{"id":1011,"date":"2024-04-29T08:03:40","date_gmt":"2024-04-29T08:03:40","guid":{"rendered":"https:\/\/ibrahimakin.net\/?p=1011"},"modified":"2024-04-29T08:08:34","modified_gmt":"2024-04-29T08:08:34","slug":"ogretim-programiyla-tekci-rejim-insasi","status":"publish","type":"post","link":"https:\/\/ibrahimakin.net\/index.php\/2024\/04\/29\/ogretim-programiyla-tekci-rejim-insasi\/","title":{"rendered":"\u00d6\u011fretim Program\u0131yla Tek\u00e7i Rejim \u0130n\u015fas\u0131"},"content":{"rendered":"\n

Milli E\u011fitim Bakanl\u0131\u011f\u0131, uzun zamand\u0131r \u00fczerinde \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 belirtti\u011fi ve okul \u00f6ncesinden ba\u015flayarak orta\u00f6\u011fretim d\u00fczeyini kapsayan yeni \u00f6\u011fretim program\u0131n\u0131, \u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u201d<\/strong> ad\u0131yla kamuoyu ile payla\u015ft\u0131.<\/p>\n\n\n\n

\u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u201d<\/strong> ad\u0131 verilen d\u00fczenleme, ba\u015fta e\u011fitim bilimciler ve akademi \u00e7evreleri olmak \u00fczere, e\u011fitimciler, e\u011fitim sendikalar\u0131, \u00f6\u011frenciler, veliler ve toplumun t\u00fcm kesimleri taraf\u0131ndan kapsaml\u0131 ve \u00e7ok y\u00f6nl\u00fc bir de\u011ferlendirmeyi gerektirir niteliktedir. Yeni program\u0131n e\u011fitim bilimi a\u00e7\u0131s\u0131ndan de\u011ferlendirilmesi ve kapsaml\u0131 bir tart\u0131\u015fmaya tabi tutulmas\u0131 gerekmekle birlikte MEB\u2019in yakla\u015f\u0131m\u0131n\u0131, tutars\u0131zl\u0131\u011f\u0131n\u0131 ve yap\u0131lan d\u00fczenlemenin \u00e7eli\u015fkilerini g\u00f6stermek bak\u0131m\u0131ndan konuya belli ba\u015fl\u0131klar halinde yakla\u015fmak m\u00fcmk\u00fcn.<\/p>\n\n\n\n

S\u00fcrecin \u0130\u015fletilmesinde Mevcut Olmayan Kat\u0131l\u0131mc\u0131l\u0131k ve \u015eeffafl\u0131k<\/strong><\/p>\n\n\n\n

MEB, t\u00fcm s\u00fcreci adeta kapal\u0131 kap\u0131lar ard\u0131nda \u015fekillendirmi\u015ftir. Program\u0131n haz\u0131rl\u0131k s\u00fcrecinde, \u015fekillendirilmesinde ve program i\u00e7eriklerinin haz\u0131rlanmas\u0131nda g\u00f6revlendirilen ki\u015filerin nas\u0131l se\u00e7ildikleri, bu ki\u015filerin e\u011fitimin t\u00fcm bile\u015fenlerini tam anlam\u0131yla temsil edip etmedikleri ku\u015fkuludur. Bakanl\u0131k a\u00e7\u0131klamas\u0131nda \u201cyaz aylar\u0131ndan itibaren bug\u00fcne kadar 1000’den fazla \u00f6\u011fretmen ve akademisyen ile toplant\u0131lar d\u00fczenlendi, 260 akademisyen 700’\u00fcn \u00fczerinde de \u00f6\u011fretmen toplant\u0131lara kat\u0131ld\u0131\u201d <\/em>dendi\u011fine g\u00f6re, t\u00fcm bu toplant\u0131lar s\u00fcrecinin Bakan Yusuf Tekin\u2019in g\u00f6reve getirilmesinin ard\u0131ndan kotar\u0131ld\u0131\u011f\u0131 anla\u015f\u0131lmaktad\u0131r. S\u00fcrece d\u00e2hil edildi\u011fi s\u00f6ylenen \u00f6\u011fretmen ve akademisyenlerin nerelerden, kim taraf\u0131ndan ve hangi \u00f6l\u00e7\u00fctlere g\u00f6re se\u00e7ildi\u011fi kamuoyuna a\u00e7\u0131klanmam\u0131\u015ft\u0131r. MEB, s\u00fcreci a\u00e7\u0131k, \u015feffaf ve kat\u0131l\u0131mc\u0131 bir yakla\u015f\u0131mla y\u00fcr\u00fctmemi\u015ftir.<\/p>\n\n\n\n

