Parental Involvement in Education: PARENTAL Obstacles and Solutions INVOLVEMENT in EDUCATION Prof

International Year 2 Issue 3 2021

Journal

Parental Involvement in Education: PARENTAL Obstacles and Solutions INVOLVEMENT IN EDUCATION Prof. Dr. Kemal Sayar: Parents Must Discover the Interests of Their Children

Mustafa Şentop, Speaker of the Grand National Assembly of Turkey: “We must raise curious children who dream and discover”

What Is Gamification Gamified and How Can It Be Used in Education? Education

Turkish Maarif Foundation Email: [email protected] | Phone: +90 216 323 35 35 www.turkiyemaarif.org tmaarifvakfi 2021 Year 2 Number 3 International CONTENTS Journal Year 2, Issue 3, 2021

In the third issue of the International Maarif Journal,

PARENTAL the topics of parental Parental Involvement in Education: INVOLVEMENT Obstacles and involvement in education Solutions IN EDUCATION

Prof. Dr. Kemal Sayar: and gamified education Parents Must Discover the Interests of Their Children are reviewed from different TBMM Başkanı Şentop, Speaker of the Grand National Assembly of perspectives by academics Turkey: “We must raise curious children who dream and discover” Gamified Education and experts. What Is Gamification and How Can It Be Used in Education?

PARENTAL INVOLVEMENT GAMIFIED EDUCATION IN EDUCATION 46 / What Is Gamification and How 25 / Parental Involvement in Education: DOSSIER Can It Be Used in Education? Obstacles and Solutions Assoc. Prof. Dr. Özcan Erkan Akgün Prof. Dr. Kasım Yıldırım and Dr. Fatih Çetin 51 / The Contribution of Children’s Çetinkaya Games to Physical and 29 / Reading Education in the Family Psychomotor Development Prof. Dr. Ali Fuat Arıcı Dr. Saime Çağlak Sarı 35 / The Education System of Germany 55 / Gamification at Home and the Problems Turkish Families Assoc. Prof. Dr. Yavuz Samur Face in Their Involvement in 60 / Gamified Education in the Digital Education Ece Sarısaltık Aydın Era Betül Yavuz 40 / Barriers to Parental Involvement 63 / Games as Action, Toys as in Education Garry Hornby and Ian Blackwell Products Sena Ahsen Amirshoev PARENTAL INVOLVEMENT IN EDUCATION

ASSESSMENT PREFACE EĞİTİM DÜNYASINDAN INTERVIEW Speaker of The Grand Kemal Sayar and Sezin Benli National Assembly of Turkey 04 / CHANGING ROLES 10 / Fathers and Games Prof. Dr. Mustafa Şentop IN EDUCATION AND 11 / Multicultural Parents Must PARENTAL INVOLVEMENT Friendships in School “We must raise Prof. Dr. Birol Akgün Promote Being a Discover the curious children who Good Person Interests of Their dream and discover” EDUCATION AGENDA 12 / Flipped Learning Children 13 / Digital Game In today’s world, it is 05 / Henrietta Fore: School As parents, we may some- Closures Should Be the Addiction Makes necessary to consider “Last Resort” People Ill times unconsciously hamper education not just locally, our child’s innate sense of 07 / More Than 168 Million BOOKS but to conceive and plan Children Are Deprived of exploration. We see that par- education at a more global In-School Education 14 / Global Agenda: ents often have expectations level. The developments 08 / Project Support of 23 Education of their children that are quite Million Liras for Vocational both in Turkey and the İNFOGRAFİK above their developmental Education rest of the world in the last levels. This increases chil- 09 / What Professions Does 19 / How Can You two decades show us how Generation Z Tend to Motivate Your dren’s anxiety and damages essential this is. P. 16 Prefer? Children? their self-confidence.P. 20

2 maarif International MAARIF EDUCATIONAL APPROACH Ahmet Türkben maarifJournal “A nation without a philosophy cannot have a school.” -Nurettin Topçu Publisher Maarif is a process of self- On Behalf of the Turkish consciousness and self-recognition. Maarif Foundation Maarif is the name of the road that Prof. Dr. Birol Akgün ensures the use of knowledge, skills, techniques, and art for the benefit Chief Editor of humanity and leads people to the Prof. Dr. Cihad Demirli truth. P. 72 Advisory Board Zekeriya Akçam Prof. Dr. Aşkın Asan Prof. Dr. Ahmet Emre Bilgili Selim Cerrah Tuğba Işık Ercan Prof. Dr. Ayşen Gürcan Prof. Dr. Mahmut Özer Prof. Dr. Semih Aktekin Prof. Dr. M. Akif Kireççi Prof. Dr. Zarife Seçer Editorial Board Assoc. Prof. Dr. Cahit Bağcı Dr. Hasan Taşçı Nedim Kaya Mahmut Mustafa Özdil Ahmet Türkben Assoc. Prof. Dr. Yusuf Alpaydın Dr. Metin Çelik Ali Çiçek Sait Karahasan COUNTRIES AND CULTURES INTERVIEW MAARIF INTERVIEWS Ahmet Yavuz Mehmet Muharrem Kasapoğlu, Prof. Dr. Sadettin Ökten Managing Editor Albania: Country of Minister of Youth and Sports: Bekir Bilgili Hidden Treasures “Wisdom and [email protected] “Possibility, Philosophy Are Reporter A friendly country in the Potential, and Menekşe Olgun Essential Features Interviews middle of Europe with strong Discipline... historical and cultural ties of Our Educational Esra Süzen to Turkey. With its pristine Where These Three Exist, Photography Success Is Inevitable.” Tradition Within Zekeriya Güneş nature and warm people, Our Civilizational Design We are aware of our young Albania is home to beauties Perspective” Ahmet Said Çelik that you can’t take your eyes people. Youth means hope. Translation off of. P. 66 Turkey also means hope. As Wisdom precedes knowledge. Can Tercüme Dil Hizmetleri Management Address 70 / Maarif Schools Carry Our our Nation develops brain The phenomenon that we call drain reverses. Now the best wisdom appeals directly to Altunizade Mah. Common Culture into the Ord. Prof. Dr. Fahrettin Kerim Future engineers, physicians, teachers, the heart. Knowledge, on the Gökay Cad. Erdem Sk. No: 5 athletes, and scientists in the other hand, appeals to the Üsküdar, İstanbul 0 216 323 35 35 world are here... P. 86 mind. P. 92 www.maarifdergisi.com instagram.com/maarifdergisi facebook.com/MaarifDergisi EDUCATION THEORIES CULTURE AND ART twitter.com/MaarifDergisi 78 / Montessori Approach 105 / A Critical Look at Youth ISSN 2717-9222 in Early Childhood Series on Digital Platforms Edition and Cover Education Şule Toyran Menekşe Olgun Özlem Matbaacılık ve Reklamcılık LTD. ŞTİ. 110 / Traditional Turkish Theater Litros Yolu 2. Matbaacılar Sit. SPECIAL EDUCATION Ali Poyraz A Blok Bodrum Kat No: 1BA11 80 / Creating Collaborative Topkapı/Istanbul 0212 612 06 62 Parental Involvement in PORTRAIT Special Education The full responsibility for the Ahmet Yalçın Hocaoğlu articles published in this journal 99 / A Lifetime Dedicated to belongs to their authors. The Understanding Human publication rights and all types HISTORY OF EDUCATION Phyche İbrahim Baran of copyrights for these articles belong to the International 83 / The Turkish version of Maarif Journal. Authors who ANALYSIS submit articles are considered Hikmet: Yesevi Tradition to have accepted this in and Sufi Education 101 / Private Education in Turkey advance. The articles published Firdevs Kapusızoğlu Dr. Muammer Yıldız in this journal may not be quoted without a full citation.

3 maarif PREFACE

CHANGING ROLES IN EDUCATION AND PARENTAL INVOLVEMENT

In the initial preparation process of the tural environments are primary variables International Maarif Journal, the jour- in children’s development and academic nal’s editorial policy was a topic that we success. During the COVID-19 pandemic, discussed with our advisory board and the role of the family in education has be-

PROF. DR. BİROL AKGÜN editorial board members. As a result, it come much more important, surpassing CHAIRMAN OF THE BOARD OF was decided that our journal should pur- the roles of educational institutions and TRUSTEES OF THE TURKISH MAARIF FOUNDATION sue a publication line that will ensure even teachers. In these circumstances, that, in addition to academic circles, par- I think that evaluations of this subject by ents, teachers, and everyone involved many academics from Turkey and be- in education can read and benefit from yond will be insightful for parents as well it. The positive feedback from our es- as teachers and students. In this issue of teemed readers shows today how right the journal, we give wide coverage to the this decision was. This is because educa- topic of gamification in education as tion is at the top of the agenda in Turkey, a complementary secondary theme that as it is around the world, and a large seg- we think is related to the main subject. ment of society, especially parents, fol- In this third issue of our journal, we lows the developments in the education also give coverage to the assessment of world closely. Therefore, the importance Prof. Dr. Mustafa Şentop, Speaker of of a semi-popular, semi-academic journal the Grand National Assembly of Turkey, that enables people from all walks of life who identifies the position of the Turk- to follow education issues is clear today. ish Maarif Foundation in the context of The pandemic that we have been international education. Prof. Dr. Şen- fighting for about a year and a half has top’s assessment contains valuable re- confined educational activities to take marks that reflect our understanding of place mainly within homes. This sit- international education and shed light uation has made parents more active on our activities. I think it is important participants in the education process. for being able to understand Turkey’s Therefore, parents now need to have an approach to international education. idea about the developments in the ed- The interview with Mehmet Muhar- ucation world to an extent that has nev- rem Kasapoğlu, Minister of Youth and er been seen before. In this issue of our Sports, includes important statements journal, we wanted to draw attention to about the decicive role of investments in- the importance of the topic of parental tended for youth and future generation. involvement in education by making With this issue, we are excited to meet it the cover subject. our readers with a journal full of impor- Undoubtedly, family has always been tant content. I would like to thank every- an integral part of schooling. The ap- one who submitted articles to our jour- proach of families towards their children, nal, those who contributed with their their relationships with schools, and ideas, and those who have had a hand in their socioeconomic conditions and cul- the preparation of its publication.

4 maarif EDUCATION AGENDA 210,000 Number of international university students studying in Turkey (2020)

Henrietta Fore, Indicating that the number of out-of-school children UNICEF Executive increased by 24 million during Director: School this period, Fore said it caused Closures Should a deviation from the targets that have been pursued for Be the “Last years. Resort” “Children’s ability to read, write and do basic math has Henrietta Fore highlight- suffered, and the skills they ed that the cost of closing need to thrive in the 21st cen- schools has been devastating, tury economy have dimin- with 90 per cent of students ished,” Fore continued in her globally facing shutdowns at statement. the peak of the COVID disrup- According to Fore, without ty, they are “losing physical vulnerable to abuse, child tions last year, leaving more school meals, children are “left fitness and showing signs of marriage and child labor”. For than a third of schoolchildren hungry and their nutrition is mental distress”; and with- all these reasons, Fore argues with no access to remote worsening”; without daily peer out the safety net that school that closing schools must be a education. interactions and less mobili- often provides, they are “more last resort. Source: UNESCO

Noting that Turkey is Turkey Is One of the Top 10 Countries with the Highest one of the top 10 countries Number of International Students in Higher Education with the highest number of international students in the Prof. Dr. Rahmi Er, Deputy “The Turkish higher education Report, Turkey ranked first in field of higher education in the President of the Turkish system, a part of the European European higher education in world, and is also one of the Council of Higher Education higher education system, has terms of the number of students 5 European countries with the (YÖK), spoke at the 6th made great progress in recent enrolled. For many parameters, highest number of international Eurasia International Higher years and has managed to it is among the countries with students according to Turkey’s Education Summit (EURIE- stand out among European the most successful Bologna UNESCO data, Er explained Online Summit 2021). Prof. Dr. countries in many areas. scorecards, and it is one of the that this result is a reflection of Er underlined that the Turkish According to the 2020 Bologna few countries that have scored the confidence in the quality of higher education system, Process Implementation full marks in 5 of 5 fields.” Turkish higher education. which is a huge structure comprising a total of 207 higher education institutions, including 203 universities (129 state universities and 74 foundation universities) and 4 foundation vocational schools, with approximately 180,000 academic staff and 8 million students, strengthens its role as a global center of attraction with every passing day. Stating that more than 210,000 of these students are international students from more than 180 countries, Er said:

5 maarif EDUCATION Water Shortages in Schools According to a report of the World Health Organization, 462 million students AGENDA attend schools where water or taps are not available. Schools attended by 698 million children, on the other hand, do not have basic cleaning services.

Internship Gifted Youth Will Be Attracted to Public Opportunities Institutions for 50,000 University students will be Students given the opportunity to gain work experience before graduation thanks to this An internship campaign was internship campaign, which Erasmus Supported 700,000 launched for university a 2020 OECD report entitled students, in which volunteer- “Governance for Youth, Trust Turkish Students in 17 Years ing employers from public and Intergenerational Justice: institutions and the private Fit for All Generations?” held İlker Astarcı, head of the for the new period (2021-2027) sector unite under the theme up as a model practice for Turkish National Agency, said of the Erasmus program in of “We Campaign for You.” increasing the confidence that more than 36,000 projects December of last year. Astarcı This campaign aims to of young people in public have been carried out within said that Turkish citizens support equality of opportu- institutions, strengthening the the scope of Erasmus in 17 years benefiting from the programs nity by using transparent, relationships among them, and that 1.4 billion euros have implemented in EU countries traceable, and innovative and attracting gifted youth been allocated to those also contribute to the formation methods to support access to to public institutions. This programs. Noting that grants of dialogue between EU and career opportunities for opportunity will be supported are given annually to 60,000 Turkey. young people, who play a by public institutions, private participants, 20,000 of whom Erasmus was established in key role in Turkey’s growth, sector organizations, new are higher education students, 1987 as a European Union empowerment, and attempts initiatives, and SMEs. In this Astarcı said that they are student exchange program and to exemplify regional and way, young people will be entering a new era and that then became the current global leadership. This given the opportunity to get new programs will be imple- version of Erasmus, a program internship campaign is under closely acquainted with public mented between 2021 and 2027. that supports education, the heading of “Employment institutions and organizations, According to the website of training, youth, and sports in and Working Life” in the in addition to the private sector, the Turkish National Agency, Europe. Turkey has been a Presidential Annual Program and this will pave the way for the European Parliament and member of the program since for 2021 and is under the SMEs, which are the backbone Council approved the budget 2003. responsibility of the Human of the economy, and other Resources Department of the new enterprises to reach gifted Presidency. youth. EBA Received 20 Billion Visits

For the 2020-2021 academic The total broadcasting year, a total of 8,365 hours time between March 23, of broadcasting were made 2020, and April 2, 2021, through the EBA TV Primary was 14,560 hours. A total School, EBA TV Middle of 10,173 course videos and School, and EBA TV High 1,019 extracurricular activity School channels between videos were prepared during September 21, 2020 and the distance education April 2, 2021. These EBA period. Of those, 5,847 of the (“Education Information course videos and 798 of the Network”) broadcasts were extracurricular activity videos filmed in 13 different studios were prepared for the 2020- in Ankara and İstanbul. 2021 academic year.

6 maarif The Pandemic Deepens Inequalities

The OECD has published a new report entitled “Educating Healthy and Happy Children “REGULAR SLEEP WARNING” in the Digital Age.” The report’s sections More Than FOR STUDENTS BEFORE on children’s nutritional loss due to school 168 Million Children IN-SCHOOL EDUCATION closures contain important data. Although Are Deprived of RESUMES the COVID-19 pandemic has prompted us to In-School Education Assoc. Prof. Dr. Vural Fidan, head of newly rethink the issue of global inequality, the All Sleep Medicine and Research The United Nations Children’s Fund countries have long been striving to empower Association (TUTDER), said that the (UNICEF) reported that more than 168 students and support their health and well- regular sleep routines of children should million children could not receive in- being. The pandemic has thoroughly revealed be ensured during in-school education, school education due to the COVID-19 which has started again for some grades inequalities in this area. According to the pandemic. Due to the pandemic, one of primary and middle schools. report, children living in poorer households out of every seven children, or 214 Dr. Fidan, a specialist at the Eskişehir million children, have missed more City Hospital Otorhinolaryngology than three-quarters of the opportunity Clinic, discussed students receiving to receive in-school education, distance education due to the COVID-19 according to UNICEF’s report on how pandemic and noted that 1st, 2nd, 3rd, and the COVID-19 pandemic has affected 4th grade students in primary school children and their education. More than and 8th and 12th grade students began 168 million children, on the other hand, receiving in-school education on March could not receive in-school education 1. Explaining that the sleep routines of because their schools were closed for children receiving education at home about a year. While schools remained had been disrupted, Fidan said: mostly closed from March 2020 to “When schools reopen, children will February 2021 in 14 countries, two- wake up early. Children should go to bed thirds of which are in Latin America and before 9:00 p.m. The bedtime cannot the Caribbean, 98 million school-age be immediately re-set to an earlier hour children were affected. Panama was are less likely to have healthy eating habits, for children who are going to bed late the country where schools were kept such as consuming fruits, vegetables, or and waking up late during the distance closed for the longest time, followed education process. Therefore, it is protein every day, compared to their more by El Salvador, Bangladesh, and necessary to move the bedtime forward advantaged peers. Children living in poorer Bolivia. by half an hour every day. Parents “Children unable to access in- households also have less of a habit of eating should provide their children with an school education fall further and further breakfast compared to others. Although there environment suitable for sleep onset. behind, and the most marginalized pay have been some improvements in this regard, With distance education, many parents the heaviest price,” said Henrietta Fore, 48% of children do not consume adequate have allowed—even if unwillingly—their UNICEF Executive Director. amounts of fruits or vegetables daily according children to be exposed to tablets and mobile phones for long periods. It is to an HSBC survey that covered 45 countries EMPTY SCHOOL, EMPTY DESKS necessary to stop using digital devices in Europe and North America. EXHIBITION FROM UNICEF at least two hours In some countries, school closures have also To draw attention to children who before bedtime. disrupted access to regular school meals. The have been deprived of education Sleep is a report stated that since many social services throughout the pandemic, UNICEF process in which placed 168 empty desks and school both the body are no longer available due to lockdowns, it is a bags in the garden of the United and the mind rest. necessity for school management and teachers Nations Headquarters, representing When there is to focus on keeping regular contact with 168 million children. no healthy sleep, families, especially the most vulnerable ones. the child’s mind Source: https://www.unicef.org/turkey/en/press- Source: https://oecdedutoday.com/educating-healthy-hap- releases/covid-19-schools-more-168-million- cannot rest.” py-children-digital-age/ children-globally-have-been-completely-closed

7 maarif UNICEF’ten acil fon çağrısı UNICEF, insani krizlerden ve COVID-19 salgınından etkilenen 190 milyonu aşkın çocuğa ulaşmak için 6,4 milyar dolarlık rekor düzeyde acil fon çağrısında bulunuyor.

EDUCATION AGENDA

Project Support The Danger of 23 Million Liras Begins at 8 Years for Vocational of Age Education A study conducted by the Mahmut Özer, Deputy Minister first term projects of our R&D education and the economy Turkish Statistical Institute (TÜİK) of National Education, said centers in 2021 and approved support each other. All of our in 2013 with children between 6 and 15 years of age revealed that that R&D centers are a very 41 projects for support. Within R&D centers are focused on children start using computers at important step being taken to this framework, a sum of intellectual property. In the the age of 8 on average, and that spread the culture of intellec- 13,170,000 liras was provided 2019-2020 academic year, 79.5% of them use the internet tual property in vocational to our related R&D centers for we determined intellectual to play games. Underlining that education. Explaining that they the projects being supported. property as the main theme these statistical data indicate a great danger, Assoc. Prof. Dr. are focusing on patents, utility Thus, so far, we have provided for vocational education, Ümit Aydoğan, an academic models, designs, brand produc- support of 23,170,000 liras to and we set a target of 100 staff member of the University tion, and brand registration in our 42 R&D centers.” registrations in this context. of Health Sciences Gülhane these centers, Özer said: The increase in design and Faculty of Medicine, said that The New Target Is the such games prevent children “We will biennially evaluate Registration of 250 Patents, production capacity in voca- from being healthy individuals. the projects developed by the Utility Models, Designs, and tional education particularly According to Aydoğan, social R&D centers, for which we gave Trademarks enabled us to achieve this problems, withdrawal, loneliness, initial support of 10 million Özer continued: “The topic goal in a short time, within and personality disorders liras last year. In this context, of intellectual property is the the scope of the COVID-19 become a threat for children due our colleagues evaluated the most important interface where pandemic.” to these games.

and create millions of new What Professions jobs by 2030. On the other Does Generation hand, there are concerns that artificial intelligence will Z Tend to Prefer? lead to job losses. In reality, artificial intelligence will Zafer Küçükşabanoğlu, head help employees work more of the Artificial Intelligence comfortably by increasing the Policies Association (AIPA), efficiency of their tasks.” stated that generation Z tends to prefer professions with strong Forty Percent of technological infrastructures. Generation Z Want to Set As he explained: “Artificial Artificial Intelligence humans will remain the final Up Their Own Businesses intelligence plays an important Engineering Is Among the controllers of all systems. Data Approximately 40% of people role in shaping the future of Most Lucrative Professions scientists are expected to be paid in generation Z want to set young people and their career Noting that artificial intelligence 40% more. Artificial intelligence up their own businesses. Young people belonging to choices.” While emphasizing will considerably change not only engineering is considered to generation Z consider fields that artificial intelligence will the way we do business but also be among the most lucrative the professions of the future in professions. In one study, 80% such as informatics, software lead to serious changes in general. Küçükşabanoğlu said the of company executives stated and coding engineering, professions, Küçükşabanoğlu following: that artificial intelligence would digital media, artificial said that generation Z is aware “Artificial intelligence will make their employees more intelligence engineering, space of this fact and strives to make create new professions in efficient. Artificial intelligence is technologies, and YouTube career choices in line with those areas such as bot tracking, data expected to contribute about broadcasting as the leading changes. science, and automation, and $16 trillion to global economies professions of the future.

8 maarif ILLUSTRATION HASAN AYCIN FROM THE EDUCATION WORLD

Fathers and Games

Prof. Paul Ramchandani, from the University of Cambridge, published a paper on the pedalhub.org.uk website making important assessments of the “playmate role the health, happiness, and brain devel- encourage fathers to get involved in their of fathers.” According to opment of their children, especially in children’s lives by playing with them. Ramchandani, play is vital not the first ewf years of life. only for the development of Just like mothers, fathers can play a A Few Simple Tips for Playful children, but also for fathers to variety of roles for their children. Fathers: have a better and happier life. Childcare, of course, is a primary role Don’t worry too much about the type Taking a look at Ramchandani’s that should not be neglected. However, of game; the main thing is just to get recommendations about fathers the playmate role is the most enjoyable involved. Your enthusiasm is the most and perhaps the most important role for important thing for your child. and games can be helpful for all a father. Watch for an opportunity to observe fathers. Some fathers may regard playing as your children, and then try to do what burdensome, especially with very young interests them and follow them. Such athers are important in the lives of children. Some fathers may feel less safe interactions, often referred to as F their children. A father playing with when they are with their young children, sensitive or responsive parenting, are his children means happier children while others may limit themselves to among the basic methods of support- who learn faster, have fewer behavioral certain types of play, such as tumbling. ing the learning and social and problems, and are more at peace with Physical games can be very enjoyable for emotional development of young school on average. I say “on average” be- both fathers and children and can help children. cause this does not necessarily mean that children learn a lot. Adjust yourself to your child’s speed. children who do not see their fathers will This helps children develop skills such This not only enables you to realize automatically take a turn for the worse as physical coordination and self-control. what your child is most interested in, in their lives, but this does mean that an However, fathers do not have to limit but it also helps you support your actively caring, supportive father always themselves to these kinds of games. As child’s learning and curiosity. It may has a positive effect. children grow up and get closer to school take much longer for children to The role that fathers play in their age, it becomes possible for them to play complete any task, but they will only children’s lives varies depending on the more active sports and games. Trying out learn by doing. culture. However, when fathers regularly different types of games is a great Doing these things is not a very play games with their children, they experience for most fathers. Fathers who complicated process, but for most of us, provide them with a higher-quality did not have happy experiences playing it takes time and requires effort. Howev- environment for development regardless with their own fathers in childhood are er, this process is worthy of investment, of the culture or local environment. This more likely to be reluctant to play with because taking care of your child in this involvement has important consequenc- their children. way not only supports his or her devel- es for both fathers and children. Biologi- Fathers have a unique role in the opment but also adds happiness to both cal effects such as hormonal responses growth and development of children, of your lives. (changes in testosterone and oxytocin especially in the early years of their lives, levels) occur in fathers. In return, a period when they learn at a rate that Source: https://www.pedalhub.org.uk/ fathers’ involvement positively affects will never be seen again. Our aim is to play-piece/f-fathers-and-play

10 maarif The percentage of Americans who think Muslims 82% in the US are subject to discrimination.

first year of university achieve significant In a Pew Research study conducted this Multicultural gains in developing understanding and year, most American adults (82%) said displaying appreciative attitudes toward that Muslims experience discrimination Friendships others compared to students who do not in the US at least in certain cases. acquire such friendships. A 2017 survey of Muslim Americans in School Many students attend American revealed that most had experienced colleges and universities in hopes of specific incidents of discrimination, Promote being able to observe their surroundings including being treated with suspicion, from a more global perspective and meet singled out by airport security, or Being a Good people from all over the world who have mentioned together with the names of different traits and identities. Although terrorists. Person the US is claimed to be a melting pot that There are many root causes of religious integrates cultures and a country that discrimination, from the desire to Minşah Gülter has been centered on religious freedom scapegoat others for our own problems ccording to a recently released report, from its establishment, religious and to the effects of the media, and from A colleges and universities may be racial discrimination is still a reality of life being raised wrong in childhood to peer places where the United States can find for many minorities living in the US today. pressure. This study defined appreciative solutions to problems of religious and racial attitudes as the ability of students to discrimination. develop a positive vision and collaborate A study conducted by the Interfaith with people who have different world- Youth Core reveals that friendships views. Someone with a close friend who between students with different religious has a different worldview will have the Someone with a close friend who has a different and secular worldviews improve people’s worldview will have the capacity to understand capacity to understand others and judgments of others in a favorable way. others and appreciate other attitudes at a level appreciate other attitudes at a level almost two times higher than those who do not The study notes that individuals who establish friendships with people with different almost two times higher than those who establish interfaith friendships from the identities. do not establish friendships with people with different identities. For example, the proportion of students who expressed positive attitudes towards Buddhists rose by 22% among those who made a close Buddhist friend in the first year of university. The report reveals that this increase was only 9% among those who did not have a close Buddhist friend. Making a close Muslim friend also leads university students to be more understanding in terms of developing a positive attitude towards people of different backgrounds, including Buddhists, Christians, Hindus, or Jews. These results are similar in nature to the findings of other studies that revealed that friendships between people from different backgrounds can reduce biases between groups.

Source: https://studyinternational.com/news/ benefit-friends-different-races/

11 maarif FROM THE EDUCATION WORLD

Flipped Learning

Esra Süzen

he teacher teaches the subject at T school, and then the student does the homework at home by applying what he or she learned during the lesson! This is something everyone knows, because an educator must first teach the subject to the student. In this approach that we are all familiar with, the student encounters the materials such as texts to be read, visual ed with technology, and digital platforms information for the first time in the class- materials such as videos, PowerPoint and contents that can be used in educa- room environment as a result of its transfer presentations, or websites and related links tion are more accessible. With the by the teacher, and then the student applies that the teacher provides. Student access increase in technology integration, it is what he or she has learned by doing the the information and look at the contents no longer difficult for students to access homework alone. However, there is another before attending class. the subject information of a course at kind of learning that reverses everything: In this way, students enter the classroom any time and as much as they want. On a flipped learning. This approach changes the environment already prepared for the platform where students who quickly “familiar” teaching method and encourages course contents and enter an educational adapt themselves to digital developments the student to practice in the classroom environment suitable for practice. They have access to subject information after preparing for the subject informa- discuss their questions about the lesson according to their own individual tion at home. More precisely, the flipped under the guidance of the teacher, focus on learning speeds, setting up classroom learning model reconsiders questions such the points that they did not understand environments in such a way as to as how the student’s first exposure to the together with the teacher, and have increase student-teacher contact can information will occur, when activities opportunities for group studies or projects. enable a more effective education. should be done, and how learning will take In this stage, the information can be place. The student works with the course assimilated better and it may be possible to WHAT IS REQUIRED TO USE THIS contents before entering the classroom develop new information together in the METHOD MORE EFFECTIVELY? environment. When the student comes to classroom environment. More specifically, a The most important factors that make classroom, he or she then follows the steps student who has performed the lower-level flipped learning effective are the guiding required to deepen that knowledge, such cognitive activities in Bloom’s taxonomy, and facilitating role of the teacher. For this as participating in discussions and focusing such as knowing and understanding, before purpose, the teacher’s technology usage on confusing points, rather than simply lis- entering the classroom has an opportunity skills should be increased and course tening to the teacher, because the students to reach more advanced levels of thinking contents should be delivered to the have already completed a certain amount of such as practice, analysis, and evaluation in students with many different types of the knowledge-acquisition stage at home. the classroom, and this method can keep complementary materials. Flipped learning students from falling into mental laziness in will be more efficient when it is applied to HOW IS THIS METHOD USED? the classroom environment. age groups with advanced skills in regulat- The course contents prepared by the It is easier to use the flipped learning ing their own learning. In other words, teacher are delivered to the students with method in this period when lessons have compared to younger age groups, flipped the support of various materials. Depend- been moved to virtual classrooms as a learning can be used more effectively for ing on the contents of the course, support- result of the COVID-19 pandemic, the upper grades of middle school and for ing materials can include complementary teachers and students are more integrat- high school students.

12 maarif used interactively under the guidance of Digital games suitable for Digital Game adults in such a way as to not adversely affect daily life routines and ensure that children’s developmental Addiction they are limited to certain periods of time. levels should be used interactively under the Makes Sick “INAPPROPRIATE GAMES CAN guidance of adults in such a LEAD TO NEGATIVE IDENTITY way as to not adversely affect t has been reported before that DEVELOPMENT” daily life routines and ensure I digital games can cause psychological Pointing out that digital games can also trauma, negative identity development, have harmful effects besides their that they are limited to certain personality disorders, loneliness, alien- benefits, the report issued an important periods of time. ation, and social desensitization among warning: “Some digital games can cause children and adolescents. game addiction when played uncon- The Directorate General for Health trolledly. All digital images, including Improvement, affiliated with the Ministry digital games, can cause developmental obesity, orthopedic disorders, eating of Health, announced its “Report of the problems, especially problems in the disorders, and eye and vision disorders Results of a Workshop on Digital development of receptive and expressive may occur as a result of remaining Game Addiction” following the work- language at 0-3 years of age.” sedentary while playing for a long time. shop held in Ankara in November 2018. The report further noted: “When They can also cause decreased academic The report stated that not all digital played by children and adolescents, achievement, sleep disorders, and games are addictive, and some games inappropriate games can cause psycho- problems with personal hygiene.” can even contribute positively to chil- logical trauma, negative identity develop- Emphasizing that families must take dren. It was emphasized that digital ment, personality disorders, loneliness, measures suitable for the ages of their games contribute to the cognitive, motor, alienation, social desensitization, and children to protect them from game psychosocial, and language development behavioral disorders due to their images addiction, it was stressed that infants aged of children and that educational, non-vio- and information unsuitable for the ages 0-18 months should not be introduced to lent, interactive digital games suitable for of the children. In addition, health televisions, computers, phones, or tablets children’s specific age and developmen- problems related to disorders of the and that parents should not set a bad tal level can be beneficial as long as they respiratory and circulatory systems, example for their children in this regard. are played in a controlled manner. The report listed the benefits of such games as supporting foreign language development, creativity, problem-solving skills, and other development skills; establishing the understanding of cause-and-effect relationships and strategy formation; and enhancing the motivation of children undergoing treatment processes for chronic diseases and supporting them. When choosing a digital game for a child, the child’s developmental level, the suitability of the game for his or her age, and the amount of time spent playing should be taken into account. It was also underlined that digital games suitable for children’s developmental levels should be

13 maarif BOOKS PAGE EDITORS Esra Süzen, Asuman Bağran, Zekiye Utanç, Saniye Yalçın

THE FAMILY THAT LEADS TO MISTAKES: A TOOL FOR TEACHING SUCCESS BAŞARIYA GÖTÜREN L'ERREUR, UN OUTIL POUR ENSEIGNER Global AILE (Turkish) (French) Author: Doğan Cüceloğlu Author: Jean-Pierre Astolfi Agenda: Published By: Remzi Kitabevi Published By: ESF The Family That Leads to In recent years, the perspective on mistakes in Success, written by Prof. Dr. Doğan learning has changed considerably. In general, Education Cüceloğlu, who passed away this we have moved from a negative understanding February, is intended to guide that leads to penalties to a new understanding parents who want to do something in which mistakes are mostly used as clues for Education has been at more than simply saying “work understanding the learning process and as tools hard, child,” or mobilizing all of for identifying the difficulties that students face. the top of our agenda their financial resources for the Putting mistakes at the center of learning success of their child, as described is a very important approach for questioning recently. People all over by the author. All parents want to the meaning of school activities; in this regard, help their child succeed in school. it goes far beyond the technical and didactic the world are more However, every step taken without fields. comprehending the scientific basis Learning is not a linear procedure. It involves interested in the problems of the learning process, even if processes such as trials, mistakes, and failures. taken in good faith, may hinder In other words, students have the right to make of education and the the child. For example, The Family mistakes, and That Leads to Success contains their mistakes possible solutions. advice that will guide all parents should be who are seeking appropriate and recognized Moving education effective methods to support their and taken into children during exam periods. consideration. activities online to a Studying What is success? If you answer mistakes helps large extent during the this question honestly for yourself, create an you will be better aware of what environment COVID-19 pandemic has you expect from your child. This is of trust where because parents’ understanding mistakes are also played an important of success constantly guides and no longer shapes their interactions with their stigmatized; role in this. As a result, children and constitutes the basis rather, they of their communication with their become a educators, students, and children. Do you want your child to collective tool for succeed only for the satisfaction the construction particularly parents of your own ego? Do you have of information. any concerns about what people Therefore, feel the need to closely would say if your child fails? What making mistakes should be considered a are you doing to help your child necessary step in learning and a source of follow developments succeed? Is your family supportive education for everyone. or is it restrictive? With this book For a student, receiving reflective feedback in education. In this that addresses such questions and on a mistake is an appropriate way to better their answers, you can easily see understand the concept being taught. In that third issue of our the effects of your attitude on your way, he or she discovers his or her intellectual child. functioning and gains autonomy. journal, we have For a teacher, benefiting from mistakes is a tool for regulating education. It enables students compiled a collection to discover learning processes, identifies their needs, and differentiates pedagogical of publications for you approaches and makes it possible to evaluate them on the basis of their relevance. that will help obtain The author of this book clearly shows that mistakes can serve as a basis for renewing the different perspectives on analysis of what is happening in the classroom and can improve the quality of educational education. interventions, although he does not deny the existence of mistakes linked to carelessness or indifference. In this study, the author offers Enjoy your reading! solutions for making education processes more efficient based on a great number of examples from the eight types of mistakes that he describes.

