Philosophy Education: In Pursuit of a Life

Abstract

ABSTRACT. Philosophy, with its quests, and responses given for these quests, reflects multiplicity and antinomial irrelevances rather than totality and relevance in itself. To draw on the premises of various philosophers, it has no direct correlative with the daily life, and it is hailed as an activity starting from the point which diverts from the daily life, and delving into the territories to explore the essence of the things. Fundamental questions to be asked in this manuscript can be articulated as thus: Can there be the teaching of an activity lacking organized knowledge and having no answers to its questions? Is it an occupation which can be operated through some educational criteria? As a form of education, what sorts of behavioural changes can philosophy education aim in a person? Furthermore, are the questions of philosophy or the answers to be instructed? If the answers are to be instructed, whose would these be? In this manuscript, it has been stated that there can be an ample ground for philosophy education through the contribution of such an education to build up an adequate correspondence with philosophy in the life of an individual, thereby constituting a philosophical life. This process has been called as a hermeneutical process in the manuscript.Key Words: Philosophy, philosophy education, correlative of philosophy, philosophizing, occupational education, life, hermeneutic. * Asist. Prof. Dr., Yüzüncü Yıl University, Department of Philosophy. Vefa TAŞDELEN 278 SUMMARYPhilosophy is an activity related with the questions about the very existence of an individual and the replies based on and explored in such an existence rather than an activity to be instructed, shown or transferred by one person to the other. Within this context, philosophy can be considered as having a correlative in us. It gains a concrete meaning so long as such a correlative exists in us. Meaninglessness will come to the fore, in case such a correlative does not exist. Philosophy education is an activity through which philosophy builds up its correlative in a person. Thus, it would be much more tempting to say that philosophy is an activity which builds up its correlative in the individual through its education. Building-up of such a correlative first of all presupposes the questions to be possessed by us and to be originated from the very existence of a person himself. While constituting such a bonding with philosophy, we direct quests and queries based not upon an external source, but explored in our existential being and springing from our curiosity. Our aims and objectives to direct such quests are compiled not to the knowledge to be acquired about a profession but to the love of wisdom cherished towards knowledge. In order, for those quests, to be possessed by us, they should either be derived from our existence or they should acquire some status in such an existence after they come to us through learning externally. This presupposition which can found the principles of philosophy education may pave the way for a philoso...

11. Sınıf Felsefe Ders Kitabı’nda yer alan soruların üst düzey düşünme becerileri açısından incelenmesi

“…Daha sonra 'Sokratik Tartışma' olarak adlandırılan bu yöntem hem felsefenin temel yöntemi olmuş hem de öğretim yaklaşımları arasında yerini almıştır. Felsefe, varlığın anlamını sorgulayan ve bu konuda bilgi ve düşünce üreten en önemli insan etkinliğidir (Loewer, 2016;Taşdelen, 2007). Felsefe yapmanın temel yöntemi düşünmektir.…”

“…Sorusuz felsefe ve felsefe eğitimi temelden yoksun bir etkinlik olacaktır. (Taşdelen, 2007). Farklı ülkelerde lise düzeyinde felsefe öğretimi ve felsefe dersinde uygulanan etkinlikler çoğunlukla ders kitabı doğrultusunda sürdürülmektedir (Choi, 2002;Pinto, Boyd ve McDonough, 2009;Pinto, McDonough ve Boyd, 2011 (Marzano, 2006).…”

“…Philosophy is a discipline which includes critical, creative and extensive thinking on issues such as the meaning of existence, human nature, problem of values, the source and limits of knowledge, the aim and purpose of art, and ethical problems in science; and aims to reach the essence of events by asking questions and seeking answers. It is the most important human activity which questions the meaning of existence and generates knowledge and ideas (Loewer, 2016;Taşdelen, 2007).…”

“…Philosophy education is a process that transforms and develops an individual. It is expected that philosophy education will enable an individual to approach even the most common situations with skepticism and questioning (Taşdelen, 2007).…”

“…Questions used in philosophy education should not come to an end even after the process of analysing them. Instead, such questions should point out to possible answers, an uncertainty, or confession that the questions are difficult so that the search for new answers can continue (Taşdelen, 2007;Uygur, 1964). While philosophical questions are not without answers, the answers they have are not strong enough to eliminate the questions (Noddings, 2017;Taşdelen, 2007).…”