Bakanl\u0131\u011f\u0131n Kulland\u0131\u011f\u0131 \u2018Kavram Seti\u2019<\/strong><\/p>\n\n\n\n

T\u00fcm ideolojiler, bireylere y\u00f6n tayin ederken, bunu bir s\u00f6ylem i\u00e7erisinde ger\u00e7ekle\u015ftirir. D\u00fc\u015f\u00fcnce dilden habersiz, dil de d\u00fc\u015f\u00fcnceden ba\u011f\u0131ms\u0131z olamaz. D\u00fc\u015f\u00fcncenin, ideolojinin kitlelere ge\u00e7irilmesinde dil \u00f6nc\u00fcld\u00fcr ve \u00e7o\u011fu zaman \u015fekillendirici bir ara\u00e7t\u0131r. Halka giden mesajlarla belli d\u00fc\u015f\u00fcnceyi in\u015fa etmek \u00fczere kullan\u0131lan en \u00f6nemli ara\u00e7 dildir. Bu ba\u011flamda MEB\u2019in \u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u201d<\/strong>nde kulland\u0131\u011f\u0131 dil ve kavram seti, belli bir ideolojinin in\u015fas\u0131n\u0131 hedeflemektedir. Muhafazak\u00e2r dil ve kavram tercihi yeni program\u0131n ad\u0131yla ba\u015flamaktad\u0131r.<\/p>\n\n\n\n

Bakanl\u0131k yeni modeli anlat\u0131rken bir yandan s\u0131kl\u0131kla \u201cT\u00fcrk\u00e7enin do\u011fru ve etkili kullan\u0131m\u0131\u201d<\/em>ndan dem vururken \u00f6te yandan yeni \u00f6\u011fretim program\u0131nda kullan\u0131lan dil, bu hedefle \u00e7eli\u015fecek derecede sorunludur. \u2018E\u011fitim\u2019<\/strong> yerine \u2018maarif\u2019<\/strong>, geli\u015fim yerine \u2018inki\u015fiaf\u2019, \u201cinanm\u0131\u015f\u201d <\/strong>yerine \u201cmutmain olmu\u015f\u201d<\/strong> ve bunun gibi \u00e7ok say\u0131da kavram\u0131n kullan\u0131lmas\u0131, bir rastlant\u0131 olman\u0131n \u00f6tesinde bilin\u00e7li bir tercih olarak dikkat \u00e7ekiyor. Kullan\u0131lan kavramlar ve ifadeler ile De\u011ferler Felsefesine yap\u0131lan vurgu MEB\u2019in yeniden ve daha g\u00fc\u00e7l\u00fc bir \u015fekilde muhafazak\u00e2rl\u0131\u011f\u0131 in\u015fa etme niyetinin yans\u0131mas\u0131d\u0131r.<\/p>\n\n\n\n

K\u00fclt\u00fcrel Hegemonyan\u0131n Yeni S\u00f6ylemi, \u201cYetkin ve Erdemli Nesil\u201d<\/strong><\/p>\n\n\n\n

