Author/Authors :
ulubey, özgür muğla sıtkı koçman üniversitesi - eğitim fakültesi - eğitim bilimleri bölümü, turkey , aykaç, necdet muğla sıtkı koçman üniversitesi - eğitim fakültesi - eğitim bilimleri bölümü, turkey
Abstract :
Philosophy, which means love of wisdom, is the product of the systematic functioning of the human mind. Educational philosophy deals with problems related to the possibilities, nature, aims and methods of education through philosophical methods. Educational philosophies are one of the important elements in shaping educational programs since they play an important role in the formation of both the direction and the content of the program. The literature in the field does not include any studies showing whether the educational programs are reflected in the mainstream educational philosophies or which educational philosophies are predominantly reflected in the programs. In this research, it was aimed to determine which educational philosophies are reflected in primary school programs developed from 1926 to 2005. The primary school curricula of 1926, 1936, 1948, 1968, 1998 and 2005 were included in the research in which survey model is used. The curricula, which are the main data source of the research, were examined using the document analysis technique. The general objectives of the programs, aims, objectives/ outcomes, content, learning-teaching processes, measurement and evaluation approaches, tools and methods were analyzed via content analysis. According to the findings, the progressivism and essentialism philosophies underlie the primary school curricula developed from 1926 to 2005. As for the 2005 program, although progressivism was explicitly stated to inform it, the implementation of the program is seen as far from progressive philosophy. It was proposed that the social, economic and historical bases in primary school curricula should be examined.