14 maarif PLAYING AND REALITY EDUCATION, YOUTH, UNIVERSITY Author: D. W. Winnicott EĞITIM, GENÇLIK, ÜNIVERSITE (Turkish) Turkish Title: Oyun ve Gerçeklik Author: Peyami Safa Turkish Translation By: Published By: Ötüken Yayınları Tuncay Birkan the corner of a blanket, or toys As can be understood from its title, this Turkish Translation Published By: are tools for the infant to console work, published as the seventh book Metis yayınları 2019 and calm himself or herself in this of Peyami Safa’s “Objective” series, transition. Transition objects play consists of three parts. It was compiled by THE DIGITAL CHILD / Winnicott, a well-known an important role in helping young classifying the author’s articles published DİJİTAL ÇOCUK (Turkish) psychoanalyst, turned toward children learn how to cope with in various newspapers and magazines Author: Kemal Sayar – Sezin Benli psychoanalysis after working as the problems that they will face in between 1940 and 1960 and by arranging Published By: Kapı Yayınları a pediatrician. He introduced the the future. them on the basis of three topics, with term “transitional object” to the Mentioning the importance of a particularly large focus on education and youth. The book does not present a In the past, our parents had literature, explaining that as an play and toys in terms of the child’s general flow of events; rather, it consists of difficulty in bringing us in from infant gradually breaks away from connection to reality, Winnicott one- or two-page dictionary-like chapters the streets, but today we have the mother, by whom all of the also touches on the differences covering topics related to its main subjects. difficulty in getting our children infant’s needs have thus far been between a psychoanalyst’s view away from the computer. met, the objects that the infant of games and an educator’s view Peyami Safa mostly focuses on general During the days of quarantine, substitutes for what he or she of games in his book, Playing and abstract issues such as education, while the COVID-19 pandemic was getting from the mother are and Reality. Attaching special morality, national culture, youth, idealism, swept the world, our children important for child development. importance to the role of the and spirituality; however, he also mentions became thoroughly attached Transitional objects replace the family in all these processes, the soccer matches, coffee, and cakes from to computers. Regardless of infant’s need for the mother to author particularly emphasizes the time to time, making the readers feel like the reasons, many of us are be calmed. Winnicott states that value of the relationship between he is present within daily life and leading concerned about the time our objects such as feeding bottles, mother and child in this book. them to remain engaged with his writings children spend on the computer. without becoming bored. At the same As we hear of terms such as time, he clearly manifests his intellectual computer addiction or internet personality with his ideas and views that addiction, we worry about our perspective of a bad student and have defied the years and still maintain own children. We worry about describes this universe with an their influence even today. extremely warm and humorous the images they may encounter In the education section of the book, approach; it includes the sense on those screens that they and especially in the chapters where he of frustration caused by failure, don’t take their eyes off of, focuses on the curriculum in schools, the pain of being unable to interactions with inappropriate Peyami Safa makes some points regarding understand, school reports filled people, harassment they may pedagogical issues and emphasizes the with bad grades, and sad par- suffer, and many other things. effect of the environment in learning and ents. School Blues, which broke What can we do for them? How the importance of lifelong learning. This familiar taboos with its approach can we keep ourselves and book, more than an educational book, to education and schools, won our children away from the sheds light on problems that still affect us the Renaudot Prize in France. bewitchment of screens? What today on the basis of the social structure of In this book, the author also are the new challenges coming the period and offers solutions related to describes the contributions through computer screens and both education and social life. how can we overcome them? of teachers he encountered Today, children grow up in a in different periods of digital environment that includes his educational life to his computers, social networks, and transformation into a successful mobile phones. Almost from student. When he became a birth, children can access the teacher himself, he knew the SCHOOL BLUES / CHAGRIN psychology of lazy students very internet, video games, mobile D'ÉCOLE (French) phones, tablets, and computers, well and shaped his approach and they immediately adapt to Turkish Title: Okul Sıkıntısı to students accordingly, and their use, becoming so-called Author: Daniel Pennac this point of view allowed digital natives. him to come up with different Turkish Translation By: Barış solutions. In the final chapter of This book is a guide for Behramoğlu parents in these days when we the book, the author’s metaphor are stepping into a world like Turkish Translation Published of migrating swallows helps this. By: Can Yayınları us develop a positive view It is also a call for escaping of students. In general terms, the digital world and stepping School Blues is an autobiographi- with this book we witness the back into the real world cal novel written by Daniel Pennac, success achieved by a person together. It is a reminder that who was a lazy student, based through traditional education happiness is not hidden in on his own experiences. Pennac, after difficult school years, the screens; rather, it lies in looking one of the most successful writers teachers he encountered, and at each other’s faces. of modern French literature, how those teachers touched this reinterprets the school from the lazy student’s life.

15 maarif Düzenleyen: Ahmet Yavuz

ASSESSMENT

Prof. Dr. Mustafa Şentop, Speaker of the Grand National Assembly of Turkey: “WE MUST RAISE CURIOUS CHILDREN WHO DREAM AND DISCOVER” In today’s world, it is necessary to consider education not just locally, but to conceive and plan education at a more global level. The developments both in Turkey and the rest of the world in the last two decades show us how essential this is.

here was a recent advertising slogan used by an insurance PROF. DR. MUSTAFA company saying “The fu- ŞENTOP, SPEAKER OF ture will also come one day.” THE GRAND NATIONAL ASSEMBLY OF TURKEY TI think the message of this slogan, neat- ly fitting into one sentence the need for thinking about the future, planning for the future, and preparing for it by shak- ing off the lethargy and inertia of the moment, should fundamentally be taken into account in the field of education. The rapidly changing world, which carries new risks, now requires us to consider the field of education from a different point of view. In today’s world, it is necessary to consider education not just locally, but to conceive and plan education at a more global level. The developments both in Turkey and the rest of the world in the last two decades show us how essential this is. Of course, securing our future is possible only by raising well-educated, well-equipped generations committed to their country and their people. The Maarif Foundation has taken on an extremely important role in the improvement of our state’s relations with friend and sister countries through education, and it has achieved very successful work in a short time. It was necessary to put forth an alternative understanding of

16 maarif According to Mehmet Akif, if our nation defeats ignorance, and if all Islamic societies defeat the ignorance they are in, salvation will happen on its own. Today, the Maarif Foundation is taking the sensitivity of our great poet regarding education one step further. education structured on a more humane and equalitarian basis, on a global level, against an educational concept through which the West has imposed its own global interests, languages, and cultural values for centuries through the educational institutions it has opened in many countries, including Turkey. You, my brothers and sisters, are striving to raise decent generations equipped wisdom, and sense of duty and loyalty to their countries and to humanity under the roof of the Maarif Foundation. Your task is extremely heavy, but you have accomplished great achievements in a short span of time. This is a fact. You serve humanity with the educational services you provide in Africa, of this preference for the schools of the Asia, the Balkans, and the Caucasus, and Turkish Maarif Foundation. The opinions particularly in the countries of regions of our national poet, Mehmet Akif Ersoy, Education revised in that we have deep historical ties with. You about education are still important warn- carry a much heavier burden spiritually ings for us today, though he expressed accordance with the than those who practice any other profes- them in the most intense environments requirements of the time is sion. Your priorities and your duties are of waging in the First World War and the intended to educate students to respect the cultures, languages, and be- War of Independence. According to Meh- with improved problem- liefs of the countries you serve in; estab- met Akif, if our nation defeats ignorance, solving abilities who will know lishing good relations with students and and if all Muslim nations defeat the igno- the methods of accessing their parents; and, of course, providing rance they are in, salvation will happen quality education. Through your hands, on its own. Today, the Maarif Foundation information, who will gain Turkey offers an alternative understand- is taking the sensitivity of our great poet analytical thinking skills, and ing of quality education to serve its friend regarding education one step further. Tur- whose desire to research is and sister countries. Education, which key now works not only at the local but constantly alive; it is intended the West has made a tool of international also at the global level being aware of the to socialize students by competition for years, is now reverting to importance of education and following a leading them to do teamwork, its original state with Turkey’s new vision policy in line with this vision. and to ensure that students and taking the human as its basis. As the world changes rapidly, so does the nature and method of education. Tra- are active throughout the SALVATION WILL COME ditional education based on the mentor entire learning process. WITH THE DEFEAT OF IGNORANCE system was first replaced by formal edu- The Turkish Maarif Foundation performs cational institutions. Today, formal edu- an important task for all of humankind cational institutions are being replaced by with the intent of raising virtuous people a new understanding of education based who use their knowledge and wisdom for on computers and the internet, which the peace and tranquility of humanity, has been transformed by technology and with the slogan of “From the punctuation global risks. In this pandemic period, to the letter, from the letter to the word, technology has become more indispensa- from the word to the thought, from the ble in the field of education all over the thought to the wisdom...” We are proud world and we can now say that digital

17 maarif ASSESSMENT

education has already become a part of be provided by high-quality teachers. A formal education. This new process, de- good teacher of this new era is a person scribed as hybrid, frees education from who teaches how to learn and guides the limitations of time and space is opening student’s curiosity. We must raise curious new horizons for us. Considering that the children who dream and discover. pandemic is still ongoing and will contin- Besides contributing to the transfor- ue for some time, we can better compre- mation and development of people of hend how important digital education is. other countries with high-quality educa- Online education and online services re- tion, the Maarif Foundation also carries quiring a radical trasformation will be our out important public diplomacy activities “new normal” after the pandemic, and in the countries that it serves by raising will continue to exist in our lives. young people who are friends of Turkey. We will and should continue such tech- We see that Maarif graduates often obtain nological investments, which increase important positions in their own countries Turkey’s competitive power both local- thanks to the high-quality education they ly and globally in the field of education. receive, and this consequently increases One of the most important issues at this the opportunities for cooperation between stage is the adaptation of our teachers to their countries and Turkey. Investment in this technological transformation. In the human capital bears fruit for the benefit of classical sense, it is necessary to empha- all countries, and the schools of the Turk- size the profile of a teacher who guides ish Maarif Foundation serve this lofty goal. the student to reach information and to The Maarif Foundation is Turkey’s hand in develop the ability to use that information other countries, and we know it is sensitive that was reached. to supporting Turkish families in foreign countries and their children’s education, A TEACHER WHO TEACHES HOW TO as well as supporting the children of immi- LEARN AND NURTURES CURIOSITY grant families in the West to enter reputa- Nurettin Topçu, one of the great intellec- ble universities and receive quality educa- tuals in Turkey, said: “A teacher is not Investments in people tion. Turkey’s will to become a great world merely a transmitter of information. That bear fruit for the benefit power and builder of civilization again will is the job of books. What we do not know of all countries, and the be realized through quality education in is already available in libraries.” Nurettin the world. We should keep in mind that Topçu made this important observation schools of the Turkish Maarif deep and well-rooted activities for the many years ago, without having witnessed Foundation serve this lofty improvement of new generations will be the technological developments of the last purpose. possible with a transformation embracing decade, our children’s smartphones, or science and wisdom. the world of computers. Today, it is par- The Maarif Foundation is performing ticularly meaningless to consider only the a task that is lofty in terms of its spiritual role of knowledge transmission for teach- tion, analytical thinking skills, and above aspects: education. The subject of your ers. It is clear that an education system all, curiocity, a strong desire to know. It profession is humanity, and this increases merely based on “having knowledge” and is also importent to socialize students your responsibility accordingly. You build “transmitting knowledge” will be inade- by leading them to do teamwork, and to the future while building humanity in all quate in meeting contemporary needs. ensure that students are active through- aspects. I wish you all the success in this sa- Education revised in accordance with the out the entire learning process. Aside cred duty that you are performing abroad, requirements of the time should equip from all of these changes, if there is one away from your homeland. May your en- students with improved problem-solving thing that has not changed in education, thusiasm be constant, your feet be on firm abilities, methods of accessing informa- it is that high-quality education can only ground, and your heart be at ease.

18 maarif How to motivate Your Children During Remote Learning

Tips for Parents

As schools have closed due to COVID-19, the majority of children are learning remotely. MotivatingHow your tochildren motivate during Your remote Children learning During Remote Learning is central to their success. Motivation means ensuring they are interested, involved and con dent in their learning. As a parent you have an important role to play by providing your children with encouragement

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We have had a natural sense of curiosity ever since infancy. We enjoy learning and Parents Must discovering as long as it isn’t prevented by Discover what we are experiencing in life. As parents, we may sometimes unconsciously hamper our child’s innate the Interests sense of exploration. We see that parents often have expectations of their children of Their that are quite above their developmental levels. This increases children’s anxiety Children and damages their self-confidence.

Interview: Bekir Bilgili

20 maarif he COVID-19 pandemic, which has same house, the relationships inside the literally affected the whole world house turn into a minefield. Imperfections for the last year, has led to great that can normally be accepted humbly and changes in all areas of life. Educa- tolerated begin to be more offending. Ttion is one of the sectors most affected by the pandemic. Children have not been able to go What must be done to reduce the effects to school for a long time in most of the world, Sezin Benli, of this trauma during this period? I am and distance learning inevitably places the Psychology Specialist curious about your opinions on this sub- parents at the center of education. The fact ject, Ms. Benli. that children are confined to the home all The pandemic may remain SEZİN BENLİ: During this period, we need day, and so, consequently, parents are alone in our lives for a bit longer. to establish closer relationships with what is with them with an unusual intensity, can also We need to accept the good for our soul, what calms us, and what cause serious problems. As a result of all this, nourishes us. What is good for human be- parental involvement in education becomes conditions as they are ings differs from person to person. Some even more important. We interviewed Prof. and create our own ways people drink coffee alone in the afternoon, Dr. Kemal Sayar, one of the leading psychi- to deal with them. Man is some pour out their hearts to friends, some atrists of our country, and Sezin Benli, an man’s medicine. Negative listen to music, and some go for a walk... expert in psychology, about the risks that emotions that we share are It is of great importance to replace the re- children face in this process of confinement less of a burden to us. sources we lost due to pandemic conditions to home and what kind of measures families with new ones suitable for this period. Oth- can take against such risks. erwise, we run out of the fuel that we need to overcome all these challenges. We are going through a process that we As we mentioned a little earlier, we need are not familiar with. When you look at day, gathering strength for hard times of life, to share with each other the anxieties and the process, what can you say about the and increasing their tolerance for challenges sorrows that this period has brought, as kinds of psychological risks we face, es- they have to get through. For children, so- well. Sometimes when we are in such an pecially in terms of families and children? cializing with their peers is a step in the pro- extraordinary situation, we just hold our KEMAL SAYAR: Spending more time at cess of healthy development. We learn how breath and make an effort to get through it. home than usual and meeting with our loved to exist in society and how to resolve inter- However, as we see, this process may not be ones less often for health concerns during personal conflicts through the relationships very short, and the pandemic may remain this pandemic period actually showed us a we establish with our peers in our childhood in our lives for a bit longer. We need to ac- lot about being human. When we lost the and youth. Due to pandemic conditions, cept the conditions as they are and create relationships we had established with oth- children are deprived of developing such our own ways to deal with them. Man is er people, we realized how much we need skills because they cannot share the same man’s medicine. Negative emotions that we them, and how important they are for main- environments with their peers. share are less of a burden to us. taining our psychological health. Humans During this period, we witness more are social creatures. Interacting with other conflicts in family relations than normal… During the pandemic process, distance people, and sharing things, pouring out the between parents and children as well as be- learning also carried children’s relation- heart, laughing, and having fun with them… tween couples. A general cloud of anxiety ships with computers and technology into These are the fuel of life. hangs around. Regarding the disease, there is a different dimension. What are the possi- loss of economic income, and uncertainty… ble consequences of children of these ages Can it be said that we are losing our soci- In addition, many of us lost loved ones dur- being this involved with computers? ality, in a sense? ing this period. We are mourning these loss- KEMAL SAYAR: With distance learning, KEMAL SAYAR: Of course... The loss of es at the same time. All these concerns and children’s computer time, which was al- sociability has quite different meanings for sorrows create different points of tension for ready quite high, gradually increased. In adults and children. For adults, socializing everyone. In addition, as we start spending the past, they used to look at screens to play means getting away from the troubles of the more time together than ever before in the computer games and access social media,

21 maarif INTERVIEW

but they now spend hours a day in front of lives and bilateral relations of children anxiety disorders in adults, and screen ad- screens because they have to follow their in the future? diction in children. school courses on the computer. We are SEZİN BENLİ: Yes, of course. Children who Under this digital siege, we sometimes for- seeing how most children and young people were deprived of their education due to the get to even look at each other’s faces. Even have begun to have difficulties in following pandemic were confined to their homes for if everyone is sitting in the same room, they their lessons. Screen fatigue has developed long periods of time as a result of the lock- can be scattered across different worlds while in children. down measures, and in this situation, they looking at their screens. The idea of spending We are expecting children, whose turned their faces toward screens, which quality time together, which sustains relation- brains are not yet developed enough to were the easiest and most accessible option ships, is now far removed from us. Unfortu- concentrate for long periods of time, to for spending time. However, we don’t have nately, it is not possible to talk about children study via a passive form of learning in front to surrender just because the conditions are and young people only. Sometimes adults can of the computer screen. However, children pushing us toward screens. As far as we can also get carried away looking at screens and get distracted very quickly. Interaction and see in clinics today, the damage of this pe- neglect their families next to them. sociability are the main things that sustain riod appears in the form of depression and Only the decisiveness of families can their interest. Learning from a screen in- break the screen siege we are in. We need stead of a living person negatively affects to switch off the screens that are giving us all children’s capacity to focus to a consider- easy fun and turn to each other. If we don’t able extent. Research shows that the most keep our digital addiction under control, it effective learning is achieved when techno- is easy for our most valuable things in life to logical facilities are used to complement Only the decisiveness of slip out of our hands. We must avoid being face-to-face education. families can break the alienated from each other by preventing It is not only computer screens that chil- screen siege we are in. screens from being things that take us away dren are exposed to during the pandemic. from each other spiritually. As children stayed home, their relation- We need to switch off the ships with television screens increased screens that are giving us The home environment becomes even dramatically, as well. Many studies have all easy fun and turn to more important for children who now shown that spending such long periods of each other. If we don’t keep cannot go to school and cannot play time in front of screens has a very serious our digital addiction under with their friends on the street. What impact, especially on young children. It control, it is easy for our kinds of arrangements and activities can has been proven that every hour spent in parents do together with their children front of a television between 1 and 3 years most valuable things in life in the home environment to minimize of age increases the risk of developing at- to slip out of our hands. the risks of the process? tention deficit hyperactivity disorder by KEMAL SAYAR: The psychological effects 10%. Although staying at home as much of the pandemic are much greater on chil- as possible is sometimes challenging while dren than adults. The current conditions engaging in distance learning, it is neces- threaten the physical, psychological, and sary to balance the time spent in front of social development of children. Therefore, screens with different activities. we must offer them what they are deprived of under these circumstances as much as Game addiction and “digital addiction” possible. It may seem simple, but children in particular are among the issues you need to get out of the home environment, draw attention to. You even have a book get fresh air, run, and play games. We can on this subject, entitled The Digital see that children get ill-tempered as they Child [Turkish: Dijital Çocuk]. Doesn’t stay home, and adolescents almost never the process we are going through push leave their rooms. It is especially important our children toward this addiction? to take young children to outdoor places for How will this situation affect the social physical activities as much as possible.

22 maarif As parents, we don’t have to be as knowledgeable as a teacher, but we have to support our children by allocating time for them and approaching them with the patience of a teacher.

As we mentioned before, it is of great im- country. However, it seems like we are portance for children to socialize with their heading toward a world where individ- peers in terms of developing their identity ual differences stand out. At this point, and learning social skills. Their acquisition managing the interests and skills of of the social skills that normally develop our children becomes even more im- in the school environment as well as their portant. How can parents help their opportunities to establish relationships children discover themselves in this with both peers and non-family adults have regard? been severely restricted. Therefore, we KEMAL SAYAR: Children and older youth must enable them to spend time with their replaces the classroom environment. Chil- have specific interests, and this is also a peers, even online, to support their social dren should not attend online classes while very important resource for psychological development. lying down in bed or looking at the phones health. We have had a natural sense of cu- School used to provide children with in their hands. It is necessary to make a riosity ever since infancy. We enjoy learning a specific routine. Waking up at a certain certain area of the home look like the class- and discovering as long as it isn’t prevent- time, eating, resting… Sticking to a routine room environment as much as possible and ed by what we are experiencing in life. As is relaxing for children. Although distance purify it of things that can be distracting. If parents, we may sometimes unconsciously learning continues during this period, chil- your child can’t stop looking at the phone, hamper our child’s innate sense of explora- dren were steered away from the routines it would be useful to keep the phone away tion. We see that parents often have expec- they were accustomed to. The flow of nor- until the end of the lessons, just as in face- tations of their children that are quite above mal life was interrupted. Even if children are to-face education. their developmental levels. This increas- at home, maintaining a specific routine will Since distance learning decreases the es children’s anxiety and damages their relax both children and parents. motivation for lessons, parental support in self-confidence. At the same time, we need to create time keeping that motivation alive would be very Another thing we often see is that one to spend with the whole family by chatting useful. The interest of parents in what their of the parents imposes his or her own area and maybe playing simple games. We need children learn in their lessons keeps the chil- of interests on the children. We should ac- to make extra efforts to spend time togeth- dren’s motivation alive. Children become ea- knowledge that every child has different er away from screens. Creating time for ger to come and share what they’ve learned areas of interest and we should respect such positive interactions strengthens our with their parents. When we sit down and their individuality. The important thing relationships. chat as a family, asking how school went and is their skills and interests, not what we what they learned that day, we both increase have in our minds. Even if the child is in- The importance of family in education the motivation of our children for lessons terested in a particular area, such behav- has long been acknowledged. However, I and strengthen our relationships with them. iors restrict the enjoyment and happiness don’t remember any other period when As we mentioned before, children are that the child feels when engaging in his family has come into prominence to this social learners. Human interaction makes or her hobby. In contrast, studies show extent in the triangle of teacher, institu- it easier for them to both focus on lessons that the more fun something gives us, the tion, and family. In terms of quality edu- and learn. No matter how much our teach- better we learn. In other words, we rein- cation, what role can parents play in the ers endeavor to keep lessons alive for young force what we enjoy, and we can improve education process so that children don’t children, newly acquired skills need to be re- ourselves in what we enjoy. lose their motivation? inforced at home, in particular. Reading and SEZİN BENLİ: The primary role of parents writing, multiplication tables… As parents, SEZİN BENLİ: What we can do as parents is to provide children at home with the we don’t have to be as knowledgeable as a is enable them to discover what they like by study area they have lost. When we look teacher, but we have to support our children comparing their areas of interest to many at the function of classrooms in the school, by allocating time for them and approaching other different areas of interest. After dis- we see that a specific and sterile environ- them with the patience of a teacher. covering [their own areas of interests], the ment is provided to children for enabling children’s enjoyment of those areas will be them to perform learning activities. We Academic success is still an issue that is enough for them to improve themselves. must provide an environment at home that considered to be very important in our Thank you...

23 maarif EXCLUSIVE

PARENTAL INVOLVEMENT IN EDUCATION

The educational process is considered to begin in the womb. Therefore, the family is the most fundamental supplement to the entire education process. The behavioral approaches adopted by families toward their children, the relationships they establish with schools, and their socioeconomic conditions and cultural environments are variables of primary importance in children’s development and academic success. The outbreak of the current COVID-19 pandemic has served as a test that has made us realize the importance of the family in education. For this reason, in this issue, we would like to present an exclusive dossier highlighting articles by academics, philosophers, and authors known for their valuable work on parental involvement in education. As a complementary side theme, we will also discuss the related subject of “gamification in education” in a comprehensive way.

24 maarif Dr. Kasım Yıldırım Dr. Fatih Çetin Çetinkaya Muğla Sıtkı Koçman University Düzce University

Parental Involvement in Education Obstacles and Suggested Solutions Ensuring parental involvement in children’s educational processes will facilitate the creation of a school environment that further contributes to the educational process of the child and consequently to the child’s holistic development. However, all of the stakeholders in parental involvement must fulfil their responsibilities to achieve such success.

he family is the essential institution where the other. When the necessary support is provided to the child child receives his or her basic education and both at home and in the school environment, it significant- attains his or her first social experiences; in ly contributes to the child’s cognitive, social, emotional, this way, the family affects the entire life of and psychomotor development (Fan and Chen, 2001; Tthe child. Positive, healthy, and supportive attitudes are Jeynes, 2007). When family members are aware of the variables that have strong impacts on children’s develop- significance of their involvement in the child’s educational ment. The healthy growth and development of the child process, their approach to the child will be supportive and depends on the positive, consistent, and attentive behav- this will improve the child’s overall success. This involve- iors of the members of that child’s family. Parents are the ment will additionally enhance families’ child-rearing skills individuals who provide the child’s primary education in and will help parents become more influential. the family environment and the existence of a family is in itself a source of trust and strength for the child (Özyürek STAKEHOLDERS’ COLLABORATION FOR and Şahin, 2005). Particularly in today’s world, parental EFFECTIVE PARENTAL INVOLVEMENT involvement is perceived as one of the main drivers of a Considering the impact of the parental factor on the edu- successful education. Numerous studies have revealed cation of the child, educators assume significant responsi- that effective parental involvement is an advantage for bilities in order to ensure the participation and the neces- children of essentially all age groups (e.g., Cox, 2005; Shel- sary cooperation of parents in the education and training don, 2009). of the child. Ensuring parental involvement in educational Parental involvement ensures the continuity of edu- process will enable the creation of a school environment cational processes between home and school. Thus, the that contributes to children’s educational processes and child perceives home and school as continuations of each consequently to children’s holistic development (Erdoğan

25 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

and Demirkasımoğlu, 2016). All of the stakeholders in parental involvement must fulfil their responsibilities in order to achieve success in this regard (Durisic and Bunijevac, 2017). These responsibilities being performed effectively will positively affect teacher-parent communication, the school climate, teacher motivation, school attendance, attitudes towards school, children’s mental health, and parental satisfaction (Hornby and Lafaele, 2011). Activities with parental involvement in the home environment include providing support to the child and making the home environment suitable for the child, meeting the child’s expectations, socializing the child in terms of attitudes and behaviors at school, and engaging in cognitive activities (Toren, 2013). On the other hand, examples of parental involvement in the educational process include assuming an active role in school management, voluntarily undertaking tasks at school and participating in school activities, providing help for both academic and school. The regular practice of only inviting extra-curricular activities, and establishing families to school when there is a negative healthy communication with school staff (Ep- situation involving their children also rein- stein and Sanders, 2002; Toren, 2013). forces these negative attitudes (Finders and Individuals with an Lewis, 1994). Quite often, families are invited FACTORS AFFECTING unsuccessful educational to school to be asked for monetary contribu- PARENTAL INVOLVEMENT background, who had to tions. Such an approach eliminates other sig- Durisic and Bunijevac (2017) indicate that leave school early for any nificant contributions that families may pro- cultural norms, insufficient financial resourc- vide to the school, while financial difficulties es, and lower levels of education are among reason whatsoever, or who may cause families to behave reluctantly in the factors that constitute impediments for have negative memories participating in school activities (Finders and parental involvement. They further state of their teachers may fail to Lewis, 1994). Parents often cannot allocate that many parents have low self-esteem and effectively participate in the enough time to participate in school activi- did not have successful experiences with school life and educational ties as they are usually employed with profes- parental involvement in their own educa- processes of their children sional responsibilities, while school activities tional background. Therefore, they do not are usually organized during working hours. have sufficient information on this subject and tend to stay away from Mothers who are housewives experience and they are negatively affected by this situ- school. The regular practice similar problems with time management in ation. Individuals with an unsuccessful edu- of only inviting families terms of school-family collaboration due to cational background, those who had to leave to school when there is a the fact that they may have to take care of school early for any reason whatsoever, and negative situation involving their other children and their housework du- those who have negative memories of their the child also reinforces ties (Finders and Lewis, 1994). teachers may fail to effectively participate Parents of lower socio-economic sta- in the school life and educational processes these negative attitudes. tus face more obstacles in terms of parental of their children and tend to stay away from involvement. It has been suggested that in-

26 maarif Parental involvement provides a significant Academic Success opportunity for schools to enrich the existing School Family of the Student school curriculum by involving the parents in the educational process.

while families have decision-making mechanisms. In the Partnership Model, teachers are seen as experts in terms of education and families act as experts on their own children. Parents and teachers cooperate and act in a balanced way throughout the process in order to provide an appropriate education for children (Hornby, 2000). Parental involvement also plays a significant role in the communication established between the child and the parent in addition to home-based and school-based parental involvement. School-related discussions between the child and the parent (Hill, 2015; Hill, Witherspoon, and Bartz, 2018), parents’ odically participate in their children’s school reviews of their parenting styles with their activities due to low incomes and inflexible children, discussions with the child about work hours (Durisic and Bunijevac, 2017). his or her future expectations, academic socialization of the child, and emphasis of the MODELS FOR PARENTAL future value and importance of the educa- INVOLVEMENT tion that the child will receive are all more Various models have been developed within strongly related to the success of the child flexible working hours, insufficient financial the context of the collaboration that family compared to other types of home-based and resources, transportation problems, and members, who assume a significant role in the school-based parental involvement (Hill and the stress caused by living in disadvantaged education of the child, will establish with the Tyson, 2009). Teachers also indicate that this neighborhoods are also effective in this re- school and the teacher. For example, the Pro- type of communication between child and gard (Durisic and Bunijevac, 2017). These par- tective Model entails the avoidance of teach- parent is more important than other types ents may feel uncertain about what kinds of er-parent conflict and delegates responsibility of parental involvement (DePlanty, Coul- duties they can undertake in terms of school to the teacher; the teacher is also expected to ter-Kern, and Duchane, 2007). activities due to their low level of education, provide support to the child outside of school Family collaboration, which shapes the even if they have a positive attitude towards hours. A traditional understanding prevails general outlook of the child, is essential for the school (Finders and Lewis, 1994). in the Expert Model, where teachers see the school to effectively carry out its educa- Problems encountered within the context themselves as experts in terms of the child’s tional activities. The foundations of a suc- of parental involvement generally arise due education and all aspects of the child’s devel- cessful education are based on the collab- to the family’s economic structure, as well as opment, while parents provide supportive oration established between the family and judgments and values that are shaped in line information about their children’s education the school. Parents and the school should with the family’s culture, world view, and ex- (Hornby, 2000). In the Transmission Model, come together on educational issues. Stud- pectations. In addition, each parent’s unique teachers see themselves as experts in terms ies have revealed that children whose par- personality structure, job and professional of the child, but they also agree that they can ents are actively involved in school activities challenges, education level, and gender may benefit from children’s parents as a resource have higher levels of academic success and a determine that parent’s approach to prob- (Durisic and Bunijevac, 2017). The Curricu- lower tendency of involvement in violent in- lems (Beydoğan, 2006). Unfavorable situa- lum Enrichment Model, on the other hand, cidents. Accordingly, it has been suggested tions experienced by the parents in their own aims to improve and enrich the educational that school administrations should establish educational backgrounds and the limited goals of the school by learning about the cul- continuous and systematic communication time that they can devote to school activities ture, traditions, and lives of families with the with families in order to ensure voluntary may be considered among other factors. Par- contributions of parents. In the Consumer parental involvement in school activities ents today may particularly be unable to peri- Model, teachers assume the role of an advisor (Aydın and Özgan, 2010).

27 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

culture, and family structure, families may feel alienated at school. As a consequence of that, the necessary collaborative environment cannot be created (Finders and Lewis, 1994). In order to effectively implement parental involvement, schools may organize engagement activities that focus on ensuring the involvement of all parents in the educational process and attract their attention in this regard (Durisic and Bunijevac, 2017). While preparing a parental involvement program to strengthen school and family relations, it is necessary to understand the families and know their expectations. The school may significantly contribute to improved parental involvement by offering new resources and different opportunities to the parents in terms of involvement Parental involvement provides schools and constructing different practices in this with an important opportunity to enrich their context. For these aims, strong coopera- existing academic curricula by involving par- tion based on mutual trust between home, ents in the educational process. Maximized school, and community should prevail. parental involvement leads to student success Studies have revealed that children whose families as well as improved parent and teacher satis- REFERENCES faction and a better school climate. In order actively participated in Aydın, Z. ve Özgan, H. (2010). Okul aile işbirli- to ensure positive interactions between the their school life had higher ğine ilişkin yönetici, öğretmen ve veli görüşleri. school and parents, teachers need to period- academic achievement E-Journal of New World Sciences Academy Edu- cation Sciences, 5(3), 1169-1189. ically communicate with families throughout and a lower tendency of the year, rather than only when problems are Beydoğan, H.Ö. (2006). Ailelerin eğitim sürecine encountered (Durisic and Bunijevac, 2017). involvement in violent katılımına yönelik modeller ve yaklaşımlar. Gazi Üniversitesi Kırşehir Eğitim Fakültesi, 7(1), 75 - 90. School and family are the two essential incidents. institutions where education and training of Cox, D.D. (2005). Evidence-based interventions using home–school collaboration. School Psy- the child take place; therefore, it is crucial chology Quarterly, 20, 473–97. that these two institutions collaborate (Ay- DePlanty, J., Coulter-Kern, R., & Duchane, K. A. dın and Özgan, 2010). Teachers’ perceptions discipline upon entering the classroom; this (2007). Perceptions of parent involvement in aca- that families do not allocate sufficient time may pose a major obstacle to ensuring pa- demic achievement. The Journal of Educational to participate in school activities and do not rental involvement in the classroom. Another Research, 100, 361–368. exhibit interest in such activities constitute attitude that constitutes an obstacle for paren- Durisic, M., & Bunijevac, M. (2017). Parental in- an obstacle for school-parent collaboration. tal involvement in the classroom learning pro- volvement as an important factor for successful education. C.E.P.S, 7(3), 137-153. On the other hand, parents expect teachers cess is the teacher’s wish to ensure that par- Epstein, J. L., & Sanders, M. G. (2002). Family, to lead and guide them concretely about how ents do not witness any undesirable situations school, and community partnerships. In M. H. they can contribute to school activities. Some in the classroom (Finders and Lewis, 1994). Bornstein (Ed.), Handbook of parenting, vol. teachers also feel uncomfortable about par- The fact that parents and teachers may 5: Practical issues in parenting (pp. 407–437). ents entering the classroom and believe that have different cultural backgrounds is anoth- Mahwah, NJ: Erlbaum. classroom activities are solely the responsibil- er major obstacle to a healthy school-family Erdoğan, Ç. ve Demirkasımoğlu, N. (2010). Ailele- rin eğitim sürecine katılımına ilişkin öğretmen ve ity of teachers. Some teachers fear that par- collaboration. If the school fails to take into yönetici görüşleri. Kuram ve Uygulamada Eğitim ents will create chaos and disrupt classroom consideration the parents’ lifestyle, problems, Yönetimi, 16(3), 399-431.