Bug\u00fcnk\u00fc siyasal iktidar\u0131n pratikleriyle \u00f6zde\u015fle\u015fmi\u015f bir ifade olan \u201cdindar ve kindar nesil yeti\u015ftirme\u201d<\/strong> s\u00f6ylemi yeni programda yumu\u015fat\u0131lm\u0131\u015f ve bi\u00e7im de\u011fi\u015ftirerek \u201cyetkin ve erdemli nesil olu\u015fturma\u201d<\/strong> \u015fekline d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015ft\u00fcr. MEB\u2019in yeni m\u00fcfredat yakla\u015f\u0131m\u0131nda g\u00fcndeme getirdi\u011fi \u201cyetkin ve erdemli nesil profili\u201d<\/strong> s\u00f6ylemi, gelece\u011fin toplumunu olu\u015furan \u00e7ocuklar\u0131m\u0131z i\u00e7in yeni bir \u201ckavramsal tuzak\u201d niteli\u011findedir. \u00c7\u00fcnk\u00fc bu de\u011fi\u015fiklikte sat\u0131r aralar\u0131na s\u0131k\u0131\u015ft\u0131r\u0131lm\u0131\u015f pek \u00e7ok ideolojik imgeye, motife, \u00f6geye ve sembole vurgu yap\u0131lmaktad\u0131r. Bu ba\u011flamda \u00f6ne \u00e7\u0131kanlar\u0131 tek\u00e7i, toplumsal cinsiyet e\u015fitli\u011fine olabildi\u011fince uzak, \u00e7o\u011fulculu\u011fa, bilime, laikli\u011fe ayk\u0131r\u0131, asimilasyoncu, dogmatik metafizik d\u00fc\u015f\u00fcnceye yak\u0131n ve evrensel demokratik de\u011ferlere nesafeli olmak \u015feklinde s\u0131ralamak m\u00fcmk\u00fcn. Yeni \u00f6\u011fretim program\u0131nda otoriteye ve muktedire mutlak biat ve itaat edecek bir k\u00fclt\u00fcr\u00fc peki\u015ftiren, ele\u015ftirel d\u00fc\u015f\u00fcnmeye, itiraz etmeye ve sorgulamaya sadece \u201cdostlar al\u0131\u015fveri\u015fte g\u00f6rs\u00fcn\u201d veya \u00e7ok tepki g\u00f6sterilmesin diye i\u00e7eri\u011fi bo\u015falt\u0131lm\u0131\u015f kavramlar olarak yer verilmi\u015f olmas\u0131 da dikkati \u00e7eken ba\u015fka bir yakla\u015f\u0131md\u0131r.<\/p>\n\n\n\n

\u2018Erdem-De\u011fer-Eylem Modeli\u2019 Neyi Hedefliyor?<\/strong><\/p>\n\n\n\n

Yeni program\u0131n a\u00e7\u0131k ama\u00e7lar\u0131n\u0131n yan\u0131 s\u0131ra, \u00f6rt\u00fck hedefleri de \u00e7ok belirgin bir \u015fekilde dikkat \u00e7ekiyor. Program\u0131n a\u00e7\u0131k ama\u00e7lar\u0131 daha \u00e7ok akademik yetkinli\u011fi hedeflerken ve \u00f6l\u00e7me de\u011ferlendirme \u00e7al\u0131\u015fmalar\u0131n\u0131n as\u0131l konusunu olu\u015ftururken \u00f6rt\u00fck hedefleri ise, bireylerin davran\u0131\u015flar\u0131n\u0131, duygular\u0131n\u0131, her durum kar\u015f\u0131s\u0131ndaki tutumlar\u0131n\u0131, y\u00f6nelimlerini \u015fekillendirmeyi ama\u00e7l\u0131yor. Program\u0131n \u00f6rt\u00fck hedefleri, do\u011frudan bireylerin duygu ve d\u00fc\u015f\u00fcnce d\u00fcnyalar\u0131n\u0131 hedef al\u0131yor, oraya odaklan\u0131yor. B\u00f6ylece bireylerin sayg\u0131 duyulmas\u0131 ve dokunulmaz olmas\u0131 gereken duygu d\u00fcnyalar\u0131na, y\u00f6nelimlerine ve inan\u00e7lar\u0131na m\u00fcdahale ediliyor, bireylerin akademik geli\u015fimlerinden \u00e7ok inan\u00e7lar\u0131na, kimliklerine ve ki\u015filik d\u00fcnyalar\u0131na d\u00f6n\u00fck bir \u015fekillendirme ama\u00e7lan\u0131yor.<\/p>\n\n\n\n

