Psychologıcal Guidance and Counseling | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGTP162 | ||||||||
Course Name: | Educational Philosophy | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi MUHARREM KÖKLÜ | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi MUHARREM KÖKLÜ |
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Course Assistants: |
Course Objectives: | Gaining knowledge, skills and attitudes about the relationship between education and philosophy, educational currents, philosophical views that direct the Turkish Education System and thinkers. |
Course Content: | 1. Introducing the course and determining and discussing the principles related to the course (What is philosophy? Branches the philosophy: Ontology, Epistemology, Axiology, Logic) 2. Educational Philosophy and Its Relation with Other Systems 3. General Philosophical Thoughts and Education I Idealism and Education - Realism and Education 4. General Philosophical Thoughts and Education II Dialectical Materialism and Education – Pragmatism and Education 5. Trends in Educational Philosophy and Education I Perennialism 6. General review and discussion 7. Trends in Educational Philosophy and Education II Esasicicilik (Temellendirmecilik) 8. Trends in Educational Philosophy and Education III Progressivism 9. Trends in Educational Philosophy and Education IV Reconstructionism 10. Trends in Educational Philosophy and Education V Naturalism 11. Trends in Educational Philosophy and Education VI Polytechnic Education 12. General review and discussion 13. Philosophy Upon Which Turkish National Education System Is Based. Before and After Islam- Seljuqs and Ottoman- Republic Period 14. Republic period, Philosophers who Contributed to Educational Philosophy, Atatürk’s understanding of Education |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introducing the course and determining and discussing the principles related to the course (What is philosophy? Branches the philosophy: Ontology, Epistemology, Axiology, Logic) | |
2) | Educational Philosophy and Its Relation with Other Systems | |
3) | General Philosophical Thoughts and Education I Idealism and Education - Realism and Education | |
4) | Introducing General Philosophical Thoughts and Education II Dialectical Materialism and Education – Pragmatism and Education | |
5) | Trends in Educational Philosophy and Education I Perennialism | |
6) | General review and discussion | |
7) | Trends in Educational Philosophy and Education II Esasicicilik (Temellendirmecilik) | |
9) | Trends in Educational Philosophy and Education IV Reconstructionism | |
10) | Trends in Educational Philosophy and Education V Naturalism | |
11) | Trends in Educational Philosophy and Education VI Polytechnic Education | |
12) | General review and discussion | |
13) | Philosophy Upon Which Turkish National Education System Is Based. Before and After Islam- Seljuqs and Ottoman- Republic Period | |
14) | Republic period, Philosophers who Contributed to Educational Philosophy, Atatürk’s understanding of Education |
Course Notes / Textbooks: | Arslanoğlu, İbrahim. Eğitim Felsefesi. Cevizci, Ahmet. Eğitim Felsefesi. Ergün, Mustafa. Eğitim Felsefesi. Noddings, Nel. Eğitim Felsefesi. Çev. Raşit Çelik. Nobel Yayıncılık. Sönmez, Veysel. Eğitim Felsefesi. Anı Yayıncılık. Topses, Gürsen. Eğitim Felsefesinin Temel Sorunları. |
References: | Arslanoğlu, İbrahim. Eğitim Felsefesi. Cevizci, Ahmet. Eğitim Felsefesi. Ergün, Mustafa. Eğitim Felsefesi. Noddings, Nel. Eğitim Felsefesi. Çev. Raşit Çelik. Nobel Yayıncılık. Sönmez, Veysel. Eğitim Felsefesi. Anı Yayıncılık. Topses, Gürsen. Eğitim Felsefesinin Temel Sorunları. |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
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Program Outcomes | |||||||||||
1) P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | |||||||||||
2) P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | |||||||||||
3) P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | |||||||||||
4) P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | |||||||||||
5) P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | |||||||||||
6) P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | |||||||||||
7) P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | |||||||||||
8) P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | |||||||||||
9) P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | |||||||||||
10) P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | |||||||||||
11) P11. Being able to understand the individuals by using techniques of individual recognition. | |||||||||||
12) P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | 4 |
2) | P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | |
3) | P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | |
4) | P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | 4 |
5) | P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | |
6) | P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | 4 |
7) | P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | |
8) | P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | 4 |
9) | P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | |
10) | P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | |
11) | P11. Being able to understand the individuals by using techniques of individual recognition. | |
12) | P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Homework | |
Role Playing | |
Q&A / Discussion | |
Web Based Learning |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework | |
Presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Study Hours Out of Class | 14 | 2 | 28 |
Homework Assignments | 1 | 6 | 6 |
Midterms | 1 | 6 | 6 |
Final | 1 | 8 | 8 |
Total Workload | 76 |