28 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

Prof. Dr. Ali Fuat Arıcı Yıldız Technical University, Faculty of Education

Reading Education in the Family Although children are prompted to acquire the reading habit in their school desks, it is argued that the foundation of this habit is laid during infancy and even in the womb. The foundation of reading education can be laid by giving first illustrated and then written and illustrated books to babies at the age of 1-2 years at the latest.

rom the moment a child is born, and mental development all progress very CHANGING LIFE, CHANGING he or she finds himself or herself rapidly between the ages of 0 and 6, and EDUCATION... in the family, which is a social insti- these developments can affect the whole life In the old Turkish family life, it was essential tution. Thus, the baby’s education and future of the child. to teach children how to speak properly, to Fstarts with his or her life in the world. What- The development of reading, which is a enable them to have a sense of modesty and ever he or she hears, sees, or touches is a new language skill, cannot be achieved separately develop the ability of discernment to distin- educational experience. from other language skills and developmen- guish between right and wrong, and then Babies take interest in books earlier than tal dimensions of the child, as well as his/ start the worship and work training that expected. They discover books the same her cognitive characteristics and processes would continue until puberty.2 It is accepted way they discover a toy: They chew on them, and his or her emotional, social, and moral that the opinions of Arab, Persian, and Turk- flip them, look at them, and touch them. characteristics. In this respect, the things that ish thinkers on education, and especially They pay attention to bright and contrasting happen around the child directly affect his or the opinions of al-Ghazali (1058-1111), were colors, and they calmly listen to words read her life and guide his or her educational ac- particularly influential in this understanding with a relaxing voice.1 Therefore, family is tivities. Some of these are the family in par- of education after the 11th century. It is also very important in terms of developing other ticular and friends, school, teachers, librar- seen that the Ahi order, a Turkish-Islamic basic language skills of children, especially ies, and the possibilities of the digital world guild, was effective after the 12th century. reading. This is because physical, linguistic, (computers, media and social media, etc.). The Ottoman understanding of education

29 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

continued accordingly. According to al-Ghaz- ali, the most important purpose of education is “the beautification of morality.” There- fore, he considers children as a divine trust given to parents. For this reason, education begins first in the family. The education of the child in the family is intended for both soul and body. According to him, the first values that should be given to children are virtue, justice, love, mercy, kindness, and bravery.3 In traditional family education, epistles (risale), works of Ottoman literature (divan), and works of Turkish folk poetry (cönk) were used, along with various religious works (Muhammediye, Ahmediye) and the books of Taşköprüzade, Kınalızade, Erzurumlu İbra- habits. This situation brings to mind several him Hakkı, Sümbülzade Vehbi, and Seyyid problems related to family, some of which Hasan Hulusi Efendi.4 The childhoods of cer- can be summarized as follows: tain great writers and poets, some of whom The first is that the idea of “all values/ are still alive, are full of these memories of Babies start listening to truths are relative, and the most real one the oral tradition. For example, Kyrgyz writ- the sounds coming from is economic prosperity” is being served to er Cengiz Aytmatov stated that the fairy tales outside while still in the people today under the name of “postmod- he heard from his grandmother as a child womb, from the 5th month ern society/ society beyond identities.” This played a role in his tendency towards books, structure, which makes it difficult to main- literature, and reading.5 Barry Sanders6 says of pregnancy. Moreover, tain a single and stable identity, is intended that the developing brain of a growing child it has been revealed that to create a “multicultural identity” instead has been created in such a way as to be suita- although a 3- or 4-day-old of societies with strong family ties in particu- ble for comprehending oral culture and that baby cannot distinguish the lar, and to prompt people to adopt global the child needs to first enter the oral culture voices of two women he or and dominant cultures in this way. Almost of his ancestors, then turn the language he she is not familiar with, the everyone knows what this culture contains. or she uses verbally into visual action (i.e., However, humans, with a mind and will that writing and text). baby can distinguish his or other beings in the world do not have, are her mother’s voice from the considered to be people with moral, social, CHANGING SOCIETY, CHANGING voices of others, and can and religious responsibilities, who manifest FAMILY... also distinguish his or her their personalities with their own faith and As in the past, family still has an important mother tongue from foreign values. Again, according to our tradition, role in children growing up as good people languages. children, who are innocent with pure con- and especially in the development of their sciousness and soul, have been left in the language skills, their ability to live a success- hands of their parents by Allah. The child’s ful life and start a happy family, and, finally, mirror-like heart is ready to reflect anything their growth as responsible individuals who ny, supportive approaches of the family, and put in front of him or her. Therefore, chil- carry their cultural and moral values into parental involvement in reading and other dren tend to imitate whatever they see.8 the future. The reason is that there is a close language activities have important effects on The second is that the desire to “be a free relationship between the behaviors of chil- children. However, research7 has found that individual” and “live in the moment” that dren and the family environment in which only a quarter of parents in Turkey make an emerged in modern times has led today’s they are raised. In addition, family harmo- effort to improve their children’s reading people towards individualism, egocentricity,

30 maarif and even selfishness; consequently, man has READING EDUCATION IN THE FAMILY that the words evaporate immediately into become a creature that does not think about Reading in childhood cannot be developed the air. In this period, they are usually inter- the future or others, does not compromise on alone. This is because basic language skills ested in colorful, bright, moving objects that comfort, and is not willing to sacrifice at all. (reading, listening, speaking, and writing) are produce sounds. This interest can be satis- As a result of all this, as the age of marriage is closely related to and supportive of each oth- fied with wordless picture books prepared being delayed, marriage rates and the desire er, and they all form a whole. Moreover, the for babies. Since mothers have a unique and to have children have also begun to decrease. family’s position is vital in the development special role in child education, they can sing This so-called “tale of modernity” told to of vocabulary, which affects all of these skills. lullabies and tell fairy tales to their babies today’s people has led children to greater This is because vocabulary is the most im- from the first months. Doing this establishes loneliness and selfishness by depriving them portant determinant of language-related a special relationship between the baby and of siblings and friends on the one hand and skills in early childhood. In this period, the mother. After 1 year of age, children can endangers the future of our society by caus- vocabulary affects the child’s future linguis- recognize and distinguish colors. Firsts such ing a proportional increase in the elderly pop- tic and cognitive skills. Children usually start as talking and walking for the first time also ulation on the other hand. However, in the learning their first words from the age of 1. words of Mustafa Kutlu, “What a child needs With various studies, it has been revealed that most is a child.” 7-month-old babies repeat sound patterns The third is that today it cannot be said again and again before learning the mean- that a significant portion of parents take ad- ings of the words.12 Another study revealed equate responsibility for the education of that babies understood 92 to 320 words and their children. However, it is necessary to produced 10 to 180 words in the 16th month, “make responsibility an ideology.” Ob- learning 10 words a day between the 18th and serving that parents are now at the service 24th months.13 The child’s vocabulary devel- of the desires of their children, rather than ops thoroughly at the age of 5. In this period, steering their morality, Topçu9 says that almost every healthy child can experience parents who do not make the slightest effort “psychological stuttering.” However, after a to knead the inner worlds of their children, while, the problem resolves spontaneous- who instead desire only financial happiness ly. In these periods, children can be aided to fill their children’s pockets, are the killers in discovering the melodic and rhythmic of their own children. structures of words and recognizing words The fourth is that today’s child faces the through sounds with lullabies and fairy tales. challenge of not being able to find a role Children acquire listening and speak- model in the family to imitate and follow. ing skills before reading skills. This is belong to this period. Children in this age This is because, unfortunately, negative ex- because babies start listening to the sounds group learn by touching and then by listen- amples prevail in society in terms of reading coming from outside while still in the womb, ing. They can look at vibrant, embossed pic- culture and other language skills.10 from the 5th month of pregnancy. Moreover, ture books; they enjoy touching them, and The fifth is that in consequence of today’s it has been revealed that although a 3- or they can also listen to what is being said at technological developments, the use of TV, 4-day-old baby cannot distinguish the voices the same time. In this period, children may media, social media, computers, and the of two women he or she is not familiar with, be afraid of being away from their parents. internet increases with every passing day, the baby can distinguish his or her mother’s After this age, children become more curious and communication and interactions be- voice from the voices of others, and can also and more interested in the environment. Vis- tween parents and children are being distinguish his or her mother tongue from ualizing lullabies and fairy tales—such as imi- damaged due to this situation.11 TV and me- foreign languages.14 Therefore, parents, and tating a cat or a bird from a story book—may dia cause problems such as leading children especially mothers, must speak to their ba- attract the attention of children. Towards to deal with these technological tools exces- bies and make sure that they hear various the end of this period, the child resembles a sively and causing parents to allocate most of sounds and words. Children learn some facts small explorer trying to get acquainted with the time for such tools rather than taking care by repeatedly listening to stories, poems, and the environment in which he or she lives by of their children adequately. fairy tales and they listen eagerly, knowing walking, climbing, falling, and touching. He

31 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

or she talks more and progresses gradual- 1-2 years at the latest. They are fond of words, cho-socially healthy personalities. Therefore, ly toward the tantalizing cognitive field of nursery rhymes, songs, and books. Books we should not neglect education that starts thinking, reasoning, and learning by accu- should never be kept away from them, even if in infancy and even in the mother’s womb, mulating what he or she has learned. From they exhibit behaviors of chewing and tearing but it is especially important in childhood, 2 years of age, children begin to look at pic- up books. This is because they get attached when the family is at the center, and then it tures in books and ask “What is that?” They to books in this period.17 However, attention continues throughout life. In this respect, it can play games with their friends, and they should be paid to ensuring that the books must be a national matter for us to consid- imitate the events and characters mentioned chosen for children of this age are appro- er our children as the future of our country in their books. priate, especially in terms of aesthetics (lan- and raise them with a consciousness that will From 2 1/2 years of age, they can ask ques- guage, style, and pictures), and care should make them good people with strong person- tions and talk about stories and fairy tales. In be taken to ensure that reading activities are alities and senses of responsibility, who will this period, large numbers of books should regular and fun. At 3-5 years of age, reading find solutions to Turkey’s problems and con- be read to children in order to enable them books together with parents as a means of tribute great works to Turkish culture. to improve their language, build their vocab- conversation between adults and children is ulary, and speak. Although the child cannot vital for the development of reading. REFERENCES necessarily answer, his or her attention can Lastly, the family should make the ac- 1 Delay, M. (2020). Kitap okuyan çocuk be drawn by occasionally asking questions tivity of reading with children a part of yetiştirmek (çev. M. Sır). İstanbul: Orenda Kitap, p. 13. about the text being read, such as “Why did daily life before and after school. For this 2 Sakaoğlu, N. (1992). Medeniyet değişmeleri the little cat laugh?” or “What would you do purpose, a reading session joined by all fami- çerçevesinde Türklerde ailede eğitim, So- if you were him?” In this way, it is possible ly members at home can be arranged almost syo-kültürel değişme sürecinde Türk ailesi içinde. Ankara: Başbakanlık Aile Araştırma Ku- to contribute to the child’s cognitive devel- every day. It is also useful to prepare books rumu Yayını, p. 362. opment. At around 3 years of age, children for travels, benefit from library facilities to- 3 Durakoğlu, A. (2014). Gâzali’de ahlak eğitimi. follow after the people close to them at home gether with children, and enable children to GEFAD / GUJGEF 34(2), 211-226. 4 and in social environments, ask questions, read or listen to books before going to bed. Onur, B. (2005). Türkiye’de çocukluğun tarihi. Ankara: İmge Kitabevi Yayınları, p. 108. and imitate what they see. At 5 years of age, 5 Kolcu, A. İ. (2002). Bozkırdaki bilge Cengiz as more socialized children, they try to get ac- CONCLUSION Aytmatov. Ankara: Akçağ Yayınları. 6 quainted with their environment with cause- To strengthen our hopes for the future, it Sanders, B. (2000). Öküzün A’s - Elektronik çağda yazılı kültürün çöküşü ve şiddetin yayılışı and-effect relationships, and they try to un- is necessary for us to first ensure that our (çev. T. Şehnaz). İstanbul: Ayrıntı Yayınları, p. derstand what is good and what is bad.15 children have mentally, physically, and psy- 43. 7 They can start and maintain their commu- Arıcı, A. F. (2018). Okuma eğitimi (4. bs.). An- kara: Pegem Akademi Yayınları. nication with the people around them on 8 Dağ, M. & Öymen, H. (1974). İslam Eğitim Tar- their own. Children even start making jokes ihi. Ankara: Milli Eğitim Basımevi. at this age. The texts they are interested in 9 Topçu, N. (2014). Kültür ve Medeniyet. İstan- during this period are generally those about bul: Dergâh Yayınları, p. 102. 10 objects, animals, foods, and children. In Arıcı, ibid. 11 Güneş, F. (2010). Ninnilerin çocukların dil ve addition to these, they also like texts about zihinsel gelişimine etkisi. ZfWT Zeitschrift für family, friends, and school. In fact, 23% of a die Welt der Türken / Journal of World of Turks 5-year-old child’s speech is about objects, 2(3), 27-38. 12 Picq, P., Sagart, L., Dehaene, G. & Lestienne, 36% is about himself or herself, and 41% C. (2014). Dilin en güzel tarihi (çev. S. Rifat). İs- is about other people.16 tanbul: Türkiye İş Bankası Kültür Yayınları, p. Although children are prompted to ac- 120. 13 Picq et al., ibid., pp. 96-97. quire the reading habit in their school desks, 14 Gander, M. J. & Gardiner, H. W. (1998). Çocuk it is argued that the foundation of this habit ve ergen gelişimi (çev. B. Onur). Ankara: İmge is laid during infancy and even in the womb. Kitabevi. 15 The foundation of reading education can be Cole, L. & Morgan, J. B. (1985). Çocukluk ve gençlik psikolojisi (çev. B. H. Vassaf ). İstanbul: laid by giving first illustrated and then written MEB Yayınları. and illustrated books to babies at the age of 16 Delay, ibid., p. 15.

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systems address children’s problems in Dr. Ali Özdemir the context of their own network of inter- Marmara University personal relationships. Interpersonal relationship networks can be defined as involving the family, peer groups, classrooms, schools (teachers, principal, classmates), and society. When a child consults an SBFC specialist, the child’s problem may be relat- ith the school-based fam- ed to one or all of these networks. While School- ily counseling (SBFC) SBFC specialists pay attention to the extent model, which has started of the effect of these relationships, they Based Family to be addressed in the first establish a positive relationship with Wliterature based on the understanding that the parents to reinforce positive changes in children’s problems cannot be considered the child (Gerrard, 2008). Counseling independently of their environments, the The results of studies conducted with Inclusion of the family in integration of school counseling and family advisory teachers and other educators also the school counseling system counseling services is intended to provide show that students’ problems are gener- more comprehensive services for children ally family-related. Parental attitudes, the will make it possible to solve and families. In recent years, SBFC servic- child’s life and the system of rules at home, problems more quickly and es, in which family counseling models are and the opportunities of the home and its permanently, moving the used, have emerged in consequence of surroundings positively or negatively af- student to better levels both the increase observed in the rate at which fect his or her school success and behav- academically and socially. school psychological counselors encounter ior. Living with grandparents or even just The cooperation between the children affected by adverse conditions in being taken care of by grandparents while the family, the inadequacy of traditional the parents work can lead to the formation school and the family is of school psychological counseling services of a multi-headed authority structure. In importance for the positive for family-related problems, and the in- a tolerant home where no boundaries are development of the student. creased awareness of this issue. set, a child who is accustomed to having SBFC is considered to be an approach his or her requests and demands met may where the concepts of school counseling have difficulties in adapting to the school and family counseling are integrated within environment and rules, or a child exposed more comprehensive superior systems to to violence and rude words at home may deal with the difficulties faced by students exhibit similar behaviors in the school en- (Hing, Olivier, and Everts, 2013). These vironment.

33 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

Counseling systems in schools usually evaluate the student individually, while family counseling evaluates the family as a system from a holistic perspective. There- fore, the focus, the main study subjects, and the aims of school counseling and family counseling differ from each other. In this context, inclusion of the family in the school counseling system will make it possible to solve problems more quickly and permanently, moving the student to better levels both academically and socially. For the positive development of the chologists to address the possible effects student, it is important to ensure that the of family problems on children would counseling services also involve educating help improve students’ success. As a re- and informing the family, that there is co- sult of the study conducted by Carter, operation between school and family, and As a result of the Evans, Zapata, and Taefi (2011) in city that the support given to the student by the evaluations of student schools in Los Angeles, which involved a counseling unit has a counterpart at home problems and intervention pilot implementation of the SBFC model, and is consolidated there. the data obtained and parental feedback Üstündağ (2014) states that there may methods in schools, the revealed improvements in student behav- be hidden causes that lead to problems, opinion that a counseling ior and academic achievement. In addi- especially in childhood. As a result, it is im- or guidance service not tion, it was stated that even experiencing portant to address problems with a holistic including the family will be a partial implementation of the model had approach and realize what the real cause is. inadequate is becoming a significant effect on individuals. The research results showing that many more and more common. As a result, the awareness of the SBFC of the problems experienced by students model is gradually developing in Turkey, are related to variables in the family make but there is a common view that the family it critically important to deal with the system should be given more importance problems of students by associating them and should be included in the process in with the family. uates with the opportunity to do both addressing student problems. Therefore, As a result of the evaluations of stu- marriage and family counseling and school taking the opinions of advisers, psycholog- dent problems and intervention meth- counseling jobs. Carter and Evans (2008) ical counselors, teachers, school adminis- ods in schools, the opinion that a coun- stated that the school would provide one trators, and families will guide the way on seling or guidance service not including to six sessions of family counseling service the path to the realization of this model in the family will be inadequate is becom- to families in cases where family problems our country. ing more and more common. This brings are critical in solving the students’ prob- REFERENCES these two approaches closer to each lems. Stating that the consultant would other and reveals their aspects related to provide guidance when more comprehen- Carter, M. J., & Evans, W. P. (2008). Imple- menting school-based family counseling: each other and the points on which they sive needs are identified (such as psychiat- strategies, activities, and process considera- depart from each other. ric support), they explained the process of tions. International Journal for School-Based Carter and Perluss (2008) described implementing the SBFC model. Such stud- Family Counseling, 1(1), 25-39. one of the first SBFC graduate programs at ies support the idea that school counseling Carter, M. J., & Perluss, E. (2008). Develop- California State University. This program and family counseling can be integrated ments in training school-based family coun- emphasizes the integration of school coun- under the roof of SBFC. selors: The School-Based Family Counseling (SBFC) graduate program at California State seling and family counseling approaches In their research, Negreiros and Miller University, Los Angeles. International Journal within family systems and provides grad- (2014) stated that efforts of school - psy for School-Based Family Counseling, I: 1-13.

34 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

Ece Sarısaltık Aydın Germany Country Representative he issue of education in the of the Turkish Maarif Foundation Federal Republic of Germany is among the responsibilities of the states. Therefore, as Germa- Tny is divided into 16 different states, there are a total of 17 Ministries of Education, including 16 different state-level ministries of education and one federal ministry of education. Although the education and train- The Education System of Germany and ing system in the country has been built with the intent to provide each individual the Problems Turkish with education suitable for his or her skills and interests, studies reveal that the Ger- man education system and involvement in Families Face education are highly dependent on socioeconomic status and ethnocultural belong- in Their Involvement ing in particular. Lateral transfer opportunities in the field of education, as in daily and economic life, are also very limited in in Education Germany. Studies show that the participation problems of immigrant The education system in Germany was highly affected by political developments children in education start in preschool education in Germany. during the 19th and 20th centuries, and this While the rate of German children attending kindergarten is over had a reflection on the understanding of 90%, this rate is 64% for immigrant children. education and education institutions. East

35 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

and West Germany, which were reunited in 1990, adopted the practice in the West, leaving education under the jurisdiction of state governments.3 This responsibility of the states was made permanent in Article 30 of the German Constitution.4 In this context, courses, lesson plans, and trans- fers between school types and diplomas can differ in each state.

PRESCHOOL EDUCATION In Germany, children between 3 and 6 years of age can receive optional kindergarten education (Kindertagesstätte/Kindergarten) to learn socialization, become able to communicate with others, and discover themselves before compulsory education. Preschool basics are taught through play in kindergarten. to kindergarten, only 64% of migrant children In Germany, the percentage of those who Concluding that Turkish and are.5 As a result, the problem of participation send their children between 3 and 6 years of immigrant students are two in education starts in the preschool period. age to kindergarten is 93%. According to the times more disadvantaged BASIC EDUCATION information and data released by the Federal in the German education Statistical Institute, the rate of kindergarten Basic education in the Federal Republic and child education in the eastern states of system, Weber-Menges of Germany starts with the end of kinder- Germany is observed to be higher than in the and Geißler underlined that garten. Students who start primary school western states. This conspicuous advantage Germany has lost many (Grundschule) receive education there for of East Germany in childcare and education potential advantages by 6 years in Berlin and Brandenburg and 4 is a result of its experience and history of so- maintaining this practice, years in other states. From 6 years of age, cialism. Another remarkable point is the dif- and that it has actually been children start compulsory education that ference in the rates of preschool education for lasts 9 to 10 years, depending on the state. German children and children of immigrant damaged by this. During this period, children learn the ba- origin. While 96% of German children are sent sic rules of mathematics, as well as reading and writing. The curriculum also includes CLASSIFIED EDUCATION SYSTEM foreign language, social science, history, geography, physics, chemistry, music, paint- University ing (art), and physical education courses. At the end of primary school, students are Vocational Profession School directed to secondary schools, which focus Gymnasium on different areas of education. These early orientations shape the students’ futures. Realschule Hauptschule SECONDARY EDUCATION, HIGH SCHOOL, AND HIGHER EDUCATION The German secondary education system is divided into types of schools adapted to dif-

Primary School ferent curricula. These include Hauptschule, where practical and basic secondary school

36 maarif education is given; Realschule, where voca- Gymnasium is a type of school attended by tional and general secondary school education the most talented students, which prepares is given; and Gymnasium, which is referred to them for university and academic profes- as academic high school. Hauptschule, which sions in particular, between the 11th and 13th lasts until the 9th grade (10th grade in some grades (11th to 12th grades in some states). A states), prepares students for handicraft-inten- student who receives an internationally rec- sive vocational education. Therefore, practi- ognized Gymnasium diploma (Abitur) has a cal skills in addition to theoretical knowledge right to study at all universities and colleges are given special importance in this type of in the country. According to studies, the rate school. Hauptschule is often the type of school of students from academic families attending attended by people of lower social strata, Gymnasium is 83%, while this rate is 46% for who have lower success rates. At the end of students whose parents are not academics.8 Hauptschule, where course schedules are The number of Turkish Studies also show that the chance of children simpler than those in other types of schools, citizen students studying of academics to attend high school in Ger- students can switch to Realschule and even in primary, secondary, and many is 1.8 times higher than that of children Gymnasium based on their success rates. Stu- from non-academic families.9 In Germany, dents who cannot do so, on the other hand, high schools in Germany the rate of students who prefer this type of have a chance to learn a profession or enter in the 2018-2019 academic schools is around 40%.10 Among them, the business life by obtaining a Hauptschule diplo- year was reported to be proportion of foreign-born students is ap- ma. In Germany, the rate of those who pre- 131,582. It is stated that proximately 16%.11 According to the latest fer this type of schools is around 7%. Among the number of students of study conducted in Germany, the propor- them, the proportion of foreign-born students Turkish origin who also have tion of Turkish citizens who prefer Gymna- is approximately 31%.6 According to the latest sium is 15%.12 study conducted in Germany, the proportion German citizenship is about The number of Turkish citizen students of Turkish citizens who prefer Hauptschule is 600,000. studying in primary, secondary, and high at the level of 41.5%.7 schools in Germany in the 2018-2019 academic year was reported to be 131,582. It is stated that the number of students of Turkish origin who also have German citizenship is about 600,000.13 Besides these types of schools, there are also night schools (Abendschule), public education schools (Volkshochschule), vocational schools (Berufsschule), and vocational ter- tiary schools (Fachhochschule) in Germany. Another feature of the German education system is the availability of mixed-sex education and the vocational internship system (Duale Ausbildung). The vocational internship system provides vocational education students with the opportunity to work within a company while attending school. High school students must pass the Abi- tur exam successfully to enter university. In addition, students with a vocational school diploma can apply for admission, as well. In Germany, the education period of the

37 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

universities, which have been adapted in accordance with the current Bologna process, lasts 6 semesters, except for medical education. Within this period, a bachelor’s degree (Bachelor) can be obtained. It is also possible to earn a master’s degree in at least two semesters. State universities and colleges (Hochschule), which are more common in Germany, provide education in different fields. Among them, the proportion -of for eign-born students is approximately 16%.14 The number of private universities and colleges is 116.15 In Germany, 411,601 college and university students, 267,850 of whom were foreign nationals, were enrolled in universities in the winter period of 2019-2020. Most of the foreign students who came to Germa- ny were from China, Turkey, and India. The number of Turkish university students studying in the country is approximately 40,000.16

TURKS IN GERMANY AND THE PROBLEMS THEY FACE IN PARTICIPATION IN EDUCATION It is stated that the number of Turks living in Germany officially is now close to 3 million.17 ary schools (Hauptschule), ensuring the When the workers who came to Germany continuity of these schools.19 for a short time for economic reasons later In addition, directing students toward decided to settle in Germany, the education mostly vocational education instead of ac- of their children became an important issue. It is reported by many ademic careers can lead to improper use However, Turks, like other ethnic groups of experts that although of their individual skills. In the German immigrant origin, have faced and still face students of immigrant origin education system, teachers are given great 20 difficulties in participating in education. have achieved the same rights. In a study conducted by Mustafa Bülbül success in German schools, In their study, Rainer Geißler and Sonja from the Turkish Asian Center for Strategic Weber-Menges from Siegen University em- Studies (TASAM), which is active in different they score worse than their phasized that the problems of immigrant chil- fields related to foreign policy, attention was German peers. dren’s participation in education in Germany drawn to the problems that Turkish fami- starts during preschool education. Stating lies in Germany experience in participating that the rate of German children attending in education. Bülbül states that the German It is reported by many experts that al- kindergarten is over 90%, the researchers education system’s discriminatory approach though students of immigrant origin have reported this rate as only 64% for immigrant towards poor, immigrant, refugee, and disa- achieved the same success in German children. Sociologists state that the problems bled children has been expressed both in UN schools, they score worse than their Ger- experienced in participation in education are human rights reports and in the education man peers, and it is stated that schools also caused by cultural and linguistic factors report prepared jointly by the Ministers of have been instrumentalized in reproduc- in addition to socioeconomic reasons. It was Culture Conference and the Federal Ministry ing a social caste system; as a result, immi- also emphasized that Turkish and immigrant of Education in Germany.18 grant children are mainly sent to second- students are not adequately encouraged at

38 maarif an adequate command of the language of the REFERENCES 1 country, and they do not pay enough atten- https://www.news4teachers.de/2019/08/immer-mehr-gr- 22 undschueler-wechseln-aufs-gymnasium-immer-weniger- tion to reviewing and doing homework. auf-die-hauptschule-philologen-kein-anspruch-aufs-abi- It is also stated that the German education tur/ 2 system cannot provide equal opportunities https://www.destatis.de/GPStatistik/servlets/MCRFileNo- deServlet/DEHeft_derivate_00035140/Schulen_auf_einen_ for immigrants—for example, in benefiting Blick_2018_Web_bf.pdf;jsessionid=5BBFAA19E06C8B05F- from preschool education. In addition, ex- 31D4EF0E0326230 3 https://www.mdr.de/zeitreise/stoebern/damals/hintergr- perts emphasize that the majority of Turkish und-bildungsfoederalismus102_page-2_zc-ad1768d3.html parents are indifferent to the education sys- 4 https://www.bpb.de/system/files/dokument_pdf/Grundge- tem or they do not have enough information setz_TR_endg%C3%BCltig.pdf 5 https://www.uni-due.de/imperia/md/content/prodaz/ about it. In the German education system, klemm_prodaz.pdf parents are assigned important tasks, and 6 https://www.destatis.de/GPStatistik/servlets/MCRFileNo- deServlet/DEHeft_derivate_00035140/Schulen_auf_einen_ they have the right to participate and be in- Blick_2018_Web_bf.pdf;jsessionid=5BBFAA19E06C8B05F- formed. Article 6 of the German Constitution 31D4EF0E0326230 7 gives parents the right to education and care. https://www.focus.de/politik/deutschland/international-tuerkische-schueler-auf-deutschen-gymnasien_ For this reason, it is compulsory for each aid_493951.html school to have a parent representation office. 8 https://www.handelsblatt.com/politik/deutschland/ This organization consists of parents who aufstiegschancen-kinder-aus-nichtakademiker-fam- lien-habenes-in-deutschland-weiterhin-schwer/22510442. work in collaboration with the school. Par- html?ticket=ST-6312669-X5g3ctWmcUbSoqKeQHwO-ap4; ents are represented through “parent repre- https://www.bafoeg-rechner.de/Hintergrund/art-2091-bil- dungstrichter-2018.php sentative councils” in school classrooms. Par- 9 https://www.bafoeg-rechner.de/Hintergrund/art-2091-bil- ents serving in these councils have the right to dungstrichter-2018.php 10 watch lectures (Hospitationsrecht). Parents, https://www.news4teachers.de/2019/08/immer-mehr-gr- undschueler-wechseln-aufs-gymnasium-immer-weniger- teachers, and students are all represented to- auf-die-hauptschule-philologen-kein-anspruch-aufs-abi- gether by the school board (Schulkonferenz), tur/ 11 https://www.destatis.de/GPStatistik/servlets/MCRFileNo- school. Stressing that the ability to access the school’s highest decision-making body, deServlet/DEHeft_derivate_00035140/Schulen_auf_einen_ media, communication, and technology and thus they have the right to participate Blick_2018_Web_bf.pdf;jsessionid=5BBFAA19E06C8B05F- tools is an important factor in participation directly in school-related decision-making 31D4EF0E0326230 12 https://www.focus.de/politik/deutschland/interna- in education, experts have said that Turkish mechanisms. Decisions made there address tional-tuerkische-schueler-auf-deutschen-gymnasien_ and immigrant students have less access to important issues and areas such as deter- aid_493951.html 13 https://www.hurriyet.com.tr/avrupa/2020ye-hiz- such tools compared to their German peers. mining the expenditures from the school’s li-bir-giris-yaptik-41433143 Concluding that Turkish and immigrant stu- budget, curriculum and course contents, 14 https://www.destatis.de/DE/Themen/Gesellschaft-Um- dents are two times more disadvantaged in name changes of schools, disciplinary deci- welt/Bildung-Forschung-Kultur/Hochschulen/Tabellen/ hochschulen-hochschularten.html the German education system, Weber-Meng- sions implemented against students, and the 15 https://www.destatis.de/DE/Themen/Gesellschaft- Um- es and Geißler underlined that Germany has internal regulations of the school.23 welt/Bildung-Forschung-Kultur/Hochschulen/Tabellen/ privatehochschulen-hochschularten.html lost many potential advantages by maintain- In some European countries, especially 16 https://www.hurriyet.com.tr/avrupa/2020ye-hiz- ing this practice, and that it has actually been in recent years, the restriction of lessons in li-bir-giris-yaptik-41433143 17 damaged by this.21 Aslıhan Selcen Bingöl and Turkish as a mother tongue has the potential https://www.dw.com/tr/almanyada-28-milyon-t%C3%BCr- kiye-k%C3%B6kenli-ya%C5%9F%C4%B1yor/a-54385723 M. Çağatay Özdemir, lecturers from Gazi to result in educational and adaptation prob- 18 https://tasam.org/tr-TR/Yazar/164/mustafa-bulbul; https:// University’s Faculty of Education in Turkey, lems. However, the fact that the number of www.uni-due.de/imperia/md/content/prodaz/klemm_ scrutinized the inequalities in the education successful European Turkish students, busi- prodaz.pdf 19 https://www.uni-due.de/imperia/md/content/prodaz/ policies implemented for Turkish immigrant ness people, and scientists such as Doctor of klemm_prodaz.pdf 20 children in the Netherlands and Germany, Medicine Özlem Türeci and Prof. Dr. Uğur https://tasam.org/tr-TR/Yazar/164/mustafa-bulbul 21 https://www.bpb.de/apuz/30801/migrantenkinder-im-bil- and they attributed the presence of injustices Şahin is increasing with each passing day is dungssystem-doppelt-benachteiligt?p=0 to the facts that Turks live in homogeneous a pleasing and promising development, and 22 https://dergipark.org.tr/en/download/article-file/256145 23 groups, they cannot identify with the coun- it is also an indication of the need for interna- http://politeknik.de/almanya-okul-egitim-sisteminde-anne-babalarinvelilerin-konumu-dr-mehmet-alp- try they have migrated to, they do not have tional cooperation and studies. bek-foeted-genel-sekreteri/

39 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

ed to, any narrowing of the gap between Barriers to Parental the rhetoric and reality of parental involvement? After all, this was the main aim of publishing it. In order to answer Involvement this question, a study of PI was planned, taking into account the changes that may in Education: An Update have occurred in the context of PI in the UK in the previous 10 years. For example, It is of vital importance for schools to consider parental the diminished role of Local Education involvement to be of central importance in educating children, Authorities, the strengthening of parents’ role as consumers, changes in the delivery and to take a more comprehensive role in supporting parents for of initial teacher education, changes in this purpose, in order to ensure more successful education. policies for children with special educational needs and disabilities with parents’ Garry Hornby ve Ian Blackwell Institute of Education, University of Plymouth, Devon, UK increased role in setting local priorities and funding arrangements, parents’ pro- xtensive research literature between the rhetoric found in the liter- tests against national testing, increasing published over a period of 50 ature on PI and the PI practices found in rates of school exclusion and cuts to sup- years indicates that parental schools at that time. port services linked to austerity. Given this E involvement (PI) is an impor- The previous article therefore pre- context, in order to produce a snapshot of tant element of effective education for sented a model which was developed in current policies and practices of paren- children of all ages (Epstein 2001; Hill and order to clarify and elaborate on barriers tal involvement in schools, a small-scale Tyson 2009; Hornby 2000, 2011; Jeynes to the establishment of effective parental study into the current state of play with 2005, 2007; Wilder 2014). This includes involvement in education. The model fo- regard to PI was conducted in primary home-based PI, such as listening to chil- cused on four areas. First, individual par- schools in one region of the UK, and this dren read, and school-based PI, such as ent and family barriers, such as parents’ is described below. attending parent–teacher meetings (Har- beliefs about PI, parents’ current life con- ris and Goodall 2008). texts, parents’ perceptions of invitations METHOD The effectiveness of PI in facilitating for involvement and parents’ class, ethnic- academic achievement has been reported ity and gender. Second, were child factors Participants by many reviews and meta-analyses of the such as age, learning difficulties and disa- A sample of primary schools from the literature, as documented in the previous bilities, gifts and talents, and behavioural south-west of England was selected to pro- article on barriers to PI published in Edu- problems. Third, were parent–teacher vide a range of school size, socio-econom- cational Review (Hornby and Lafaele 2011). factors such as the differing agendas, at- ic status (SES) (measured by the percent- Other benefits of PI which emerged from titudes and language used. Fourth, were age of pupils receiving free school meals), this literature review include: improved societal factors, such as historical, demo- OFSTED ratings and a mix of urban, rural parent–teacher relationships, teacher mo- graphic, political and economic issues, and suburban schools. Eleven out of the 29 rale and school climate; improved school that could act as barriers to PI (Hornby schools contacted agreed to be involved in attendance, as well as attitudes, behav- and Lafaele 2011). the research, a 38% response rate. iour and mental health of children; and The previous article was an attempt to increased parental confidence, satisfac- explore these barriers in order to explain Procedure tion and interest in their own education. the gap between theory and practice and Headteachers or their delegates were in- Ten years ago when the previous arti- provide some guidelines for how the barri- terviewed by the second author at school cle was being developed it was considered ers to effective PI could be overcome. using a semi-structured interview sched- that, despite widespread acknowledge- So the question is, has the wide read- ule that had six major questions and a se- ment of the potential benefits of PI in the ership of this article accompanied, and ries of prompts used as follow-ups where research literature, there were clear gaps perhaps even to some extent contribut- necessary.

40 maarif Results PI is covered in Parent Code of Con- Findings from the 11 schools on each of duct, School Improvement Plan, Home– the 6 questions are presented below. School Agreement and Home-learning Policy – all available on the school website. Does the school have a What appeared very PI falls into Home–School Learning written policy on parental predominantly were the Policy – a separate policy has not been involvement? positive attitudes towards needed but it could be something we de- Only one school had a separate written working in partnership with velop. policy on PI, with 10 schools reporting parents, which is at the heart Behaviour and Safeguarding policies that their PI policy was included in other of the theoretical models state how we work with parents – all are documents. For 10 schools PI policy was available on the website or on request. included in their School of parental involvement that have not been fully What activities are used to Does the school have a implemented for many years. encourage PI at the school? written policy on parental Apparently, the attitude All 11 schools reported using: involvement? on this issue is changing. regular newsletters/leaflets/infor- Schools varied widely in how they made This extensive research on mation sheets/letters home their PI policy available to parents, as the websites used to give information to following examples of responses indicate: parental involvement can be parents We don’t tell parents we are com- effective on education and teacher–parent meetings mitted to parental involvement, maybe guidance practices. having an active PTFA (Parents, we should tell them. Teachers and Friends Association)

41 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

open days/evenings does not “come down from above” … our new parents’ evenings desire is to do the best for all our children. school performances, celebration The better the quality of relation- events and assemblies The fact that parents ships with parents, the better the out- exhibitions of work by the pupils with a wide variety of comes for children. school fairs It’s the ethos of the school – we school/class/family BBQs social backgrounds are know if we engage parents it’s better for sports days. now more demanding of the children. When parents don’t come, schools and want more we seek them out. The school should Have policy or practices of PI changed communication, especially reflect how the community is – our com- in the past five years? through social media and munity is welcoming and positive so we Reported examples of how has it had text messages, shows that reflect this. changed included The children’s well-being is the driv- First person we think about, it wouldn’t parents’ expectations have er and the well-being of families. We want have been six years ago. We now see home changed over the last ten parents to be engaged with their chil- and school as one and the same thing. years. dren’s learning as this has a direct impact We are all more aware of the impact on a child’s progress and attainment. of the family/home on the child’s learning. Our policy has been updated. Safe- guarding has changed. We now have a prevent duty and new government policies affect us – this has changed our approach a lot in five years. Parents’ perceptions of school and learning have changed; aspirations have increased, and parents are not fearful of education any more. Parents want to interfere more – hel- icopter parenting – the more affluent ones want to know everything. The onset of social media means parents have greater expectations to know what’s going on. When I started teaching we did the usual things but it didn’t really work, now we run events with the children, such as sports day or den-building, and parents come. We use these events to pass on information to parents, and we are now starting to understand what works and how to har- ness these events.