Program tan\u0131t\u0131m metninde yer alan \u201cModelde yer alan kalp ve zihin kavramlar\u0131, insan\u0131n duygusal, manevi ve bilgisel boyutlar\u0131n\u0131 ifade eder. Kalp ve zihin, madde ve mana b\u00fct\u00fcnl\u00fc\u011f\u00fcndeki mana k\u0131sm\u0131 olarak kabul edilir. \u00c7\u00fcnk\u00fc insan\u0131n kalbi; e\u011filimlerini, y\u00f6nelimlerini, duygusal deneyimlerini, de\u011ferlerini, ahlaki inan\u00e7lar\u0131n\u0131 ve i\u00e7sel d\u00fcnyas\u0131n\u0131 temsil ederken; zihni ise, d\u00fc\u015f\u00fcncelerini, fark\u0131ndal\u0131klar\u0131n\u0131, bilgi ve \u00f6\u011frenme s\u00fcre\u00e7lerini ifade eder.\u201d<\/em> ifadesi bu a\u00e7\u0131dan son derece dikkat \u00e7ekicidir. MEB\u2019in program\u0131, bireylerin kendi aileleri ve mensup olduklar\u0131 toplumsal hayat i\u00e7inde \u015fekillendirdikleri ki\u015filiklerini, kalplerini, e\u011filimlerini, y\u00f6nelimlerini, duygusal deneyimlerini ve bunun gibi duygu d\u00fcnyas\u0131n\u0131n t\u00fcm yanlar\u0131n\u0131 de\u011fi\u015ftirip d\u00f6n\u00fc\u015ft\u00fcrmeyi hedeflemektedir. Bu, insan ki\u015fili\u011fine d\u00f6n\u00fck son derece kapsaml\u0131 ve sald\u0131rgan bir yakla\u015f\u0131md\u0131r.<\/p>\n\n\n\n

Program\u0131n bir di\u011fer amac\u0131 da yurtta\u015f bilincini de\u011fersizle\u015ftirmek, bunun yerine devlete ve otoriteye ko\u015fulsuz itaati benimsetmektir.<\/p>\n\n\n\n

\u00d6te yandan \u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u201d<\/strong> ile \u2018de\u011ferler\u2019<\/strong>, ilk defa \u00f6l\u00e7me de\u011ferlendirme konusu haline getiriliyor. MEB\u2019in program\u0131nda, \u00f6l\u00e7me de\u011ferlendirme ile ilgili a\u00e7\u0131klamalar\u0131n yap\u0131ld\u0131\u011f\u0131 b\u00f6l\u00fcmdeki, \u201cDe\u011fer, e\u011filim, okuryazarl\u0131k ve sosyal duygusal \u00f6\u011frenme becerilerindeki geli\u015fim ve de\u011fi\u015fim do\u011frudan \u00f6l\u00e7\u00fclememektedir fakat \u00f6\u011frenme s\u00fcrecinde kullan\u0131lan performans g\u00f6revi ve \u00f6dev benzeri \u00f6l\u00e7me ara\u00e7lar\u0131, bu becerileri ve de\u011ferleri performans \u00f6l\u00e7\u00fct\u00fc olarak bar\u0131nd\u0131ran dereceli puanlama anahtar\u0131 yard\u0131m\u0131yla de\u011ferlendirilebilir.\u201d<\/em> ifadesi, \u00f6\u011frencilerin \u201cde\u011ferler\u201d bak\u0131m\u0131ndan da \u00f6l\u00e7me de\u011ferlendirmeye tabi tutulaca\u011f\u0131n\u0131 g\u00f6steriyor. Her dersten, her \u00fcnite sonunda \u00f6\u011frencilerden birer performans \u00f6devi istenece\u011fi ve bu \u00f6devlerde \u201cde\u011ferler\u201d konusunun da i\u015flenmesi gerekece\u011fi g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, bu konunun ne s\u0131kl\u0131kta \u00f6l\u00e7me de\u011ferlendirmeye tabi tutulaca\u011f\u0131 rahatl\u0131kla anla\u015f\u0131labilir. B\u00f6ylece bu \u00f6devlere verilecek notlar \u00f6\u011frencilerin ki\u015filiklerini, e\u011filimlerini, y\u00f6nelimlerini, duygusal deneyimlerini de\u011fi\u015ftirmek i\u00e7in bask\u0131 arac\u0131na d\u00f6n\u00fc\u015fm\u00fc\u015f olacakt\u0131r.<\/p>\n\n\n\n

