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KENAN, SEYFİ

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    J. J. Rousseau’nun Bilim, Etik ve Değerlere Evrensel Bakışı_x000D_ Ekseninde Eğitimi Yeniden Düşünmek
    (2020-09-27) KENAN, SEYFİ; Demet SAVRUK;SEYFİ KENAN
    Rousseau’nun evrensel nitelikteki etik dayanakları olan bazı soruşturmaları günümüzdede güncelliğinden bir şey kaybetmemiş, yalnızca farklı izdüşümleriyle şekil değiştirmiştir.Rousseau’nun Birinci Söylev adlı tartışmalı eserini oluşturmasına yol açan, DijonAkademisi’nin, “bilimler ve sanatların gelişmesi ahlakın düzelmesine yardım etmiş midir?”sorusu, bu bağlamda, araştırmamıza temel oluşturmaktadır. Bugün, bilimsel ve teknolojikgirişimlerin sınır tanımayan gelişimi eksenindeki ilerlemeci anlayış, etik alanında bazıtartışmaları da kaçınılmaz olarak gündeme taşımaktadır. Bu durum eğitime dair bazıevrensel hususların, yeniden tartışmaya açılmasına yol açmaktadır. Rousseau’nun belli başlıeserlerini incelediğimiz belge incelemesine dayalı olan bu araştırma, tarihsel bağlamgözetilerek kavramsal analiz yöntemiyle yürütülmüştür. Araştırma sonucunda gerek bilimleetiğin gerekse eğitimle yaşamın, değerler ekseninde bütünleştiği, insanlık onuruna yakışır birhayatı yeniden düşünmek ve onu kurmak çabası içinde, içsel dayanakları olan evrensel biretiğe elzem olarak ihtiyaç duyulduğu sonucuna ulaşılmıştır. Bu etik de ancak özgürlük vemüsamaha ekseninde, insana güven ve saygıyı temel alan bir eğitim anlayışlatemellendirilebilir.
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    The Formative Period of the Modern University
    (ISTANBUL 29 MAYIS UNIV & ISAM, 2015-03-09) KENAN, SEYFİ; Kenan, Seyfi
    This article aims to analyze the process of conceptual and institutional transformation of higher education, notably the transition from medrese to universitas and then to modern university in Islamic culture. It then compares this experience with that of the Western World, placing each in historical context. Medrese education, which began to take form in its informal setting as early as in the 8th century, evolved and improved from the 11th century, becoming more organized, systematic and coherent in terms of curricula, instructional method and institutional structure, notably with the establishment of the Nizamiye and Mustansiriyye medreses in Baghdad. The development of the medrese contributed to the elaboration of higher education in various regions of the Islamic World and also in Europe. The scientific revolution that began in the 17th and 18th centuries built on the significant contributions of academies as institutionalised in the 16th century in a process that led to the formation of the modern university in the early 19th century in Europe's then most impoverished and marginal countries, i.e. in Germany and Scotland. Their innovative contributions in higher education not only influenced universities in other countries of Europe but also contributed to form modern higher educational institutions in the Ottoman world as well as in other parts of the world. Although the modern university managed to free itself as a legal and living institution from the founding person, foundation, or church, and today endeavors to benefit from such opportunities or to cope with challenges that internationalization or globalization may bring it, yet it still continues to search for its ideal autonomous status as an academic institution.
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    The Missing Dimension of Modern Education: Values Education
    (EDAM, 2009) KENAN, SEYFİ; Kenan, Seyfi
    Modern education today, some argue, easily integrates and adjusts to new technological developments through flexible curricula in the areas where these developments are taking place such as in the field of information technology or in the widespread use of the Internet. However, modern education can be criticized for ignoring or failing to lead societies toward a more humane future in the face of massive social and ecological changes. When it decides to encounter those social problems, the solutions that modern education procures are usually based on a fragmented or reductionist mindset that insulates them from many of the factors generating these problems and their interconnections. This article aims to examine the basic philosophical assumptions that have shaped the modern learning and educational systems and how the split between facts and values occurred. How well is modern education dealing with modern problems - the crisis of family and community, the worsening situation of civic culture and understanding, malpractice in many financial arenas of the world, global warming and dramatic ecological change across the planet, and etc.? Because the animating ideas behind the models of modern education are so strongly shaped by the influence of positivist knowledge and science, they are often inadequate where these issues are concerned because their basic assumptions regarding fundamental and ontological questions which foster students' inner worlds leave no space for the realm of values. I also more broadly discuss the pros and cons of these assumptions as they relate to and deeply influence our lives today.
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    An Analysis of the Turning Points in Turkish Educational Thought and Experience
    (ISAM, 2013) KENAN, SEYFİ; Kenan, Seyfi
    This article essentially aims to analyze the periodization of the Turkish educational experience by exploring its turning points. The classical period begins in the KO century with the Karahanlis and ends in the late ad' century, that is, during the Ottoman early modern era. The process leading to the foundation of the Miihendishane-i Berr-i Hamayun (Imperial Engineering School) in 1795 marks the end of the classical period for reasons discussed in the article. The Milhendishane also marks the beginning of modern education in the Ottoman Empire, since it is the first specimen of modern educational institutionalization, especially in comparison to the earlier attempts from the same era, and illustrates an understanding of education and an educational experience that is occasionally similar to, but sometimes far beyond the deteriorating medrese. The third period begins with the declaration of the Republic in the early 20th century when all educational institutions as well as their curricula were integrated with one another to form a harmonious whole, thus ending the era of polarization and disintegration that stemmed from the mektep-medrese bifurcation and the foreign-minority schooling during the Ottoman Empire's long 19th century. At the same time, this article will also eschew a generalizing analysis of the impairments in medrese education: since, whatever the reasons were, internal or external, during its decline in the modern era, the medrese did to a certain extent foster and shape the socio-cultural fabric not only of the Ottomans but also of the earlier Seljuks.