What have been the key influences in bringing about these changes? Statements included: There is a growing awareness of a parent’s role in a child’s learning – teaching

42 maarif What do you consider to be the main There’s an element of parents who School attendance is related to Pupil barriers to PI? had a bad experience of school and are Premium and this is related to PI – the par- Schools identified some practical barriers scared of school settings. ent is the key determinant of attendance. and some of them made comments to the Parents’ own experiences of school Many parents have mental health effect that they did not consider that there have a bearing and their own educational issues – mobility, isolation, agoraphobia, were major barriers to PI. levels. financial problems, etc. Sometimes our biggest challenge are We have racism – we respect diver- Parent and family factors parents who had a negative experience of sity at school – we have issues with par- Eight schools reported parents’ own school. We’ve changed. We can be flexi- ents when we try toeducate the children negative experiences of school as barri- ble, not unbendable rules – we put a lot – children hear racist words at home, and ers to PI, as indicated in the comments of work into certain families and individu- it is a real issue amongst parentsand chil- below: als, who can be hostile at first. dren. We have had parents remove their Parents assume their child’s experi- Parents don’t want help partly as children from school because they didn’t ence of school will be the same as theirs. they had a poor experience of school and believe in us teaching Islam – religion as Some parents don’t see the link be- partly as they don’t want help – they don’t an issue is new and it’s always related to tween doing well at primary school and want to acknowledge they need help. Islam. later chances in life. Parent–teacher factors Practical barriers A wide range of comments were made by Some schools suggested that there were schools on this issue, including: practical barriers to PI, such as those indi- Teachers don’t have enough time to cated by the following comments: focus on parents, sometimes feels like an The school opening hours are a bar- afterthought. rier – we close at 3.30pm. We don’t reach Teachers don’t have the training to parents of families who are working. deal with parents and therefore are not Office staff in schools can be off-put- confident. ting and we are aware of that. Parents are Teachers find it hard to have an not sure how to approach us. insight into a family life that is not their Time restraints – they [parents] want own. to be involved but they are full-time work- Some parents don’t understand we ers. have an open door policy – we do a lot of Internet safety – using social media training for staff in responding to parents takes time when you have to check the and depersonalising issues, and emotion- images [for safeguarding reasons certain al literacy training. pupils can’t appear]. Parents can be worried we may crit- icise or judge them so are reluctant to DISCUSSION come in when the child has a problem. It must be recognised that the comments Parents expected everything from above are based on a small-scale study, the school in the past – now we see it conducted in one region of the UK, that more of a relationship. may not be representative of the regional or national state of play with respect Societal factors to parental involvement, and therefore Various societal barriers were identified should be viewed cautiously. by schools, with comments including: However, findings of the study are sug- If parents aren’t working then they gestive of several changes with regard to can come to school and attend events, the closing of the gap between the rhet- and this can be an advantage. oric and reality of PI. What came across

43 maarif DOSSIER PARENTAL INVOLVEMENT IN EDUCATION

very strongly from the schools involved in the study was the clear expectation of involvement with parents as a necessary component in facilitating the most effective education for their children. The majority of the schools surveyed considered that PI is now an essential part of what they do and not something that they can afford not to do. There was widespread recognition among the schools of the difficulties parents experience today and of the reduction in support from government and other agencies on which they have relied in the past. This has led to schools realising that they have to compensate for this by providing more targeted and specialist support to parents and families so that children can gain the most out of their education. What came across very strongly along a spectrum of PI, from attendance were the mainly positive attitudes to- at traditional events at the school (e.g. wards working in partnership with par- parents’ evenings or sports day), to active ents, which is at the core of the theoret- involvement in the child’s schooling (e.g. ical models of PI that have been around Schools think that, in supporting homework), and to higher-lev- for many years without being fully im- order to succeed, parental el parental engagement with the child’s plemented. This, it seems, is changing. involvement should be learning (e.g. ongoing moral support) and The extensive research, training and discussed with parents acknowledgement of the parent’s own ed- guidance that is now available around and the wider community ucational needs (e.g. attending parenting PI may well be influencing practice. classes). Therefore, schools may now be The various barriers to PI, referred to or effective, co-created better at implementing a wider range of in the previous article written 10 years strategies should be needs-based interventions to engage with ago, still exist but they now appear to be developed. parents, using a mix of approaches in less of an obstruction to implementing school, at home, in the community with effective parental involvement. partners and through digital technology. We conclude that, although barriers Third, the expectations of parents are and challenges certainly exist, schools reported to have changed over the pre- may well be more effective now than search has demonstrated that parents vious 10 years with parents from a wide 10 years ago in engaging parents in sup- influence the achievement of pupils range of social backgrounds becoming port of children’s learning and well-be- through supporting their learning in the more demanding of schools and expecting, because of the six key factors that home as well as supporting activities in ing more communication, particularly are noted below. the school (Harris and Goodall 2008). via social media and text messages. First, school staff acknowledged that Therefore, for many schools parental in- The majority of parents are far less how well children do at school is sig- volvement now appears to be regarded “phased” by the school environment nificantly influenced by what goes on as central to the schools’ ethos. and by school staff. outside the school gates, whether in the Second, schools recognise there are It appears that schools with a firm home or in the wider community. Re- a number of ways of engaging parents commitment to PI have welcomed this

44 maarif other schools. There is, therefore, a rhetoric and reality of parental involve- need for schools to have opportunities ment may be closing. to regularly liaise with, share and learn from each other, either faceto-face or Educational Review, 2018 online. VOL. 70, NO . 1, 109–119 https://doi.org/10.1080/00131911.2018.1388612 Sixth, schools appear adept at integrating new demands into existing REFERENCES work-plans (rather than “bolting on” Epstein, J. L. 2001. School, Family and Com- new initiatives). Schools reported that munity Partnerships. Boulder, CO: Westview Press. PI is successful when it forms part of the ethos of the school, and is devel- Harris, A., and J. Goodall. 2008. “Do Par- ents Know They Matter? Engaging All Par- oped and delivered as “a whole school ents in Learning.” Educational Research 50 approach”. (3): 277–289. Schools considered that to be suc- Hill, N. E., and D. F. Tyson. 2009. “Parental Involvement in Middle School: A Meta-Analyt- cessful, the organisation of PI needs to ic Assessment of the Strategies That Promote be discussed with parents and the wider Achievement.” Developmental Psychology 45 (3): 740–763. community in order for effective, co-created strategies to be drawn up. PI ap- Hornby, G. 2000. Improving Parental Involve- ment. London: Continuum. pears in many school policies and plans, Hornby, G. 2011. Parental Involvement in Child- and these appear to be communicated to hood Education: Building Effective School-Fami- and used it to build constructive, two- staff, stakeholders and parents. Schools ly Partnerships. New York: Springer. way relationships to support children’s also reported that PI informs planning, Hornby, G., and R. Lafaele. 2011. “Barriers to well-being and learning. particularly school events and profes- Parental Involvement in Education: An Ex- planatory Model.” Educational Review 63 (1): Fourth, whether by design or default, sional development for teachers, and its 37–52. schools may today be more central with- impact is monitored and evaluated. Hornby, G., and C. Witte. 2010a. “A Survey in the community to ensuring the wel- of Parental Involvement in Middle Schools in fare and safety of children and young CONCLUSION New Zealand.” Pastoral Care in Education 28 (1): 59–69. people. This draws school staff into a Findings from this small-scale study Hornby, G., and C. Witte. 2010b. “Parent In- social care role more than in the past, suggest that, while the barriers to ef- volvement in Inclusive Primary Schools in with all the dynamics of personal, home fective parental involvement identified New Zealand: Implications for Improving Practice and for Teacher Education.” Interna- and community experiences. Schools in the previous article still exist, and PI tional Journal of Whole Schooling 6 (1): 27–38. appeared to accept that the children in policies and practices in schools remain Hornby, G., and C. Witte. 2010c. “A Survey of their care can only thrive if parents and much the same, there does appear to Parental Involvement in Secondary Schools in partners are actively involved in an on- be some progress, in particular related New Zealand.” School Psychology International 31 (5): 495–508. going dialogue that-listens to and is sen- to a change in how schools perceive pa- Hornby, G., and C. Witte. 2010d. “Parent In- sitive to the realities of home and com- rental involvement. It seems that var- volvement in Rural Elementary Schools in munity life. This inevitably means that ious factors, especially the increasing New Zealand: A Survey.” Journal of Child and schools need to collaborate to seek mu- pressures on parents due to declining Family Studies 19 (6): 771–777. tual understanding and ways forward. support for families from external agen- Jeynes, W. H. 2005. “A Meta-Analysis of the Relation of Parental Involvement to Urban El- Fifth, effective leadership of parental cies and services has meant that schools ementary School Student Academic Achieve- engagement is regarded as essential to now see PI as being of central impor- ment.” Urban Education 40 (3): 237–269. the success of programmes and strate- tance to their job of educating children Jeynes, W. H. 2007. “The Relation between gies. Our study showed that the head- and are therefore developing broader Parental Involvement and Urban Secondary School Student Academic Achievement: A teacher and senior management team roles in supporting parents. This sug- Meta-Analysis.” Urban Education 42 (1): 82–110. are central to driving forward parental gests that a more positive pattern of pa- Wilder, S. 2014. “Effects of Parental Involve- involvement. We also found, however, rental involvement in education may be ment on Academic Achievement: A Meta-Syn- thesis.” Educational Review 66 (3): 377–397. that this is often done in isolation from emerging and that the gap between the

45 maarif DOSSIER GAMIFIED EDUCATION

Assoc. Prof. Dr. Özcan Erkan Akgün İstanbul Medeniyet University What Is Gamification and How Can It Be Used in Education? Gamification needs to be discussed within the teaching design process of courses. The moderate and low levels of impact shown in the research results suggest that gamification can contribute to learning even if the characteristics of the courses have not yet been determined.

e can say that playing games “Once you have read this article, you will during childhood constitutes a be able to advance to the next level as an part of the most exciting and en- expert reader!” joyable time of our lives. In our Wyouth and adulthood, competing a little bit, getting praise for what we do, being liked, trying to seize or not miss an opportunity, and gaining seniority based on our achievements have energizing and motivating effects. We can call such an effect the effect of the game on us. This effect creates motives for acting, participating, not quitting, and becoming successful. What methods or mechanisms can be used to create

46 maarif such impulses and what their effects or When we encounter such situations, they dynamics can be are studied in many affect our desires and behaviors. The an- fields of science, especially by behavioral swers to the questions above can differ scientists. The purpose of those studies from case to case. The answer can some- is to direct games toward the realiza- During the current COVID-19 times be yes and can sometimes be no. In tion of the targeted behavior by taking pandemic, when compulsory fact, the bonuses earned in all these pro- advantage of these motives. Identifying distance education is being cesses, the time limits for opportunities, the effects of games, which are attractive implemented, attendance the discount rates, additional services, and encourage people to join and stay in to lessons, motivation, and requests for your opinions and sugges- the game, triggers a sense of success by success can be increased by tions, feedback, and rankings are all cal- revealing a behavior, and trying to ben- culated to the penny and they are noth- efit from the mechanisms and dynamics using gamification elements ing more than efforts to make a profit and related to these effects in different fields in the right places at the steer consumer behaviors. These efforts of applications such as trade, sports, hu- right times thanks to a good are based on scientific analysis and stud- man resources, and education is called teaching design. ies. So, some offers and discounts will “gamification.” In other words, the use probably appear just as you are about to of the motivating effects of games in non- leave the page without shopping. game contexts, with the intent of achiev- Gamification in trade is something ing the expected behaviors, can be called to buy certain products at a more ad- like that. We can say that if we have high gamification. vantageous price, because the amount awareness and self-control during shop- of your shopping had exceeded a certain ping, some of it can be useful for us. GAMES ARE IN ALL AREAS OF LIFE sum. In other words, you achieved the So, how should the situation be in edu- In daily life, we often encounter gamifi- target amount that the market wants you cation? How can we benefit from gam- cation when shopping, both face-to-face to spend. You then became a privileged ification in education? We can say that and online. Recognizing these examples customer and could enjoy additional dis- the targeted benefit in trade is directly can help us comprehend gamification counts—as long as you followed the rules focused on sales and profit. Since the tar- better when looking for an answer to the of this gamification and kept spending. geted benefit in education would be “the question of how we can benefit from gam- Have you ever witnessed that the price of effectiveness and efficiency of learning,” ification in education. We can also bet- a product you added to the basket while can we look at the effects of gamification ter understand the difference between shopping online has then been reduced in education more positively than we do gaming and gamification. For example, with a discount special for you? You in trade? while buying fuel for your vehicle, you should not miss out on such a gracious may be invited to become a member to offer special for you, right? What if there earn bonuses and buy fuel with those bo- are only 2 left in stock when you add the “You are now first among nuses. In this way, the company will give product to the basket? Or what if the price those reading this page! bonuses at the rate it specifies and will of the product has been reduced for just use your contact details for its offers and 1 hour? In addition, you are asked about Keep reading to maintain campaigns, and it will also try to prompt your opinions on your shopping experi- your top rank!” you to keep buying fuel from it; that is, it ence, right? Are these opinions intended will try to gain your loyalty. If the amount to help other people? Have you ever felt of your monthly fuel purchases reaches happy or valued while making a remark? a certain level, your rate of earning bo- Or do upgrading our membership type, GAMIFICATION EDUCATION nuses will increase up to a certain level, increasing our privileges on websites we In education, and in learning-teaching pro- and you may even be able to benefit from are members of, collecting flight bonus- cesses as a more specific concept, it is pos- certain privileges of another company. es, and benefiting from priority services sible to benefit from gamification in many Another example: When you were in a provide us with extra benefits in addition ways. During the COVID-19 pandemic, we store, the cashier probably invited you to the purchases we would already make? have had to switch to compulsory distance

47 maarif DOSSIER GAMIFIED EDUCATION

education and have been experiencing the course materials and contents offered learning with the use of digital tools, also in online education, while 46% selected referred to as e-learning, for a long time “I can partially benefit” and 10% selected now. One of the important issues in this “I am usually not interested and do not process is the attendance rates of students, follow [the courses online]” (YÖK, 2021). that is, their rate of joining lessons, and Considering the results of this research a more important issue is to ensure that and especially the third options of the two they are active during lessons. In other studies, “I attended in the first weeks but words, the participation of students in now I don’t” and “I am usually not inter- curricular and extracurricular tasks and ested and do not follow,” it comes to mind activities and their performance of their that there may be significant barriers that expected roles and tasks in these activities should be overcome in terms of students’ are important. The expected situation was participation and motivation. Gamification the ensuring of the active participation of can make an important contribution to the students in lessons, but according to the removal of these barriers. results of Orhan’s (2021) survey of 6,340 primary and secondary school students in İstanbul, 52.5% of students said “I attend lessons regularly,” 27.6% said “Sometimes I attend, sometimes I don't,” and 19.9% said “I attended in the first weeks but now I don’t” in response to the survey. The use of gamification in a According to the results of another survey successfully planned lesson conducted by the Council of Higher Edu- can be an important factor By using elements of gamification in ed- cation of Turkey, with the participation likely to further increase its ucation, it may be possible to enhance stu- of a total of 1,255,000 students from 207 effects. dents’ interest and motivation to facilitate universities, 44% of the students selected their attendance of lessons and activities the option “I can adequately benefit” from and thus increase their success in courses. According to the results of the meta-analysis study conducted by Yıldırım and Şen (2019) between 2010 and 2016, taking into account a total of 40 experimental studies from primary school to university level in 17 countries, gamification had a significant and moderately positive effect on students’ success. The meta-analysis study conducted by Sailer and Homner (2020), on the other hand, showed that gamification has a significant but low effect on cognitive, motivational, and behavioral learning outcomes. Whether or not they are significant and positive as well as high, medium, or low is taken into account when interpret- ing the results of such studies. It is note- worthy that the first of the results of these two meta-analysis studies showed a middle-level effect while the second showed a

48 maarif By using elements of gamification in education, it may be possible to enhance students’ interest and motivation to facilitate their attendance of lessons and activities and thus increase their success in courses.

low-level effect. So, how can we interpret the characteristics of the courses have not tivation. Such students set their own goals this situation? Gamification is one of the yet been determined. Let us note that al- and get motivated based on their own cri- important factors for ensuring students’ at- though gamification performed in a lesson teria for success. Other students may pri- tendance and, in a sense, their motivation with poor characteristics in this process oritize external factors, being motivated and adherence to lessons, but it is not the can increase the attendance of students, it by external incentives. Some students can only factor. The qualities of the course in may give unexpected results. On the other be affected by both types of motivation at terms of learning and teaching are another hand, the use of gamification in a success- similar levels. As teachers, we introduce important issue for students to get moti- fully planned lesson can be an important our curriculum to students before starting vated for the lesson, actively participate in factor likely to further increase its effects. the lessons, trying to explain the objec- it, focus on it, and adhere to it. Determi- tives, expected outcomes, and contents of nation and implementation of these quali- “You have successfully the course, as well as the individual, pro- fications are related to the teaching design fessional, and academic contributions that of the course. Teaching design is a system- reached this stage! can be provided by the learning-teaching ic, systematic, and cybernetic process in- If you continue for 5 more and measurement methods to be used in tended to evaluate and improve students, minutes and read the the course. The reason for this is not just i.e., the resultant learning, and the learn- entire text, you will earn the sharing of the roadmap of the course. ing-teaching process itself, which starts an achievement badge!” It also involves efforts to increase the at- before a lesson; it covers the teaching and tendance levels of students and the value measurement processes of lessons. Gam- they will attach to their tasks of learning in ification needs to be discussed within the the course by enabling them to establish teaching design process of a course. The The types and levels of motivation of a relationship between their own goals moderate and low levels of impact shown students is another issue related to the ef- (if they are aware of them) and the goals in the research results suggest that gami- fects of gamification in education. Some of the course. In this way, some students fication can contribute to learning even if students have predominantly internal mo- may decide to attend the lessons regularly

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and perform their learning tasks properly. research. Therefore, it can be said that tive and efficient learning by designing a However, there are also students who will teachers should develop an implementa- good teaching method to effectively ben- ask whether the attendance is compulsory tion process, i.e., design their teaching, by efit from gamification in education, iden- and what will be asked on exams. There- analyzing the context they are in instead tifying the technologies and materials we fore, examples of the integration of gam- of waiting for the determination of the ac- can use, and then using them in the ap- ification elements into learning-teaching knowledged effects. It is possible to utilize propriate places and at the appropriate processes can include the giving of points digital applications for learning by gamifi- times, as long as we set our goal of making for continuing, saying from time to time cation. During the current COVID-19 pan- learning more effective and efficient and that surprise short exams will be held, cre- demic, when compulsory distance educa- take action systematically by designing our ating a leaderboard with the students who tion is being implemented, attendance to plans and programs with the intention of have spoken the most during the course, lessons, motivation, and success can be in- realizing this. giving extra points to students who sup- creased by using gamification elements in port each other in the course, planning the right places at the right times thanks to group work, and asking students to do a good teaching design. For example, Tal- both competitive things and collaborative ent LMS, a learning management system “Share what you learned things in the appropriate times and plac- containing gamification elements that can from this article with es and then announcing the status of the be used to manage a lesson or all lessons those around you. This groups on a scoreboard. It can be said that in a school, can score many student activi- sharing will be useful for especially in this period, when lessons are ties, such as logging in to the system, mak- them in terms of learning taught through distance education due to ing comments, or expressing opinions in how to gamify and that the COVID-19 pandemic, these elements the forum, and based on these scores, it will make you happy.” can increase students’ attendance of les- can allow for the use of many gamifica- sons (Armier, Shepher, and Skrabut, 2016) tion elements such as sharing the scores and can increase the value given to learn- on a leaderboard, giving badges, etc. The ing tasks (Topal, 2019), and that gamifica- ClassDojo app can be used for participa- REFERENCES tion can contribute to effectiveness and tion in activities at the primary education Armier, D.D. Jr., Shepherd, C.E., & Skrabut, efficacy in learning with appropriately de- level to actively monitor the processes of S. (2016). Using game elements to increase student engagement in course assignments. signed courses. performing tasks and share them with College Teaching, 64(2), 64-72. https://doi.org/1 students. Short exams can be created and 0.1080/87567555.2015.1094439 TOOLS TO BE USED IN applied at all levels of education with the Yıldırım, İ., & Şen, S. (2019). The effects GAMIFICATION Kahoot! app to add some excitement to of gamification on students’ academic achievement: a meta-analysis study. Interactive Some tools or mechanics that can be used lessons and create a scoreboard. A wheel Learning Environments, 1-18. https://doi.org/10. to benefit from gamification in education of fortune can be created and used in les- 1080/10494820.2019.1636089 include points, levels, challenges, virtual sons through the Wordwall app with the Sailer, M., & Homner, L. (2020). The things that can be won in the gamification intent of determining a random topic or gamification of learning: a meta-analysis. process, leaderboards, rewards-coopera- asking a random question while doing Educational Psychology Review, (32), 77-112. https://doi.org/10.1007/s10648-019-09498-w tion, progress bars, search-and-find, and question-and-answer studies to gamify Orhan, Ş. F. (2021). COVID-19 sürecinde profile pictures. The statuses or achieve- courses while they are being taught. A vir- uzaktan öğretme süreci ile ilgili ilk ve ments (or dynamics) that can be achieved tual cork board can be created using the ortaöğretim öğrencilerinin algıları ve with the effects of these tools include Padlet app and can then be used in lessons duygularına yönelik bir analiz. TÜBİTAK COVID-19 ve Toplum Etkinliği – 23 February awards, special statuses (seniority/rank- to see who will write the most examples. 2021. https://youtu.be/lV9xUaGdHQA?t=25186 ings), success, self-expression, competi- This board can then be saved and shared Topal, M. (2020). Oyunlaştırma ile tion, altruism, feedback, badges, trophies, with students. All of these examples are zenginleştirilmiş çevrimiçi öğrenmenin başarı, and honor. How many of these tools should offered just to give ideas; there are - actu çevrimiçi bağlılık ve öğrenme motivasyonu üzerindeki etkisi. Sakarya University be used or how effective each of them is ally very many methods and applications (unpublished doctoral thesis). for which target group are still questions or software programs that can be used in YÖK (2021). Pandemi sürecinde online eğitimin to which answers are being sought in gamification. We can achieve more effec- verimliliğine ilişkin öğrenci anket raporu.

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Dr. Saime Çağlak Sarı Marmara University

The Contribution of Children’s Games to Physical and Psychomotor Development

In order to enable children to maintain healthy development in all areas and to support their development as a whole, we should make sure that they are not deprived of games. What phenomenon other than games is so indispensable in the world of children?

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hildren need movement just attitudes in life and this keeps changing as much as they need food for throughout their lives (Duman, 2015). The Games for Health a healthy development period. contribution of games to all developmental Dynamic games ensure that all muscle Mobility, being indispensable groups (big and small muscles) of the areas of children (mental, social, emotional, C for children, ensures that sufficient oxygen child are in motion with elongation spiritual, linguistic, physical, psychomotor) is transported to the organs and it strength- and contractions. The frequency of is an undeniable fact. How important games movements performed during the ens the organs and the connections be- game and the repetitive continuation involving physical activity are for the physi- tween them in the physiological process of coordinated movements increase cal development of children should not be by expending accumulated energy. At the the performance level. Performing overlooked. In this article, the role of games same time, it enables children to grow movements that require physical in physical and psychomotor development stamina and strength (climbing, running, healthily by accelerating the blood in cir- crawling, leaping, jumping, etc.) in is particularly emphasized. culation and strengthening the nerve-mus- games supports the healthy functioning cle connections (Çağlak-Sarı, 2005). and development of systems such as CONTRIBUTION OF GAMES TO respiratory, circulation, and excretory In the age range considered by research- systems (Poyraz, 2003). PHYSICAL DEVELOPMENT ers as early childhood, the levels of mobil- It is remarkable that many cardiovascular ity and physical activity occurring during diseases caused by the lack of participation the day have a valuable role in terms of in games involving movement in childhood health. Moving in childhood has many constitute risk factors (Saygın & Mengütay, positive effects. There are many positive 2006). Burning excess fat in our bodies and effects directly related to movement, such ensuring that our muscles reach the desired as maintaining growth and development at capacity are possible with the regular func- the desired level, increasing and improving tioning of the endocrine glands and further motor skills, adopting a non-sedentary life- secretion by them; on the other hand, per- style, creating the exercise behaviors that formance of functions related to growth in are among the important preventive health particular is ensured with physical activities efforts, and preventing diseases caused by that require moving the body, i.e., games the tendency toward being overweight or (Baykoç-Dönmez et al., 2000; Poyraz, 2003). obese (Özden, 2018). In case of problems related to obesity It is known that the most appropriate and cardiovascular diseases, adequate phys- activities for meeting children’s need for ical activity can be considered as a preven- mobility are “games” and the most ef- In order to enable children to maintain tive measure in preventing possible risks. fective way to learn is in “game environ- healthy development in all areas and to In terms of cardiovascular functions, we ments.” Educational scientists benefit from support their development as a whole, we can say that games can increase the blood the enjoyable side of games and show that should make sure that they are not deprived circulation and respiration above normal children can learn while playing, and that of games. What phenomenon other than levels. Thus, sufficient amounts of oxygen games can be used as a teaching method. games is so indispensable in the world of and the nutrients needed for development The games played by children support their children? No matter what group the games are achieved much more quickly (Çoban & physical and mental development, and also are in, there are many things that children Nacar, 2006; Kaya, 2007). support their language skills and social and easily and unwittingly gain from them with Problems related to inactivity can affect emotional development in a natural way, es- lifelong effects, besides the joy and fun chil- almost all age groups. Among these prob- pecially by enabling them to communicate dren receive from games. lems, those suffered by children can trigger effectively with their environment. Games Games are important for the motor, many psychological diseases. Many psycho- function as a bridge between the real world mental, and physical development of chil- social problems such as the lack of self-con- and the fantasy world for children. A child dren, as well as for their ability to move free- sciousness and self-esteem, psychological who plays games develops faster and more ly, to distinguish themselves from others, hardiness, or satisfaction with life may re- healthily than a child who does not play and to acquire some psychological skills. sult from inactivity or be influenced by it games (Çağlak-Sarı & Yaman, 2019). Children’s motor development affects their (Bekmezci & Özkan, 2015). In this context,

52 maarif While playing games, children can acquire more flexibility and strength by achieving coordination and balance among their organs.

Practicing various motor behaviors during game activities will ensure faster and more fluent acquisition of motor skills. While playing games, children can acquire more flexibility and strength by achieving coordination and balance among their organs. Children will learn how to control and manage their own bodies during games. Thanks to games, children improve their fine and gross motor skills, and also- in crease their self-confidence and motivation levels. Through games, children create their own characters and the body images they want, and they create positive impressions game activities support both physical and of their own development with physical, psychological processes by meeting chil- mental, and psychological skills (Pehlivan, dren’s need for movement. 2005). In addition to all these benefits, games, While playing games, children actively which are a tool for children to keep mov- Games are important for use different parts of their bodies and mus- ing throughout the day, also enable chil- the motor, mental, and cles. According to Çoban and Nacar (2006), dren to easily sweat out toxins. Since chil- physical development of games develop a child’s large muscles, such dren will spend their accumulated energy as muscles of the legs and arms, as well as in a positive way by playing games, they will children, as well as for their small muscles, such as the muscles of hands experience serenity of body and soul. At the ability to move freely, to and fingers. There are also games that spe- same time, they will be raised as healthy in- distinguish themselves from cifically contribute to the development of dividuals with appropriate sleep patterns others, and to acquire some large and small muscle groups in children based on their energy consumption, who psychological skills. Children’s and accelerate their muscular develop- have better appetites but who are far from motor development affects ment. Examples of play materials effective the risk of obesity because of being able to their attitudes in life and this in the development of children’s small mus- burn the energy they consume in the right cle groups include water, sand, and clay, proportions. For healthy and balanced keeps changing throughout while games that will give children different development, children making a habit of their lives. hand skills include cutting, gluing, drawing, games and physical activities will mean bal- playing with colored blocks, etc. Activities anced and adequate development at later involving a variety of hand skills contribute ages (Çağlak-Sarı & Yaman, 2019). to the development of children’s hand-eye ually increase in children starting from the coordination because they require coordi- CONTRIBUTION OF GAMES TO age of 5 or 6, gain importance by coming nation in particular. PSYCHOMOTOR DEVELOPMENT to the forefront in games (Topkaya, 2004). Among games, walking, running, jump- Playing games also plays an important role Thanks to games, children increase their ing, cycling, or imitating the walks of ani- in the development of children’s psycho- experience and have a chance to perfect mals are some of the motor skills that play motor skills (MEGEP, 2007). Considering their skills while practicing the motor skills an important role in the development of the developmental levels of children, games that are necessary throughout life. They large muscle groups. Such games also give are important tools for the acquisition and have opportunities to develop basic motor children the opportunity to perform move- development of psychomotor skills for chil- skills such as walking, running, throwing ments that require skills such as staying in dren after 2 years of age. Abilities such as and catching, jumping, leaping, sliding, or balance, throwing and catching a ball, or coordination, strength, attention, speed, re- climbing with games that they play alone or lifting items, which help them acquire basic action, flexibility, and balance, which grad- in groups, with or without rules. movement skills.

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Balancing games, activities with balls, porting the mental, social, physical, emo- and other similar movements save children tional, and motor development of children. from being unresponsive to the outside It should be noted that games create learn- world and help them overcome the obsta- ing environments by trial and error, provid- cles they may encounter. They also give ing children with knowledge and skills, and children the ability to use their power at the the educational value of games should not right level. Balancing and ball games and be ignored. similar activities that children engage in are encouraged to enable them to expend their REFERENCES energy at the right rate and with the right Baykoç-Dönmez, N., Abidoğlu, Ü., Dinçer, Ç., Er- demir, N., & Gümüşcü, Ş. (2000). Okul Öncesi intensity (Öztürk, 2001). Dönemde Dil Gelişimi Etkinlikleri. İstanbul: Ya-Pa Going down the slide, climbing, jumping Yayınları. rope, playing tag, etc., which are among the Bekmezci, H., & Özkan, H. (2015). Oyun ve oyun- cağın çocuk sağlığına etkisi. İzmir Dr. Behçet Uz active outdoor games, also significantly af- Çocuk Hastalıkları Dergisi, 5(2), 81-87. fect the physical development of children. Çağlak-Sarı, S. (2005). Okul öncesi dönemde hareket Using their large muscles, they acquire gelişimi ve eğitimi. Bilim ve Aklın Aydınlığında Eğit- im Dergisi, 6(2). different physical skills with rough motor Çağlak-Sarı S. & Yaman, Ç. (2019). Erken Çocukluk movements that they cannot perform when Eğitiminde Oyun. (Ed. H. Gülay-Ogelman). Ankara: playing indoors (Sevinç, 2004). When chil- Eğiten Kitap Yayıncılık. Çoban, B., & Nacar, E. (2006). Okul Öncesi Eğitimde dren play games that support the devel- Eğitsel Oyunlar. Ankara: Nobel Yayın Dağıtım. opment of large and small muscle groups, Duman, G. (2015). Okul Öncesi Dönemde Beden and when they repeat these movements Eğitimi. (Ed. G. Duman). Motor Gelişim. (1. Baskı). İstanbul: Hedef Yayıncılık. throughout childhood, it becomes possi- Kaya, D. (2007). 36-72 Aylık Çocuklar İçin Tasarlan- ble for them to acquire many skills used in Thanks to games, children mış Olan Oyuncakların Çocukların Gelişim Alanları- everyday life. na Göre Sınıflanması. Ankara: Gazi University (un- increase their experience published graduate thesis). While playing games, children may have McKenzie, T. L., Alcaraz, J. E., Sallis, J. F., & Faucette, to struggle with the features of their own and have a chance to F. N. (1998). Effects of a physical education program perfect their skills while on children’s manipulative skills. Journal of Teach- bodies. Some children may experience ing in Physical Education, 17(3), 327-341. hesitation and may not be able to use their practicing the motor MEGEP (2007). Mesleki Eğitim ve Öğretim Sistemi- willpower effectively, thinking that they will skills that are necessary nin Güçlendirilmesi Proje 239. not succeed even in games that require sim- Özden, M. (2018). Kaybolmaya yüz tutan geleneksel throughout life. çocuk oyunları üzerine bir inceleme. 2. Uluslararası ple movements. For example, if we consid- Türklerin Dünyası Sosyal Bilimleri Sempozyumu. er a game in which the child throws a ball Bildiri Tam Metin Kitabı, 137-149. against the wall with one hand and then Öztürk, A. (2001). Okul Öncesi Eğitimde Oyun. İs- tanbul: Esin Yayınevi. catches it, the child must be prompted to sports through games (Şimşek, 1998). Gain- Pehlivan, H. (2005). Oyun ve Öğrenme. Ankara: Anı see that he or she will acquire this skill with ing the ability to perform basic movements Yayıncılık. some support and after a certain number of at a high level thanks to games positively af- Poyraz, H. (2003). Okul Öncesi Dönemde Oyun ve Oyuncaklar. Ankara: Anı Yayıncılık. repetitions. In addition, the development of fects the athletic success of children in later Saygın, Ö., & Mengütay, S. (2006). Çocuklarda fizik- his or her self-confidence will be supported ages. Acquiring the motor skills that ensure sel aktivite ve fiziksel uygunluk arasındaki ilişkinin in this way (Çağlak-Sarı & Yaman, 2019). the development of physical, sensory, and araştırılması. 9. Uluslararası Spor Bilimleri Kongresi, 3-5 November, Muğla, 371-373. Researchers and many educators say social skills during childhood helps children Sevinç, M. (2004). Erken Çocukluk Gelişimi ve Eğiti- that as children develop their motor skills, enrich their lives and living standards. minde Oyun. İstanbul: Morpa Yayınları. their self-confidence will develop as well Games intended for having fun, especial- Şimşek, S. (1998). İlköğretim 8. Sınıf Beden Eğiti- mi Dersinin Öğrencilerin Psikomotor Gelişimine (McKenzie, Alcaraz, Sallis, & Faucette, ly for children, should not be considered by Katkısı Konusunda Beden Eğitimi Öğretmenleri ve 1998). While games contribute to their adults as an activity that the child does just Öğrencilerinin Görüşleri. Denizli: Pamukkale Uni- versity (unpublished graduate thesis). development, children also acquire the to pass the time. This is because games also Topkaya, İ. (2004). Oyun, Beden Eğitimi ve Spor movement skills required for many types of facilitate holistic development while sup- Öğretiminin Eğitsel Temelleri. İstanbul: Hayat Yay.