Evrensel De\u011ferleri ve \u00c7ok K\u00fclt\u00fcrl\u00fcl\u00fc\u011f\u00fc Yok Sayan Tek\u00e7i Yakla\u015f\u0131m<\/strong><\/p>\n\n\n\n

Yeni program\u0131n sunu\u015f yaz\u0131s\u0131n\u0131n ikinci c\u00fcmlesi \u015f\u00f6yledir: \u201cMill\u00ee ve manevi de\u011ferler manzumesi ile maddi geli\u015fmenin zirvesini hedefleyen bu s\u00fcre\u00e7te temeli milletimiz olu\u015fturur.\u201d<\/em> Bu c\u00fcmlede ifade edilen milliyet\u00e7i ve tek\u00e7i yakla\u015f\u0131m t\u00fcm programa \u015fekil vermi\u015f durumdad\u0131r.<\/p>\n\n\n\n

Bakanl\u0131\u011f\u0131n program tan\u0131t\u0131m\u0131nda yer verdi\u011fi \u201cModelde yer alan de\u011ferlerin temel dayana\u011f\u0131n\u0131 kendi medeniyet d\u00fcnyam\u0131z\u0131n referanslar\u0131 olan mill\u00ee ve manevi de\u011ferlerimiz olu\u015fturmu\u015f, de\u011ferlerin evrensel boyutu da g\u00f6z ard\u0131 edilmemi\u015ftir.\u201d<\/em> ifadesi, evrensel de\u011ferleri ayr\u0131nt\u0131ya indirgeyen bir yakla\u015f\u0131m\u0131n g\u00f6stergesi durumundad\u0131r.<\/p>\n\n\n\n

Programdaevrensel de\u011ferler sadece birer ayr\u0131nt\u0131 ve yerli-milli olarak ifade edilen di\u011fer \u2018de\u011ferlerin\u2019<\/strong> k\u00fc\u00e7\u00fck bir par\u00e7as\u0131 gibi konumland\u0131r\u0131lm\u0131\u015f, b\u00f6ylece evrensel-yerel ili\u015fkisi ters y\u00fcz edilmi\u015ftir. Oysa bilimsel ger\u00e7eklik bunun tersini i\u015faret eder. Yerel k\u00fclt\u00fcrler her zaman evrensel de\u011ferlerin sadece bir par\u00e7as\u0131n\u0131 olu\u015ftururlar. \u0130nsanl\u0131\u011f\u0131n evrensel ortak de\u011ferlerini sadece bir ayr\u0131nt\u0131ya indirgeyen b\u00f6yle bir yakla\u015f\u0131mla insanl\u0131k de\u011ferlerinin tamam\u0131na sayg\u0131l\u0131, bu de\u011ferleri \u00f6z\u00fcmsemi\u015f ve bu de\u011ferler \u00e7er\u00e7evesinde bir toplumsal hayat\u0131 in\u015fa edecek ku\u015faklar yeti\u015ftirilemez.<\/p>\n\n\n\n

