MBZ 120 - Philosophy of Education

Faculty of Education · Guidance and Psychological Counselling · Undergraduate

ECTS: 3 T+P+L: 2+0+0 Compulsory
Coordinator: Doç. Dr. Ali GURBETOĞLU

Course Objective

To define the concepts related to the Philosophy of Education, to explain the relationship between Philosophy and Education, to be able to theoretically design the education systems required by philosophical movements, to be aware of the importance of the relationship between philosophy and education. To gain a philosophical, critical and questioning perspective on existing education systems, to provide intellectual ability, competence and equipment in developing alternative solutions and a new understanding of education, to provide the ability to think critically and produce alternative solutions on the Turkish education system.

Course Content

  1. What is Philosophy? Philosophical definitions (examination of the concepts of knowledge, scientific knowledge, love, intuition, thinking, creation, creativity),
  2. Fields of activity of philosophy (Ontology, Epistemology, Axiology),
  3. Philosophical Movements, Idealism and education, Realism and education, Existentialism and education, Pragmatism and education,
  4. Philosophy of Education and the problem of philosophy of education, 
  5. Philosophy of Education movements, Perennialism, Essentialism, Progressivism, Constructivism, Polytechnic Education,
  6. Philosophical foundations of the Turkish education system,
  7. Radical criticisms of education and school.

Required Resources

  1. Ergün, Mustafa- Çoban, Ahmet (Editör) (2024), Eğitim Felsefesi, Ankara: Pegem Yayınları
  2. Ergün, Mustafa (2025) Eğitim Felsefesi, Ankara: Pegem Yayınları
  3. Sönmez, Veysel (2023) Eğitim Felsefesi, Ankara: Anı Yayıncılık
  4. Bakır, Kemal (2021) Eğitim Felsefesi, Ankara: Pegem Yayınları
  5. Cevizci, Ahmet (2011) Eğitim Felsefesi, İstanbul: Say Yayınları
  6. Tozlu, Necmettin (2003) Eğitim Felsefesi, Ankara: Milli Eğitim Bakanlığı Yayınları
  7. Büyükdüvenci, Sabri (1991) Eğitim Felsefesine Giriş, Ankara: Savaş Yayınları
  8. Güçlü, Mustafa (2019) Eğitim Felsefesi, Ankara: Pegem
  9. Reboul, Olivier (2025) Eğitim Felsefesi, Çev: Kağan Kahveci, İstanbul: İş Bankası Yayınları
  10. Kıncal, Remzi Y. (2019) Eğitim Felsefesi, Ankara: Nobel Akademi Yayınları
  11. Ada, Sefer (2021) Eğitim Felsefesi, Ankara: Nobel Akademi Yayınları
  12. Tezci, Erdoğan, (Editör) (2021) Eğitim Felsefesi, Ankara: Nobel Akademi Yayınları
  13. Arslanoğlu, İbrahim (2020) Eğitim Felsefesi, Ankara: Nobel Akademi Yayınları
  14. Küçükali, Rıdvan (Editör) (2021) Eğitim Felsefesi, Ankara: Anı Yayıncılık

Recommended Resources

  1. Aytaç, Kemal (1992) Avrupa Eğitim Tarihi, İstanbul: Marmara Üniversitesi Yayınları
  2. Aytaç, Kemal (1985) Avrupa Okul Sistemlerinin Demokratlaştırılması, Ankara: Ankara Üniversitesi Yayınları
  3. Binbaşıoğlu, Cavit (1995) Türkiye’de Eğitim Bilimleri Tarihi, İstanbul: Milli Eğiti m Yayınları
  4. Kodaman, Bayram (1999) Abdülhamit Devri Okul Sistemi, Ankara: Türk Tarih Kurumu Yayınları
  5. Tozlu, Necmettin (1993) İbn Tufeyl'in Eğitim Felsefesi, İstanbul: Inkılap Yayınları.
  6. Bakır, Kemal (2011) Demokratik Eğitim - John Dewey'in Eğitim Felsefesi Üzerine, Ankara: Pegem Yayınları
  7. Bal, Hüseyin (1991) 1924 Raporunun Türk Eğitimine Etkileri ve J.Dewey, İstanbul: (y.y.)
  8. Yakupoğlu, Kenan (2006) Osmanlı Medrese Eğitimi ve Felsefesi, İstanbul: Gökkubbe Yayınları.
  9. Küken, Gülnihal (2001) Ortaçağda Eğitim Felsefesi, İstanbul: Alfa Yayınları
  10. Instructor's Lecture Notes
  11. KPSS Books

Explanations

  1. It is essential to arrive at class prepared, on time, and to actively participate.
  2. Success grade is determined by participating in the Midterm Exam at 30%, Homework at 20%, and Final Exam at 50%.
  3. Assignments are not received as printed paper, but are uploaded to the relevant class to be opened on "https://www.turnitin.com".
  4. Assignments are uploaded within the given period, no extension of time is required.
  5. Assignments sent on paper or via e-mail will not be evaluated in any way.

