An Investigation into the 11th Grade National Philosophy Curriculum in Turkey

Autor/in	Manav, Faruk
Titel	An Investigation into the 11th Grade National Philosophy Curriculum in Turkey
Quelle	In: Journal of Education and Training Studies, 6 (2018) 12, S.247-254 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Grade 11; Foreign Countries; Educational Philosophy; Curriculum Implementation; Educational Attainment; Curriculum Development; Turkey + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Bildungsabschluss; Bildungsgut; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Türkei
Abstract	The aim of this study was to evaluate the attainments and their descriptions, and units of the 11th grade level Turkish Philosophy curriculum, introduced in Turkey in the academic year 2018-2019 in order to display its advantages and disadvantages. In this study, a qualitative research method "document analysis technique" was used. The attainments of the curriculum what learning domains they corresponded to and what level of behavior they represented were analyzed. The study, found that all the attainments belonged to the cognitive domain and that out of the 21 attainments, 10 of them corresponded to representative behaviors at the comprehension level, 5 of them at the analysis level, 5 of them at the evaluation level and 1 of them at the knowledge level. The units integrated in the curriculum that referred to the periods of history of philosophy were named differently from widely accepted names used Philosophy literature. The descriptions of the attainments did not fully reflect the scope of some attainments and neglected some periods in the history of philosophy. Nevertheless, the curriculum had positive qualities such as philosophical writing, text reading and the inclusion of Turkish-Islamic philosophers. The study recommends that the identified problems should be resolved to make the curriculum functional and eliminate its defects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01