Bakanl\u0131\u011f\u0131n a\u00e7\u0131klamas\u0131ndaki \u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli; \u00f6\u011frencilerin inan\u00e7, kimlik ya da sosyoekonomik durumlar\u0131 nedeniyle dezavantajl\u0131 olmad\u0131\u011f\u0131 bir \u00f6\u011frenme s\u00fcrecini tasarlar ve bu farkl\u0131l\u0131klar\u0131 dikkate alarak gerekti\u011finde olas\u0131 dezavantajlar\u0131 giderici tedbirlerle herkes i\u00e7in adil bir e\u011fitim s\u00fcrecini tahkim eder.\u201d <\/em>ifadesi, i\u00e7i bo\u015f ve g\u00f6stermelik bir iddia olarak s\u0131r\u0131t\u0131yor. T\u00fcm program boyunca vurgulanarak y\u00fcceltilen T\u00fcrkl\u00fck kimli\u011fi<\/strong>, di\u011fer t\u00fcm inan\u00e7 ve etnik kimlikleri adeta silip s\u00fcp\u00fcr\u00fcyor. Program\u0131n tamam\u0131na sinmi\u015f olan bu tek\u00e7i-T\u00fcrk\u00e7\u00fc yakla\u015f\u0131m<\/strong>, toplumsal hayat\u0131n \u00e7ok k\u00fclt\u00fcrl\u00fc yap\u0131s\u0131n\u0131 d\u00fczeltilmesi gereken bir sorun olarak g\u00f6r\u00fcyor.<\/p>\n\n\n\n

Hedef: De\u011fer Telkini, Davran\u0131\u015f De\u011fi\u015ftirme, Karakter E\u011fitimi<\/strong><\/p>\n\n\n\n

Program, okul \u00f6ncesinden itibaren sistemli bir \u015fekilde T\u00fcrkl\u00fck ve M\u00fcsl\u00fcmanl\u0131k d\u0131\u015f\u0131ndaki t\u00fcm var olu\u015f bi\u00e7imlerini de\u011fi\u015ftirmeyi ve \u201cd\u00fczeltmeyi\u201d hedefleyen bir yap\u0131ya sahip. \u00d6rne\u011fin, \u201cErdem\u201d <\/strong>olarak ifade edilen \u201cVatanseverlik\u201d<\/strong> duygusunun \u00f6\u011frencilere benimsetilmesi, \u015fu \u015fekilde hedefleniyor: \u201cVatanseverlik\u201d<\/strong>  \u00f6l\u00e7\u00fclerinden biri \u201cT\u00fcrk k\u00fclt\u00fcr\u00fcn\u00fcn devaml\u0131l\u0131\u011f\u0131 i\u00e7in \u00e7aba g\u00f6sterir\u201d<\/strong> ifadesiyle programda yer alm\u0131\u015f. Hangi inan\u00e7 veya etnik kimli\u011fe sahip olurlarsa olsunlar, t\u00fcm \u00f6\u011frenciler i\u00e7in belirlenmi\u015f olan Vatanseverlik \u00f6l\u00e7\u00fcs\u00fc budur. \u00d6\u011frencileri bu amaca y\u00f6neltmek i\u00e7in \u00f6nerilen yakla\u015f\u0131m\/y\u00f6ntem de programda \u201cDe\u011fer telkini, davran\u0131\u015f de\u011fi\u015ftirme, karakter e\u011fitimi\u201d \u015feklinde form\u00fcle edilmi\u015ftir. Tek ba\u015f\u0131na bu \u00f6rnek t\u00fcm program\u0131n niteli\u011finin \u00f6zeti gibidir. <\/strong>Bu tutum, toplumsal \u00e7e\u015fitlili\u011fi yok sayan, toplumda tek var olu\u015f bi\u00e7iminin T\u00fcrkl\u00fck kimli\u011fine sahip olmakla m\u00fcmk\u00fcn olaca\u011f\u0131n\u0131 dayatan, ink\u00e2rc\u0131, yok say\u0131c\u0131 ve asimilasyoncu bir yakla\u015f\u0131md\u0131r. E\u011fitim sistemi, toplumdaki t\u00fcm insanlar\u0131n varl\u0131\u011f\u0131n\u0131 T\u00fcrk varl\u0131\u011f\u0131na feda etmelerini isteyen \u0131rk\u00e7\u0131 yakla\u015f\u0131mla haz\u0131rlanm\u0131\u015f bir programla kar\u015f\u0131 kar\u015f\u0131yad\u0131r.<\/p>\n\n\n\n

Bu tek\u00e7i ve asimilasyoncu yakla\u015f\u0131m ders programlar\u0131nda da kendini g\u00f6steriyor. \u00d6rne\u011fin Din K\u00fclt\u00fcr\u00fc ve Ahlak Bilgisi dersi \u00f6\u011fretim program\u0131n\u0131n a\u00e7\u0131klamalar\u0131nda her ne kadar \u201c\u00d6\u011fretim program\u0131, \u0130slam dini ve di\u011fer dinleri betimleyici yakla\u015f\u0131mla \u00f6\u011fretime konu etmeyi ama\u00e7lam\u0131\u015ft\u0131r\u201d<\/em> denilse de program\u0131n i\u00e7eri\u011fi bu \u015fekilde de\u011fildir. Buradaki s\u00f6zde Din Bilimsel yakla\u015f\u0131m i\u00e7i bo\u015falt\u0131lm\u0131\u015f bir kavram\u0131n \u00f6tesine ge\u00e7memektedir. \u00c7\u00fcnk\u00fc bu dersin t\u00fcm orta\u00f6\u011fretim s\u00fcresince toplam 73 olan \u00d6\u011frenme \u00c7\u0131kt\u0131 Say\u0131s\u0131ndan sadece 2 tanesi Yahudilik, Hristiyanl\u0131k, \u00c7in ve Hint Dinlerine ayr\u0131lm\u0131\u015ft\u0131r. Dersin \u00f6\u011fretim program\u0131 sadece S\u00fcnni \u0130slam dinini \u00f6\u011fretmekle doldurulmu\u015ftur.<\/p>\n\n\n\n

Uygulamaya \u0130li\u015fkin Sorunlar<\/strong><\/p>\n\n\n\n

\u00d6\u011fretim programlar\u0131, sonu\u00e7lar\u0131 uzun s\u00fcrede g\u00f6zlemlenebilen uygulamalard\u0131r. Bu nedenle haz\u0131rl\u0131k s\u00fcreci kadar uygulanma s\u00fcreci de olduk\u00e7a \u00f6nemlidir. E\u011fitim sistemimizin var olan sorunlar\u0131 \u00f6\u011fretim programlar\u0131n\u0131n revize edilmesiyle \u00e7\u00f6z\u00fclemeyecek kadar kapsaml\u0131d\u0131r. Milli E\u011fitim Bakanl\u0131\u011f\u0131 yeni program\u0131 haz\u0131rlarken, toplumun ve e\u011fitim sisteminin ger\u00e7ek ihtiya\u00e7lar\u0131n\u0131 de\u011fil, T\u00fcrk-\u0130slam sentezi ideolojisinin ihtiya\u00e7lar\u0131n\u0131 g\u00f6zetecek \u015fekilde hareket etmi\u015ftir. Haz\u0131rlanan programda, toplumun hassas ve k\u0131r\u0131lgan kesimlerinin varl\u0131\u011f\u0131 g\u00f6z ard\u0131 edilmi\u015f, farkl\u0131 t\u00fcm kimliklerin e\u011fitim sistemine d\u00f6n\u00fck ihtiya\u00e7lar\u0131 yok say\u0131lm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

Program, b\u00f6lgeler ve toplumsal kesimler aras\u0131ndaki e\u011fitime eri\u015fim e\u015fitsizli\u011fini gidermekten, farkl\u0131l\u0131klar\u0131n ifadesine y\u00f6nelik olanaklar\u0131n geli\u015ftirilmesini sa\u011flamaktan, okul dereceleri aras\u0131nda adil ve toplumsal yarar esas\u0131na d\u00f6n\u00fck bir ge\u00e7i\u015f sistemi kurgulamaktan, s\u0131nava ve yar\u0131\u015fmaya dayal\u0131 \u00f6\u011frenci yerle\u015ftirme sorununu \u00e7\u00f6zmekten,  paras\u0131z, bilimsel, anadilinde kamusal e\u011fitimi t\u00fcm yurtta\u015flara e\u015fit bir \u015fekilde sunmaktan, \u00f6\u011fretim programlar\u0131n\u0131 dogmalardan ar\u0131nd\u0131rarak bilimsel niteli\u011fe kavu\u015fturmaktan \u00e7ok uzakt\u0131r.<\/p>\n\n\n\n

