Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

Abstract

This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War II, mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey's changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period.

Internal social processes of discipline formation: The case of kinanthropometry

“…They represent the field to outsiders and defend the interests of the community in various ways. Ünder (2008, p. 427) distinguishes different functions for a scholarly association in the promotion of a discipline. It can, for example, advance the dialogue among the people who work in the field; organise conferences and seminars for the discussion of ideas; publish newsletters, periodicals and reports; strengthen its place in the curricular and academic structure; communicate on behalf of the discipline; and represent the field on various (inter)national platforms.…”