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Assoc. Prof. Dr. Yavuz Samur Bahçeşehir University Faculty of Educational Sciences

et’s start with the definition other words, rewarding desired behav- Gamification of gamification. Gamification iors. Furthermore, gamification is en- is the use of game elements countered as one of the important strat- at Home where there are no game me- egies that companies use to make more Lchanics. Gamification is a concept that sales, earn more money, and become It will be in the best interest has been in our lives for many years, more popular. One of the first examples of children to integrate although it has emerged as a popular of this is how newspapers had us collect- games and gamification concept in more recent years. It is a fre- ing coupons for many years. In this way, into education and training quently used approach and source of newspapers sold more, reached more by considering the benefits, motivation in education, from the mo- people, tried to ensure loyalty, and rein- recognizing the dangers, and ments when children start learning how forced behaviors by giving a reward for to read, painting apples and receiving collecting coupons. taking into account learning ribbons when they obtain reading skills, Collecting coupons, accumulating and child psychology as we to end-of-term awards such as certifi- points, creating leaderboards, choosing make our plans. cates of achievement and excellence. It the employee of the week/month/year, is a method that we benefit from greatly, and giving stars, awards, or badges can both as parents and as educators, and thus be given as examples of the sim- especially in reinforcing behaviors or, in plest gamification designs in the initial

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phase. Concerns have been raised about the efficiency and effectiveness of this method, which is frequently used by companies and institutions. Studies in the field of psychology have also shown that such gamification practices, which seem to work in the short term, do not work in the long term. While this is the case for companies, the motivations of companies are different and we need to be more careful about using gamification in education and with our children. Gamification that focuses too much on rewards and success may have an opposite effect. For example, giving a reward each time a child does homework may cause the child to takes are other crucial features of gami- do homework just for the reward. When fication. Let me explain this to you with you remove the reward, your child may a very simple example: You are playing react as if “no reward” means “no home- Super Mario Brothers, and you hit the work.” Similarly, using gamification in brown bricks with your head while play- order to reinforce children’s reading being, and at the start you observe that haviors by enabling children to collect they are broken. Then you observe that points per page and then exchange the some bricks have mushrooms in them, collected points for toys may also cause and you realize that you grow when children to read for toys. There are you eat a mushroom. This process is all many studies showing that actions tak- about learning by experiencing, and the en with good intentions may cause be- system constantly gives you feedback on haviors to be abandoned when rewards what you are doing. Further ahead in the disappear. While reading books and game, flowers emerge and retract again doing homework should be inherently into the green pipes, and you realize that valuable for children and contribute to you die when you touch them. The same their development, rewards at the end goes for touching the green turtles or of the process come to the fore, and in falling into gaps, and so you avoid doing that way, we make a mistake. For exam- those things in the next game. Now think ple, think about yourself right now. Are Gamification that focuses about it: If this game that we are playing you reading books for money, or are you had educational content, what opportu- reading books for purposes such as im- too much on rewards nities would it create for children? It will proving yourself, learning new things, and success may have be in the best interest of children to in- and experiencing different stories? an opposite effect. For tegrate games and gamification into ed- However, there are many benefits that example, giving a reward ucation and training by considering the gamification and especially feedback, each time a child does benefits, recognizing the dangers, and which is one of the most important ele- homework may cause the taking into account learning and child ments of games, can provide to students psychology as we make our plans. in the field of education. In addition to child to do homework just Home gamification activities are also feedback, learning by experiencing and for the reward. among my favorites. I have personally creating opportunities to learn from mis- designed some gamification activities

56 maarif crease the knowledge and skills of our children in different areas while having fun together. In these challenges, a certain number of tasks are given for a certain period of time and it is asked that the tasks be performed within the time limit (for example, in 10 seconds, name 5 animated films, or 5 holiday names, or 5 things with zippers, or raise your foot up to your stomach 10 times, touch all the walls, name 3 of your mom or dad’s best features, try to make someone around you laugh, compliment someone, sing a rhyme, draw a cat, speak like someone without teeth, make up a poem with your initials…). You can adjust the time and the number of tasks according to the age of your child. Moreover, of course, board games are among the gamified activities that I recommend the most. Many board games are actually very good examples of gamification. They are wonderful games and that you can try with your family at shared more than 300 challenges that gamifications where you can find many home. As the elements of games that are you can try with your family to have fun game elements, some of which also in- frequently used in gamification, such as during screenless meals, hours, and eve- clude game mechanics. For this reason, time, numbers, limits, points, rules, and nings (you can find them all on my Ins- I recommend that you buy many board fun behaviors, all come together, you tagram account: www.instagram.com/ games for your home. In spite of all the can also design your own activities and yavuzsamur). While preparing these digital games that have been released benefit from gamification at home. The activities, I paid attention to physical, recently, the board game industry has “Categories Game” that we have been affective, social, and cognitive activities really developed and expanded. In this playing for a long time (which involves as much as possible so that we can in- sense, we encounter many games and providing words for things in different gamifications in the categories of card categories that all begin with the same games, board games, tabletop games, letter, such as giving a personal name, a and intelligence games. Let’s consider a city, a country, an artist, a plant, and an few examples. Of course, there are board animal that all start with the letter “T”) is games that I specifically recommend. actually a good example of gamification. In addition to games such as checkers, It is a nice activity where you try to give chess, Scrabble, Monopoly, Uno, Jenga, answers with a certain letter in certain dominos, and Ludo, which I would de- categories in a certain amount of time, scribe as indispensable, Quoridor, Rever- calculating scores at the end of the time si, Karuba, Look Look, What Am I?, Ta- period, creating a leaderboard to show boo, Connect Four, Dixit, Risk, and SET the points that have been won after a will be very good options for spending certain number of games, and declaring quality fun time with your children. I try a winner according to the leaderboard. to include the individual age ratings of all In “Challenging Our Children,” I have games in my posts, so you can find more

57 maarif DOSSIER GAMIFIED EDUCATION

Coding Tools Game Design Tools

“Consumption for Production”: 50+ Resources Your Children Can Use

detailed information there. You can also in the day. Playing such games with chil- change some games according to the age Book and Digital Story Creation Tools dren even just once may lead them to level and even design your own board play on their own afterwards because games. I strongly recommend board children want to continue playing games games, especially to keep children away that they learn and love; they may even from screens and to show them that they develop such games themselves, tell their can have a good time without the televi- friends about them, and want to play to- sion or computer, just with their family gether. There are also very good brain and friends. Therefore, if you are going exercises to engage in at home, especial- to be buying gifts for your children or the ly during this current pandemic. For ex- children of your friends, I would like to ample, you can try fun gamified activities recommend board games as gifts. such as trying to write things using your Apart from what I’ve just mentioned, less dominant hand, learning to tie spe- there are other very nice activities that cial knots, playing guessing games like you can do at home in the context of “20 questions,” solving puzzles, doing gamification. For example, we have fun sudoku, or playing games blindfolded. game activities that can be done with Finally, you can also benefit from only balloons, and you can even create gamification activities in the digital en- games yourself, such as trying to keep a vironment. “Kahoot!” is one of the most balloon in the air without letting it touch widely used gamification applications the ground or writing different things used by children at school. You can have on different balloons and then trying to your children create their own Kahoot keep certain ones in the air. You can also for you and design a special family ques- design good games using only cardboard Playing such games with tion-and-answer activity. You can join cups, such as making towers by putting children even just once the question-and-answer activity created papers between the cups and then trying may lead them to play by your child and participate from your to pull out the papers and make the cups on their own afterwards own device. I am sure it will be very ben- fall into each other, or stacking the cups. because children want to eficial and fun, and in the process, you’ll There are also many games that we can continue playing games be seeing the answers to some questions play using only pen and paper, such as from the eyes of your child. I have also Battleship, Fortune Teller, SOS, or Dots that they learn and love. shared many games where two people and Boxes, which we really enjoyed back can play on the same screen, some of

58 maarif I recommend making use of the games and applications that I have mentioned in this article if you want your children to not only spend quality and fun time at home and school while learning new things but also to acquire new skills and, most importantly, appropriate values.

which are digital versions of pencil and At this point, I constantly focus on the to not only spend quality and fun time paper games, and some of which are phrase “consumption for production” at home and school while learning new very simple gamifications such as scoring and say that parents should concentrate things but also to acquire new skills and, a goal. With applications such as Math on consumption activities for home pro- most importantly, appropriate values. Fight, we enable children to quickly de- duction as much as possible. One of the When you compare your own childhood velop their skills of addition, subtraction, best examples of this concept is watching to that of children now, I am sure you’ll multiplication, and division. With other videos on a computer screen or tablet notice a difference. And when you realize applications, such as Mangala, or dig- (consumption) about how to make a pa- how much difference there is comparing ital ball games such as tennis where we per airplane that can travel the farthest the children of today, who are now stuck play together on the same screen, we are and then making that plane (production). in the house and dependent on screens, competing against each other but also Similarly, there are very high-quality to your own childhood, when you came spending quality time together. Similarly, gamified applications where users can home from school and immediately there are hundreds of games and gami- learn to play guitar or piano in front of tossed down your backpack to run out to fications available through the MentalUP the screen, and parents can benefit from the street to play games until evening, ac- application, which I highly recommend many applications where they can design quiring different skills and values, I hope for our children to exercise their brains, their own games and help their children that you’ll further realize that you need and all of them are safe and fun. In oth- switch from consumption to production. to do something. Therefore, my dear par- er words, there are really some very nice I recommend making use of the games ents and readers, will you be the “street” applications for children. We just need to and applications that I have mentioned for our children who can’t even go out- do some research about this as parents. in this article if you want your children side during this pandemic?

59 maarif DOSSIER GAMIFIED EDUCATION

Betül Yavuz Sociologist and Author

Gamified Education in the Digital Age In today’s world, we see that everything is rapidly digitalizing, and people are rediscovering themselves in this digitalizing world. Games, which are an aspect of this digital world, attract both younger children and adolescents. How is it possible for gamification in education to embrace this digital universe?

earning, as an endless endeavor for individuals, is a process that continues from birth to death. This process leads individuals Lto attribute meaning to themselves and everything that happens around them. This relationship between learning and attribut- ing meaning is the most important existen- tial effort that characterizes human beings in the world. Expressions of this effort have been explained with different theories in medicine, education, and social sciences. Explanations based on the fact that learning is a neurophysiological process try to un-

60 maarif derstand the act of learning by examining People have produced countless games should first have a motivating element for some chemical and electrical changes in to date, both to entertain themselves and the player, so that participation can be the brain during learning, while psychol- socialize, and childhood is the period in ensured, and then that motivation should ogy focuses on how and under what con- which this productivity is most intense. be sustained with action and supported ditions this act takes place. In the field of Many games are present within people’s again with feedback. In the first gamifica- education, learning is evaluated in the childhood stories: hide and seek, blind tion conference held in 2010, Gabe Zich- context of the teacher-student binary, man’s bluff, nine men’s morris, leapfrog... ermann stated that gamification is “75 generating explanations about direct in- The Dutch historian Johan Huizinga, who percent psychology and 25 percent tech- struction, problem-solving techniques, focuses on the history of games and play- nology.” Experts such as Niels van der Lin- discussion methods, case study methods, ing, has stated that games have a history den, Yu-kai Chou, Mario Herger, Roman and show-and-do methods. older than all human acts, and he has eval- Rackwitz, and Kevin Werbach, who were While all of these learning methods uated games as an important tool in the considering the psychological founda- provide an external explanation for the formation of cultures. Huizinga explains tions of gamification before gamification learning process of humans, the “desire to the concept of playing games as follows: theory started to be discussed in 2010 and play,” wherein individuals find themselves “[Playing a game is] a voluntary activ- continued to rise in popularity in 2015, de- and suspend their existence in the world, ity or occupation executed within certain scribed games as a triggering factor with leads us to consider a new learning model fixed limits of time and place, according to definitions such as “motivational design” today: “gamification.” Before moving on to rules freely accepted but absolutely bind- and “behavioral change.” In the process this theory, let’s first try to understand the ing, having its aim in itself and accompa- of trying to understand the contribution link between humans and games. Games nied by a feeling of tension, joy and the of games to learning with this way of first of all appear as physical and/or in- consciousness that it is ‘different’ from thinking, it was aimed to base games on tellectual activities in which people share ‘ordinary’ life.” the processes of creation and participa- the same experiences of space and time. Games, which offer an experience be- tion. In this regard, the behaviorist school yond the usual flow of life, draw people provided a contribution based on Pavlov’s into another consciousness with a sense famous experiment for incorporating op- of curiosity and transform the moment erant conditioning into games. The goal that they experience during the game here was to support the player’s learning into a lasting state. Gamification theory with certain reinforcements in education- focuses on activating that experience in al games designed for specific purposes. education. Gabe Zichermann and Chris- In today’s world, we see that everything Playing a game is a topher Cunningham, who conceptual- is rapidly digitalizing, and people are re- voluntary activity or ized the word “gamification,” explained discovering themselves in this digitalizing occupation executed it as follows: “The use of game thinking world. Games, which are an aspect of this and game mechanics to engage users and digital world, attract both younger chil- within certain fixed limits of solve problems.” In this context, gamifi- dren and adolescents. Of course, today, time and place, according cation theory, which is thought of as the games differ between generations, and the to rules freely accepted reconstruction of ways of thinking and games played by parents are not played or but absolutely binding, game rules within another system, is built reproduced by their children. In particu- having its aim in itself and on three basic pillars: motivation, action, lar, generation Z (born in 2000-2010) and accompanied by a feeling and feedback. B.J. Fogg, an academic at the Alpha generation (born after 2010) Stanford University and one of the latest experience a world where computers and of tension, joy and the representatives of the field of behavioral the internet have great value in their lives consciousness that it is psychology, claimed that these three core and many things in their lives are solved “different” from “ordinary elements are necessary for something to online. Within the context of this experi- life.” be able to cause behavioral change in hu- ence, gamification can find a place in the mans in his approach, known as the Fogg field of education, as mentioned above. Behavior Model. Participation in games One of the most difficult issues in- ed

61 maarif DOSSIER GAMIFIED EDUCATION

ucation is the problem of learning information and then using it effectively. For this to happen, first of all, the learned information must not be forgotten, but as it is known, people forget 80% of the new information that they have learned in the last 24 hours. The suggested solution for not forgetting new information immediately is to experience the acquired knowledge. In this regard, education-based games prioritize the preservation of information by being designed for gaining experience. Since games designed for education are far removed from questioning in the style of written and oral exams, the margin for error is more generous, allow- in students’ learning processes with the ing for correction without taking points same transitivity. For example, the game off, and this facilitates productive output Minecraft, purchased by Microsoft, has in education. Game-based learning pro- been added to the curriculum in some vides an efficient learning environment In particular, generation Z schools abroad; it allows students to ex- because it does not expose students to (born in 2000-2010) and the plore concepts such as symmetry, ratios, stress and other negative emotions. Fur- Alpha generation (born after and proportions through pixel graphics. thermore, the comfortable and fun at- 2010) experience a world This is important in terms of showing mosphere that gamification creates for where computers and the how students include games in their ed- students eliminates the more difficult and internet have great value in ucational life and how they can use their boring aspects of the education process. knowledge in the learning process while Information that is difficult to remember their lives and many things playing. from in-class instruction can be designed in their lives are solved Ultimately, today’s world stands be- as a game and converted to a more inter- online. Within the context of fore us as an age being driven by the esting form for students; in other words, this experience, gamification speed of digitalization, where everything educational games aim to present the can find a place in the field is constantly re-learned and re-defined. construct within a game in an entertain- of education, as mentioned In this process of transformation, the the- ing manner. In line with this purpose, the above. ory of gamification in education, which skills gained from educational games can was designed considering that education be listed as follows: the ability to learn by is inherently open to improvement and having fun, problem-solving, strategy de- development, aims to catch up with the velopment, goal orientation, and skills for speed of the digitalizing world. For this both individual and group work. Although This planning process does not have to purpose, games are included in educa- classic games such as chess, checkers, and be exclusive to teachers; students can be tion to symbolically facilitate the whole taboo that can be played for this purpose asked to make presentations with game process while reinforcing and motivating in the classroom may come to mind, the designs based on the project assignments learning. The process of learning, which mechanisms of digital games can also be given to them. In this way, the egalitari- is also involved in gamification, should be incorporated into classroom gamification. an setting provided by gamification can kept alive in a way that ensures that the For example, “avatars” can be included in provide students the opportunity to be sense of curiosity and desire for knowl- games as representations of the players, their own teachers in the learning pro- edge that distinguishes humans from oth- or “badges” and points can be awarded cess. We can see that games designed in er living creatures does not turn into an as players overcome certain challenges. the digital world are also being included automatic process.

62 maarif DOSSIER GAMIFIED EDUCATION

Games as Action, Toys as Products Games that are played with toys suitable for development support children in taking control and gaining self-efficacy and self- confidence as a result of completing the fictional story of the game and accomplishing the task.

Sena Ahsen Amirshoev Industrial Designer

hen we observe children, we see that a large part of their behavior revolves around games in general as they fulfill their Wneeds, convey thoughts, or turn experience into knowledge. Playing games is a way for children to get to know the universe and identify, process, store, and transform information. When we look at game theories, which have an important place in education today, we see that each of them focuses on different points. However, regardless of whether they are physical, cognitive, instinctive, conscious, need-based, or voluntary activities, games are activities that enable children to lay the foundations of the knowledge, skills, and behavioral patterns that will be required in the later stages of their lives.

63 maarif DOSSIER GAMIFIED EDUCATION

Although there is much to be said about games in a theoretical sense, in this article, we will examine games in two different categories as games with toys and games without toys by performing a product-oriented analysis and we will discuss the importance of games with examples from the toy industry.

GAMES WITHOUT TOYS Games without toys can be examined within two categories: games played without any objects and games played with objects that were not designed for the game. Physical throwing the glass on the floor, and the re- games such as running, jumping, hiding, lationship between liquid and fabric while wrestling, and dancing or socio-dramatic pouring the drinks onto their seats. At the games based on role-playing can be given Especially in the first years same time, they are learning about their as examples of games played without any of life, children experience own bodies, the environment, and physical objects. Games played with objects that are and social limits. Therefore, these children not designed as toys, on the other hand, con- implicit learning with are playing, and learning and applying the stitute an important part of the daily life of most of the actions that knowledge they obtain from games. children. Symbolic games played by fiction- they perform by using the alizing objects can be given as examples of objects around them. Many GAMES WITH TOYS such games. These include a child using the behaviors that adults call All of the actions mentioned above are ex- television remote like a phone, pretending “mischief” are actually amples of children playing with the objects to drive a house slipper like a car, riding the learning experiences for around them in daily life and experiencing vacuum cleaner like a horse, using a spoon the world through such games. Games can as a shovel, making stones speak, or using a children. be played with completely random objects, comb like a microphone. or they can be fictionalized with stories sup- In addition to these, there are also be- ported by specially designed items, namely haviors that do not seem to be imaginative toys, which lead the child to pursue certain play from the outside and are often referred aspects of a game by highlighting certain to as “mischief” by adults for this reason. tion of games, they may still be considered features. Although games represent only a Especially in the first years of life, children as forms of playing games according to the certain part of the action, toys constitute an experience implicit learning with most of definition of Jean Piaget, who saw playing important part of the lives of children and, the actions that they perform by using the as a way of assimilating the stimuli received therefore, also the lives of adults. To better objects around them. Many behaviors that from the outside world and placing them understand this, we can look at statistics adults call “mischief” are actually learning into one’s adaptation system. Again, accord- from the toy industry. Today, the toy in- experiences for children. Trying to balance ing to Piaget, children only really learn the dustry plays an important role in the global on a pillow, tearing up books, pulling the things that they discover themselves. If we economy with a world trade volume of over tablecloth onto the floor, licking the tip of look at the behaviors mentioned above from $90 billion as of the end of 2019. In this sec- a plugged-in charger, throwing a glass onto this point of view, children are actually dis- tor, where global competition is quite fierce, the floor and breaking it, coloring on walls, covering their center of balance while trying the financial figures have reached levels that or deliberately pouring out drinks onto their to stand on the pillow, the material prop- can seriously affect the economy in many seats are examples of learning experiences erties of paper while tearing the book, the countries of the world in terms of imports seen as “mischief.” Although such experien- electrical conductivity of metal while licking and/or exports. From this point of view, toys tial behaviors seem to fall outside the defini- the charger, the way that glass shatters while appear as a need rather than a simple desire

64 maarif Today, the toy industry plays an important role in the global economy with a world trade volume of over $90 billion as of the end of 2019.

by games and/or educational materials. For example, a baby can learn the texture and sound of a plastic bag found at home. But when the same baby is given a rustling book with different thicknesses of materials on different pages, learning through comparison is facilitated by experiencing many different sounds and textures at the same time. This is an element that enriches the learning process. Or, for example, a child can be presented with a toy doll to create a scenario, a toy car to study concepts such as direction and speed or inertia, a toy tea set to study flow by in many different places, different cultures, and long term, supporting their stories with filling and emptying water, or building blocks and different lifestyles. Although the trends new scenarios from time to time is anoth- to work on balance. Similar to the previous in the toy industry are determined by the er excellent method to keep their interest example, children can certainly learn about manufacturers and are generally sustained fresh. Although a good background story balance by trying to stack together random by the release of new products to overshad- plays an important role in the marketing objects or unsuitable toys, but when they are ow existing products, the influence of users success of a toy, the games offered by toys given building blocks of appropriate weight (namely children) and of buyers (namely also possess the infrastructure to strengthen and size for their age and development to parents and institutions) in determining the cognitive and social skills of children. stack on top of each other, they can make new trends and contributing to the design Some of the other products that are com- higher towers, and so the balance between of new products is considerable. Therefore, petitive in this industry can be listed as fol- difficulty and success is established and their by examining toy trends and the most com- lows: toys for building, dolls and figures, motivation to continue the game increases. monly produced and purchased toys, many educational materials, electronic toys, and Games played with toys suitable for develop- inferences can be made about the place of sports toys. Toys for building are highly pre- ment support children in taking control and different types of games in the lives of chil- ferred in terms of appealing to different age gaining self-efficacy and self-confidence as a dren. groups, developing creativity, and allowing result of completing the fictional story of the If we take a closer look at the industry, we space in which children can flourish. Dolls game and accomplishing the task. can understand which products are more and figures are important in the world of To summarize, the effects of toys on games competitive or, in other words, which toys games as they support socio-dramatic play. and their contributions to children are great or games appeal most to users and buyers. While sports toys and playground toys stand in necessary situations and moments. How- The most effective products in the toy in- out with their ability to support physical play, ever, children manage to play games in any dustry have been licensed toys with a mar- educational materials and puzzle-type toys environment, with or without toys, because ket share of 25%. This share of licensed toys are widely preferred by both educational in- they are hungry for learning and this hun- in the market is a clear indicator of how sig- stitutions and families as they can be used in ger is satisfied with games. Children live nificantly toy sales are affected by the movie the education of children in many subjects, and grow with games. In the words of Maria and television industry, and that is because supporting areas of growth from motor de- Montessori, “Play is the work of the child.” It children attach importance to the story in velopment to numerical education and lan- is an important responsibility that we have the game. Children like to place toys or ob- guage education to general knowledge. as adults towards children to help them in jects within a fiction in their minds by using this work and satisfy their hunger for knowl- their imaginations, and toys that enable this HOW ARE TOYS POSITIONED IN edge—in short, to encourage them to play. and present a story from the beginning will GAMES? attract children with their ability to increase Although children have the potential to turn REFERENCES the potential of the fiction and encourage any environment or item into a game with 1 https://www.statista.com/topics/1108/toy-in- it. While toys with a story allow children to their imaginations, more beneficial results dustry/ play without getting bored in both the short emerge when these abilities are supported 2 PAGEV Oyuncak Sektör Raporu 2019 / 6 Ay

65 maarif COUNTRIES AND CULTURES ALBANIA

ALBANIA: Country of Hidden Treasures Albania is a friendly country in the middle of Europe with strong historical and cultural ties to Turkey. With its pristine nature and warm people, Albania is home to beauties that you can’t take your eyes off of.

Mesut Özbaysar Albania Country Representative of the Turkish Maarif Foundation

he place where natural beau- who speak Italian or whose native lan- countries that best preserves its histori- ties, hospitality, and genial guages are English or Greek is also quite cal, geographical, and cultural texture. people meet! You can see the high. Muslims make up more than half of traces of our common past the country’s population. In this coun- ALBANIANS IN THE OTTOMAN inT everyday life, words, food culture, try, where 14% of the population define EMPIRE streets, family structure—in short, in themselves as non-believers and 2.5% Statesmen of Albanian origin were always all areas of life. Albania, a Balkan coun- as atheists, the rest of the population is quite active in the Ottoman Empire. Due to try located in the south of Europe, has Catholic or Orthodox. Bringing together their merits in bureaucracy and their disci- a coast on the Adriatic Sea and the Io- people of many different religions, Al- plined approach to work, Albanians under- nian Sea. Neighboring Montenegro, bania has great diversity in terms of cul- took important duties at all levels of the state, Kosovo, North Macedonia, and Greece, ture and history. from state officials to scholars. During the Ot- this country is among the popular des- In Albania, which declared its inde- toman period, 35 of 215 grand viziers were of tinations for tourists with its temperate pendence after separating from the Ot- Albanian origin. Gedik Ahmet Pasha, Rüstem Mediterranean climate and fascinating toman Empire in 1912, a multi-party par- Pasha, Kemankeş Kara Mustafa Pasha, and architectural and natural beauties that liamentary system was adopted following Said Halim Pasha, one of the grand viziers of have been preserved for centuries. the dissolution of the Soviet Union and the final period, are among the most famous Although the official language of Alba- the end of socialist rule in 1991. Today, Al- Albanian grand viziers. The presence of mil- nia is Albanian, the number of citizens bania is considered as one of the Balkan lions of citizens in Turkey with Albanian her-

66 maarif Republic of Albania Governing type: Unitary Capital: Tirana parliamentary constitutional republic 2 Official language: Albanian Area: 28,748 km Currency: Albanian lek Population: 2.862 million (2019)

itage today is further proof of how deep-root- Gjirokastër, known in Turkish as Ergiri dur- ed and strong these common historical and ing Ottoman times, offers dazzling beauty cultural ties are. today with its unique historical artifacts from the Ottoman period. Shkodër is one of the OTTOMAN CITIES ARE STILL VIBRANT oldest settlements in Albania, as well as the There are many cities in Albania that still pre- most important historical, industrial, and serve their Ottoman heritage with all its vital- cultural center of the northern part of the Albania is a friendly country in the ity. Berat, which is one of the best known of country. these cities, is included in the UNESCO World middle of Europe with strong historical Heritage list as “the museum city of a thou- sand windows.” It has a history of 2400 years Author of the First Turkish and cultural ties to Turkey. With its with dominant Ottoman architectural fea- Encyclopedia, Şemseddin Sami: tures in its old neighborhoods of Mangalem, pristine nature and warm people, Şemseddin Sami was a great Albanian Gorica, and Kalaja. This city, which was es- Ottoman writer, encyclopedist, and tablished on the Osum branch of the Seman lexicographer. He was the author of what is Albania is home to beauties that often considered to be the first Turkish novel, River and on the western slopes of Mount Ta’aşşûk-ı Tal’at ve Fitnât, as well as Kamus-ül you can’t take your eyes off of. Tomorr, spreads over both sides of the river. Alam, the first encyclopedia of geography Said Halim Pasha and history to be printed in Turkish. He laid Mosques on one side of the river and church- There were 35 grand viziers of Albanian the foundations for Albanian nationalism es on the other draw attention. origin in the Ottoman Empire. Said Halim and he still lives through his works today Pasha, one of the grand viziers of the last According to Evliya Çelebi, Berat was divid- with their common value for both countries. Ottoman period, was one of them. His dictionary, Kamus-u Türkî, is still a widely ed into four parts as a settlement. The inner used reference today and a crucial work in castle section was surrounded by walls and terms of Turkish language and culture. there were 40-50 houses, the Bayezid Han primary schools. He stated that the “Grove” Mosque, an armory, warehouses, and wa- suburb, on the opposite side of the river, was ter cisterns. Other than that, in the fortress a settlement of 200 houses. section, there were about 200 houses, a Apart from Berat, Gjirokastër and Shkodër ruined mosque, and eight churches, one of are among the settlements where the Otto- which was excellent in every aspect. Under man urban texture is best preserved today. the rock formation to the south of this place, there were 70-80 houses, 80 shops, and ba- Berat, which is on zaars in the lower fortress section on the riv- the UNESCO World er bank, and many mosques and masjids in Heritage list, is one of the best-preserved the neighborhoods of the section known as examples of Ottoman the large town, which constituted the main urban architecture. part of the city. Evliya Çelebi stated that the city was divided into 30 districts, ten of which belonged to Christians, one to Jews, and nineteen to Muslims, and that the most famous and crowded of these districts were Murad Çelipa, Uzgurlu, Hünkâr, Vakıf, Baba Kadı, Paşmakçılar, Simferopol, Eskipazar, and Güngörmez. He also noted that there were thirteen mosques, including the Sultan Bayezid, Uzgurlu, Gazi Murad Pasha, Hünkar or Fethiye, and Çelebi Hüseyin mosques, as well as seventeen masjids, about 700 shops, five madrasas, two bathhouses, and many

67 maarif COUNTRIES AND CULTURES ALBANIA

FAMILIAR TASTES It is possible to find many dishes from Turkish cuisine in the cuisine of Tirana as well. In other words, the food culture of Albania reflects a common taste. ATTRACTIONS Tavë Kosi (Turkish: Elbasan Tava): This National History Museum is a traditional Albanian dish. Bone-in lamb meat is boiled, dipped in a yogurt The National History Museum, one of the sauce, and baked in the oven. most significant symbols of Tirana, contains many important artifacts from past to Liver: Although it is known as Albanian present. The largest museum in Albania, liver in Turkey, it is not actually a very this building contains important works in common meal in Albania. However, it is several pavilions, including the Pavilion of still eaten as an appetizer. The liver is Antiquity, the Pavilion of the Middle Ages, fried in oil and traditional chili pepper is the Pavilion of Independence, and the added to it. Pavilion of Communist Terror. Byrek (Turkish: Börek): You must not

leave without eating this very delicious Skanderbeg (İskender Bey) Square hand-made, thin-dough pastry dish. You can find many historical attractions Pita: To make pita bread, which is the Ethem Bey Mosque in the city center, where the statue of the pronunciation of the Turkish “pide” in Albanian folk hero Skanderbeg is located. Ethem Bey Mosque, located in Albanian, a liquid dough similar to crepe Around Skanderbeg Square, it is possible Skanderbeg Square, was built by Ethem is prepared; this dough is cooked on a to see important touristic attractions such Bey at the beginning of the 19th century. heated fire with a heated lid. The same as the National History Museum, Ethem The mosque, which served as a museum process is repeated for several layers. Bey Mosque, the Clock Tower, the Opera, for some time, was reopened as a mosque Baked Leek: This is a traditional and ministry buildings. after the collapse of Yugoslavia. Albanian dish made by cooking roasted

leeks and meat in the oven. Clock Tower Tarator: This is a type of cacık (tzatziki). Located right next to the Ethem Bey It is made by combining yogurt and Mosque, the Clock Tower is 35 meters cucumber. high. You can try many tastes unique to Albania in the cafes and restaurants located around the Clock Tower.

KEEP IN MIND! Nodding means approval in many countries, just as it is in Turkey. However, the opposite is the case in Albania. When you bob your head slightly up and down, locals accept this gesture as meaning “no.”

68 maarif TURKISH-ALBANIAN FELLOWSHIP IS STRENGTHENED WITH CONCRETE PROJECTS

Our ties of fellowship and friendship with educational spectrum with new departments. Albania, which is one of the most beautiful On the other hand, elective Albanian countries of the Balkans, with its unspoiled lessons were implemented in Turkish public nature, cultural assets, blue coasts, and schools in 2018 in the regions where our hospitality, date back to the 14th century. Turks citizens of Albanian origin live. The Education and Albanians have lived together peacefully Cooperation Agreement, signed on the and started families together for centuries in the occasion of Prime Minister Rama’s official visit beloved geography of the Balkans. The Albanian in January, also offers important opportunities nation was one of the essential elements of for the development of educational the Ottoman Empire. It has left its mark on cooperation. Some of these are the teaching bureaucracy, literature, art, and architecture. of Turkish as an elective course in Albanian Today, our citizens of Albanian origin, estimated public schools, the printing of joint Turkish- to be over 4 million in number, and our youth, Albanian books and dictionaries, and Turkey who have grown up with a common sense Scholarships provided to Albanian youth. Our of history, are strongly carrying these ties of youth, who grow up with a common culture fellowship of our peoples from the past into the and historical awareness, will undoubtedly future. Murat Ahmet Yörük carry the unshakable bonds of friendship and Turkey has a rational point of view, which Turkish Ambassador to Albania fellowship between our peoples to future desires the establishment of prosperity, generations. security, and peace in all of the Balkans As a natural result of Turkey’s humanitarian within the framework of its “humanitarian and importance to Albania, such as energy, and entrepreneurial foreign policy approach, entrepreneurial foreign policy” approach. We banking, telecommunications, logistics, we are also quite pleased to contribute are aware that one of the main components of mining, infrastructure-construction, and to the social and economic development peace and stability in the Balkans is the peace aviation. Considering current market value, of Albania with various humanitarian and and prosperity of Albania. our investments in Albania have reached $3.5 development aid projects under the visionary As a natural consequence of this approach billion, including infrastructure and contracting leadership of our President. Turkey was the and our common history that I have briefly services. With these figures, Turkey is the first country to lend a helping hand to Albania summarized above, we have very good bilateral largest foreign investor in Albania. Established after the November 2019 earthquake and relations with Albania, spreading from economy in 2018 with the support of Turkish Airlines during the COVID-19 pandemic, with the to culture and from education to health, with and growing successfully for the last 3 years, understanding of “a friend in need is a friend comprehensive and deepening cooperation Albania’s national airline company, Air Albania, indeed,” without expecting anything in return. for many global and regional issues. Our is one of the most important examples of our It is envisaged that the construction of the diplomatic relations, which were established strategic investments. In the upcoming period, earthquake housing project announced by with the “Agreement on Eternal Friendship we will continue to contribute to the economy our President will be completed in August and Cooperation” in 1923, right after the and prosperity of Albania, especially by 2021 and the houses will be turned over to proclamation of the Republic of Turkey, were increasing our investments in infrastructure and families in need. Likewise, the Fier Regional enhanced to the level of strategic partnership on tourism. For this purpose, we will establish a Hospital, which was built upon the instructions the occasion of Albanian Prime Minister Rama’s Consulate General in Vlorë. of our President and will make a significant official visit to Turkey on January 6-7, 2021. We Moreover, we encourage the interactions contribution to the health infrastructure of hope that our strategic partnership and the and cultural activities among our peoples to Albania, became operational in April 2021. high-level political connections that have gained increase. The Yunus Emre Turkish Cultural The Turkish Cooperation and Coordination momentum in recent years will deepen our Centers located in the capital city of Tirana and Agency (TİKA) has successfully implemented cooperation in all fields. in Shkodër, one of the largest cities of Albania, over 500 social development, education, One important aspect of our bilateral contribute significantly to the sociocultural life and cultural projects worth approximately 26 relations with Albania is commercial and in Albania with the various cultural events that million euros so far and has helped improve economic cooperation. Turkey, which is the they organize. Furthermore, more than 800 Albania’s educational infrastructure and second-ranking country in terms of exports to Albanian students currently study Turkish at the increase its tourism potential. Albania, is the fourth largest trade partner of Yunus Emre Turkish Cultural Centers. As the Ambassador of the Republic of Albania in terms of total trade volume. Our total Turkey to Tirana, I am honored to realize trade volume of approximately $450 million in EDUCATIONAL COOPERATION these concrete projects one by one, which will 2017 had reached approximately $600 million by Important steps have been taken recently further develop Turkey-Albania relations and the end of 2020. We are decidedly continuing in the field of educational cooperation. The our cooperation in all fields, strengthened by our efforts to achieve the goal of a bilateral trade Turkish Maarif Foundation (TMF) took over our common history and culture. We continue volume of $1 billion, as previously announced by the “New York Schools” in 2018 and started to work with determination and faith to further our President. a new era of education in Albania. The only Turkey-Albania relations together with our Furthermore, approximately 15,000 of our university belonging to the TMF, the University Military Attaché, Commercial Counselor, TİKA, Albanian brothers and sisters are employed in of New York Tirana, continues to grow steadily the Yunus Emre Turkish Cultural Centers, and more than 600 Turkish companies that have toward becoming a center of attraction in the all affiliated institutions and organizations in investments in sectors of extremely strategic field of higher education and is expanding its Albania.

69 maarif COUNTRIES AND CULTURES ALBANIA

Foundation in the country have carried the Maarif Schools interactions in this field to a higher level. The Turkish Maarif Foundation started its educational activities in the country in Jan- Carry Our Common uary 2017, and, as of now, it has reached a capacity to educate approximately 1,100 students from kindergarten to the doctoral level Culture into the Future throughout Albania. The Turkish Maarif Foundation began its educational Although the Turkish Maarif Foundation has been operating in Albania for only 4 activities in Albania in January 2017. It currently provides years, it has achieved significant success in education there to approximately 1,100 students from the field of education in a short period of time. The number of students in our schools kindergarten to the doctoral level. is increasing every year, and Maarif schools are rapidly progressing to become exemplary schools of international education in Al- bania.

EDUCATION IN THE DAYS OF COVID-19 The COVID-19 pandemic, which has had an impact on the whole world, affected the education sector the most in Albania. With the international experience and technological infrastructure of the Turkish Maarif Foundation, distance education programs were put into effect immediately and educational activities were continued without interruption during the periods in which restrictions were applied.

A KINDERGARTEN CARING FOR NATURE Our kindergarten is based on learning in nature. Learning becomes more permanent in he cooperation between the experiences in the fields of education and our children when topics such as mathemat- Republics of Turkey and Albania technology. Turkey’s educational activities ics, art, science, and language are taught in a in the field of education yields in Albania are carried out according to these natural environment. Our farm kindergarten very fruitful results for both protocols and education agreements. The offers the opportunity to teach gamified- gar Tcountries due to ties of mutual trust and Turkish Maarif Foundation makes the great- den biology. Our garden is designed in an edu- friendship. est contribution to the strengthening of the cational and fun way for children to enjoy and In addition to the Education Protocol educational cooperation between these two it contributes to the development of language signed between Albania and Turkey in 2008, countries with its schools in Albania. skills and psycho-motor, social, and emotional an education agreement between the Min- development. Furthermore, a multilingual ed- isters of Education of the two countries en- EDUCATION IN THE DAYS OF COVID-19 ucation system is applied in our schools. tered into force in 2021. It aims to increase THE MAARIF FOUNDATION IN ALBANIA cooperation in the field of education, with Although the cooperation between Turkey MAARIF TIRANA NEW YORK SCHOOLS exchanges of academics, education experts, and Albania in the field of education dates Albania’s Maarif New York Schools have teachers, and students and exchanges of far back, the activities of the Turkish Maarif become an educational institution making

70 maarif for all Albanian schools in this regard. In their research conducted with chemistry teachers, these students who managed to create Our school rankings in an effective product with a special formula achieved an exemplary success in the fight the Olympiad and other against COVID-19. competitions held in Upon the intense demand from the people Albania and successes living in Elbasan and nearby settlements, we in international projects have launched prepreations to open primary and events have made and secondary school units in the upcoming the international Maarif period. It is planned to implement a bilingual education model that will provide the simulta- schools some of the most neous teaching of two languages in the prima- prestigious schools in ry school (grades 1-5) that will soon be starting Albania. education.

