Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
1EMB004Philosophy of Education2+0+02304.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Pre-School Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course The overall aim of this course is to enable prospective teachers to understand the relationship between education and philosophy, to internalize educational movements, to explain the characteristics of student-centered learning approaches, and to gain both national and universal perspectives.
Course Content This course is designed to help you understand the importance of philosophy in the planned educational process and to shape your understanding of teaching as prospective teachers. In this course, prospective teachers are expected to grasp the epistemological, ontological, and axiological contexts of educational philosophies and to internalize the roles of teacher, student, and school. You are also expected to learn about the educational philosophies of the Turkish Education System from the past to the present, and the primary school programs from 1924 to the present. The most important point to note is that the fundamental learning process of this course is critical thinking. Critical thinking involves thought processes such as questioning, presenting evidence, evaluating, and making decisions. Therefore, it is important for candidates to come to class having read the relevant resources. The course will be evaluated through midterm and final exams.
Course Methods and Techniques Each lesson will begin with the instructor introducing the weekly course content. The teaching process will utilize lecturing, question-and-answer sessions, case studies, project-based learning, and group discussions. Therefore, prior preparation for the topic is mandatory.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Associate Prof.Dr. Özlem ÜZÜMCÜ ozlem.uzumcu@hku.edu.tr
Associate Prof.Dr. Burcu GÃœRKAN ERCAN burcu.gurkan@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Sönmez, V. (2017). Philosophy of education. Ankara: Anı Yayıncılık

Course Category
Education %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 15 2 30
Hours for off-the-c.r.stud 15 2 30
Presentation 15 2 30
Mid-terms 1 1 1
Final examination 1 1 1
Total Work Load   Number of ECTS Credits 3 92