\u00c7a\u011fda\u015f ve bilimsel zeminden daha \u00e7ok uzakla\u015fan, \u00e7ocuklar\u0131m\u0131z\u0131 belli bir ideolojik yakla\u015f\u0131mla tek tiple\u015ftirmeyi hedefleyen, demokratik kat\u0131l\u0131mc\u0131l\u0131ktan uzak bir yakla\u015f\u0131mla haz\u0131rlanan MEB\u2019in yeni \u00f6\u011fretim program\u0131 mevcut sorunlar\u0131 \u00e7\u00f6zmek bir yana daha da derinle\u015ftirecek niteliktedir.<\/p>\n\n\n\n

Program\u0131n haz\u0131rlan\u0131\u015f bi\u00e7imi kadar uygulan\u0131\u015f\u0131 da sorunludur. Pilot uygulamalar yap\u0131lmadan, program\u0131n olas\u0131 aksakl\u0131klar\u0131 g\u00f6r\u00fclmeden, e\u011fitimci profili hesaba kat\u0131lmadan t\u00fcm \u00fclkede tek seferde uygulanmaya ba\u015flamas\u0131 b\u00fcy\u00fck bir yanl\u0131\u015fl\u0131kt\u0131r.<\/p>\n\n\n\n

Milli E\u011fitim Bakanl\u0131\u011f\u0131, de\u011ferlendirme ve tart\u0131\u015fma s\u00fcresini uzatmal\u0131, e\u011fitim sendikalar\u0131 ba\u015fta olmak \u00fczere, e\u011fitimcilerin, \u00f6\u011frencilerin, velilerin ve akademi \u00e7evresinin g\u00f6r\u00fc\u015fleri ile bir tart\u0131\u015fma s\u00fcreci ba\u015flatmal\u0131, \u00fclkenin \u00e7o\u011ful kimlikli yap\u0131s\u0131na uygun, bilimsel geli\u015fmelere sayg\u0131l\u0131, demokratik, laik bir yakla\u015f\u0131mla program de\u011ferlendirme s\u00fcrecinin daha sa\u011fl\u0131kl\u0131 bir zeminde tart\u0131\u015f\u0131lmas\u0131n\u0131 sa\u011flamal\u0131d\u0131r.<\/p>\n","protected":false},"excerpt":{"rendered":"

Milli E\u011fitim Bakanl\u0131\u011f\u0131, uzun zamand\u0131r \u00fczerinde \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 belirtti\u011fi ve okul \u00f6ncesinden ba\u015flayarak orta\u00f6\u011fretim d\u00fczeyini kapsayan yeni \u00f6\u011fretim program\u0131n\u0131, \u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u201d ad\u0131yla kamuoyu ile […]<\/a><\/p>\n<\/div>","protected":false},"author":1,"featured_media":1012,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"footnotes":""},"categories":[31],"tags":[],"class_list":["post-1011","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-gundem"],"aioseo_notices":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/ibrahimakin.net\/wp-content\/uploads\/2024\/04\/Paragraf-metniniz.jpg","_links":{"self":[{"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/posts\/1011","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/comments?post=1011"}],"version-history":[{"count":2,"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/posts\/1011\/revisions"}],"predecessor-version":[{"id":1014,"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/posts\/1011\/revisions\/1014"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/media\/1012"}],"wp:attachment":[{"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/media?parent=1011"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/categories?post=1011"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ibrahimakin.net\/index.php\/wp-json\/wp\/v2\/tags?post=1011"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}