FIRST MAARIF UNIVERSITY a name for itself in a short time with its ed- tional or international competitions and has University of New York Tirana (UNYT) was ac- ucational quality and achievements. Our achieved successful results with its projects in quired in August 2018 and incorporated into school rankings in the Olympiad and other many competitions. The Soteria project, one our foundation, started its operations in the competitions held in Albania and successes of the projects developed by the school’s stu- 2018-2019 academic year. Founded in 2002, in international projects and events have dents, is designed to stop the increase in the UNYT is Albania’s first private university offer- made the international Maarif schools some number of missing or abducted children and ing educational programs at the undergradu- of the most prestigious schools in Albania. has achieved a ranking at the national level. ate, graduate, and doctoral levels. The open- Some of the student achievements that have Within the scope of fighting against the ing ceremony of the university’s 2018-2019 been made in this short period of time are COVID-19 pandemic, which seriously threat- academic year took place on October 18, 2018, as follows: ens the world, our Elbasan High School stu- with the participation of Minister of Foreign 1. First prize in the field of poetry at the “Ti- dents produced their own hand disinfectants Affairs of Turkey Mevlüt Çavuşoğlu and senior rana Gate 2020” Literature Festival in their chemistry classes and set an example Albanian authorities. 2. Gold medal in the Albanian Taekwondo Founded in 2002, UNYT Championship is Albania’s first private 3. First prize at the Tirana Art Fest, the larg- university offering educational programs est arts and culture festival in Albania at the undergraduate, 4. MODEL OIC HS/International Model OIC graduate, and doctoral High School “Distinguished Delegate” Award levels.

MAARIF ELBASAN SCHOOLS The experienced staff of Elbasan High School, which was opened in 2019, started education in Albania with the understanding of quality education. Since the day it first opened, the school has attracted great attention from students and parents in Albania. In this school, which has achieved success in various fields, students are also given training in project preparation. The school provides diverse opportunities for its students to apply to na-

71 maarif ARTICLE

Ahmet Türkben Executive Board Member of the Turkish Maarif Foundation

Maarif aarif is based on knowledge, Humans distinguish between right and understanding, and wisdom wrong, find the truth, have common sense, Educational while thriving on good morality. and reach prudence through instruction and M Knowledge is the revenue ob- teaching, which is expressed as the learning tained from the effort to understand life that and teaching of useful information in the Approach continues until one’s last breath; it is to know dimension of knowledge. They distinguish the nature of something through mind and between good and evil, have lofty human “A nation without a intelligence. Understanding is to be rather qualities, and attain a pure heart through philosophy cannot have a than to know; it is the information of virtuous education and training at the level of under- behavior, which expresses intuition, recogni- standing. A person whose mind is nourished school.” tion, and a deepening through experience, by knowledge and wisdom, and whose heart including culture, by way of heart and con- is nourished with goodness and mercy, dis- Nurettin Topçu science. Knowledge is attained by combining tinguishes between the beautiful and the ugly understanding, wisdom, and good deeds. through discipline and decency, tries to do Maarif is a process of self- Wisdom requires basing every work on an everything with kindness, and attains impec- consciousness and self- understanding and a purpose, enables us to cable taste, staying away from all ugliness. understand the truth of things, and brings The concepts of prudence, pure heart, recognition. It expresses the perfection and good morality in both knowl- and impeccable taste, which define a good excitement of learning and edge and thought and in action and behavior. person in the Anatolian understanding, are teaching, respect for the self the pillars of the vision of a society and civi- and others, skills used for Wisdom is obtained by the heart and lization that will bring peace and happiness knowledge by the mind. to humanity. the benefit of society, and The mind is an important means of reaching humility shown in the face knowledge and it is the greatest blessing giv- The Turkish Maarif Foundation, which of truth. Maarif is the name en to humans. The heart, on the other hand, bases its philosophy on these deep-rooted is the place controlling what the mind thinks concepts and considers the higher pur- of the road that ensures the and produces; it is the conscience whispering pose of its educational model to be lead- use of knowledge, skills, the truth. The mind does not work without ing its students to this horizon and this techniques, and art for the the heart or the heart without the mind; every target, aims to be a pioneering institution benefit of humanity and human needs a mind with a heart and a heart that educates good people who will use with a mind. Mind and heart interact like mir- their knowledge and understanding for leads people to the truth. rors facing each other on the road to truth; as the peace and tranquility of humanity. this interaction is nourished by knowledge, un- Yunus Emre, one of the most important rep- derstanding, and wisdom, kindness and grace resentatives of the Turkish language and civ- are seen in human attitudes and behaviors. ilization, expresses with the following verses

72 maarif In the Anatolian understanding, which is based on loving others in line with Yunus Emre’s principle of “looking at seventy-two nations in the same way,” differences between people in race, religion, sect, language, or ideas are seen as wealth, and living together within the framework of mutual understanding and respect is taken as a basis.

that mutual understanding, love, and solidar- Exemplary pioneering figures such as ality will increase as people get to know their Jazari, al-Farabi, al-Ghazali, Ömer Hayyam, environment and society well: Sinan the Architect, Ahmet Cevdet Pasha, “Come, let’s get acquainted, Celâleddin Ökten, Nurettin Topçu, and Fuat Let’s make things easier, Sezgin built the pillars of Turkish Islamic civ- Let’s love, let’s be loved, ilization with their works and added value to The [fleeting] world will not be left to an- the collective richness of all humanity. yone.” However, with the following verses, he The Turkish Maarif Foundation carries states that what is more important for in- out comprehensive educational activities dividuals is to be self-aware and discover all over the world based on the common themselves: knowledge of humanity and ancient Ana- “Knowledge means a full grasp of tolian understanding. knowledge, compassion to every created being. The Maarif schools, whose roots are based on Knowledge means to know yourself, In the Anatolian understanding, which is Anatolian wisdom, spread the common accu- If you have failed to understand your- based on loving others in line with Yunus Em- mulation of humanity with trunk, branches, self, re’s principle of “looking at seventy-two na- and leaves, reaching different parts of the Then all of your reading has missed its tions in the same way,” differences between world to yield fruits. When the seeds that they mark.” people in race, religion, sect, language, or carry reach suitable soil, new saplings grow For Hodja Ahmed Yesevi, who says ideas are seen as wealth, and living together in the form of students who have knowledge “Know your essence, perform good deeds within the framework of mutual understand- and wisdom for both material and spiritual with your knowledge,” the essential thing is ing and respect is taken as a basis. In this un- aspects of their countries while adding value to know and, more importantly, to transform derstanding, actions are performed with the to both their own development and the col- the knowledge learned into behavior. consciousness of unity, not on an individual lective richness of all humanity. Another invitation to know and discover basis; uniting ethnic elements on the basis of oneself comes from the thinker Cemil Meriç: the nation, thinking of others before oneself It is necessary to raise children according “Understanding starts with knowing yourin social relations, altruism, sharing, avoid- to the age in which they live, not the age self.” He says that understanding is the door ing all kinds of excess, and being balanced in which we grew up. to perfection, knowledge crowned by good and moderate are appreciated as virtuous Education is the process of preparing chil- deeds, and the sum of all the qualities that behaviors. The exemplary behaviors of wise dren for the future by raising them according make a person human. and intellectual personalities, such as Hodja to the age in which they live and will live, rath- The main purpose of education is to con- Ahmed Yesevi, Yunus Emre, Mevlânâ Celâled- er than the age in which adults were brought tribute to the self-knowledge of individuals dîn-i Rûmî, Hacıbektâş-ı Velî, Sarı Saltuk, Ahî up. In our age, the understanding of industry and the awareness of their abilities, discov- Evran, Nasrettin Hodja, and Aşık Veysel, and has changed and rapid developments are ering the world of living beings, self-renewal, the language of love and wisdom that they use taking place in many areas such as nanotech- and continuous improvement. At the same feed this understanding. nology, artificial intelligence, the internet of time, it is to be instrumental in being a good things, robotics, biomedicine, biogenetics, person in all aspects by getting to know soci- Our tradition of knowledge and our lega- and biomimicry. In the face of these devel- ety and having good relationships, deepening cy of education have a long history. opments, many studies are being carried out one’s perspective on life and the world. Important personalities who have shaped on how societies will respond to this change, the worlds of science, art, architecture, engi- what kinds of solutions they will find for pos- The culture lived in Anatolia, nurtured neering, law, and literature have developed sible problems, and what their reflections will by knowledge and wisdom, expresses through educational models and institutions be on education. Another issue is the concern an understanding that is adorned with ranging from the Nizamiye Madrasas to the about the many possible problems that may decency and kindness in the integrity Sahn-ı Seman Madrasa, from palace schools accompany the transformation of technology of the mind and heart, loving the creat- to universities, and from science high schools from a tool that facilitates human life into the ed because of the Creator, and showing to schools for teachers and schools for imams. purpose of life and the shift of technology and

73 maarif ARTICLE

all digital tools, which are products of the hu- competition with sharing and well-being. This man mind, onto the same ontological level as approach, which blends theory and practice, human beings. In an age in which digitaliza- offers guidance for a process of lifelong learn- tion encompasses all areas of our lives, there ing and development. are precautions to be taken in terms of educa- Considering individual differences, the tion for a more peaceful and safer world. Maarif Foundation aims to support unique students who are naturally capable and While ensuring that students have all have their own distinctive qualities and to of the benefits of the digital age, it is raise people who will absorb the accumulat- very important to encapsulate that ed wealth of the society in which they have knowledge together with human val- grown up, who attach importance to the in- ues, because what really matters is not tegrity of thought and intuition, who combine knowing, but being able to present that humility and curiosity with the truth, and knowledge to humanity. who are equipped with versatile knowledge, This approach will preserve knowledge it- With the Maarif educational skills, and competencies. self as it protects human beings. The Maarif understanding, students will Based on the ideal vision of humanity that educational philosophy, shaped within the learn ways to make sense it aims to establish, the main purpose of the framework of this understanding, does not of life with an approach Turkish Maarif Foundation is to contribute to provide students with an educational envi- based on being wise and the development of students as people who: ronment where they will only achieve aca- adhere to the values of belief, culture, and demic success, and it does not want them to measured, and they will civilization; be simply digitally literate; it positions hu- balance self-confidence have internalized moral and human values; man and moral values as the basis of all this. with humility, freedom with have historical awareness, and who love This understanding, with the awareness that responsibility, and ambition and elevate their family, country, and digital tools are not the purpose, values stu- for success and competition people; dents being active subjects rather than pas- with sharing and well-being. are equipped with the knowledge, skills, sive objects in the face of technology above and capabilities required by the period in all else. In this way, students are raised with which they live; the ideal of shaping the digital world rather are sensitive to the environment, living than being shaped by it. to students in the process of evolution from beings, and human rights; knowing to being, from being to doing, and are balanced in terms of mind, heart, According to the Turkish Maarif Founda- from doing to sharing. and body; tion, every person is a gemstone; the aim have a scientific approach and can think of education is to reveal that gemstone The doors of knowledge, understand- critically and analytically; and then turn it into a jewel. ing, and wisdom will be opened with the are productive and sharing, with a sense of Human beings are intrinsically inclined to questions of “What, How, and Why?” social responsibility; be good. Based on this premise, the Turkish In the Maarif educational approach, which act with a sense of respect, compassion, Maarif Foundation adopts the idea that hu- considers asking questions to be half of learn- and justice; mans are valuable and special beings starting, it is essential to raise students who are adopt the principle of leaving a happy, ing from birth. It believes that these special not only able to answer questions but who peaceful, and livable world to future beings can develop better with an appropri- also ask questions of high quality and to ap- generations. ate education and it attaches importance to ply methods that will encourage them to ask In order to achieve these goals, the Maarif the balanced and holistic development of questions. Students will learn ways to make learner profile was developed based on con- the basic abilities present in human beings, sense of life with an approach based on be- crete indicators. as well as the training of human knowledge ing wise and measured, and they will balance and skills to serve the good of humanity. The self-confidence with humility, freedom with The Turkish Maarif Foundation sees peo- main goal is to present a broad perspective responsibility, and ambition for success and ple holistically, with their minds, con-

74 maarif strengthening the local and introducing it to the world against the wave of globalization is considered as one of the main duties, and importance is placed on the development of societies in terms of cultural, social, and economic aspects by following the changes and developments in the world. As Mevlânâ Celâleddîn-i Rûmî expresses it in his compass metaphor, in Maarif schools, while students have one foot fixed in their own lands and cultural roots, the other foot gains a horizon and ideal reaching the whole world and all sciences, wills, and actions, and builds cultures. all its educational practices on an educa- The learner profile and curriculum frame- tional philosophy based on raising virtu- work in this versatile and holistic education ous people. model are supported by all of the educational The Maarif learner profile, which we express In this curriculum framework, practices, teacher and executive profession- as a “virtuous person,” has been prepared by which adopts a holistic al development programs, assessments and taking inspiration from the ancient Anato- approach to the development evaluations, and the guidance system. lian understanding and benefiting from the of the human mind, spirit, and common knowledge of humanity. All of the body, besides the core areas, REFERENCES processes of our education model, with its practices that will support El-Attas. İslam, Sekülerizm ve Geleceğin Felse- unique, dynamic, modular, and flexible fea- fesi, İnsan Yayınları. students’ self-discovery and tures, are structured by placing the learner Fazlıoğlu, İ. (2014). Kendini Aramak. İstanbul: profile in the center, and our curriculum ap- their gaining of abilities, Ketebe Yayınevi. proach is based on this profile. skills, and competencies are Hoca Ahmed Yesevî (2016). Divân-ı Hikmet. Our curriculum framework is divided into Ed. M. Tatcı. Ankara: Hoca Ahmet Yesevi Ul- structured as in-class and uslararası Türk-Kazak Üniversitesi Yay. the two main categories of core areas and extracurricular activities. İmam-ı Gazali (Ed.). İhyâ-u Ulûmi’d Din, supportive practices. A comprehensive edu- Kimyâ-yı Saadet (Mutluluğun Hazinesi), Çelik cation curriculum including language, math- Yayınevi. ematics, science, social sciences, technology, Kalın İ. (2016). Akıl ve Erdem Türkiye’nin culture and arts, and values is offered to our shops and clubs, reading culture and mul- Toplumsal Muhayyilesi, Küre Yayınları. students in the core areas. Especially in lan- ti-literacy programs, sports and arts activities, Kısakürek, Necip Fazıl. İman ve Aksiyon, İs- tanbul: Büyük Doğu, 2012. guage education, students are encouraged social responsibility and community service Kubbealtı Lugatı, Misalli Büyük Türkçe Sözlük. to use their mother tongue competently and activities, and distance education practices Mevlânâ, Mesnevî (tr. Veled İzbudak), İstanbul emphasis is simultaneously placed on teach- are included. 1988. ing Turkish and a foreign language. Meriç, C. (2020). Kültürden İrfana (8th Ed.). In our curriculum framework, which The Turkish Maarif Foundation is Tur- İstanbul. adopts a holistic approach to the develop- key’s gateway to the world in internation- Ökten S., Sayar K., Dünyaya Geldim Gitmeye, ment of the human mind, spirit, and body, al education with its perspective that sees Turkuvaz Kitap. besides the core areas, practices that will sup- the interaction of culture and civilization Pala İ. Kalp, Turkuvaz Kitap. port students’ self-discovery and their gaining as a way to bring humanity to the “com- Sözlükler. TDK (2020). of abilities, skills, and competencies are struc- mon good.” Topçu, N. (2016). Türkiye’nin Maarif Davası. İstanbul: Dergâh. tured as in-class and extracurricular activities. In the Maarif educational philosophy, cultur- Within the scope of these activities, which we al interaction within the framework of mu- Yûnus Emre Dîvânı Risâletü'n-Nushiyye (haz. Mustafa Tatcı), Ankara: Kültür Bakanlığı, 1991. call supportive practices, project-based learn- tual respect and understanding is seen as a Yûnus Emre Dîvânı (haz. Faruk Kadri Timur- ing practices, thought- and skill-based work- source of wealth for countries. Protecting and taş), İstanbul, 1972.

75 maarif EDUCATION THEORIES

Şule Toyran

Montessori Approach in Early Childhood Education “One test of the correctness of educational procedure is the happiness of the child.” -M. Montessori

he founder of Montessori educa- doctor in 1896. She then studied pedagogy tion, Dr. Maria Montessori, was and lectured on hygiene and anthropology born in 1870 in Ancona, Italy. Her at the University of Rome. After her grad- father was a businessman and uation, Montessori started working at the Tfinancial officer and her mother was ade- Rome Psychiatry Clinic and was appointed vout housewife. During that period in Italy, as the Director of the Orthophrenic School women were not active elements of social of Rome, a school for the mentally disabled. life and were not accepted to higher edu- During this period, as a result of her obser- cation. Maria Montessori, with her interest vations of mentally disabled children, she in education and the support of her family, came to the conclusion that many problems especially her mother, graduated from a are of pedagogical origin. Montessori start- technical school where only male students ed to develop instructional materials under were admitted, and, with special permission the guidance of the studies of Jean Itard and from the Pope, she became the first wom- Edouard Seguin, who had studied the edu- an to be admitted to medical school in Italy. cation of disabled children in the previous She received the title of Italy’s first female period, and she laid the first foundations of her own education system by using those materials in the education of disabled children, achieving highly successful results. Montessori received the title of professor at the University of Rome in 1904. Due to

76 maarif In Casa de Bambini, the first kindergarten of Maria Montessori, the first studies of a new educational concept were conducted and new materials were designed.

immigration to Rome at that time, the con- ri education model, contrarian thinkers of The Montessori method addresses the ditions of newly established neighborhoods the period and alternative education move- development of the child within periods. and the situations of the children living there ments should be examined well, especially The first period is between the ages of 0 and were alarming. Montessori was approached Rousseau. The Montessori education model 6, which is further divided within itself into with an offer to open a kindergarten in such has a developmental pedagogical perspec- two as the ages of 0-3 and 3-6. At the begin- an area by a construction company in the tive and has created an educational environ- ning of this period, the child is defined as San Lorenzo region. The main purpose of ment with a philosophical perspective that a spiritual embryo with a mental structure the construction company was actually to puts the child in the center. that the adult cannot understand. In this pe- prevent stray children from damaging their The Montessori method aims to develop riod, learning occurs unconsciously through new buildings. In Casa de Bambini, the the whole personality of the child in educa- the absorbing mind. first kindergarten of Maria Montessori, the tion and bases its method on a strong belief Montessori emphasized that children first studies of a new educational concept in the working and learning mechanisms go through 11 different sensitive periods be- were conducted and new materials were innate to the human brain. In this respect, tween the ages of 0 and 6. These periods are designed. The success of Montessori here Montessori’s studies are in parallel with re- defined as creative instincts or active forces made her famous worldwide in a short time. cent neuroscience studies. This teaching within the child to create a spiritual world. Montessori was nominated for the Nobel method uses observation, individual free- These are temporary motives that are limit- Prize three times for her work on childhood dom, and the prepared environment as its ed to the acquisition of a special skill. Dur- education and women’s rights, her efforts three important principles. ing this period, a strong interest or motive for universal peace against fascism, and her causes the child to be focused on special stand against the war environment of her qualities of the environment. That sensitiv- period. The name of Montessori, who main- ity is lost when the relevant ability or char- tained this popularity even after her death, acteristic is attained. If these motives are was listed among the important personal- not monitored and followed, they become ities and philosophers of education by the In order to be effective in useless and irreversibly disappear. These European Union in 2002 and was printed the education of a child, 11 periods include sensitivity to movement, on Italy’s 1000 lira banknote to express the educational actions should language, small objects, order, music, grace respect shown to her by her country. primarily help the child to be and courtesy, refinement of the senses, writing, spatial relationships, and mathematics. HER PHILOSOPHY independent. Games are not The Montessori environment is prepared in Maria Montessori’s educational philosophy just fun tools; they are real accordance with these sensitive periods of was influenced by the ideas of educators work for the child and the children, constructed in a way that respects who came before her on children and edu- child works for his or her own their individuality. cation, such as those of Jean Jacques Rous- development while playing. In the Montessori method, the teacher is seau, Pestalozzi, Frobel, Itard, and Seguin. referred to as a guide. Teachers act as guides In order to better understand the Montesso- in the learning and self-realization processes

77 maarif EDUCATION THEORIES

of children. In order to be effective in the ed- MONTESSORI PRACTICAL LIFE AREA ucation of a child, educational actions should This area, in which materials related to daily primarily help the child to be independent. life are used, essentially forms the very ba- Games are not just fun tools; they are real sis of the entrance to Montessori education. work for the child and the child works for his Children learn to be independent individuals or her own development while playing. Mon- by acquiring the skills that they will need in tessori observed that children showed more their daily lives through the materials and interest in real objects than toys, and she de- skills used in daily life while they develop signed educational materials and a classroom in areas such as fine motor skills, hand-eye environment with concrete materials that re- coordination, and concentration. They also flected their real-life experiences. Materials undertake preliminary preparation for their reflecting real-life experiences are presented upcoming academic years. Their sense of re- to children, especially in the area called prac- sponsibility is supported by rules such as fin- tical life skills. It is observed that children in ishing the started work and cleaning up and classrooms work intensively with these mate- removing materials when the work is done. rials, and when asked what they are doing, it is common for them to use the expression “I MONTESSORI SENSORIAL am working” instead of “I am playing.” DEVELOPMENT AREA The Montessori approach emphasizes that EDUCATIONAL ENVIRONMENT AND the mind of the child is active from birth and MATERIALS accordingly argues the necessity of starting The Montessori classroom environment education from birth. Exposure of the 5 is called a prepared environment or set- sensory organs to stimuli such as different ting. This environment is prepared in such sounds, tastes, textures, and visual images a way that it can meet the mental needs of at an early stage is considered an impor- the child. In the preparation of this environ- tant factor in the development of the child’s ment, attention is also paid to compatibility The child’s ability to work mental structure and will help the child ex- with the culture in which the children live. on his or her own in the plore the world. Montessori materials allow children to classroom, the freedom to The Montessori sensorial development control themselves during their studies and choose the material, and the area starts with various materials that are to notice their mistakes on their own; this is prepared according to the characteristics of known as the control of error principle. The opportunity to work at his different senses and aim to create awareness educator simply guides. The child’s ability or her own pace improves of a single feature in a single lesson with the to work on his or her own in the classroom, planning, preparation, and principle of isolation of the difficulty. With the freedom to choose the material, and organization skills. the help of sensory materials, the child de- the opportunity to work at his or her own velops basic mental functions such as recog- pace improves planning, preparation, and nition, discrimination, integration, abstrac- organization skills. Children learn to behave materials presented in these areas. The mation, matching, classification, and series effectively and purposefully in a distinctive terials are placed on shelves in accordance creation. These mental activities performed manner appropriate for their own natures. with the literacy direction, from left to right by the child also constitute the infrastruc- and from top to bottom, in an order from ture of mathematical thinking. EDUCATIONAL PROGRAM easy to difficult. Emphasis is placed on the The Montessori classroom environment ad- naturalness and authenticity of the materi- MONTESSORI LANGUAGE EDUCATION dresses 5 main areas. These are practical als and their support for the child’s aesthetic In the early stages of their development, hu- life, sensorial development, language, math- sense. Materials are placed in an order that mans gain the ability to speak almost with- ematics, and culture. The child is prepared will make the child want to study and there out effort. When a baby is about 12 months for life and for primary education with the is only one of each of these materials. old, he or she is expected to say his or her

78 maarif Children learn to be independent individuals by acquiring the skills that they will need in their daily lives through the materials and skills used in daily life.

towards other beings. Lessons in the Mon- tessori culture area take a philosophical approach, covering many subjects from the universe inhabited to the organisms and lifestyles within it, from earth forms to the life cycle of butterflies, and from the geographical features of each continent to the cultural habits of the people living there. All these topics are presented with rich content through concrete examples. All beliefs and cultures are regarded as valuable. The Montessori education system has been criticized for having high material and educational costs, being overly structured, requiring special training for teachers, and taking a different approach to games. How- ever, this system has been successfully implemented for more than 100 years and there are currently more than 20,000 Mon- tessori schools worldwide. first words. Around the age of 2 years, chil- to the Montessori system from the age of dren appear to have a breakthrough in lan- 3.5, taking into account the readiness of the REFERENCES guage. Using materials specially prepared child. The main purpose here is not to pro- Çakıroğlu, Wilbrant, E. (2013). Çocuk Eğitim for Montessori language education, the cor- vide mathematical operation knowledge, Sanatı, İstanbul: Sistem Yayıncılık. rect use of language and word structures, but rather to develop mathematical thinking Dr. Maria Montessori, Founder of the Montesso- the development of vocabulary with inten- and create a foundation for future mathe- ri Movement (AMI USA). Accessed from: https:// amiusa.org/wp-content/uploads/2019/07/amiu- sive terminology and word presentation, matics studies. The Montessori mathematics sa-maria-montessori-biography.pdf. and the awareness of the sounds within area has systematic and rich materials start- Edwards, C. P. (2006). Montessori Education words constitute the basis of language ed- ing from the preschool period. Geometry and Its Scientific Basis. Faculty Publications, ucation. While preparing children’s hands is also an important part of mathematical Department of Child, Youth, and Family Stud- to hold a pencil in the practical life area, studies. Lessons are directly proportional ies, University of Nebraska-Lincoln, 33. reading is also begun with visual reading to the readiness of the child and his or her Gutek, G. L., & Gutek, P. A. (2016). Bringing exercises, and writing with sound exercises. own pace, and they are mostly carried out in Montessori to America: SS McClure, Maria Mon- tessori, and the Campaign to Publicize Montes- Sandpaper letters, sand trays, and animated small groups at the individual or peer level. sori Education. University of Alabama Press. alphabet materials are the most well-known Korkmaz, E. (2013). Montessori Metodu. İstan- materials in the Montessori language area. bul: Algı Yayın. MONTESSORI CULTURE (SCIENCE Lillard, A. S. (2016). Montessori: The Science MONTESSORI MATHEMATICS AREA AND GEOGRAPHY) AREA Behind the Genius. Oxford University Press. The Montessori system argues that people According to the Montessori system, the Keleş, E., & Çepni, S. (2006). Beyin ve Öğrenme. are born with the ability to comprehend ab- lives of all beings are interconnected and Journal of Turkish Science Education, 3(2), 66-82. stract concepts, also known as mathematical children should be helped in developing an Timeline of Maria Montessori’s Life, Associa- intelligence, but this potential should be di- awareness about their place and function tion Montessori Internationale (AMI). Accessed from: https://montessori-ami.org/resource-li- rected in accordance with the developmen- on this planet. Understanding their relation- brary/facts/timeline-maria-montessoris-life. tal stages of the child. Mathematics educa- ships with other living beings on earth and Toran, M., & Temel, Z. F. (2014). Montessori tion, which is based on the areas of practical the unique cultural diversity of humans is Yaklaşımının Çocukların Kavram Edinimi Üzer- life and sensorial development, is presented necessary for children’s formation of iden- indeki Etkisinin İncelenmesi. Elementary Edu- with the help of concrete materials specific tity and for the awareness of responsibilities cation Online, 13(1).

79 maarif SPECIAL EDUCATION

Ahmet Yalçın Hocaoğlu Principle of Üsküdar Special Education Vocational School

Creating Collaborative Parental Involvement in Special Education As educators and professionals, we must analyze the difficulties and mental conditions of families with children with special needs, with whom we want to create a culture of collaboration.

ducation researchers and the re- the anxiety about what they will do when lated literature state that parental they get old.” involvement should be a primary As mentioned here, the desire to be a part of teaching and learning rath- parent is a reality with deep spiritual ties. Eer than a peripheral part of it. Involvement Our investment in children is hidden in our It is vital that parents of the family is even more important for the spiritual essence that we have developed maintain natural interactions branch of education that includes life as well in the context of our own past. Our expec- with their children and as special education and aims for the group tations grow in accordance with the extent that it serves to have an independent life. of our investment, and we often desire the enjoy that. We often see best and the most perfect. However, some- that parents feel inadequate HAVING A CHILD WITH times this process can result in disappoint- and complain that they SPECIAL NEEDS ments and negative experiences. Writer cannot make the necessary In an interview, the psychologist and writ- Emily Perl Kingsley briefly wrote about investment in their children. er Doğan Cüceloğlu, who passed away this desire in her essay entitled “Welcome recently, answered the question of “Why to Holland”: “When you’re going to have a do we want to have children?” as follows: baby, it’s like planning a fabulous vacation “Because the couple thinks that they really trip—to Italy. You buy a bunch of guidebooks want to be parents, it is thought that it will and make your wonderful plans. The Colise- reinforce the marriage, or to make up for the um. Michelangelo’s ‘David.’ The gondolas in unhappiness of the couple by having a child Venice. You may learn some handy phrases to achieve what they could not achieve and in Italian. It’s all very exciting. to continue the generations upon leaving this After months of eager anticipation, the life with the reality of death, and to suppress day finally arrives. You pack your bags and

80 maarif with an inclusive approach and making families feel understood can be the first step towards collaboration. For an inclusive approach, listening, understanding, and guiding parents rather than position- ing ourselves against them as people who educate them and their children can lead to better interactions. We are human beings as well, and the reality that we are in can determine our relationships with people. In the event of a communication problem, capturing the meaning of our own reality at the root of our emotions as much as we question the other party can provide us with new perspectives. In short, when the process is supported by professionals with an inclusive stance, the quality of life and the mental states of families can be directed in a more positive direction. off you go. Several hours later, the plane Living with an individual with special As Wolfgang Van Goethe said: “It is only lands. The stewardess comes in and says, needs causes a radical change in the en- the troubles of life that teach us the value of ‘Welcome to Holland’.” There is enormous tire eco-system of the family. For exam- its blessings.” disappointment and despair. This disap- ple, it can cause parents to compromise pointment brings about negative emo- themselves too much, to lower their usual TIPS ON COLLABORATION tions. quality of life, to postpone the things that IN EDUCATION Writer Andrew Solomon takes this they enjoy doing, and sometimes to give Understanding the mental conditions of disappointment a bit further for parents of those things up completely. Therefore, families and creating an inclusive space children with autism in his book entitled everyone involved in this system can be can be an important initiative to develop Far From the Tree: “The plane lands, the psychologically affected by this situation. collaboration. Of course, there are other flight attendant comes in and says ‘Welcome The task can be even more difficult for things that can be done apart from this. to Beirut!’ Right in the middle of the war...” parents who take on managing the whole Like every vocational field, the special Having a child with special needs is an process themselves. As an educator writ- education field has its own professional unexpected development and it can lead ing these lines and also as an older brother language. This language that we have as to an emotional breakdown, as the writers of a sister with special needs, this is a fact educators and professionals facilitates quoted above have described. Further- that I have closely observed. our communication with other people more, this new process introduces new As educators and professionals, we working in the field. However, when this developments for parents. Under normal must analyze the difficulties and mental language is used too frequently in conver- circumstances, there is a lot to learn about conditions of families with children with sations with families, it can lead to misun- raising a child, but having a child with spe- special needs, with whom we want to cre- derstandings or an inability to fully under- cial needs requires parents to also familiar- ate a culture of collaboration. First, we stand what is meant to be expressed. Using ize themselves with those special needs. can start by asking ourselves questions everyday plain language while expressing Moreover, the struggle of parents such as: “What would I feel if I had that our goals and objectives will make it easier against social prejudices can add new chal- experience, what would my concerns be, for families to understand what is meant to lenges to the process, beyond the difficul- what would I expect from the other per- be expressed. In particular, it may be even ties of special needs. This can affect fami- son, what would be good to hear and make more functional to provide clues regarding lies both mentally and physically. me feel that I am not alone?” Empathizing the future. For example: “… he or she will

81 maarif SPECIAL EDUCATION

do this so that he or she can do that tomor- In his book entitled Talking to Par- Although he or she has special needs, a row,” or “he or she will distinguish red so ents, Donald W. Winnicott makes the child is a child in the end and our needs are that he or she can more easily learn the following statement regarding this situa- the same as per our creation. Therefore, it numbers tomorrow.” We can reproduce tion: “If mothers are told what to do, they is not the ability of parents to teach that is such examples for different purposes. soon become confused and, above all, crucial, but rather their inclusiveness. Families have a right to know what we do lose their ability to act without knowing In the process of developing an indi- and for what purpose. Furthermore, our exactly what is right and what is wrong. vidualized education program, organizing collaboration will not be on solid ground They easily feel inadequate. If they have meetings with the family and including if they do not know the purpose that it to read a book or listen to the radio for them in the process is very important in serves. everything, even if they do the right terms of collaboration. These meetings, As educators, we are well equipped things, it will always be too late. Because which are also included in the legal legis- for special education and we see the ben- what is right must be done immediately. lation, need to be held de facto. If collab- efits of our training while doing our job. Acting at exactly the right time is only oration with parents is to be achieved, the Sometimes we expect families to have sim- possible if the movement is intuitive or in- best time for this is in the process of devel- ilar training. That is why we may organize stinctive, so to speak.” oping a program for the child. family training sessions and Parents may want to know include families in meetings. the goals and objectives that ed- However, being included too ucators have for their children. much in education can lead to If an educator has expectations resistance to education after about the child and shares a while, and often there are them with the family, this can justified reasons for this re- lead the family to have positive sistance. Of course, it is neces- expectations, as well. The idea sary to inform families about that their child can develop, the main issues, but it is worth learn, and become independ- remembering that there is a ent will both relieve the family limit to being a constant lis- spiritually and reflect positively tener. Furthermore, constant- on their relationships with the ly providing information may child. Furthermore, the family, lead to the perception that we which will support the educa- are giving parents the message tor in the generalization of edu- that the family is still inade- cation, can contribute more to quate and there is much to be done. This the process when they know the education- may cause the parents to feel inadequate al goals for their child. Progress in special after a while. Parents, of course, need to education is achieved in very small steps have an understanding of the basics, but and the expectation of very rapid change anxiety about teaching should not prevent can also negatively affect the educational them from enjoying their relationships The family, which will process of the child. For this reason, some with their children. It is vital that they families may make decisions such as chang- maintain natural interactions with their support the educator ing educators, changing institutions, or children and enjoy that. We often see that in the generalization of changing teachers very quickly. However, parents feel inadequate and complain that education, can contribute when the distance to be traveled with small they cannot make the necessary invest- more to the process when steps is concretized and the goals to be met ment in their children. When we look at they know the educational are accurately described, the family’s view the reasons for this situation, we find that goals for their child. of the process will evolve in a positive direc- the parents “feel guilty” about not being tion and their impatience with the child’s able to “fulfill their duties.” education will be avoided.

82 maarif HISTORY OF EDUCATION

Firdevs Kapusızoğlu

THE TURKISH VERSION OF WISDOM: HIKMET Yesevi Tradition and Suf i Education Yesevi relied on the simplicity of Turkish as the language of communication while limiting the content of his education to religious-moral teachings and adopted a teaching model that he built on solid foundations, alternating between an informative and a narrative method.

e know that 2021 was included in the anniversaries of commemoration and celebration by the United WNations Educational, Scientific, and Cultural Organization (UNESCO) due to the 700th an- niversary of the death of Yunus Emre, who was a cornerstone of Turkish language and civilization. On this occasion, a series of activities and events will be organized to commem- orate and understand Yunus. At this point, we should not ignore the fact that Yunus was born from the Yesevi legacy. We have missed one thing: We need to listen to Yesevi in order to understand Yunus properly. Ahmed Yes- evi was a person who adopted the principle of looking at seventy-two nations in the same way and who knit the motifs of Anatolian civilization knot by knot in Turkish. It is not enough to just listen to his words. It is necessary to convey his wisdom to the mountains, stones, wolves, birds, and humans.