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 It explains fundamental philosophical concepts by providing examples.
2 It interprets the relationship between philosophy and education and other disciplines.
3 It explains the epistemological, ontological, and axiological contexts of educational philosophies by providing examples.
4 It analyzes educational philosophies in terms of school, teacher, and student roles, as well as curricula.
5 It explains, using examples, the changes in perspectives within the Turkish education system from the past to the present.
6 They recognize the importance of values ??education.
7 It establishes an understanding of educational philosophy that is consistent with national and universal principles.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Subject: Course Introduction This week, the course objective, learning outcomes, student expectations, teaching materials, attendance, teaching methods and techniques, and evaluation criteria will be reviewed. A brief explanation of the topic for the second week will also be provided.
2 Subject: What is Philosophy?, The Origins of Philosophy, Philosophy Before the 21st Century The definition, origins, and historical development of philosophy will be discussed in terms of its contribution to the foundation of prospective teachers ` thoughts on education. The relationship between the human need for inquiry and the aims of education will be debated. How the Socratic method can be used as a questioning technique in today ` s classrooms and the suitability of Plato ` s curriculum for today ` s students will be evaluated.
3 Subject: Philosophy and Education, Relationship of Philosophy with Other Disciplines, Fields of Philosophy, Educational Philosophies This course will examine how the fields of existence, knowledge, and values ??within philosophy shape the aims, content, methods, and evaluation dimensions of education. The reflections of questions such as the nature of the child, the certainty of knowledge, and whether values ??are universal or local on the teacher ` s classroom attitudes and decisions will be discussed. The reasons why numerous educational philosophies have emerged will be explained by questioning who decides on equality of opportunity in education and "appropriate education."
4 Topic: Idealism and Education The idealist understanding of existence, knowledge, and values ??will be examined through its representatives such as Plato, Kant, and Hegel. The idealist approach, which views the teacher as a model of knowledge and morality and the school as an institution that transmits cultural heritage, will be discussed. The suitability of a subject-centered idealist curriculum based on classical works and reasoning for today ` s classrooms will be evaluated.
5 Subject: Realism and Education This section will examine realism ` s understanding of objective reality, knowledge based on observation, and values ??based on natural laws, through its representatives such as Aristotle, Aquinas, and Locke. It will discuss the positioning of the teacher as a subject matter expert, the student as an individual who learns through observation and reasoning, and the school as an institution that systematically imparts scientific knowledge. The reflections of the realist curriculum, which emphasizes basic sciences, on classroom practices will be evaluated with examples.
6 Topic: Pragmatism and Education The pragmatism of changing reality, knowledge based on utility, and relative values, particularly as exemplified by John Dewey, will be discussed. The pragmatic approach, which views the teacher as a guide, the student as an active individual learning by doing and experiencing, and the school as a model of democratic life, will be debated. The potential application of problem-solving and project-based learning programs to teacher candidates ` lesson plans will be evaluated.
7 Subject: Constructivism in the Context of Philosophical Foundations This course will examine the philosophical foundations of constructivism, which is based on the view that knowledge is built by the individual upon prior knowledge. Constructivism will be compared with cognitive theory and traditional teaching approaches, and the differences in the roles of teachers, students, and schools will be discussed. The course will evaluate, with examples, how the learning-teaching process should be planned according to this approach, which forms the basis of Turkish curricula.
8 Midterm Exam
9 Subject: Constructivism, Naturalism and Education, Liberalism and Education in the Context of Philosophical Foundations Following the completion of the topic of constructivism, the naturalist understanding of education, based on nature and the child ` s natural development, will be discussed through Rousseau ` s views. The view of the teacher as a guide who does not hinder development and the student as a free individual who learns at their own pace in naturalist and liberal approaches will be debated. The counterparts of programs that center the child ` s interests and freedom in today ` s schools will be evaluated.
10 Subject: Existentialism and Reconstructionism The existentialist approach to education, which centers on the individual ` s freedom, choices, and responsibility, will be examined. The reconstructionist approach, which views the school as an instrument of social change and the teacher as a change leader sensitive to social problems, will be discussed. The reflections of the two movements on educational programs and their contributions to the professional roles of prospective teachers will be evaluated comparatively.
11 Subject: The Philosophies and Multiculturalism Underlying the Turkish Education System This course will examine the philosophical foundations of the Turkish education system within the framework of the aims and principles of the National Education Basic Law from the past to the present. It will discuss which educational philosophies have been influential in curricula from the Republican era to the present. It will also evaluate how teachers can apply the principles of equality, inclusivity, and respect for differences in multicultural classrooms.
12 Subject: Philosophy for Children The Philosophy for Children approach and its aims will be introduced. Transforming the classroom into an "inquiry community" and the teacher ` s facilitating role in this process will be discussed. The application of this approach by prospective teachers in their own lessons will be evaluated through example activities.
13 Subject: Personal Educational Philosophy in Light of National and Universal Principles Teacher candidates will question their own understanding of education by comparing the educational philosophies examined throughout the semester in terms of their dimensions of existence, knowledge, and values. The discussion will focus on how to create a consistent educational philosophy within the framework of the principles in the National Education Basic Law and universal principles such as human rights and children ` s rights. Each teacher candidate will prepare a short "personal educational philosophy" text explaining the roles of teacher, student, and school that they will adopt as a classroom teacher.
14 Subject: Values ??Education The basic approaches to values ??education and the perspectives of different educational philosophies on values ??will be discussed comparatively. Teacher candidates will design short stories about one of the educational philosophies examined and the related values, and read them in class. The concepts learned throughout the semester will be reinforced with a charades game.
15 Subject: General Evaluation The educational philosophies examined throughout the semester will be summarized comparatively, and their reflections on the teaching profession will be evaluated together. The level of achievement of the course learning outcomes will be reviewed, and information regarding the final exam will be provided.

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
C1 1 4 2 3 1 2
C2 2 4 1 1 3 1 3 1 1 2
C3 1 2 4 1 2 2 1 2 1 1 4
C4 1 4 3 3 3 3 1 1 1 1 2 1 2 2
C5 2 3 1 3 2 1 1 3
C6 1 1 2 1 1 2 1 2 2 2 2 3 5
C7 2 3 2 2 3 2 1 1 3 2 2 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant