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Course Description Course Name : Philosophical Foundation of Education Course Code : FEL 721 Course Type : Optional Level of Course : Second Cycle Year of Study : 1 Course Semester : Fall (16 Weeks) ECTS : 6 Name of Lecturer(s) : Asst.Prof.Dr. MUSTAFA GÜNAY Learning Outcomes of the Course : Understands the concept of education Discusses the problem of education in the history of philosophy Analyzes the relationship between person, society and education Compares several philosophers´ viewpoint on education Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : The aim of this lesson is to examine ,evaluate and compare the meanings of education , examine the philosophical dimensions of education in the history of philosophy and investigate the relations between human , its philosophy and education in terms of the meaning of education. Course Contents : In this course, students study the concept of philosophy in the history of philosophy, the opinions of philosophers about education, discuss the education on the basis of the major meanings of philosophy in the history of philosophy through analysis of texts Language of Instruction : Turkish Work Place : Lecturer room   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 General introduction. None Lecture 2 The meanings of the concept of education Studying relevant sources Lecture-Discussion 3 Education in terms of philosophy Studying relevant sources Lecture-Discussion 4 The problem of education in the history of philosophy Studying relevant sources Lecture-Discussion 5 The problem of education in the history of philosophy Studying relevant sources Lecture-Discussion 6 Education in ancient philosophy :Plato and Aristotle Studying relevant sources Lecture-Discussion 7 Rousseau and education Studying relevant sources Lecture-Discussion 8 Exam week - - 9 Pragmatism and education Studying relevant sources Lecture-Discussion 10 Freedom and education Studying relevant sources Lecture-Discussion 11 Individual, society and education Studying relevant sources Lecture-Discussion 12 Marxism and education Studying relevant sources Lecture-Discussion 13 Existentialism and education Studying relevant sources Lecture-Discussion 14 Education in Utopia Studying relevant sources Lecture-Discussion 15 General evaluation of the course Review of the courses Mutual Discussion 16/17 Final exam Preparation for the exam Written exam   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Cevizci, A. (2012), Eğitim Felsefesi (Educational Philosophy), İstanbul: Say Publications.  Reboul, O. (1991), Eğitim Felsefesi, (Trans: Işın Gürbüz ), Iletişim Publications.  Felsefe Tarihinde İnsan Sorunu, Mustafa Günay, Karahan Yayınları, 2010.  Buyukduvenci, S., Eğitim Felsefesine Giris (Introduction to Philosophy of Education), Ankara: Siyasal Press.  Gutek, G.L. (2001), Egitimde Felsefi ve Ideolojik Yaklasimlar (Philosophical and Ideological Approaches in Education), Ankara: Utopya Publications. Required Course Material(s)  Illich, I. (2006). Okulsuz Toplum, (çev.) C. Öner, İstanbul: Oda Yayınları.  Edgar Morin, Geleceğin Eğitimi İçin Gerekli Yedi Bilgi, İBÜY, 2003.  Varoluşçuluk ve Eğitim, Sabri Büyükdüvenci, Siyasal Kitabevi.   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 0 0     Homeworks/Projects/Others 2 100 Total 100 Rate of Semester/Year Assessments to Success 40   Final Assessments 100 Rate of Final Assessments to Success 60 Total 100   Contribution of the Course to Key Learning Outcomes # Key Learning Outcome Contribution* 1 Understands, analyzes, synthesizes, conceptualizes, solves and directs the problems encountered in human and social issues and business life 5 2 Brings forward the problems and issues related to human and society systematically and consistently in a written text and orally 4 3 Behaves sensitively to human and social issues, empathizes, deals with the problems he notices, and organizes studies related to them 4 4 Enhances the ability of analytical, critical and creative thinking, and has multi-dimensional perspective 5 5 Transforms the subjects and problems in especially three main fields (Philosophy, Psychology and Sociology) into scientific-philosophical issue, conceptualizes, theorizes, and evaluates in interdisciplinary 5 6 Creates philosophical- scientific problems related to human and social issues and does research especially in the areas of philosophy, psychology and sociology. 5 7 Develops solutions for problems in the field and implements them 4 8 Acts within social, scientific and ethical values framework at the stage of data collection, interpretetation, implementation and dessemination 5 9 Associates the universal problems with national and local issues 4 10 Examines the problems he encounters in educational environment and everyday life with philosophical, sociological and psychological outlook 5 11 Presents problems and research results at the national and international level and publishes them as scientific resource. 4 12 Follows new publications, information, theory, techniques and other developments in their field, and is always open to self-development and research 1 13 Uses, develops and tracks the ways of scientific thoughts, critical and creative thinking 5 14 Develops and uses effective communication skills with students, colleagues and people; share information and developments with these people and institutions; have common projects, scientific studies and cooperations . 3 15 Sustains activities in the field of education in a competent and qualified manner 2 16 Monitors and uses information and communication technologies 1 17 Internalizes and uses latest information, theory and methodologies in the field ; implements them to new areas and associates them with other disciplines 5 18 Knows theories and methodologies, and has knowledge especially in philosophy, sociology, psychology, educational science, all humanities and social sciences; monitors and internalizes new developments 4 * Contribution levels are between 0 (not) and 5 (maximum).   Student Workload - ECTS Works Number Time (Hour) Total Workload (Hour) Course Related Works     Class Time (Exam weeks are excluded) 14 3 42     Out of Class Study (Preliminary Work, Practice) 14 5 70 Assesment Related Works     Homeworks, Projects, Others 2 7 14     Mid-term Exams (Written, Oral, etc.) 0 0 0     Final Exam 1 12 12 Total Workload: 138 Total Workload / 25 (h): 5.52 ECTS Credit: 6