IT WAS YESEVI HIMSELF WHO NURTURED AND DEVELOPED THE TURKISH LANGUAGE OF YUNUS The poet Cemal Süreya described Yunus Emre as having beautifully harvested the crops of the Turkish language. However, it was Ahmed Yes- evi who cultivated Turkish with the simplicity

83 maarif Miniatures HISTORY OF Cihangir Asirov EDUCATION

and depth of his wisdom. This wisdom is in TURKIFICATION OF THE LANGUAGE accordance with the principles of the Yese- OF LOVE AND KNOWLEDGE: vi tradition and has fed Anatolian civiliza- A REVOLUTION IN WRITTEN CULTURE tion. Ahmed Yesevi was born in the town Yesevi did not aim for impressive expres- of Sayram, near the city of Shymkent in Ka- sions; he was concerned about building zakhstan, and he settled in the city of Yesi the Turkish-Islamic civilization by reaching (now known as Turkistan) after completing everyone with his restrained and plain lan- his religious Sufism education. He passed guage. Therefore, he expressed the princi- away there after guiding people toward ples of Islam in his wisdom, which he chose good moral values for many years. as his means of communication, in plain phrases that anyone could understand. He THE IDEAL PERSON: THE DEPTH crossed the borders of maps and rode his OF SIMPLICITY AND THE STABILITY Hodja Ahmet Yesevi had just met Islam horse in the heartland of humanity. Those OF THE ORDINARY and used a simple and plain language who were educated by Yesevi learned to The date of birth of Hodja Ahmed Yesevi, that everyone could understand in Turkify the language of love and knowledge order to adopt and spread Islamic who made great contributions to the Turki- aesthetics among nomadic Turks, most from him, and people like Yunus were able fication and Islamization of Anatolia, is not of whom were illiterate. to transcend the ages in this way. known exactly. However, it is estimated that The Turkish scholars who came before he was born around the end of the 11th cen- Yesevi had turned to Persian and Arabic as tury. The thoughts of Yesevi, who is known Divân-ı Hikmet [The Book of written languages. People who had newly Wisdom] as Hodja, the perfect mentor and father of encountered Islam were prone to religious This work, which includes subjects such Turkistan, extend beyond the ages due to as the love of the Prophet, Islamic morality, and cultural alienation since their rheto- moving away from the type of human be- and depictions of heaven and hell, consists ric was not dominant in these languages. of verses in the form of ballads, written ing idealized by the traditional madrasa with syllabic meter. The work, which Although Ahmed Yesevi knew Arabic and understanding and ensuring consistency in examines religious-mystical issues, served Persian very well, it can be said that he establishing a simple language, simple reli- as an effective tool for the public to better preferred to surround his wisdom with the understand Islam with its plain language. gion, and simple human being. In this con- It was written in Karakhanid Turkish. It simplicity of Turkish. That is why he is said text, with Yesevi’s contributions, the image was the main resource that prepared the to be a founder of the modern language. environment in which Anatolian saints were of the superior human idealized in ancient raised. Limiting the content of his education to reli- Turkish intellectual life was destroyed, and gious-moral teachings, Yesevi kept his target the idea that an ordinary person could also audience extremely wide, rather than pursu- be an ideal person emerged. Yesevi was ing a certain group. In doing so, he relied on not content with presenting his thoughts, the simplicity of Turkish as the language of which he nurtured with the depth of sim- communication and established a teaching plicity and the stability of the ordinary, model built on highly solid foundations, al- theoretically in Divân-ı Hikmet [The Book of ternating between informative and narrative Wisdom], and he further put those thoughts methods. Yesevi was an innovative educator into practice across wide lands with his ac- who combined theory and practice. Disre- tive personality. garding the flamboyant expressions fed by Divân-ı Hikmet includes topics such as di- foreign languages in line with the popular vine love, the fact that there is no being with understanding of the period, he preferred divine power and potency other than Allah, local and plain expressions. He had just met love for the Prophet, devotion to the Qur’an Islam and was able to explain this religion and Sunnah, encouragement to worship, and in a way that everyone could understand in love of human beings. This means that Divân-ı order to adopt and spread Islamic aesthetics Hikmet is a straightforward ethics book rather among the nomadic Turks, most of whom than a deep and poetic work of Sufism. Divân-ı Hikmet, Tashkent edition, 1902 were illiterate.

84 maarif THE ROLE OF THE YESEVI TRADITION IN THE CONSTRUCTION OF THE SOCIAL ORDER In the thought of Ahmed Yesevi, there are traces of an effort towards the construction of a social order rather than artistic and philosophical concerns. He gave importance to the establishment of national unity and the continuation of the national identity by uniting the Turkish tribes within the context of Islam. He became a uniting and integrating leader Genealogy of Hodja Ahmed Yesevi among the Turks with the dervishes that he educated and sent out to far-flung lands. His efforts were great for the Turks, who sometimes clashed among themselves while divid- ing into principalities and could not achieve long-term political unity to act in unity and integrity. In order to better understand this issue, it would be beneficial to read the work of Dr. Ömer Lütfü Barkan entitled Kolonizatör Türk Dervişleri [Colonizer Turkish Dervishes]. Other crucial issues in Hodja Ahmed Yes- evi’s understanding of education are mutual Hodja Ahmed Yesevi interaction and social harmony. His pursuit Mausoleum, of such a purpose, his service to social soli- Turkistan, Kazakhstan darity and integration through discipline, and particularly his desire to achieve his goals by speaking and writing in Turkish appear as signs of great awareness. On the other hand, sonally preferring language that the public benefiting from Turkish motifs ensured that would understand, he preferred the principles the awareness of being a Turk was kept alive in of close to far, of known to unknown, and of the religious framework; thus, a Turkish-Islam- In the thought of Ahmed simple to complex, which determine the peda- ic culture could be formed. The motifs and val- gogical approach today. ues used by Ahmed Yesevi, such as the idioms, Yesevi, there are traces When we read Divân-ı Hikmet, it is seen proverbs, motifs, and values in his didactic of an effort towards the that Ahmed Yesevi considered existence with works, and other information related to them construction of a social love, emphasized beauty, and acted in unity have been important factors in maintaining order rather than artistic and harmony. The pen that kept the Yesevi the vitality of Turkish. If we examine his train- and philosophical concerns. understanding alive in his hymns with the se- ing method from another perspective, it is pos- He gave importance to the hl-i mümteni style, or using simple words to sible to say that the elements that make up the express a deeper meaning, belongs to Yunus content of education are extremely simple and establishment of national Emre. It is our duty to live and keep alive the plain. He tried to avoid complex expressions, unity and the continuation teachings of Yesevi, who communicates with us and especially philosophical discourses. This of the national identity by with what we know via the high awareness that did not arise from a lack of knowledge. On the uniting the Turkish tribes he displayed centuries ago. In this age when contrary, it is known that he took lessons from within the context of Islam. individuality causes a pandemic of selfishness, the leading scholars of the period and that he Islamic aesthetics will heal our tired souls by trained himself very well. Therefore, by per- taking its place in the clarity of Turkish.

85 maarif INTERVIEW

T.R. MINISTER OF YOUTH AND SPORTS, MEHMET MUHARREM KASAPOĞLU: “POSSIBILITY, POTENTIAL, AND DISCIPLINE… Where these three exist, success is inevitable.” We are aware of our young people. Youth means hope. Turkey also means hope. As our Nation develops brain drain reverses. Now the best engineers, physicians, teachers, athletes, and scientists in the world are here...

Sümeyye Yılmaz

86 maarif outh” and “sports” are two center and Youth Office projects. Just like words that are best associat- we built portable swimming pools in order to “ ed together, and Minister of provide ease of access for our children who Y Youth and Sports Mehmet want to learn how to swim during the pan- Muharrem Kasapoğlu is one of the top names demic… We have adopted the policy of provid- to be consulted on youth and sports. We have ing solutions, making things easier, and provid- conducted an interview with him that I think ing equal service for all. The Ministry of Youth will be fruitful on Turkey’s youth policies and and Sports is a young, dynamic, enthusiastic, sports education and infrastructure. and motivated ministry, just like the audience it addresses. Therefore, when the excite- First of all, Minister, I would like to thank ment, hope, and light of young people are you for making time for us. You are the head combined with the excitement of our minis- of a youthful ministry, just like its name, as try, a beautiful synergy emerges. We form a it was a directorate under the Ministry of companionship. In this way, we bring togeth- National Education and was later on estab- er all the opportunities of our state with our lished as a separate ministry in 2011. How youth. We achieve good things together. did the establishment of the Ministry of Youth and Sports as an independent minis- How has the presidential government sys- try affect the policies towards young people? With the transition to the tem affected your work? First of all, I can say that it has been an occa- presidential government With the transition to the presidential gov- sion of strengthening, development, and pro- system, a new page was ernment system, a new page was opened gress for both our youth and Turkish sports. for our country. Public administration has We have had the chance to express our youth opened for our country. become faster and more effective with the and sports policies more powerfully and dis- Public administration has new government system. With our break- seminate them. We have had the opportunity become faster and more throughs in the fields of youth and sports, to reach our young people more easily and effective with the new we have quickly adapted to this great trans- work on their problems more. government system. With formation. As a result of this transforma- Our President has always developed poli- our breakthroughs in the tion, I would like to say that we are carrying cies that prioritize young people since the day fields of youth and sports, out our services and activities much more he began. He has always considered them as effectively and efficiently today. companions and trusted them. Steps that re- we have quickly adapted to flect this trust have always been taken under this great transformation. It is important for young people to reach the leadership of our President. a safer and healthier future, and to be at With the establishment of the Ministry of peace with the values of their society and Youth and Sports, young people essentially country. What is your vision for young have a home that reflects their own voices processes. When developing policies about people as a ministry? What kind of youth and belongs only to them. I see that they feel young people, we care about getting their do you imagine? a great sense of belonging, which makes us opinions. If the highest demand is related to Turkey has brave and intelligent youth who very happy. The goal was to achieve exact- a call for projects, we increase the amount are closely interested in the developments in ly that. Young people consider the Ministry of support that we provide and the number our country and in the world, and who think, of Youth and Sports as their home… They of projects that we will support. As a result produce, and look at life from the perspective reach us easily, all our communication chan- of measurement and evaluation studies, we of justice and conscience… As the Ministry of nels are open 24/7. They can share their re- have observed that they show great interest Youth and Sports, we work for youth who quests, needs, and suggestions with us. This in youth centers. That is why we are rapidly can make independent decisions, fulfill their is because the Ministry of Youth and Sports increasing the number of our centers. In case responsibilities, become aware of their abili- is truly the ministry of the young people. We of experiencing difficulties in terms of acces- ties, dream, embrace differences and pay at- include our young people in decision-making sibility, we have launched our mobile youth tention to human and environmental issues.

87 maarif INTERVIEW 1,575 3,908 Number of sports Number of sports facilities in 2002 facilities in 2021

YOUTH MEANS HOPE through our youth. I can summarize our ap- OUR ATHLETES MAKE HISTORY While we strive to guide the young people in proach as not ignoring the requirements of the Our athletes have achieved such great success our companionship, we learn something new world in which our youth live and not giving recently… For example, our National Team from them every day, and in doing so, we are up ancient human and moral values. became the European Champion in “3 hoops, constantly updating and improving the servic- 2 pair of clubs” at the European Rhythmic es offered by the state together with them. In recent years, Turkish sports have made Gymnastics Championships held in Ukraine. We are aware of our young people. Youth a great leap forward, with success in inter- Our girls made a breakthrough for our coun- means hope. Turkey also means hope. national competitions, especially in sports try and achieved historical success. Again, in As you know, brain drain is reversing as the such as gymnastics and swimming. What gymnastics, Göksu Üçtaş Şanlı won a silver power of Turkey increases. Now the best en- are the underlying reasons for these suc- medal in the adult category at the European gineers, physicians, teachers, athletes, and cesses? Women’s Artistic Gymnastics Championships, scientists in the world are here... Opportunity, potential, and discipline… and Derin Tanrıyaşükür won a bronze medal Turkey is no longer lagging behind any Where these three exist, success is inevitable. for asymmetric parallel bars in the youth cate- other country in the world and we are com- We provide constantly renewed and strength- gory. In the modern pentathlon, İlke Özyüksel peting with the most developed ones. Our ened opportunities to our athletes. We travel became the European Champion by winning young people grow up with education, so- all over Turkey with our Talent Identification the gold medal in the U24 European Champi- cial opportunities, arts, and sports and rep- projects and determine the talents of our chil- onships held in Poland. İlke has most recently resent our country in the best way possible dren in different branches. The children of broken her initial world record in Hungary. all over the world. these lands already have faith and determina- Emre Sakçı broke European records in the In- We believe that our country can reach tion to work. Therefore, it is inevitable to see ternational Swimming League. These are the its 2023 goals and become a global power such results. first names that come to my mind. All these

88 maarif achievements show how our country is on inent in Europe. Turkey is at a crucial point in the right track in terms of sports and make us terms of facilities. Our sports infrastructure hopeful for the future. in particular has become a sports tourism Turkish sports are revealing a very se- brand that is envied and preferred by the rious revolution with athletes, facilities, whole world. And we don’t build stadiums and sports tourism. The speed of develop- and facilities where competitions take place ment of Turkish sports and Turkish athletes is once a week or every two weeks. We are increasing daily. I believe that in the upcoming building “living facilities” that serve our peo- period, we will fight against all evils with the ple 24 hours a day, 7 days a week. unifying spirit of sports, and we will achieve In the last 19 years, we have aimed to crucial steps in spreading sports to all people. produce works under the leadership of our President, and at this point, we are walking How are we in terms of infrastructure and The number of sports facilities, together with our people, our youth and facilities? What kind of projects do we have which was 1,575 in 2002, has our sports community, to a stronger and ahead of us? Could you talk a little bit about increased to 3,908 today. brighter future. We have an understanding your goals? of spreading sports to all people and we We are the best in Europe in terms of facilities We have spread synthetic are advancing toward this goal with these and infrastructure. We have the most modern soccer fields and basketball facilities, pools, courts, and neighborhood and well-equipped facilities. Parallel to this, and volleyball courts to the fields that we have built. we are able to host many prestigious events neighborhoods. In this context, because we have become a preferred country we have a total of 2,715 What kind of projects do you have to en- due to our strong facilities. Here, we send off neighborhood type fields, courage young people to focus on sports? the athletes and sports fans who participate in 1,765 of which are completed What kinds of works are you conducting any event in our country in a happy and sat- with our Ministry of National Education on isfied way. neighborhood type soccer this subject? Of course, we never say “enough” about fields and 950 of which are The most important project that we have facilities. Since 2002, we have realized a neighborhood type basketball- been implementing with our Ministry of Na- “revolutionary” increase of sorts in our volleyball courts, and the tional Education for a while is the Turkey facilities. In this sense, our President strong- construction of 1,097 is still Athletic Talent Identification and Sports ly supported Turkish sports and initiated this ongoing. Orientation Project… Within the scope of movement for sports facilities. Our modern this project, which aims to identify and train and well-equipped facilities, which are the champion athletes of the future, we have pride of Turkey, are rising all over the country conducted talent identification for nearly with his support and leadership. pools from 46 to 279, of which 104 are portable, 1,300,000 children studying in the 3rd grade If I need to express this in numbers, the and the number of our gyms from 372 to 904. of primary school in all 81 provinces. Further- number of sports facilities, which was 1,575 We have demolished stadiums, most of which more, 816 of 40,843 students from 83 coun- in 2002, has increased to 3,908 today. We were outdated, and built new high-capacity tries who study at schools affiliated with the have spread synthetic soccer fields and bas- facilities that meet international standards. We Ministry of National Education were invited ketball and volleyball courts to the neighbor- have completed 32 of the stadiums that we are to basic movement and athletic skills training hoods. In this context, we have a total of 2,715 building across Turkey, and the construction by participating in the athletic talent identifi- neighborhood type fields, 1,765 of which are of 10 stadiums continues. The project and ten- cation. Even during the pandemic period, we completed neighborhood type soccer fields der process of 4 stadiums is ongoing. have continued the education of our 55,700 and 950 of which are neighborhood type bas- students whom we selected as a result of the ketball-volleyball courts, and the construction TURKEY IS NOW A BRAND talent identification in 2018 and 2019, and we of 1,097 is still ongoing. We have increased the IN SPORTS TOURISM offered a one-year basic movement training number of our athletics tracks from 12 to 56, The facilities, stadiums, courts, and other program, in a practical and theoretical way, the number of half and full Olympic swimming offerings of our country have become prom- accompanied by our 1,957 coaches.

89 maarif INTERVIEW

The data obtained in the Athletic Talent to bed capacity of 698,289 in 781 dormi- Identification program will be processed by tories in 81 provinces and 237 districts as the Athlete Training Department, the unit of of January 2021, with 5 of them located in our ministry responsible for the program. the Turkish Republic of Northern Cyprus. The results will be evaluated by the Athletic As of April 2021, bed capacity of 698,447 Talent Identification Scientific Committee, was reached in 777 dormitories in 81 prov- also operating within our ministry. At the inces and 237 districts, with 5 dormitories same time, in order for parents to see in Northern Cyprus. information about their children, the sports report for each student has been We ended the dilemma of “education or sports?”, KYK ACTIVITIES CONTRIBUTE TO THE which has been going on for years, with this sports made available to their families via the scholarship. Due to this dilemma, we know that the DEVELOPMENT OF OUR YOUTH e-government system. efforts of our athletes over the years have often Due to the COVID-19 pandemic, many uni- been wasted. However, as a result of the protocol versities are providing distance education, so that we signed with 52 foundation universities, this In this context, you have implemented the dilemma is now eliminated. At the beginning, 76 dormitory applications could not be accepted “National Athlete Scholarship” project. young people enrolled in foundation universities with in the 2020-2021 academic year. However, Could you give information about the scope sports scholarships. our dormitories continue to operate in all 81 of this project and how many young people provinces for students receiving face-to-face have benefited from it? or hybrid education. Yes, of course. Our biggest step for our stu- In the dormitories of our ministry, social, dents who are caught between sports and Since we are an education journal, we are cultural, and sports activities and training are education has been the National Athlete especially interested in the problems of carried out in order to ensure that our young Scholarship. youth in higher education. In this context, people make use of their extracurricular time We ended the dilemma of “education could you tell us about the works and pro- effectively and efficiently and to support their or sports?”, which has been going on for jects carried out in the context of the High- national, social, cultural, physical, spiritual, years, with this sports scholarship. Due to er Education Credit and Hostels Institution mental, and academic development. this dilemma, we know that the efforts of our [KYK: Kredi ve Yurtlar Genel Müdürlüğü]? Moreover, with these activities, we aim to athletes over the years have often been wast- One of the important duties of our ministry reinforce the feelings of unity and solidarity of ed. However, as a result of the protocol that is to provide credit and dormitory services our youth and to protect them from addiction, we signed with 52 foundation universities, for our young people. Students staying in the bad habits, and negative behaviors. A total of this dilemma is now eliminated. At the begin- dormitories of our ministry pursue their edu- 26,443 activities were carried out in the scope ning, 76 young people enrolled in foundation cation in a comfortable and peaceful environ- of the KYK Academy, Social-Cultural KYK, universities with sports scholarships. ment. We provide them with an environment Çınaraltı Youth Talks, and Athletic KYK, all Our athletes were granted full schol- where they can follow a healthy and balanced of which are entirely voluntary, and 1,441,222 arships not only in higher education, but diet and live at an economically affordable students participated in these activities. also in some private grade schools with the level. Furthermore, we offer our students all memorandum of understanding that we kinds of facilities required for their social, cul- Many activities were suspended due to the signed with the Private Education Associ- tural, and sports needs. COVID-19 pandemic. Have alternative ac- ation. With this practice, which we began In determining the dormitory needs of tivities been implemented in this process? with a quota for 538 students, we finally higher education students, we continuously What has been done? signed a memorandum with 11 schools make efforts to provide dormitory buildings in During the period when we fit our lives to and 3 private education associations, and the forms of both construction and purchas- home due to the pandemic, we first increased with this agreement, we included a quota ing within the framework of the investment our communication with all partners of this for 2,971 students in the service of Turk- program, as well as transfer, allocation, do- process and we turned the social isolation ish sports, athletes, and young people. In nation, leasing, and leasing with term sheets. process into an advantage by developing new other words, our athletes benefit from the To express this in figures, in total, the bed ca- methods and approaches. As a ministry, we re- same opportunities in middle school and pacity of 182,258 in 190 dormitories in 75 prov- designed our services and activities and moved high school. inces and 57 districts in 2002 had increased all possible services to online platforms.

90 maarif A total of 26,443 activities were carried out in the 781 scope of the KYK Academy, Social-Cultural KYK, Çınaraltı Number of 698,289 Youth Talks, and Athletic KYK, and 1,441,222 students dormitories Bed capacity participated in these activities.

On the other hand, it was obvious that Moreover, we ensured that parents of one of the negative situations experienced athletes are doing sports together with during the pandemic was experienced in their children by saying “stay at home but the field of education. Based on the fact don’t stay still,” and we ensured that the We think that the more we that our young people and some of our chil- training programs given to student athletes increase the interest of dren have limited access to the EBA system were followed. women in sports, the more [Educational Informatics Network] due to successful we will be in their place of residence, we aimed for our What is the function of the family in the becoming a sports society. children and young people to use our youth development of our young people’s ath- I believe that the whole centers both for getting to know one anoth- letic success? What kinds of activities er and for accessing the internet, and we are you carrying out for families as a society, and especially organized innovation workshops and com- ministry? women, has been successful puter classrooms in our youth centers in ac- First of all, I would like to emphasize that in terms of the accessibility cordance with pandemic conditions. women are pioneers of society. We need to of sports. seriously evaluate the pioneering mission You have a motto of “stay home but don’t of women both in education and in sports, stay still.” As a ministry, what kinds of pro- as spouses, mothers, and friends. We know jects have you implemented so that people that if women play sports because they First of all, in order to address the emerg- at home don’t remain physically inactive? are in a pioneering position in society, ing situation and the changing needs and With the onset of restrictions due to the the tendency of the whole family and expectations of young people and to provide COVID-19 pandemic, we established a “stay of society to do so will increase in gen- solutions, we conducted online interviews at home but don’t stay still” platform that eral. Women have the right to receive ser- with more than 7,000 people, and especial- includes live broadcast exercises, live broad- vices from our facilities and activities first ly with non-governmental organizations for cast interviews, and various videos and of all. We think that the more we increase youth, technology entrepreneurs, social en- images aimed at keeping our young people the interest of women in sports, the more trepreneurs, university clubs, high school mentally and physically healthy. With this successful we will be in becoming a sports students, athletes, and federations. platform, we have aimed to encourage our society. I believe that the whole society, citizens to exercise every day. In order to and especially women, has been successful WE MADE THE PANDEMIC PROCESS prevent health problems that may occur in terms of the accessibility of sports. MORE EFFICIENT WITH ONLINE during this process of staying at home due ACTIVITIES to the pandemic, daily exercise programs Finally, what are your messages to our Furthermore, workshops, courses, and all were carried out with a trainer via the “stay readers and to young people? thematic activities carried out by our youth at home but don’t stay still” platform’s Insta- Youth is our life, young people are our great- centers were presented to our young people gram account and conversational programs est hope, and they are our companions. That by moving to the internet environment with with our national athletes and sportsmen is why it is an important responsibility and it prepared contents and interactive materials. were arranged with a moderator. has been part of my daily routine to be with With each passing day, our content is enriched We ensured project visibility for the young people, to listen to them, to have con- and the suggestions of our young people are “stay at home but don’t stay still” platform versations with them, to receive their opin- taken into consideration, and efforts are made on the Instagram, Facebook, Twitter, You- ions and suggestions. to adapt technology to service areas with dig- Tube, and Spotify pages of the Ministry of I advise our young people to make good ital educational content, not only during this Youth and Sports. I think we contribute to use of their time, because time is one of the process but also during the ordinary flow of all our citizens being able to lead a healthy greatest blessings. I recommend that they life as young people are more involved in the life at home during the course of the pan- make this unique opportunity valuable by digital world. During this period, we conduct- demic with this platform. A total of 140 reading, writing, researching, contemplat- ed 22,060 online activities with 77,363 partici- posts, 120 live broadcasts, and 210 stories ing, working, producing, participating in pants in total, including 8,826 academy activi- were shared from social media accounts re- volunteer activities, helping people, and, of ties and 5,991 club activities online. garding these programs. course, playing sports.

91 maarif MAARIF INTERVIEWS

Prof. Dr. Sadettin Ökten: “Wisdom and Philosophy Are Essential Features of Our Educational Tradition Within Our Civilizational Perspective” Having wisdom precedes having knowledge. The phenomenon that we call wisdom appeals directly to the heart. Knowledge, on the other hand, appeals to the mind. If you want to educate a generation, you need to address them with your heart first. You have to expand their hearts and enrich, preserve, and equip them.

Interview: Dr. Muhammet Altıntaş

rof. Dr. Sadettin Ökten, original- mean to you? What should we under- another concept that is hidden behind these ly an engineer but known for his stand when we mention civilization? three words or concepts and brings them to ideas and works in the field of As far as I know, there are two important life. There is another emotional state. The social sciences in recent years, movements in the great flow of Islamic civ- world needs love today. Preceived an award in the field of “Cultural ilization. One of them is the big movement We are heirs and followers of a tradition, History” within the scope of the 2020 Presi- that emerged at the beginning of the 9th cen- whether we want it or not. What does this dential Culture and Art Grand Awards. At the tury and is symbolized in Baghdad. This was tradition tell us about education and training? awards ceremony, the President of the Re- a movement that encompassed the whole of Before moving on, though, I want to dwell public of Turkey, Recep Tayyip Erdoğan, de- the ancient world. This movement contin- briefly on the concept of civilization. This is a scribed him as follows: “If it is possible, he is ued by developing, pausing, and develop- very complex concept. Let us make it a little one of the rare people who could achieve an ing again until the Mongol invasion in 1258. clearer. Human communities live by values. As East-West synthesis in these lands.” I person- One part of this movement was in Andalusia you know, human existence consists of three ally learned a lot from Professor Ökten, who and the other part in India. However, the layers: the layers of instinct, the mind, and is a thinker understanding the East and the Crusades and the Mongol invasion serious- emotions. But all of this is not enough for liv- West as well as “being oneself,” throughout ly halted the Islamic civilization movement. ing. Humanity needs values in order to live in a our dialogue, which started many years ago Although the second movement after that social or individual sense. A system that we call through a symposium. Within the framework was not as glorious as the first, it emerged values. People and societies behave according of a paper that he presented at one of these in Anatolia under the Ottoman Empire. The to this system. This system of values consti- symposiums, we got his thoughts on the “Tra- symbolic city of the second movement was tutes the essence of civilization. To give a very dition of Wisdom, Knowledge, and Learning İstanbul. The followers of Islamic civilization brief example, “rights” are a value. It refers to Within Our Civilizational Perspective.” await a third movement. The whole world is the practice of respection rights. Again, pro- also waiting, because the results of moderni- tecting the right of the entitled ones is an act. Professor, you have been insistently em- ty in the world today are evident. According But a right is an abstract value in itself. When phasizing some concepts in recent years. to the results of modernity, the world needs a right is violated, we feel sadness, confusion, What does “Civilizational Perspective” affection, compassion, and service. There is and distress at some point. Because a value has

92 maarif been violated. A value, which we consider sa- cred if we believe in a religion, or as something that is important to us if we are looking at life from a secular point of view, has been violated. Therefore, rights are values and humanity has built upon them. It’s a system of values like this. Virtue is a value as well, and of course there are other values. This system of values constitutes the essence of civilization. The society knows, understands, adopts, and loves this system of values. Thus, behavioral patterns emerge. Hu- man societies behave according to their systems of values. We call all behavioral patterns “culture.” Our daily life, commercial activities, production activities, and consumption activities… Especially consumption activities… How do we consume? Do we consume for consumption or do we consume just as much as we need? Our scientific activities, contemplation, philosophy, and all our arts come into practice. They are a part of the culture and their source lies in civilizational values. In short, civilization is a system of values. This system is known, understood, adopted, loved, and believed. Cul- ture is all of our forms created according to this system of values. When we look at education and training from the same point of view here, in the phenomenon that belongs to us, that belongs to our tradition, that is, the perspective of Islamic civilization, the purpose of education and training in that case is to pass on the system of values to the next generations. This is not enough; it is necessary to ensure that the next generations behave according to this system of values. In fact, this general framework applies to all great civilizations. Each civilization transmits its own system of values to the next generations and teaches them to behave according to its system of values and also pass it on. Therefore, the Ottoman system of values is the core value system of Islamic civilization and it is passed down from generation to generation. This is the purpose of education, but it is not enough. The system of values must also be reflected in behavior. Of course, time and space change. It is impossible to keep time and space from changing. Therefore, despite the fact that

93 maarif MAARIF INTERVIEWS

the system of values remains constant, the be- training recently that this society could not find haviors that are its reflection on life will change the strength to create a new mosque according Over the periods of Islamic over time. So, there is a third purpose of edu- to the new conditions of time and space. You civilization, the teaching cation and training. It is necessary to produce can come up with different examples like this. method has survived to new forms of behavior according to the chang- the present day, without ing conditions of time and space. In that case, So how does this civilizational perspective neglecting the principles we can summarize the purpose of the tradition survive? in education and training under three main The civilizational perspective will survive if of education, by enduring, headings. The first is that the system of values the system of values is applied. So, if it turns enriching, and reaching is taught, adopted, and loved by the next gen- into culture, it survives. Otherwise, it remains different dimensions with eration, and this system becomes a belief in theoretical. It remains in minds and hearts. different experiences, but that generation. The second is the transforma- Therefore, forms are very important to the civ- never losing its relation with tion of this system of values, which became be- ilizational perspective. The tradition continues its essence. The areas of lief in that generation, into a form, that is, into only with implementation. Having one dimen- influence of scholars are living and acting accordingly. The third is the sion of tradition provides great convenience to possibility to produce new forms based on the society. You learn a form and you apply it very mosques and madrasas. The same system of values or essence according to easily. This provides great convenience in the areas of influence of saints are changing conditions of time. social sense. Behind this form, there is an es- bazaars and dervish lodges. sence that shapes it, or in other words, gives Could you give an example on this subject? it life. That essence has produced that form. There are many examples here, but I will go Since form is an event that occurs in the phys- over it briefly with one example. In the inter- ical world, it is affected by conditions of time exist in life, some phenomena that cannot be pretation of Ottoman civilization, for example, and space. It cannot be independent of time denied, realities, facts, events, and values that the mosque has as great a value as it had in and space conditions. Therefore, it is necessary emerge in the flow of life may or may not have the first periods of Islam. The value is not in to be ready to produce new forms by always a place in the civilizational perspective. Each the building, but in the contents within it. Un- keeping this alive, without forgetting its rela- civilizational perspective may have such rules, doubtedly, there is an issue here of envelope tionship with the essence. If new forms cannot boundaries, red lines, acceptances, refusals, and enclosure. The building is an envelope that be produced, the tradition gradually becomes preferences, and avoidances. surrounds it and protects it at the same time only an essence, becomes outdated, and turns from external influences. The first mosque into a burden on society. I think that should What is the basic purpose of Islamic civili- was that of the Prophet. When the idea of the never be forgotten. zation and how has this been reflected in mosque is considered together with the mem- The civilizational perspective has its limits the field of education? ory of the Prophet, his teachings, orders, and when we look at life, society, and people. In a From this point of view, what is the main the revelation that he received from Allah, the sense, a civilizational perspective or a system purpose of Islamic civilization? The main pur- core of the first mosque is like an atomic nu- of values creates a composition by making se- pose of Islamic civilization is, according to cleus. After that, as Islamic civilization spread lections from life or adding new elements to it what it says in its own sources, to seek the ap- around the world, it produced different types or removing some elements from it. Therefore, proval of Allah as his servants and to seek the of mosques in different geographies and at dif- there are certain limits to each civilizational mediation of the Prophet. Therefore, people ferent times. When we briefly look at the histo- perspective. A perspective without limits is out in Islamic civilization are asked to live a life in ry of architecture, we see this in all its details. of the question. These limits are sometimes accordance with Islamic principles and goals. The type of mosque or masjid built in the Otto- set by religions or sometimes by philosophies. Some authors even describe the “city” of Is- man Empire is also a different type, but the es- Otherwise, a chaotic situation arises that has lam as follows: “It is a city established with an sence of them is the same. To summarize, the no meaning, coherence, or structure. There- arrangement that makes it possible to live an essence is nothing but monotheism. But when fore, we need to take this feature into consider- Islamic life, facilitates it, allows it, and leads we come to the last century, we see that a new ation when examining education and training. to this.” Just like in an industrial city. Just as type of mosque could not be built. This means To put it briefly, each civilizational perspective the industrial city is a city that uses to the full- that there has been such a gap in education and has green and red lines. Some phenomena that est the opportunities brought about by pro-

94 maarif tion never accepts the individual as free and unlimited. This is also an important aspect of our tradition. It never gives unlimited freedom to the individual, because all the possibilities of the individual are limited. The knowledge, offerings, wisdom, and mercy of Allah are in- finite and the knowledge, skills, and ability to think and feel of an individual are not even comparable. When these are compared, a limit is recognized for the individual. At the same time, a goal is shown to the individual. When you look at life from this point of view, you consider the Prophet, the Messen- ger of Allah, as an example for his own kind, but one that was far ahead of it. There is also this aspect of tradition. The comparison made is never a theoretical comparison, because it is not possible to comprehend Allah, but it is possible to feel Allah. However, we can say that both feeling and understanding the Prophet are hypothetically possible. When we look at it from this point of view, we learn to under- duction, industry, and technology, rejecting teaching that knowledge and skill. When we stand our environment, ourselves, and other many human values at this point and keeping say discipline, education is its equivalent. Hu- human beings. Skills and all this technology them outside of the red line, the city of Islam mans are educated with wisdom and emotion. are relevant here; we learn knowledge from is a city that makes Islamic life possible in line Knowledge and skills are then taught to them. the simplest crafts to the most advanced tech- with its own principles. In these areas, tradition advises you to com- nology to contribute to the environment and The same principle applies to education. It pare the knowledge, skills, wisdom, and emo- people. Because when we make the compari- is important to add this right here, the industri- tional dimensions that belong to you and that son that we have just mentioned, we observe al city either disappeared or really decreased. are transferred to you from another source. the following: Only humans can change the Now the world has the capitalist city. İstanbul Wisdom says that there is a real owner of the environment. This universe has been made ex- is now rapidly moving toward becoming a cap- world of knowledge, skills, wisdom, emotions, clusively for humans; it has been placed under italist city. What will be conveyed now? Let us and feelings that belong to you, or that you their command. Wisdom makes us think about dwell on this point. The knowledge and expe- think belong to you, or that are conveyed to what we do, the reason for our existence, and rience of the previous generation… When we you. You will compare your knowledge with the causes and consequences of our actions in say “accumulation,” it includes knowledge and the knowledge of Allah. You will compare your our life. In a sense, we question what we do. skill. When we say “experience,” it includes own skills with the offerings of Allah. You will Emotion makes sense of life. This means that a wisdom and emotion. Here is the situation in compare your own wisdom, philosophy, and person without emotions is not alive. contemporary education in Turkey, or maybe contemplation with the wisdom of Allah. You in the world, but I’m not certain about that. In will compare your own emotionality with the So, how will we convey the values of our Turkey, only knowledge and skills are tried to mercy of Allah, even with His torment, anger, civilization to the next generations? be conveyed in education. Feelings and wis- and compassion. If you cannot do this, you Within this framework, we will talk about how dom are not conveyed. Therefore, modern ed- will compare it with His messenger, with the our attitude will be in terms of conveying civili- ucation has a serious deficiency in our country. view of life, knowledge, wisdom, humility, and zational values from the previous generation to Again, when we look at it from this perspective, emotionality of His prophet. Thus, this literally the next generation, transforming these values we say that training and discipline… When we shows the upper limit of the accumulation and into behaviors, and replacing these behaviors say training, it is to teach something. You are experience achieved by the individual. Tradi- with new and original models if necessary.

95 maarif When we say training, it is to teach something. You MAARIF are teaching that knowledge and skill. When we say INTERVIEWS discipline, education is its equivalent. Humans are educated with wisdom and emotion.

