Öğretmenlerin epistemolojik inançlarının oluşumunda felsefe eğitiminin önemi
Loading...
Date
2005
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Aralarındaki tarihsel ve çatışmalı ilişkiye karşın; pozitif bilimler ile irrasyonel inançlar, hem ortak bir temelde, insanoğlunun doğayı ve kendi varlığını açıklamaya yönelik arayışı temelinde hem de yaşamda kalma bilgisinin arayışına yönelik ortak bir amaçta buluşurlar. Bununla birlikte, irrasyonel inançların , bilgi devrimi ve bilgi toplumu kavramlarıyla tanımlanan günümüz toplumlarında da yaşamın tüm noktalarına etki ediyor olması nedenleri açıklanması gereken dikkat çekici bir çelişkidir. İnsan ve toplumbilimlerinin farklı disiplinlerine odaklanıldığında, bu çelişkinin toplumsal olarak "toplumsal tutunma gereksinı mi" ve bu gereksinimin karşılanmasına yönelik paylaşma ve benzeşme süreçlerinden bireysel olarak ise güvenlik arayışındaki bireyin iç bunaltılan ve iç çelişkilerinden beslendi ği anlaşılmaktadır. Bu açıklamalardan yola çıkarak iki önermeye ulaşılabilir: Birincisi günümüz toplumsal kültürüne mal olmuş düşünce ve bilgilerin gerçekliği yansıtabilme konusundaki güçsüzlüğünün temel nedenlerinden birisi de düşünce ve bilgi ortamının epistemolojik temelden yoksunluğuyla ilişkilidir. İkincisi; ilk önermenin doğal sonucu olarak, genelde insan ve toplumbilimleri, özelde de eğitim sistemi epistemoloji disiplininden daha çok yararlanmak zorundadır. Bu inceleme, bir yandan insan ve toplumbilimlerinin hareket noktası olabilecek ortak bir epistemik birimin oluşturulabilmesinin güçlüklerine değinirken; öte yandan da öğretmenlerin epistemolojik inançlarının boyutları ve önemine yoğunlaşmakta ve rasyonel bir toplumun oluşması sürecinde, felsefe eğitiminin öğretmen eğitiminin niteliğine sağlayabileceği katkının kaçınılmazlığını vurgulamaktadır.
In spite of their historical and conflicting relationship, positifs sciences and irrational beliefs get together for a common purpose which is the search of mankind for finding an explanation to the existence of themselves and the nature and the search of staying alive in the world. Although our era is defined as the era of knowledge, irrational beliefs affect almost every aspect of our lives. This is an interesting dilemma that has to be investigated. This can be explained in terms of different disciplines of behavioural and social sciences. From social psychological point of view this dilemma is thought to be fed by the need of social connectedness and by sharing and identification processes which were used for the satisfaction of this need. From an individualistic point of view it is thought to be related with the inner conflicts and inner distresses of the person who is trying to feel secure. In the light of these can be put two suggestions: 1- The main reason for the weakness of contemporary socio-cultural thoughts and knowledge as projecting the reality is underneath at the deficiency of an epistemological basis related to the thought and knowledge domain. 2- The second suggestion is the natural result of the first one. In general behavioural and social sciences and especially educational systems must to make good use of epistemology. This study was intended to discuss difficulties of constructing a common epistemic unit which could be a reference point for behavioural and social sciences. At the other side it was focused on the importance of teachers' epistemological beliefs and talked about philosophical education as a contribution for qualified teacher education. It has to be the way of reaching to a rational society.
In spite of their historical and conflicting relationship, positifs sciences and irrational beliefs get together for a common purpose which is the search of mankind for finding an explanation to the existence of themselves and the nature and the search of staying alive in the world. Although our era is defined as the era of knowledge, irrational beliefs affect almost every aspect of our lives. This is an interesting dilemma that has to be investigated. This can be explained in terms of different disciplines of behavioural and social sciences. From social psychological point of view this dilemma is thought to be fed by the need of social connectedness and by sharing and identification processes which were used for the satisfaction of this need. From an individualistic point of view it is thought to be related with the inner conflicts and inner distresses of the person who is trying to feel secure. In the light of these can be put two suggestions: 1- The main reason for the weakness of contemporary socio-cultural thoughts and knowledge as projecting the reality is underneath at the deficiency of an epistemological basis related to the thought and knowledge domain. 2- The second suggestion is the natural result of the first one. In general behavioural and social sciences and especially educational systems must to make good use of epistemology. This study was intended to discuss difficulties of constructing a common epistemic unit which could be a reference point for behavioural and social sciences. At the other side it was focused on the importance of teachers' epistemological beliefs and talked about philosophical education as a contribution for qualified teacher education. It has to be the way of reaching to a rational society.
Description
Keywords
Epistemolojik inanç, Felsefe eğitimi, Epistemological belief, Philosophy education
Citation
Şenşekerci, E. vd. (2005). "Öğretmenlerin epistemolojik inançlarının oluşumunda felsefe eğitiminin önemi". Kaygı. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 5, 100-108.