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    Türk eğitim düşüncesi ve deneyiminin dönüm noktaları üzerine bir çözümleme
    (2013) KENAN, SEYFİ; SEYFİ KENAN
    Bu makale, temelde Türk eğitim düşüncesi ve deneyiminin dönüm noktalarından hareketle dönemlendirme konusunda bir çözümleme yapmayı amaçlamaktadır. Karahanlılar’ın 10.yüzyıldaki girişimlerinden Osmanlılar’ın 18. yüzyıl sonuna kadar devam eden süreci, özellikle Mühendishâne-i Berrî-i Hümâyun’un kurulduğu 1795’e kadar geçen uzun dönemi, ana metinde verilen gerekçelerle eğitimde klasik dönem olarak adlandırmaktadır. Modern dönem ise, Türk eğitim tarihinde modern eğitimin başarılı şekilde ilk kurumsallaşma örneğini veren bu Mühendishâne’nin kurulması ile birlikte, bozulan medrese eğitiminin bazan yanında, bazan ötesinde yer bulan yeni eğitim tasavvuru ve deneyimiyle şekillenmiştir. Bu deneyim, çeşitli anlayış, kurumsallaşma örnekleri ve sorunlarıyla Cumhuriyet’in kuruluşuna kadar devam etmiştir. Üçüncü aşama ise, 19. yüzyılın özellikle ikinci yarısından itibaren oluşan mektep-medrese ve yabancı okullar ayrışması deneyiminden önemli dersler çıkartarak 20.yüzyılın başında bir bütün olarak modern Türk eğitim anlayışını, müfredatını ve kurumlarını birbiriyle uyumlu bir bütün haline getirerek genel eğitimi yaygınlaştırmaya ve işlevsel hale getirmeye çalışan Cumhuriyet dönemidir. Bu arada eğitimdeki klasik deneyimden modern döneme geçişi genel hatlarıyla Osmanlılar ve Türkiye Cumhuriyeti şeklinde iki başlık altında ele alan bu çalışma, Türkler’in klasik dönemdeki uzun medrese deneyimini bozulduğu aşamadan değerlendirmemeye; bir başka ifadeyle hem Selçuklu hem Osmanlı kültür ve düşünce dünyasını modern dönemlere gelinceye kadar besleyen ve taşıyan bu eğitim kurumlarının geçmişini son yozlaşmış hâlinden çözümlememeye çalışacaktır.
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    Teachers' Perspectives on Citizenship Education in England
    (TURKISH EDUCATION ASSOC, 2018-10-22) KENAN, SEYFİ; Onal, Gokhan; Ozturk, Cemil; Kenan, Seyfi
    This study aims to explore the current status of citizenship education in English schools, teachers' understanding of citizenship education, the challenges teachers face and the teaching methods they use to eliminate these challenges in the classroom. The design of this study relies on qualitative research methods where observations in Citizenship classes and interviews with teachers were conducted. The findings from this study suggest that the Science, Technology, Engineering and Mathematics (STEM) subjects have displaced Citizenship and have been weakening it since 2010. Furthermore, the nature of the subject is being challenged by something akin to new Civics and character education in which morality and nationality were more emphasised. Though the priorities have changed for policy makers, they have not completely changed for teachers. It was clear that teachers were doing more than the curriculum required. In the future, conducting more case studies and comparative research on the state of citizenship education in different English schools are suggested.
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    II. In the Educational Journals of the Constitutional Period Teacher Qualifications
    (ILEM) KENAN, SEYFİ; Ozturk, Kurtulus; Kenan, Seyfi
    Darulmuallimin was established in 1848 with the aim of training the teachers needed by the new modern schools that were opened since the start of the 19th century. When addressing the Second Constitutional Era, significant changes had been experienced in the understanding of teacher training processes. Drastic adjustments had been made regarding teacher development as a professional occupation and the formation of the standards of the teaching profession. Believing that the recovery of the empire that had begun to splinter could be realized through education, intellectuals an educators engaged in lively debate over identifying the teacher competencies they felt had the most critical role in education. This study involves the debates that had been taken up in education journals published in Istanbul regarding how to develop the teaching profession and identify its professional competencies during the Second Constitutional Era. The debates placed emphasis on issues such as the accumulations teachers possess in various disciplines, the progressive approach, the discovery approach, the connections lessons have with life, and professional experience. When generally assessing teachers' views related to teachers' mission and qualifications, the Second Constitutional Era is seen to have some striking similarities with today's literature on teacher competencies. In this respect, the ideas on education in the Second Constitutional Era can be said to have been a significant source of what was imagined for teachers in the Republican Era.