E\u011fitim, yaln\u0131zca belirli bir m\u00fcfredat arac\u0131l\u0131\u011f\u0131yla haz\u0131r bilgiyi aktarman\u0131n bir arac\u0131 olman\u0131n \u00f6tesinde, insan bilinci ile ger\u00e7eklik aras\u0131nda bir sosyal ili\u015fki ve y\u00fczle\u015fmedir. Yani, bireylerin farkl\u0131 fikirlerle kar\u015f\u0131la\u015ft\u0131\u011f\u0131, varsay\u0131mlar\u0131 sorgulad\u0131\u011f\u0131, m\u00fczakere etti\u011fi ve farkl\u0131l\u0131klarla nas\u0131l ya\u015fayaca\u011f\u0131n\u0131 \u00f6\u011frendi\u011fi bir kurumdur; ancak \u00fclkemizdeki e\u011fitimin bir k\u0131sm\u0131 hala monolog mant\u0131\u011f\u0131yla i\u015flemeye devam etmektedir. Monologda, \u00f6\u011fretmen ger\u00e7e\u011fin tek sahibi, \u00f6\u011frenci ise bo\u015f bir kap olarak g\u00f6r\u00fcl\u00fcr. Bu nedenle, g\u00fcn\u00fcm\u00fcz e\u011fitiminin g\u00f6revinin sadece \u00f6\u011frenmeyi daha etkili hale getirmek ve daha y\u00fcksek notlar almak de\u011fil, ayn\u0131 zamanda konu\u015fma ve dinleme aras\u0131ndaki denklemi de\u011fi\u015ftirmek oldu\u011funu bilmek \u00f6nemlidir.<\/p>\n\n\n\n
D\u00fczen ve kontrol yan\u0131lsamas\u0131 yaratt\u0131\u011f\u0131 i\u00e7in monolog, y\u00fczeysel olarak iyi g\u00f6r\u00fcn\u00fcr. Bu sistemde, \u00f6\u011fretmen bilgiye sahiptir ve s\u00f6ylediklerinin \u00f6\u011frenci taraf\u0131ndan kabul edilmesi beklenir; hatta akademik ba\u015far\u0131 bile \u00e7o\u011fu zaman \u00f6\u011frencinin ayn\u0131 bilgiyi yeniden \u00fcretme yetene\u011fiyle \u00f6l\u00e7\u00fcl\u00fcr. B\u00f6yle bir sistemde, s\u0131n\u0131f sessizli\u011fi d\u00fczenlilik, itaat \u00f6\u011frenme ve katlanma anlama olarak yanl\u0131\u015f yorumlan\u0131r. Monologa dayal\u0131 bir e\u011fitim, \u00f6nceden haz\u0131rlanm\u0131\u015f cevaplar vermeyi bilen bir \u00f6\u011frenci yeti\u015ftirirken, anlaml\u0131 sorular form\u00fcle etmeyi \u00f6\u011frenmemi\u015ftir. Bu nedenle, ele\u015ftirel d\u00fc\u015f\u00fcnmeyi ve ara\u015ft\u0131rmay\u0131 engeller ve ger\u00e7ekli\u011fi, analiz, yorumlama ve de\u011fi\u015fim gerektiren canl\u0131, sorunlu bir ufuk yerine, sabit ve de\u011fi\u015fmeyen bir manzara olarak g\u00f6r\u00fcr. S\u0131n\u0131flar bu temelde i\u015fledi\u011finde, \u00f6\u011frencilerin iradesini zay\u0131flat\u0131r ve e\u011fitimi \u00f6zg\u00fcrl\u00fck ve kurtulu\u015f yerine yabanc\u0131la\u015fma arac\u0131 haline getirir.<\/p>\n\n\n\n
Geleneksel \u00f6\u011fretim y\u00f6ntemlerine y\u00f6nelik bu ele\u015ftiri, Brezilyal\u0131 e\u011fitimci ve ele\u015ftirel filozof Paulo Freire'nin fikirlerine dayanmaktad\u0131r. Freire, Ezilenlerin Pedagojisi adl\u0131 kitab\u0131nda, \u00f6\u011fretmen ve \u00f6\u011frenci aras\u0131ndaki ili\u015fkiyi \u015fekillendirme teorisini temellendirmi\u015f ve geleneksel ve monolojik bankac\u0131l\u0131k modelini, bilginin bir meta olarak ele al\u0131nd\u0131\u011f\u0131 ve \u00f6\u011fretmenin onu \u00f6\u011frencinin pasif bilincine yerle\u015ftirdi\u011fi bir paradigma olarak tan\u0131mlam\u0131\u015ft\u0131r. Bu, bir bankaya para yat\u0131rmak ve gerekti\u011finde (deneme s\u00fcresi boyunca) \u00e7ekmek gibidir.<\/p>\n\n\n\n
