Özet:

In our country, a significant part of the knowledge, skills and values related to the social living are tried to be redounded to the students through the Social Studies courses instructed in the primary schools. Regarded as a means of the citizenship education, it is known that this lesson conveys a number of values from past to present in its content and those are reflected to the curriculums. It is also a fact that some of these values (e.g. patriotism, national consciousness, peace) are settled in the curriculums with political and ideological concerns and they show alterations periodically. Considering this fact, it is aimed to investigate the two polemical values (national consciousness and peace) included in primary school (4th and 5th grade) Social Studies curriculums in terms of historical process in this study. Furthermore, it is also tried to correlate the condition of including these two values in the programs with the political and social developments of the period in which the curriculum was issued. In this study, therefore, the historical method is used and the document analysis (documental scanning) technique is applied while investigating the curriculums. Depending on findings of the research, it is decided that the Social Studies course was thought as a means of imposing national consciousness to the children from the proclamation of the Republic to present. In all investigated Social Studies curriculums, this value was detected. When the content of the courses equivalent to Social Studies in the curriculum dated 1924 is investigated, it is seen that actually this value is configured with an economic focus. The emphasis of this value is evidence that a new nationstate process was started. In the program dated 1926, it was observed that the emphasis to this value increased. When in the 1930s, it is seen that there is a change in the value of national consciousness in Primary School Social Studies Curriculums. It is observed that the importance given to the Turkish language and history is increased in the curriculum which is published in 1936. The Thesis of Turkish History and The Sun Language Theory which are created by Ataturk were also effective on this change. As a result of these reasons, in 1936 program, a nationalist perspective is dominant. Additionally, it is understood that the process that started in previous term which is based on purifying education from Islamic factors is completed. Especially when the topics in History courses are investigated, it is seen that it is focused on Pre-Islamic Turkish History and Civilizations. Our next Primary School curriculum dated 1948 shows that the ideology of mono-political party maintains. After multipolitical party period, our first curriculum was dated 1962 and it was a draft curriculum. This draft was reorganized in 1968 and took its last version. Consequently, both of the curriculums have same characteristics. The course equivalent to the Social Studies in 1962 curriculum was “Society and Country Examinations”. In the program belonged to this course, it is seen that the emphasis to the democracy and human rights was increased and a more liberal nationalist perception was adopted. This program also shows there is a change in our perception of liberalization and democracy. When we look at the 1968 curriculum, the course we saw as Society and Country Examinations in previous curriculum is seen as Social Studies. It is detected that in this curriculum there is an intensive emphasis on national consciousness. The traces of liberalization and democracy were also seen in this curriculum. When the History topics of both curriculums are compared, it is observed that in last one the proportion of After-Islamic Turkish History was increased. When in the 1980s, with the effects of globalization the national identity was argued and the citizenship institution -and its values- was questioned. The first Social Studies curriculum of this period was dated 1998. In this curriculum -same as the previous 1962 and 1968 programs- nationalist statements are frequently emphasized on. When we come to 2000s, we see that the globalization concept was reflected to the prepared curriculums. This change can be detected plainly in this period’s Social Studies curriculum dated 2004. In this curriculum also (same as the all Primary School Social Studies) the emphasis of national consciousness figure can be seen often. But, it is specified that there are alterations in the perception of nationalism. In this curriculum, a more liberal nationalism concept is dominant. The liberal concept that we saw in 1962 draft first, becomes ready to apply with this curriculum. In the research, the second value that examined in historical process is peace. It is specified that this value did not take part directly or indirectly in the curriculums prepared until 1960s. The first emphasis of the concept “peace” is in the Primary School Curriculum Draft dated 1962. It should be indicated that the emphasis on the peace value is limited in the Draft curriculum. In the objectives of draft curriculum and equivalent course Society and Country Examinations to Social Studies course, you can encounter with the peace value but in other parts (explanations and topics according to grades) you cannot encounter with this value. In the all other published curriculums (dated 1968, 1998 and 2004) it was obvious that they contain this value, yet the emphasis is limited to introduction part. It is seen that there is not a change in the value “peace” and the emphasis is always made with giving place to Ataturk’s statement: “Peace at home, Peace in the World”.

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