim programları belirlenirken; amaçlar, içerik, yöntem ve uygulamalar genellikle seküler paradigmanın bir ürünü olarak yapılandırılmaktadır. Programlarda değerler eğitiminin gerekçesi, hangi özne dikkate alınarak belirleneceği türünden sorular modern ve postmodern paradigma doğrultusunda belirlenmektedir. Oysa sorunun sağlıklı bir şekilde değerlendirilmesi için seküler paradigmanın çizdiği sınırların ötesinde farklı perspektiflerin işe koşulması gerektiği kaçınılmaz görünmektedir. Bu çalışmada değerler eğitiminde temel belirleyici unsurlardan biri olan “değerlerin öznesi” konusu ilgili literatür taranarak araştırmaya tabi tutulmuştur. İnsani değerlerin öğretimi sorununun bir kesiti, yorumsamacı yöntemle eleştirel bir bakış açısıyla ele alınmış, ardından vahiy merkezli düşünce penceresinden çözüm önerileri sunulmuştur. Bu bağlamda değerler eğitiminde birey ve toplum temelli özne yaklaşımları irdelenmiş ardından İslami temeller çerçevesinde “özne” konusu ve değerler eğitimine etkileri ele alınmıştır. Araştırmanın değerler eğitimi literatürüne ilkesel bazda farklı bir katkı sunması öngörülmektedir.
While the curriculum in the education of values is determined; goals, content, methods and practices are often structured as a product of secular paradigm. The reason for the education of values in the programs, the kind of questions to be determined by taking into account which essence, are determined in accordance with the modern and postmodern paradigm. However, it seems inevitable that different perspectives should be employed beyond the limits set by the secular paradigm for a healthy assessment of the problem. In this study, the subject of the "subject of values", which is one of the basic determining elements in the education of values, has been subjected to research by scanning the relevant literature. A piece of the problem of the teaching of human values was addressed in a critical perspective by an interpretative method, and then proposed solutions from the discernment-centered thinking window. In this context, the values in the education of the individual and society-based subject-based approaches have been developed and then the Islamic foundations have been discussed on the subject and values in the education of the subject and values. The research is expected to provide a different contribution to literature education values on the primary basis.
While determined the curriculum in values education; objectives, content, method and practices are structured as a product of secular paradigm. In programs the questions such as the rationale of values education, which subject is determined by taking into consideration, are determined in line with the modern and postmodern paradigm. However, it seems inevitable that different perspectives should be considered beyond the limits drawn by secular paradigm to evaluate the problem in a healthy way. However, it seems inevitable different perspectives should be considered beyond the limits of modernity to evaluate the problem in a healthy way. In this study, “the subject of values” has been dealt with by searching related literature. A cross-section of the problem of teaching human values has been dealt with from a critical point of view with the interpretive method, and then solutions have been presented through revelation-centred thinking. In this context, individual and community based subject approaches in values education are examined and then the subject of “subject” and its effects on values education are discussed within the framework of Islamic foundations. The study is expected to make a different contribution on a principle basis to the values education literature in general.
Dergi Türü : Uluslararası
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