Ders Planı

Lesson Information

Course Credit
Course ECTS Credit
Teaching Language of Instruction	Türkçe
Level of Course	Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of Course
Mode of Delivery	Face-to-face
Does the course require compulsory or optional work experience?
Course Coordinator	Prof. Dr. MEHMET CİHAD AYAR
Instructor (s)
Course Assistant

Purpose and Content

The aim of the course	To make students understand the thoughts, philosophical movements, philosophy-education relationship and educational philosophies evoked by the concepts of education and philosophy.
Course Content	To understand the impact of philosophical and educational relationship from past to present on the individual and society; to comprehend how our education systems and educational practices are shaped in line with the relation of philosophy with education; to ensure the structuring of individual education philosophies by using different philosophical views.

Learning Outcomes

Explain the key terms and concepts in the field of guidance and psychological counseling.
Review the literature for selected topics in the field of guidance and psychological counseling.
Describe the education programs related to the field of guidance and counseling.
Define the measurement and evaluation in the field of guidance and counseling.
Discuss the theories and theorists in counseling psychology.
List the basic principles of school guidance and counseling.
Recognize the role and position of a counselor in Turkish Education System.
Name the common problems that may be encountered when working with diverse populations.
Gain the knowledge of time and place of referral to a threapist, psychiatrist and/or other health authorities.
Analyze emerging issues in the field of guidance and psychological counseling.
Use information technologies in research in the related field of guidance and psychological counseling.
Practice analytical thinking and problem solving skills in educational settings.
Evaluate the relations between guidance and psychological counseling and the related fields to take a interdisciplinary approach.
Present individual and group counseling cases at international standards.
Apply specific learning strategies, techniques and methods in guidance and psychological counseling.
Plan future career/academic options considering different alternatives in his/her area.
Take responsible and beneficial actions under all conditions and circumstances.
Monitor own progress while reaching personal and occupational goals.
Organize work and leisure time to make effective time planning in work and daily life.
Express himself in a respectful and assertive manner even when not thinking/believing the same with others.
Make needs assessment for his/her professional life.
Use new technologies to update his/her information in guidance and psychological counseling.
Practice to give speeches to teachers and parents and students on selected topics.
Implement projects and activities regarding social responsibility and awareness related to guidance and psychological counseling.
Use at least one foreign language (European Language Portfolio B1 level) as a way to communicate with colleagues.
Manage interpersonal relations respecting diversity.
Integrate fully as a citizen for community welfare.
Cooperate with counselee’s parents, teachers and/or other health professionals in case of need.
Use information and communication technologies to collaborate with national and international collegues.
Act in accordance with professional ethical values, democracy and human rights.
Establish and maintain a safe environment to serve for personal and organizational aims and objectives.
Apply the principle of "Guidance for all".
Relate acquired knowledge and skills with real life conditions.
Develop awareness for university candidates and parents for guidance and psychological counseling.

Weekly Course Subjects

1	Introduction to Philosophy of Education
2	Idealism and education (Arslanoğlu, 2018, pp. 43-59; Manav, 2018, pp. 23-36)
3	Realism and Education (Arslanoğlu, 2018, pp. 61-70; Manav, 2018, pp. 37-48)
4	Naturalism and Education (Arslanoğlu, 2018, pp. 71-78; Manav, 2018, pp. 49-66)
5	Pragmatism and Education (Arslanoğlu, 2018, pp. 79-90; Manav, 2018, pp. 67-76)
6	Existentialism and Education (Arslanoğlu, 2018, pp. 91-106; Manav, 2018, pp. 77-86)
7	Perennialism (Arslanoğlu, 2018, pp. 138-140; Manav, 2018, pp. 93-106) Essentialism (Arslanoğlu, 2018, pp. 136-137; Manav, 2018, pp. 107-120)
8	Progressivism (Arslanoğlu, 2018, pp. 133--135; Manav, 2018, pp. 121-126) Reconstruction (Arslanoğlu, 2018, pp. 141-146; Manav, 2018, pp. 127-131)
9	Midterm exam
10	Liberalism and Education (Arslanoğlu, 2018, pp. 113-124; Manav, 2018, pp. 135-146)
11	Marxism and Education (Arslanoğlu, 2018, pp. 125-132; Manav, 2018, pp. 147-162)
12	Globalization and Education (Manav, 2018, ss. 163-178)
13	Critical Pedagogy (Manav, 2018, ss. 179-192)
14	Three articles about a philosopher, Takiyettin Mengusoglu

Resources

Faruk Manav (2018). Eğitim Felsefesi. Pegem Akademi. Ankara.
İbrahim Arslanoğlu (2018). Eğitim Felsefesi (Geliştirilmiş 2. Basımı). Nobel. Ankara.
Veysel Sönmez (2015). Eğitim felsefesi (13. Baskı). Anı. Ankara
Hüseyin Gazi Topdemir (2016). Felsefe. (3. Baskı). Pegem Akademi. Ankara.

CLASS 1

CLASS 2

CLASS 3

CLASS 4

Lesson Information

Purpose and Content

Learning Outcomes

Weekly Course Subjects

Resources

ABOUT IAU

COMMITTEE

PUBLICATIONS

MEDIA CENTER