PERMIT a Story of Creative Teaching Practices © Diye Yayınları Diye EU-Lib: 1

PERMIT A Story of Creative Teaching Practices © Diye Yayınları Diye EU-LiB: 1 PERMIT - A STORY OF CREATIVE TEACHING PRACTICES The PERMIT project is founded by the European Union and implemented by the Yıldız Technical University in coordination with the General Secretariat of EU Affairs. This book has been produced with the assistance of the European Union. The contents of this book is sole responsibility of the YILDIZ TECHINCAL UNIVERSITY and can in no way be taken to reflect the views of the European Union. All rights reserved. No reproduction, copy or transmission of this publication in any form and by any electron- ic, mechanical or other means may be made without written permission. Certificate number 13694 ISBN 978-605-4040-02-5 First edition October 2009 General Editor: Işın Bengi-Öner Edited by: Füsun Ataseven Yıldız Technical University and Ayşe Banu Karadağ Yıldız Technical University Designed by: B. Selin Candar Design Group (Selin Candar and Ferhat Konaş) Printed by: A4 Ofset Matbaacılık San. ve Tic. Ltd. Şti. Oto Sanayi Sitesi, Yeşilce Mah. Donanma Sok. No 16 Kağıthane 34418 İstanbul T. 0 212 281 64 48 DİYE GLOBAL COMMUNICATIONS DİYE DANIŞMANLIK VE ÇEVİRİ HİZMETLERİ KÜLTÜRLERARASI İLETİŞİM TİCARET LTD. ŞTİ. Sıraselviler Cad. Bakraç Sk. No: 21/2 34433 Cihangir-İstanbul T. 0 212 244 56 00 F. 0 212 293 02 87 http://www.diye.com.tr e-posta: [email protected] A Story of Creative Teaching Practices Index INTRODUCTION ................................................................................. 1-10 TEACHING PRACTICES IN HUMANITIES COURSES......................... 11-66 DALLE CITTA’ INVISIBILI ALLE CITTA’ VISIBILI CORNELIA CAZZORLA ............................. 3-28 IL DIRITTO DI AVERE DIRITTI MONICA GUARALDO .................................................. 29-39 KültüRLERARASI İLETİŞİMİ GELİŞTİRME ARACI OLARAK KENTLER ÖZLEM GÜRSOY .......... 40-46 NASTANEK SVETOVNIH RELIGIJ SONjA ŠKRLj POČKAj ............................................ 47-54 MEDKULTURNI DIALOG V POUČEVANJU FILOZOFIJE MARjAN ŠİMENC, MARE ŠTEMPIHAR ... 55-59 ABITI MULTICULTURALI LORENZO VIESI .............................................................. 60-66 TEACHING PRACTICES IN SCIENCE COURSES .............................. 67-94 BİYOLOJİDE ÇOKKültüRLü EĞİTİM UYGULAMALARI VE YANSIMALARI ECE YAŞAR AVCI ..... 69-74 BİYOLOJİ ÖĞRETİMİNDE KüLTüRLERARASI YAKLAŞIMA DAİR BİR ÖRNEK DILEK ÇAKIR ........ 75-80 ÇOKKüLTüRLüLüK ÇERÇEVESİNDE BİLİM Murat DALGIÇ ......................................... 81-85 MEDKULTURNI PRISTOP PRI POUČEVANJU IN UČENJU BIOLOŠKIH VED LILIANA VIZINTIN ..... 86-94 TEACHING PRACTICES IN LANGUAGE COURSES ......................... 95-130 ÇOKKüLTüRLüLüK ANLAYIŞININ 10. SINIF DİL VE ANLATIM DERSİNDE UYGULAMA SONUÇLARININ DEĞERLENDİRİLMESİ Mustafa ALTUNYA ........................... 97-101 DİL EĞİTİMİNDE ÇOKKültüRLü EĞİTİM UYGULAMALARININ ÖĞRETMEN VE ÖĞRENCİLER AÇISINDAN YANSIMALARI MERAL EVLÜCE ........................................102-107 MEDKULTURNO POTVANJE BOjANA MILUTINOVIČ .................................................. 108-121 THE MAKING AND REMAKING OF A NATION: INTEGRATING THE INTERCULTURAL DIMENSION TO THE TRADITIONAL SYLLABUS Patrizia TOMAIN ........ 122-130 CONCLUSION ..................................................................................... 131-133 Introduction Introduction 3 About PERMIT* Today, the world has turned into a village as the result of globalization (M. Mc. Luhan, 1964). Borders specifying the differences among nations in the past are now gradually dissolving and new definitions of culture are emerging in the regions with high rates of migration. Unity of language, religion and values is being replaced by disparate concepts today. According to Bozkurt Güvenç renown for his research in cultural studies, culture is the sum total of values formed by people living under similar conditions and having similar characteristics as the result of living in the same climatic zone. People feel more relaxed and develop modes of behavior that is not open to differences, when they gather around the same religion and communicate with the same language (B.Güvenç, 1995). In such societies where people feel at home, what is considered to be “different” generally creates problems. It is this situation that leads people to problematize the concept of “difference”. In these days, such situations mostly arise from economic reasons. The effort of immigrants to adapt to the new environments forces the people already living there to adapt to the other. The concepts of multiculturalism and interculturalism thus arising create an interaction between the “I” and the “other”. This way “I” and the “other” get to know each other better and “I” who gets richer by getting to know the “other” develops awareness in his/her own culture. Multiculturalism based on individuals and groups having different languages and religious, racial, historical and geographical roots is an issue in societies that live within the same borders as a single political entity. Nermi Uygur is the first person in Turkey who uses the concept of multiculturalism in the article “Dil, Kültür ve Eğitim” (“Language, Culture and Education”) of his book entitled Kültür Kuramı (Theory of Culture, 1983). Uygur in line with the prerequisites of multiculturalism assigns responsibility also to the educationalists. In other words he calls the educationalists to duty. He mentions that leaving this task only to politicians can be considered neither logically nor morally correct. For Uygur, it is important to find solutions to the problems arising during the implementation of multiculturalism as a joint effort. In Uygur’s view, right at this point, educationalist has to step forward and claim responsibility. The educationalist has to know openly that he/she cannot be the spokesperson of one culture only. His/her duty is not only to fulfill the directives. On the contrary, it should be expected from an educationalist to anticipate the breakthroughs of his/her time and to take a role in reshaping of the society. It is again Nermi Uygur (1983) who points out that awareness of multiculturalism is the founding stone of education and that contemporary education should be multicultural and multilingual. In Hammer’s view, “the intercultural competence is the ability to think and act in interculturally appropriate ways” (M.R.Hammer 2003). To develop this ability and put it into use, the individuals have to show sensitivity both for their own cultures and also for the cultures of others. Hammer defines this as “intercultural sensitivity” (M.R.Hammer 2003) Positive observations towards world perceptions make it possible for individuals to change their views on and understanding of differences and similarities with other people. Such paradigm shifts have *PERMIT: Promote Education and Reciprocal Understanding Through Multicultural Integrated Teaching 4 Introduction a bearing on our comprehension of our own heritage. Furthermore they also help us gain skills to understand other cultures, thus establishing empathy (A.E.Fantini, 1995). In their 1992 book, Bhawuk and Brislin emphasize the point that in order to be influential in another culture, one has to be interested in other cultures, has to have sufficient sensitivity to separate cultural differences and to show respect to people from other cultures (D.P.S.Bhauwuk, R.Brislin, 1992). When one shifts from the theoretical to the practical, in other words to classroom situations, what one has to evaluate is whether students have changed their attitudes or not and whether they have become more tolerant in issues they don’t know about or are different from theirs or not. If such changes are observed, this may be considered as an emotional and decent change. As to the evaluation of tolerance it may be claimed that there is no need to spend any effort to assess it. If evaluation means assessment and judgment by a teacher, which is of course valid; it shouldn’t, however, be forgotten that this is only one type of evaluation. If evaluation is not based on tests and traditional exams, it is essential that such may be juxtaposed by the portfolio approach which makes use of competency records of students (M.Byram, 1997). The dissolving of borders in today’s world and establishing of bonds between “I” and the “other” necessitates the reviewing of educational circles once more and the development of new educational systems established with new methods going parallel with new concepts. Starting from similarities, it is imperative to apply a brand-new system, method and technique within an intercultural framework to the educational circles enriched with awareness. The PERMIT project created in the light of the advances in multicultural dialogue and carried out by Yıldız Technical University under the coordination of European Union aims to develop a civil society dialogue between the EU and Turkey. Yıldız Technical University acting as the coordinating partner, the PERMIT project is carried out with CA’Foscari University (Italy), Primorsha University (Slovenia) and TWAS –The Academy of Science for Developing World (Italy) as partners. The PERMIT project that started in May 2008 has covered a period of eighteen months. Within the Project, links related to the cultural values affecting high school education in the member countries (Turkey, Italy and Slovenia) were developed and the experiences were mutually shared. It was aimed to promote the knowledge and awareness of high school teachers and students relating to the EU institutions and policies,

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