"Istanbul Kültür University Evaluation Report on the Turkish Century Education Model" was prepared by our Faculty of Arts and Sciences Dean Prof. Dr. Ömür Ceylan and our Faculty of Education Dean Prof. Dr. Alim Kaya, with the contributions of Hasan Şimşek. In its report on the new curriculum approved by the Ministry of Education despite the objections of experts, it is stated that "It is written by conservative-idealist minds, targeting the 'conservative-idealist' type of person, and creates its traces." the statement was included. The report stated in detail that the Turkish Century Education Model, which will be implemented as of September 2024, is worrying and that this haste should be abandoned, and said, "The implementation of the new program in the first, fifth and ninth grades in the new education without a pilot test is a great risk that concerns almost five million students” expressions. NOT TRANSPARENCY , NO PARTICIPATION In the report, it is emphasized that first of all, a scientific evaluation and needs analysis should be made of the current program and said, The opinion that says“There is no determination, emphasis or target regarding the economic function of education in the new program. Artificial intelligence, which profoundly affects all societies and lifestyles, economies, trade and health, and the society 5.0 it will create, have almost never been mentioned. Although it was stated that instructor's opinions were taken while preparing the program proposal, no concrete information was shared about those who contributed to the preparation phase. In the program, which is stated to be aimed at content simplification, the fact that some topics have a more intense content also raises questions about the participants whose opinions were consulted during the preparation phase. Finally, a change of this magnitude to be undertaken without even foreseeing any pilot application class/region/duration brings with it the danger of resulting in large costs, as in similar examples in the world, since the risk elements it contains will be effective indefinitely in a wide area. The preparation process was not shared transparently with the entire society, and the necessary participation of all relevant academics, unions and NGOs was not ensured." was included. WE SHOULD ABANDON HASTINESS The following is the continuation of the report, which states that the model is not clearly specified and it is also not specified to what extent it coincides with which of the known theories of educational philosophy as no reference is given: "The words selected in the 'philosophy of the program' section, which includes the content, language, onologicalepistemological-axiological stance in the first 14 pages, create the impression that they were written by the 'conservative-idealist' human type by targeting the 'conservative' minds. One of the model's exit claims is 'curriculum simplification'. However, according to the proposed model, there are 84 process components, 21 trends, 9 emotional social learning skills, 9 literacy skills, 20 values and related actions, as well as field-specific skills of 23 cognitive skills that should be gained even when considered at the level of a course. The size of our education system, our number of teachers and the upcoming summer vacation make it almost impossible to prepare teachers for the program at the desired level, even when only the 1st, 5th and 9th grades are taken into account. It would be appropriate and accurate to abandon the haste of the Turkish Century Education Model to be put into practice in the 2024-2025 academic year, to use the new program by all stakeholders of the next year to discuss and mature it, and to start the implementation by making appropriate corrections after receiving the necessary returns. ARABIC-PERSIAN WORDS Pointing out that the emphasis on the use and development of Turkish in the program is appropriate, "However, the language and words used in the text contradict this emphasis. The use of old and mystical words, most of which evoke some elements of faith, mostly Persian-Arabic origin, such as tezahür, ruh, kâinat, hikmet, mesuliyet, kemale ermek, mefkûre, müreffeh, fıtri, nefis, mana, hakikat, kâmil insan, ilim, etc. are some examples that show this contradiction. THERE IS A LACK OF EMPHASIS ON ATATÜRK In the report, which states that there is a lack of emphasis on the founding values of Atatürk and the Republic, the determinations on this subject are as follows: “Atatürk and our Republic, to which we owe our political existence and unity today, are among the most important values of our nation. An educational and scientific justification for the lack of emphasis on these values is unthinkable. It should not be forgotten that a society that cannot transfer the reason and history of political existence to its generations with the education system cannot continue its existence and unity. What is expected from the Ministry of National Education is to strongly protect the values of Atatürk and the Republic and to ensure that these values are comprehend our children." |