Rules

The lessons are prepared on time and always 70% attendance is provided.
Phones are muted and kept indoors.
Attention is paid to the peace and tranquility of the course.
Note: 10 points for those attending the courses 100%,  5 points for 95% attending. In case of continuation below 90%, no processing is carried out.

Course Learning Outcomes

  1. Know what the philosophy of education is and what it does and use this information in the professional life
  2. Gain the ability to think critically and question about what education is and what it should be.
  3. Knows the views of philosophical schools on existence, knowledge, value, human beings and education.
  4. Knows the philosophical approaches and worldviews that influence different educational approaches and methods.
  5. Knows the theories of educational philosophy. Evaluate all these with a critical view to develop their own educational approaches and methods.
  6. It evaluates the traditional and current problems of the Turkish education system within its historical development with its philosophical and pedagogical dimensions.
  7. Realizes that this system and institution occasionally poses an obstacle to human freedom and self-realization and reflects on alternative models.
  8. He/she gains awareness that the traditional modern education system and school institutions are not the only options for education.

Core Area Distribution

(14) Teacher Training and Education Science%70 (22) Humanities%30

Teaching Methods

ExpressionQuestion-AnswerDiscussionSelf study

Assessment & Evaluation

Testing (Essay / Tests: True-Falls, multiple-choice, short answer, matching)

ECTS / Workload

ActivityQuantityDuration (h)Total Workload
Course Duration (Including Exam Week)16232
Out of Class Study Period16232
Midterm155
Quiz000
Assignment000
Practice000
Final166

Course Schedule

WeekSubjectPreparation
1Education and PhilosophyMustafa Güçlü (2019) Eğitim Felsefesi, 3. Bölüm; Mustafa Ergün (2025) Eğitim Felsefesi, Chapter “Eğitim Felsefesi Nedir”
2Fields of Practice of PhilosophyEMustafa Güçlü (2019) Eğitim Felsefesi, Part 1; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 1
3Philosophical Movements: Idealism and Education, Realism and EducationMustafa Güçlü (2019) Eğitim Felsefesi, Part 5 and 6; Mustafa Ergün (2025) Eğitim Felsefesi, Chapter “Felsefe Akımları-Eğitim Akımları” Bölümü; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 5
4Philosophical Movements: Naturalism, Positivism, Materialism, Liberalism and EducationMustafa Güçlü (2019) Eğitim Felsefesi, Part 8; Mustafa Ergün (2025) Eğitim Felsefesi, Chapter “Felsefe Akımları-Eğitim Akımları”; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 5.
5Philosophical Movements: Positivism, Existentialism, Analytical Philosophy and EducationMustafa Güçlü (2019) Eğitim Felsefesi, Part 7. and 9; Mustafa Ergün (2025) Eğitim Felsefesi, Chapter “Felsefe Akımları-Eğitim Akımları”; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 5.
6Educational Philosophy and Movements: PerennialismMustafa Güçlü (2019) Eğitim Felsefesi, Part 10; Mustafa Ergün (2025) Eğitim Felsefesi, Chapter “Felsefe Akımları-Eğitim Akımları” Bölümü; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 6.
7Educational Philosophy and Movements: Essentialism, Progressivism, Reconstructionism, Polytechnic EducationMustafa Güçlü (2019) Eğitim Part 10; Mustafa Ergün (2025) Eğitim Felsefesi, Chapter “Felsefe Akımları-Eğitim Akımları” Bölümü; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 6.
8MidtermMidterm
920th Century Education MovementsMustafa Ergün (2025) Eğitim Felsefesi, Chapter “Felsefe Akımları-Eğitim Akımları” Bölümü; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part13.
10Philosophical Foundations of the Turkish Education SystemMustafa Güçlü (2019) Eğitim Felsefesi, Part 13 and 14; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 7 and 8.
11Turkish Education System in the Period of Western InfluenceMustafa Güçlü (2019) Eğitim Felsefesi, Part 13 and 14; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 9. and 11.
12Turkish Education System in the Republican EraMustafa Güçlü (2019) Eğitim Felsefesi, Part 13 and 14. Bölüm; Mustafa Ergün, Ahmet Çoban (Editör) (2024), Eğitim Felsefesi, Part 10.
13Radical Criticisms to Education and SchoolMustafa Ergün (2025) Eğitim Felsefesi, Chapter “Radikal ve Postmodern Eğitimcilerin Çağdaş Eğitim Sorunlarına Felsefi Yaklaşımları”
14Utopias and the Philosophy of EducationMustafa Ergün, Eğitim Felsefesi
15General evaluationGeneral evaluation
16Final examFinal exam