In our country, education comes before importantly, a value system, a way of be- training. In other words, you educate people havior, to the next generation, there must first and shape them according to another be a consensus between your beliefs and realm in the world of emotions and thoughts. Having wisdom precedes the behaviors that you display. You transfer your own values and knowledge “This person knows such information and to them. After that, you train them. Maybe having knowledge. Ancient behaves like this, but there is a contradiction both are done simultaneously. But essen- people used to say, between his works and his beliefs.” This quick- tially, knowledge and skills are presented to “Knowledge may remove ly destroys the reputation of that person. Our people in an enclosure, in an envelope. You ignorance, but not the ancient civilization, the Ottoman interpreta- are training people. If you equip people stupidity of a person. tion of the old Islamic civilization, attached whom you have not trained with knowl- great importance to this. An educator, in- edge and skills, you cannot talk about the structor, mudarris, mentor, teacher, or continuation of your civilization. Knowl- master is definitely a person of morality. edge and skills alone do not tell people how tion issue. There is a duality here, giving and A master taught morality to an apprentice be- to behave, where to stand, where to act, how receiving, teacher and student, educating and fore teaching the craft. Teaching a craft is not to do a task. It is the system of values that educated, teaching and taught. a very difficult thing for human beings, but reveals this. This is only possible with behav- See the names given to these by ancient learning morals is seriously difficult, and acting iors that direct, restrict, and add meaning to civilization. “Teacher” (muallim) is used as ethically is even more difficult. Therefore, our it, apart from knowledge and skills. There- the one who conveys knowledge. “Student” ancient educational institutions used to fore, discipline comes before education. I (talebe) is used for the one who is a candidate attach great importance to character edu- am referring to our ancient tradition. The to learn knowledge, not the one who learns it. cation first and foremost. The knowledge, first condition for discipline to come before We understand someone who comes to learn science, skills, and crafts that a person had training is that the educator must be wise be- when we say “student.” But is he willing? This would come after the qualification of being fore being a scholar. That is, one must have word does not tell us anything about that. On a human, because the value of a civiliza- wisdom. I am using many concepts here that the other hand, is the teacher willing to teach? tion is revealed together with the qualifica- come out of our lexicon today. Having wis- It does not say anything about that, either. tion of being a special person, transferred dom precedes having knowledge. Ancient Learning-teaching and education-discipline from generation to generation and trans- people used to say, “Knowledge may remove are not always attained in school. For exam- formed into behavior. They definitely lived ignorance, but not the stupidity of a person.” ple, we say “master” and “apprentice.” We say and sustained morality. There is no other This is a somewhat clear message. But, you “mentor” and “disciple” in the context of the choice but to be consistent in this. Knowledge know, all our ancient messages, Nasrettin dervish lodge. We come to the madrasa and we and skills come after being moral. Undoubted- Hodja anecdotes, and Bektashi anecdotes say “mudarris” and “mollah.” So, these are all ly, ancient people also had knowledge and are quite clear on what they mean to convey. names and concepts put forward by the institu- skills. But their first characteristic, their The message here is quite obvious. These tions of a civilization. primary feature, was that they had a cer- anecdotes sometimes use contrasts and tain morality. We can briefly describe this sometimes humor, but they convey crucial I think the educator is a very important el- as follows: living first, knowing later. messages. This difference is quite important. ement at this stage. In this consistency, it is possible to see Because the phenomenon that we call Let’s talk first here about the qualifications of the following feature in humans. This person wisdom, that reality, that feature appeals the teacher or educator. What kind of person knows, believes, and loves the principles that directly to the heart. Knowledge, on the should an educator be? The work of an edu- give life to his words and actions. After that, he other hand, appeals to the brain. If you cator, an instructor, a teacher, a master, or a can see how the master treats the apprentice or want to educate a generation, you need mentor must be consistent with the basic be- the teacher treats the student. This style of edu- to address them with your heart first. liefs, philosophies, and behaviors adopted by cation is nothing but the educational method of You have to expand their hearts and en- these individuals in their lives. Their beliefs, the Prophet. However, this training method did rich, preserve, and equip them. This is a attitudes, and styles must be in agreement. not end with the Prophet of Islam. It was kept crucial difference. Now let’s go into a little This is a very important issue. If you want to alive by his companions, his blessed friends; more detail. We are approaching the educa- pass on any knowledge, skills, and, more their attributions to the Prophet of Islam were

96 maarif Gazanfer Ağa Madrasa 16th century.

the mosques. One learns how to behave in the community in the mosque. We call this “manners.” Entry, exit, walking, attitude, sitting, looks, voice, gestures… All of these were manners learned in the mosque. Undoubted- ly, there is a continuation. I am talking about the simplest, the first, the entry level of manners. Another type of manners, another field of education in our ancient life was the dervish lodges. And other manners were learned in the neighborhoods that existed in our old lives. Every neighborhood had certain manners, because the neighborhood had elderly people with life experience. I wonder what people are learning in their apartment com- plexes today. But as a person who has seen the old neighborhoods from one end to the other, I have personally witnessed that people of all ages learned something every day in the old neighborhoods. Children learned a lot from other children and young men, young adults from their elders, middle-aged people from the elders of the neighborhood, young women of the neighborhood from the wives and elder never forgotten and were continued by great women of the neighborhood. All experience, scholars and saints after that. Therefore, over emotionality, knowledge, and skills about life the periods of Islamic civilization, the teaching operated within this system. So let me add one method has survived to the present day, with- The primary mission of more to the list of houses, mosques, dervish out neglecting the principles of education, by our ancient educational lodges, and neighborhoods: the streets. In the enduring, enriching, and reaching different di- streets of our old districts, people learned a lot mensions with different experiences, but never institutions was character from each other. And I would like to add one losing its relation with its essence. The areas of education, first and foremost. more, the last one: coffee houses. As the old influence of scholars are mosques and madra- The knowledge, science, poet says: “The heart wants neither coffee, sas. The areas of influence of saints are bazaars skills, and crafts that a nor the coffee house / The heart wants to talk, and dervish lodges. person had would come after while coffee is an excuse.” the qualification of being a As far as we understand, education does What would you like to say about the rela- not develop in a single medium, right? “human”. tionship between educator and student in Educational fields are gradually emerging here. our educational tradition? In the ancient civilization, in the Ottoman inter- When we come to educational activity, ed- pretation of the Islamic civilization, there was mentors that I mentioned earlier—a human be- ucators of the ancient educational tradition not only one field of education. One field was ing learns something from everyone. People of consider their students as people who are en- houses. Every home is an educational field. all ages are learning things, no matter their age. trusted to them. But entrusted by whom? The There is a special term for this: “lifelong learn- In our ancient tradition, learning would contin- educator regards the student as entrusted by ing.” In the environment I grew up in, lifelong ue from cradle to grave. Allah. After the educator, those students will learning already existed in life, at every mo- The second learning field, and again, realize their own values. When students are ment. Not just the professors, teachers, and I’m talking about our ancient tradition, was considered like that, the educators see the

97 maarif MAARIF INTERVIEWS

students as a continuation of themselves You know, this practice of working carefully and rigorously. To not un- that will live on in the future. And, thus, they derestimate the work, whatever it may be. treasure the students. At the same time, the conversation comes from the In ancient times, they first started the day by educator adorns the students with beauti- mosque of the Prophet. In sweeping the shop and dumping the garbage. ful attributes. These students can be young the mosque of the Prophet They started by grooming the master’s ani- women, young men, or children. At the same of Islam, he used to chat with mals. But this gives you discipline. This is how time, the educator knows that students will his companions, especially it starts in the madrasa, as well. Then comes be among the most honorable of beings when after the morning prayers. approaching the educator with respect and they have beautiful features; the educator be- affection… You need to both respect and love lieves in them and tries to teach them these your master. There are three conditions: The beautiful attributes and makes them embody first is to follow the program with patience, those attributes. In doing so, the educator obedience, and dedication. The second is to never ignores the seriousness [of the matter]. the weight is on the educator, teacher, men- work carefully and rigorously. The third is to Because the human temperament tends to tor, and mudarris. When we look at the past, show respect and love to the teacher. be pampered when it feels cared for, when teachers and students shared many parts of it feels treasured. The mudarrises, mentors, their time and space together. They practical- You have drawn a very neat framework and teachers are very serious. But just behind ly lived together. Thus, in a sense, it would be- here. What would you like to add to end this seriousness and that hard shell is a quiv- come very easy to enter the inner world of the with? ering, emotional, delicate heart. A third at- students, to conduct their moral formation in We talked about the teacher. We talked about tribute, and this one is very important, is giv- an easy manner, and to understand their ca- the student. But there is a third factor. That is en to every person, every student, as much as pacity and caliber. the environmental factor. Other people have they can receive. Every person has a capacity. In our ancient civilizational perspective, if a big role to play, and that is to show respect When knowledge is important, a grade lim- the teacher and the student, the mentor and and honor to the educator, teacher, and mu- it is set, such as today. Every person has a the disciple, the mudarris and the mollah live darris. Teachers, mudarrises, mentors, and certain feature when morality matters. The on common grounds, if they share common masters should have respect and reputation in important thing is to be moral. Knowledge spaces, they are engaged in an important ac- society. And society has another task: to en- comes after that. Therefore, each student tivity that we have thoroughly forgotten today. courage and support students, disciples, and is given as much as they can receive. As it We call this conversation. You know, this prac- apprentices. All this was in our ancient tradi- were, in the ancient education system, every tice of conversation comes from the mosque tion. And with these, we see that the Ottoman human being is a special challenge. It is the of the Prophet. In the mosque of the Prophet interpretation of Islamic civilization emerged. same in the dervish lodge, it is the same in the of Islam, he chatted with his companions, es- This interpretation protected itself against the bazaar, it is the same among tradesmen and pecially after the morning prayers. In Islamic new conditions brought about by modernity. craftsmen, it is the same in school, and it is civilization, they call those who participated In a sense, it was suspended, could not pro- also the same in the mosque. How much each in these conversations “those who have been duce new forms. These are events that hap- student can learn is understood by experi- honored with honorable conversation” [şeref-i pen to every civilization. But in the postmod- menting, by living and experiencing life with sohbetle şereflenmiş olanlar]. That tradition ernist era, after the emergence of the great them. And we must mention another thing continues between master and apprentice, weaknesses of modernity, two world wars, here. In the practice of our ancient civi- mudarris and mollah, mentor and disciple, and a cold war, it is only exploitation that mo- lization, the educator and the educated and teacher and student. So, do the students dernity offers to people today. Although there lived together in the same neighborhood or the disciples have any duties? Of course, is great prosperity and great freedom, when as much as they could. Today, we have they do, and they are much more difficult. it is understood that modernity does not offer completely lost this feature. Educators Their duties are to continue the program of- anything other than violence and exploitation and educated meet each other in very fered to them with patience, obedience, and of the world beyond individuals, other than limited time frames and in very limited dedication. Patience, obedience, and dedica- material things, I hope and wish to witness a spaces. If they lived together, they would tion. Because this is a difficult program. Peo- third movement of Islamic civilization. Peace be able to understand each other much ple used to say, “if there is no love, there is be upon you. I love you, I pray for you, and I better. Of course, in this understanding, all no practice.” That’s followed by studying and hope that you will pray for me too.

98 maarif PORTRAIT

who have changed the course of history, drawn a roadmap for the masses, and creat- A Lifetime Dedicated to ed works that will not be erased from mem- ory have suffered the biggest problems, ever Understanding Human Phyche since the dawn of humanity. Likewise, Prof. Dr. Doğan Cüceloğlu experienced the first Prof. Dr. Doğan Cüceloğlu, who dedicated his life of 83 years and biggest trauma of his life, which he began to understanding and explaining what has been lost, passed in 1938 as the youngest member of a family away this February. He left dozens of works behind him that of 11 children, by losing his mother when he was 10 years old. In an interview, he once said serve as a roadmap for a good life. that he could not admit that his mother was dead, that he thought she had gone on a visit İbrahim Baran and would come back after a few days, but he realized that she had died when she did not he age that we live in is based and being understood are the biggest prob- come back. He said that he understood what on doing everything fast and lems before us. This atmosphere makes all it meant to grow up without a mother when trying to obtain pleasure from the more meaningful the existence of peo- his father yelled at him. And in that moment, everything that we do. Perhaps ple who speak wise words, listen while the he expressed the deep loneliness which he Tfor this reason, we cannot realize how time other is talking, teach by showing what it felt deep inside his heart with this striking passes; we complete our lives by having to means to understand, and listen instead of sentence: “You have no mother, you have no struggle constantly among the crowds that offering long but meaningless speeches. We one!” The truth highlighted by Musset finds surround us. Although we often feel that we bid eternal farewell to Prof. Dr. Doğan Cüce- itself again in Cüceloğlu’s statements: “When are happy, we can only perceive the mag- loğlu, who passed away in February and I realized the pain of losing my mother, I start- nitude of the pressing situation that we are whom we will miss now more than ever; he ed to discover myself and create.” subjected to when we have the opportunity dedicated his life of 83 years to explaining to be alone with ourselves. While listening and understanding what has been lost. THE HEARTFELT LANGUAGE THAT to an old song, we get bored, thinking of HE ESTABLISHED WITH EVERYONE how slow it is, and instead of trying to un- THE BITTERNESS OF A CHILDHOOD Doğan Cüceloğlu, who always felt some- derstand texts that are not even so old, we WITHOUT A MOTHER thing was missing with the absence of his throw them aside, without challenging our Alfred de Musset, one of the prominent names mother through his childhood and early minds. Even though talking is one of the ac- of French literature, says: “There is nothing youth, studied at the best schools in his tions that we love the most, understanding that matures us more than great pains.” Those hometown of Silifke and completed his high school education while staying at the home of his older brothers in Ankara. With the encouragement of his teachers, he enrolled in the Department of Sociology at İstanbul University and subsequently completed his doctorate at the University of Il- linois in the United States. He gave lectures at universities such as İstanbul, Hacettepe, and Boğaziçi. He also attended the Univer- sity of California-Berkeley via the Fulbright Scholar Program. Despite his wide ranging intellectual interests and multidiciplinary career he always defined himself as a psychologist, and he developed distinctive and unique solutions in dealing with problems,

99 maarif MAARIF SÖYLEŞILERI

tures, and eliminating linguistic, religious, racial, and ideological differences. As such, he was a dervish of the end times.

THE DEATH OF IMMORTALS Even though we have inherited the legacy of those who used differences as the keys to unity, we cannot say that we are as successful as those who passed on that heritage. Cüceloğlu was one of the last representa- supported by personal experience, which tives of that generation. Everyone who lives he gained as a result of dozens of problems in these lands, regardless of their beliefs, he faced. The stories of young people who ideological views, or cultures, has suffered had felt themselves to be standing at the a loss. After his death, the messages pub- edge of a cliff but clung to life by reading lished by hundreds of people who had di- his books and turned into completely dif- ametrically opposed views and completely ferent people were common subjects of different lifestyles revealed that he was one news bulletins. Doğan Cüceloğlu, who was of the common grounds of Turkey. This im- also very generous in conveying his knowl- age, which he had tried to maintain until edge, published his first work, İnsan İnsa- the end of his life, came to life at his funeral, na [Human to Human], in 1979. He would because the image created by the funeral at- write more than 30 books over the years, tendees was like a prototype of Turkish so- such as İçimizdeki Çocuk [The Child Inside ciety. The same sentence was pouring from Us], Mış Gibi Yaşamlar [Lives As If They everyone’s mouth: “We knew him so well!” Were], Başarıya Götüren Aile [The Fam- Undoubtedly, every living being will ily That Leads to Success], Savaşçı [The eventually die. What makes this life valua- Warrior], Onlar Benim Kahramanım [They ble, passing with all its pros and cons, should Are My Hero], Var Mısın? Güçlü Bir Yaşam be living in a way that leaves useful works for İçin Öneriler [Are You In? Suggestions for Try to raise compassionate humanity. In our ancient culture, there is the a Strong Life], Öğretmen Olmak [To Be a children, not perfect idea of emvat-ı layemut, or immortals, those Teacher], İçimizdeki Biz [We Inside Us], and children. Children who do who live on through their works even after Geliştiren Anne Baba [Developing Parents], death. Prof. Dr. Doğan Cüceloğlu was one and he created a roadmap for everything not crush ants, break tree such person whom we have lost in recent from child education to human relations, branches, or crush flowers; years. Knowing that death is the most pow- from the adventure of self-discovery to hu- children who know how to erful teacher and living by example, Cüce- man psychology. While describing our in- feel love and love back. loğlu became immortal through what he tentions as the compass of our lives in his wrote and said, even though he is no longer works, he put the conscience as the basis of physically with us. Let us end with the fol- relations and offered solutions to the social lowing of his words, which will still offer a crises that are frequently on the agenda to- lesson even after many centuries: “It is easy day. He said that being able to remain one- to see the world through our own glasses, self was the world’s most difficult battle, without understanding the other, and start and not only did he say that, but he showed giving advice immediately. It is very diffi- it, by living as himself. Thus, Doğan Cüce- cult to understand other people and see the loğlu constructed a heartfelt language that world through their eyes. But this hard work would appeal to everyone by uniting Turk- is fundamental to human relations. Emo- ish society, as well as including other cul- tional investment starts at this point.”

100 maarif ANALYSIS

Private Education in Turkey: Development, Current Situation, and Projections Private education institutions in our country have an important place in keeping up with the developing conditions of the current age and shaping the future of education, and they will continue to maintain this importance in the future.

Dr. Muammer Yıldız General Director of Private Education Institutions, Ministry of National Education

101 maarif Tarsus ANALYSIS American College

Private schools showed a rapid increase in number with the freedom to open schools that was granted to minority groups in the Ottoman period. Private schools opened by Turks during this period, In the Republican Period, however, were very few (Left: Fener the first legal regulation in Greek Orthodox High School). the field of private education was Law No. 625 on Private ntil the middle of the 19th cen- of private education was Law No. 625 on Education Institutions, which tury, when general education Private Education Institutions, which was was enacted in 1965 in line services began to be accepted enacted in 1965 in line with the provisions with the provisions of the as a public duty in the Ottoman of the 1961 Constitution regarding private 1961 Constitution regarding UEmpire, the education of those outside of the schools. With the regulation of comple- military and the administrative class was left mentary legislation in 1985, private invest- private schools. to institutions and organizations established ments in primary and secondary education by private or legal persons, such as founda- increased, and the 1980s were a period in tions. In this context, the number of private which private school openings accelerat- schools and foundations or congregations ed. A legal arrangement was established in belonging to minority groups, the history of 2007 in line with the changing needs and which dates back a very long time, increased developments in the field. rapidly with the freedom to open schools and During the current academic year, the provide education as a result of legal regu- share of private schools among the to- Educational services offered free of charge lations such as capitulations. In this period, tal number of students in the Turkish by the state are guaranteed as a constitution- however, compared to minority and foreign education system has reached 8.8%. al right for all citizens. The provision of these schools, there were very few private schools The increase in investments made with the services by the private sector through private opened by Turks. legal regulations and support provided in schools does not mean differentiation of edu- In 1915, with the entry into force of the the field of private education, the quality cational policies determined in line with na- Private School Circular (Mekâtib-i Hususi- of education and training activities carried tional and moral values between public and ye), which constituted the legal basis for out in private schools coming to the fore in private schools. Educational and training ser- private schools in the Turkish education national and international contexts, and vices offered by the public as well as the pri- system, the initiatives of Turkish citizens the constant maintenance of the private vate sector to meet social needs are activities to open schools in the field of private edu- education field, being updated in line with that governments regulate in terms of both cation, where foreign and minority schools the developing educational needs of the basic production and private sector services. had already been operating, began to be age, have all been effective in the signifi- The curricula and weekly course schedules supported by the state. In the Republican cant increase in the rate of students attend- to be applied in private education institutions Period, the first legal regulation in the field ing private schools in the last decade. are determined within the framework of the

102 maarif %8.8 Share of private schools among the total 109 249 450,000 Number of schools with Number of private Total employment number of students in the international schools Turkish education system international programs

procedures and principles applied in pub- implement internationally recognized educa- lic institutions. However, private education tion programs such as International Bacca- institutions that want to practice differently laureate (IB), Advanced Placement (AP), and can offer education and training services in Business and Technology Education Council line with their requests by including different During the current academic Qualifications (BTEC) with the permission of practices in the regulations of the institution year, the share of private the Ministry equip their graduates with the upon obtaining permission from the Minis- schools among the total qualifications required by the 21st century try of National Education. In private schools, number of students in the and prepare them for higher education in education programs that provide education- Turkish education system has both Turkey and abroad. In the 2020-2021 al services in areas such as foreign languag- reached 8.8%. The success of academic year, international programs es, STEM, coding, robotics, and software are being implemented in a total of 109 development in accordance with the needs private education institutions private schools, including IB in 55 private of the age and the individual abilities of the has played a large role in the schools, AP in 7 private schools, BTEC in students also open the door to international increase in demand. 19 private schools, and other programs experiences for students. Private schools that in 28 private schools. Students graduating

103 maarif ANALYSIS

from private schools that implement these manner and it is ensured that these students Investing in private education is of great international programs separately or together are able to continue their higher education importance for our country, which aims to are entitled to receive an internationally rec- in universities in Turkey or abroad. rise to higher ranks among the developed ognized diploma in addition to the diploma In addition to private education institu- countries of the world. Private education issued by the Ministry of National Education. tions serving in formal education, there institutions, which create a competitive These programs, which allow adaptations ac- are also private education institutions that environment that provides quality in edu- cording to the educational needs of our coun- carry out educational activities in the field cation with the new models and activities try, open the doors to more than 4600 univer- of non-formal education. Private education developed in the field of education as an in- sities in more than 100 countries for students institutions that meet the educational needs tegral part of the education system, contrib- of these private schools. Furthermore, stu- of different segments of the society are op- ute to the country’s economy with their in- dents graduating from these programs bene- erating for individuals to acquire the desired vestments in education, economic growth, fit from scholarships at varying rates of suc- skills and qualifications to receive certifi- and employment, as well as alleviating the cess and enjoy high achievement in entering cates with international validity, such as public service burden in terms of the area of the distinguished universities of our country. individuals with special educational needs, responsibility of the state. In the 2020-2021 Private education institutions, which al- students who want to receive private accom- academic year, approximately 450,000 per- leviate the public burden in the field of ed- modation services at secondary education sonnel are employed in a total of 31,303 pri- ucation in our country and enable the use levels, and individuals who want to receive vate education institutions, 12,069 of which of existing resources more effectively and education in fields of personal and profes- are private schools. efficiently, further provide quality educa- sional development within the scope of life- Education, which is effective in the devel- tion services to foreign students who are in long education. opment of societies in all areas, is affected our country for various reasons, including Private vocational high schools, which by scientific, technological, social, cultural, students who come to Turkey for education provide education directly in vocational and economic changes on a global scale. from the countries with which we have close fields and are supported by the state, con- Keeping educational services up to date in ties. For this purpose, private international tribute to the national economy by increas- line with these changes is as important as schools, which were established with a regu- ing the employability of graduates. These the education itself. Private education in- lation made in the Law on Private Education graduates, who are trained in the strategic stitutions in our country have an important Institutions in 1983, have an important role production areas needed by the country, place in keeping up with the developing in meeting the educational needs of foreign participate in the production workforce conditions of the current age and shaping students as well as making cooperation with with the required qualifications and skills. the future of education, and they will con- other countries and international organiza- tinue to maintain this importance in the tions more effective in the field of education years to come. in Turkey. In the 2020-2021 academic year, 249 private international schools are REFERENCES carrying out educational activities. Akyüz, Y. (2013). Türk eğitim tarihi M.Ö. 1000- The private Turkish schools, minority M.S. 2009. Ankara: Pegem Akademi. schools, foreign schools, and international In the Republican Period, Demirci, E. (2019). Özel okulların nicelik schools in our country contribute greatly bakımından gösterdiği değişim-gelişim ve buna the first legal regulation in etki eden faktörlerin incelenmesi. Millî Eğitim to increasing the visibility of Turkey in the Uzmanlık Tezi, Ankara. the field of private education international arena through education- Demirli, Y. (2015). Türk vergi sisteminde özel al diplomacy. Equivalence procedures of was Law No. 625 on Private okulların vergilendirilmesi ve teşviki. Ankara: Yetkin. students studying at international schools Education Institutions, which in our country are carried out within the Millî Eğitim Bakanlığı (2021). Millî eğitim istatis- was enacted in 1965 in line tikleri örgün eğitim 2019- 2020. framework of the relevant legislation of the with the provisions of the Millî Eğitim Bakanlığı Bilişim Sistemleri. (2021). Ministry of National Education. Moreover, 1961 Constitution regarding Özel öğretim kurumları modülü istatistikleri. equivalence procedures for students who private schools. Vahapoğlu, M. H. (1990). Osmanlı’dan günümüze study at or graduate from private interna- azınlık ve yabancı okullar (Yönetimleri açısından). tional schools are performed in the same Ankara: Türk Kültürünü Araştırma Enstitüsü.

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Series and Movies as Social Learning Tools A Critical Look at Youth Series on Digital Platforms Series and movies, which are also used as a means of transformation, deliver content in a way that reduces privacy and enables transparency to become widespread on digital platforms.

Menekşe Olgun

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ach show calls for its audience. deliver content in a way that reduces pri- In today’s world, our advancing vacy and enables transparency to become technology and technology’s widespread on these digital platforms. It rate of spread bring together is almost impossible for us to protect our- Eshows and audiences in a very short time. selves and our children from this in the We can now more easily access much age of technology! In this respect, the ef- content online or offline, whenever and fects of parents and teachers against the wherever we want. During the pandemic digital platforms replacing caregivers and period, when we’ve had to spend more educators have become debatable over time within digital environments, one of While being an audience time. For the reasons mentioned above, I the activities that we’ve done the most has may create the perception think it is important for us parents and ed- been watching movies or television series. that we are wasting our ucators to discuss the effects of series on Sometimes, we stayed up until the morn- digital platforms after a general evaluation ing to finish whole seasons of series; other time, it also provides an of these series that have replaced cinema times, we sat down and watched movies as experience in which we in terms of viewing patterns because they a family. The technology that brings these are highly emotionally satisfy a constant curiosity and give the films not only to our homes but also to our active. The analogy of pleasure of watching. pockets has naturally established its own the Hollywood “dream economic market. This digital economic machine” exists because we BEING AN AUDIENCE market has begun to materialize some of are physically passive but Movies, which provide us with a kind of the things that users would like to normal- space for relaxation in the hustle and bus- ize in society by producing contents that emotionally active, entering tle of modern urban life, create a virtual users enjoy. Series and movies, which are a dreamlike world. universe and draw us into a world of proxy also used as a means of transformation, experience that includes facts and situa-

106 maarif tions very different from those that we can experience in real life. All of these experiences arise from us being the audience. While being an audience may create the perception that we are wasting our time, it also provides an experience in which we are highly emotionally active. The analogy of the Hollywood “dream machine” exists because we are physically passive but emotionally active, entering a dreamlike world. While dreams reflect the fantastic, fears, and different variations of reality, it is possible to see similar imaginary worlds ously only access via movie theaters and people and understand or guide their of meaning in cinema. Cinema causes televisions, whenever and wherever we dreams. Educators are often portrayed dreams to be felt with the eyes and ears want. This comfort of being able to access as ridiculously boring, archaic types. As and allows them to emerge as emotions. unlimited content so easily replaced both such, justifications are being prepared for Therefore, just like in dreams, we have televisions and movie theaters in a short young people who might feel trapped to the opportunity to find ourselves in the period of time. pursue different paths in life. Distancing things we are watching or to encounter Offering extremely rich contents that oneself from the family and even rebelling various images to take as examples. appeal to people of all ages and tastes, dig- or turning to substance abuse and other Aristotle defines the concept of cathar- ital platforms also attract attention with bad habits under the influence of peer sis, a term also used for the emotions ex- their abundance of productions targeting pressure are shown as options for young perienced while watching movies, as the the younger generation, born within the people who struggle with problems. With audience’s feelings of pity and fear togeth- digital age. Youth series, in which school this inversion created in the perceptions er with the sense of those feelings being environments are used as the main venue, of the audience, extreme behaviors and cleansed, and hence a feeling of emotion- are among the most-watched productions bad habits are suddenly presented to us al purification. These feelings do not have recently. In these school-based series, sit- as normal forms of life. to be just positive emotions towards the uations such as peer effects, detachment Could this be the real question here? things that we watch. The effect of what from the family, the authority of the school, What does this digital market want to is watched within the complex emotional and the reputations of teachers are among give to or take from our children with the structure of a person may vary across dif- the main subjects or subplots. contents that we select or are otherwise ferent individuals. Cinema is the branch of exposed to? The economic side of the is- art that most effectively addresses this com- WHAT IS THE AIM OF YOUTH sue is of course important, but let’s put plex human emotional structure. Cinema SERIES? that aside for now. I think it is more im- is a higher form of composition in which It is possible to see themes such as indi- portant to focus on what kinds of effects genres such as painting, music, dance, vidualization, exhibitionism, the trans- this has on the formation of the personal- theater, and novel are brought together in parency caused by being overly visible as ities of our children. an integrated fiction. For this reason, cine- a result of the loss of privacy, and the lack Of course, it is not possible to answer ma has a very strong emotional power with of authority in most of the youth series this question from a single perspective. which to grab the audience. that rank among the most-watched ac- However, we can understand that the se- As such, production mechanisms aware cording to IMDB reports. In these fiction- ries and movies broadcast via these plat- of the power of cinema were quick to put al portrayals, the school represents the forms have become a new learning envi- this “integrated art form” into circulation authority that does not allow individuals ronment for young people in terms of the in many formats so that we can watch in (i.e., young people) to achieve self-real- identities that they establish with movie our homes in the digitalized world. ization, and the educators of these insti- characters. Bandura describes this situ- Via digital platforms, we can access tutions are coded as individuals who lack ation as symbolic modeling. In symbolic considerable content that we could previ- the potential to enter the worlds of young modeling, individuals adopt the behaviors

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and thoughts of the models that they observe. Even if they do not directly apply those behaviors or thoughts in their lives, they may cognitively record the state of the model in their minds, with the potential for application when the time comes. What is learned under the influence of the observation of models can also be a determinant in morality and behaviors. According to Bandura, the things we watch are also a type of social learning. Ac- cording to social learning theory, we can learn many things by observing, just as we do through the process of trial and error. While explaining social learning theory, Ban- dura mentions that the environment and the individual affect each other mutually. When the “individual” is an audience, then the audience is also taking part in this interaction. Bandura refers to the informative function of observation, stating that even if individu- Youth Series als do not convert what they observe into be- Youth series, in which school all, we should strive to have the necessary haviors, the observed behaviors take place environments are used as the main knowledge to guide our children, who are in the mind cognitively. Cognitive things that venue, are among the most-watched born into a digital world, and thus maintain take place in the mind constitute another productions recently. In these school- very good relations with technological prod- based series, situations such as peer type of learning. For example, when we see effects, detachment from the family, ucts. The establishment of an appropriate or watch someone who is being rewarded or the authority of the school, and the cognitive level in children so that they can punished for a behavior, we indirectly learn reputations of teachers are among make choices about what to watch should be about that behavior and its results. Accord- the main subjects or subplots. the primary goal of both parents and educa- ing to Bandura, we can regulate our own be- tors. For this purpose, reading about movies haviors according to the behaviors of others, to enable children to look critically at what is analyzing and thinking about possible suc- and in the advanced stage, we may fall being watched can help our children reach cesses, risks, or failures. into the illusion that our judgments are a cognitive level where they can distinguish actually being reflected there. between appropriate and inappropriate CINEMA AS A FORM OF SOCIAL In the face of this type of learning, we content, as will occasionally watching things LEARNING may want to take control of the situation as together and helping them understand the It is clear that we cannot avoid exposure to teachers and as parents against the effects of distinction between life and fiction. much of the content in the series or mov- these contents on children, but we may not ies that have become a part of education know how. It seems that digital platforms REFERENCES through social learning. We may lose our and the emerging market in this field will high-level judgment abilities over time, continue to grow at incredible rates. Wheth- 1. Bandura, A. (1989). Social cognitive especially due to contents that destroy er we want it or not, we now live in a digital theory. In R. Vasta (Ed.), Annals of privacy by damaging our insights, legiti- world, and it does not seem possible for us Child Development. Vol. 6. Six Theo- mizing the transparency of everything, to remain completely unresponsive to this ries of Child Development (pp. 1-60). and spreading this transparency. Thus, world. Therefore, it is necessary to think Greenwich, CT: JAI Press. we normalize the reality of the worlds about the possibility of using digital contents 2. Han, B. C. (2017). Şeffaflık toplumu. presented to us through these platforms, more beneficially for our children. First of İstanbul: Metis.

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The Art of Teaching by Mirroring Traditional Turkish Theater Let us start by saluting the masters of traditional Turkish theater, by saying: “Prepare peace of mind, enlighten the community! Satan is evil, a heretic and a hypocrite. Accept the wickedness and immorality of Satan and the oneness of Allah!”

Ali Poyraz Actor/Writer

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raditional Turkish theater giving an opportunity to another char- (meddahlık), puppetry (kuklacılık), and prioritizes the element of acter to strengthen the communication. magic or illusions (hokkabazlık) can be comedy. Its aim is to edu- The characters that answer (such as mentioned as other types of traditional cate you by making you Karagöz in the “Karagöz” shadow play, Turkish performance arts. Tlaugh. There is a subject at the core, Kavuklu in “Orta Oyunu,” Yardak in and the artists improvise and play games “Hokkabaz,” or the character of İbiş in Magic/Illusionism in accordance with the style. A stage is puppet and drama theater) are the com- This is a sort of verbal game based on not needed for a play to take place; it is ics of traditional Turkish theater with long, humorous clashes between a mas- sufficient to have an empty space.- Tra their word play and their naivety. Music, ter and his assistant, simultaneously ditional Turkish theater also has a de- dance, and songs are often featured in involving dexterity with sleight of hand monstrative style, with characters being these plays. and blindfolding. In other words, it re- local people with no depth. It contains The type of traditional Turkish theat- quires quickness of language as well as many imitations, and contrasts are used. er performed in the villages of Anatolia dexterity. In these contrasts, one character offers is called köy seyirlik, or theatrical village a sort of introduction with nice, gentle plays. The plays known as “Karagöz” Storytelling expressions (such as the character of and “Orta Oyunu” are more urbanized This is a one-person performance where Hacivat in the “Karagöz” shadow play, forms. The characters also differ great- stories are told in character. Although there Pişekar in “Orta Oyunu,” the master in ly in accordance with the level of cos- are no contrasts, the storyteller brings dif- “Hokkabaz,” or the character of İhtiyar mopolitanism of the locale. In addition ferent types of people together to fill the Efendi in puppet and drama theater), to these important genres, storytelling audience. This is where his real talent lies.

110 maarif Shadow Theater (Gölge Oyunu) While Karagöz and Hacivat are the best- known characters of shadow theater, other characters support the stories. Quite simply, Hacivat is a smart and po- lite gentleman. Karagöz, on the other hand, is rude, ignorant, and lazy. These plays consist of four main parts: an introduction, a dialogue between Karagöz and Hacivat, the main plot, and a conclusion. Main characters are referred to with names or descriptions such as Karagöz, Hacivat, Laz, Yahudi, Kürt, Ermeni, Tuzsuz, İbiş, Çelebi, and Zenne.

“Orta Oyunu” This type of shadow theater is performed on the stage. Pişekar takes the main role instead of Hacivat and Kavuklu instead of Karagöz.

Puppetry The protagonists of traditional puppetry are İhtiyar Efendi and İbiş. It takes its An old storyteller, subjects from folk tales and legends. with a type of cane (çevgan) at his waist and Theatrical Village Plays a knotted scarf The basic elements are imitation and on his shoulders. animation. Actors and audiences are to- Miniature from the 18th century. gether in the village. Plays take the characteristics of the regions where they are being performed and local comedy elements are used in abundance. these plays. It is left to them to establish ucational sense, it connects the subject the bond. For example, at the beginning to current events without this even being IN TRUTH, YOU ARE THE CENTER of a storytelling event, the storyteller noticed. A connection with what is cur- OF THE PLAY says: “The name resembles a name, rently happening is skillfully provided. The sincerity built with the public stems the object an object, the district a The storyteller narrates the event with from the resemblance of the characters district. We are talking about a past such clever satire that the audience is still on the stage to the audience. Even if you event.” Thus, he emphasizes that we are thinking about it after the performance are using slightly exaggerated language not talking about you, or your time; we ends. In fact, traditional Turkish theater and movements, people who recognize are simply talking about observed types is the genre that is closest to the general themselves on the stage will not have dif- so that the audience can watch the play goal of theater and it absolutely achieves ficulty in establishing a connection with from the outside. Thus, the audience does that goal. the play. Thus, while having fun on stage, not establish a connection in the very first On the other hand, Pişekar, who a cleverly constructed play awakens. In moment, but a cleverly constructed play makes an introduction by saying “we fact, the audience is kept separate in touches the audience in the end. In an ed- have imitated an event or a story” in

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A storyteller allows the audience to return to their own essence and embrace their place in society with the stories that are told. While epic stories told for the state increase people’s enthusiasm, moral and religious stories increase their spiritual satisfaction. This leads the audience to experience enthusiasm, sadness, curiosity, pity, peace, and many other emotions at the same time. Catharsis is achieved and sustained in a one-on-one conversation. A similar style is used in “Orta Oyunu,” trying to evoke the idea that the play shown is not a play, the actor is not an actor, and the stage is not a stage—it is a real place. It occurs in a space without decor, intertwined with the audience. In other words, everything is made to resemble the truth and the audience is thus deceived. Traditional Turkish theater, with its clear and epic style, shows that a play is a play and that the audience should not be İsmail Dümbüllü is one of the top “Orta Oyunu,” takes the audience away involved in the play, focusing directly on performers to be identified with “Orta Oyunu.” Here Dümbüllü is featured from the event again. However, he touch- the subject. It provides the most accurate together with Münir Özkul, who plays the es on social problems by highlighting and best communication between the ac- role of Pişekar in “Orta Oyunu.” moral values with humor. He produces a tor and the audience for this type of edu- reaction to any event that he deems ap- cation. propriate. Traditional Turkish theater helps all This is of great importance as it both people, from young to old, develop, gain uses and protects the culture of the soci- personality, learn without advice, over- ety. This connects societies with spiritual come prejudices, grow in a moral sense, ties within themselves. and gain responsibility.

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