Buna kar\u015f\u0131l\u0131k Freire, diyalog modelini benimseyerek, diyalo\u011fun sadece \u00f6\u011frencilere daha fazla konu\u015fma f\u0131rsat\u0131 vermek anlam\u0131na gelmedi\u011fini, ayn\u0131 zamanda \u00f6\u011frencileri bilgi \u00fcretiminde kilit kat\u0131l\u0131mc\u0131lar olarak \u00f6vmek anlam\u0131na da geldi\u011fini savundu. B\u00f6yle bir s\u0131n\u0131fta \u00f6\u011fretmen g\u00fcc\u00fcn\u00fc kaybetmez, aksine g\u00fcc\u00fcn do\u011fas\u0131n\u0131 de\u011fi\u015ftirir ve sadece bir bilgi kayna\u011f\u0131 olmaktan \u00e7\u0131k\u0131p bir kolayla\u015ft\u0131r\u0131c\u0131 haline gelir. \u00d6\u011fretmen bir soru veya konu sunar, ard\u0131ndan \u00f6\u011frencilerle birlikte sorunu tan\u0131mlar ve yorumlar; b\u00f6ylece \u00f6\u011frencilerin sosyal ve entelekt\u00fcel durumlar\u0131na dair ele\u015ftirel bir fark\u0131ndal\u0131k geli\u015ftirirler.<\/p>\n\n\n\n
Akademik kurumlarda ve e\u011fitimde monologdan diyalo\u011fa ge\u00e7i\u015f gereklidir ve \u00fclkemizde okullardaki \u00f6\u011fretmen yeti\u015ftirme kurslar\u0131 ve \u00fcniversite \u00f6\u011fretim \u00fcyeleri i\u00e7in pedagoji kurslar\u0131 arac\u0131l\u0131\u011f\u0131yla ger\u00e7ekle\u015ftirilmi\u015ftir. Modern zamanlarda d\u00fcnyay\u0131 saran teknoloji ve bilgideki h\u0131zl\u0131 de\u011fi\u015fimler nedeniyle, yaln\u0131zca bilgi ve olgular\u0131n aktar\u0131lmas\u0131 bilimi eksik ve g\u00fcncelli\u011fini yitirmi\u015f hale getirir. Buna kar\u015f\u0131l\u0131k, diyalog \u00f6\u011frencileri ve \u00f6\u011fretmenleri \u00e7e\u015fitli durumlar\u0131 ve olaylar\u0131 de\u011ferlendirmek ve farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131 bir araya getirmek i\u00e7in gerekli olan derinlemesine analiz konusunda e\u011fitir. Stat\u00fcyle de\u011fil, a\u00e7\u0131k tart\u0131\u015fma ve sorgulama yoluyla entelekt\u00fcel g\u00fc\u00e7 kazan\u0131lan bir ortam yarat\u0131r. \u00d6\u011frencilerin konu\u015fmaya, dinlemeye, tart\u0131\u015fmaya ve bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131 savunmaya te\u015fvik edildi\u011fi bu derslerde, sadece akademik bilginin \u00f6tesinde, \u00f6\u011frenciler aras\u0131nda yurtta\u015fl\u0131k ruhu da a\u015f\u0131lan\u0131r.<\/p>\n\n\n\n
Yani, e\u011fitimin gelece\u011fi dinleme ve konu\u015fma aras\u0131nda bir denge kurmakt\u0131r. 21. y\u00fczy\u0131lda iyi bir e\u011fitim kurumu, \u00f6\u011frencilere sadece ne d\u00fc\u015f\u00fcneceklerini de\u011fil, ayn\u0131 zamanda nas\u0131l d\u00fc\u015f\u00fcneceklerini, nas\u0131l dinleyeceklerini, nas\u0131l soru soracaklar\u0131n\u0131 ve farkl\u0131 g\u00f6r\u00fc\u015flerle nas\u0131l ya\u015fayacaklar\u0131n\u0131 da \u00f6\u011fretir. Bu incelikli konu\u015fmalara alan a\u00e7mak, e\u011fitimi entelekt\u00fcel \u00f6zg\u00fcrle\u015fme i\u00e7in kal\u0131c\u0131 ve canl\u0131 bir g\u00fc\u00e7 olarak tutar; bireylerin sadece \u00e7evrelerindeki d\u00fcnyay\u0131 anlamalar\u0131n\u0131 de\u011fil, ayn\u0131 zamanda gelece\u011fini \u015fekillendirmede aktif olarak yer almalar\u0131n\u0131 da sa\u011flar. Sonu\u00e7 olarak, en g\u00fc\u00e7l\u00fc s\u0131n\u0131f, tek bir sesin hakim oldu\u011fu de\u011fil, farkl\u0131 seslerden olu\u015fan bir grubun birlikte nas\u0131l d\u00fc\u015f\u00fcnece\u011fini, ele\u015ftirece\u011fini ve fark yarataca\u011f\u0131n\u0131 \u00f6\u011frendi\u011fi bir aland\u0131r.<\/p>","protected":false},"excerpt":{"rendered":"
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