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Bir Alternatif Okul Türü Olan Demokratik Okula Dair

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Bir Alternatif Okul Türü Olan Demokratik Okula Dair T.C. MARMARA ÜN İVERS İTES İ EĞİ TİM B İLİMLER İ ENST İTÜSÜ EĞİ TİM B İLİMLER İ ANAB İLİM DALI EĞİ TİM YÖNET İMİ VE DENET İMİ B İLİM DALI BİR ALTERNAT İF OKUL TÜRÜ OLAN DEMOKRAT İK OKULA DA İR Ö ĞRENC İ YATKINLI ĞININ DE ĞERLEND İRİLMES İ Yüksek Lisans Tezi Burçak GÜLEN MORHAY İM İSTANBUL, 2008 ii T.C. MARMARA ÜN İVERS İTES İ EĞİ TİM B İLİMLER İ ENST İTÜSÜ EĞİ TİM B İLİMLER İ ANAB İLİM DALI EĞİ TİM YÖNET İMİ VE DENET İMİ B İLİM DALI BİR ALTERNAT İF OKUL TÜRÜ OLAN DEMOKRAT İK OKULA DA İR Ö ĞRENC İ YATKINLI ĞININ DE ĞERLEND İRİLMES İ Yüksek Lisans Tezi Burçak GÜLEN MORHAY İM Yrd. Doç.Dr. Levent DEN İZ İSTANBUL, 2008 iii T.C. MARMARA ÜN İVERS İTES İ EĞİ TİM B İLİMLER İ ENST İTÜSÜ EĞİ TİM B İLİMLER İ ANAB İLİM DALI EĞİ TİM YÖNET İMİ VE DENET İMİ Burçak GÜLEN MORHAY İM tarafından hazırlanan Bir Alternatif Okul Türü Olan Demokratik Okula Dair Ö ğrenci Yatkınlı ğının De ğerlendirilmesi ba şlıklı bu çalı şma, [Savunma Sınavı Tarihi GG.AA.YYYY] tarihinde yapılan savunma sınavı sonucunda ba şarılı bulunarak jürimiz tarafından yüksek lisans tezi olarak kabul edilmi ştir. İmzalar Danı şman : Yrd. Doç.Dr. Levent DEN İZ__________ Üye : Prof. Dr. Muhsin HESAPÇIO ĞLU_____________ Üye : Doç.Dr. Yücel KABAPINAR __________ iv ÖNSÖZ Bu çalı şmada, ö ğrencilerin demokratik okula yatkınlıkları saptanmaya çalışılmı ştır. Çalı şmamın her noktasında her yorumuyla bana yeni kapılar açan, sürekli olarak ufkumu geni şleten, bana tezimin her a şamasında bilimsel ve manevi deste ğini esirgemeyen, danı şmanım oldu ğu kadar mentorum da olan danı şmanım ve de ğerli hocam Yrd. Doç. Dr. Levent Deniz’e, tez jürimde yer alan ve konuyla ilgili de ğerli görü şleriyle kendimi geli ştirmeme sebep olan Prof. Dr. Muhsin Hesapçıo ğlu’na, alternatif ve demokratik e ğitim konularıyla beni tanı ştıran sevgili arkada şım Selma Dündar’a, çalı şmam sırasında bana ilham kayna ğı olan ve beni yüreklendiren Jerry Mintz ve Yaacov Hecht’e, her şeyin çözümü oldu ğunu ve bana istedi ğim her şeyi ba şarabilece ğimi ö ğreten sevgili Ercüment Ünsoy ve Rüveyda Ekiz’e, bu çalı şmamı yapmam için her türlü imkanı hazırlayan hayat orta ğım, sevgili e şim İzi ve bu tez sırasında ö ğrendiklerimden en çok fayda sa ğlayaca ğını ümit etti ğim, iyi huylu çok sevgili kızım Ela’ya çok te şekkür ederim. v ÖZET BİR ALTERNAT İF OKUL TÜRÜ OLAN DEMOKRAT İK OKULA DA İR ÖĞRENC İ YATKINLI ĞININ DE ĞERLEND İRİLMES İ Dünya yüzeyinde 15.000 ö ğrencinin demokratik okullarda e ğitim alı şına kıyasla ülkemizde demokratik okulla ilgili çalı şmalar bireysel düzeyle sınırlıdır ve uygulamaları bulunmamaktadır. Bir ülkede demokratik okulların olu şum süreçleri ki şilerin zihinsel şemalarıyla ilgilidir; zihinsel olarak çocu ğa yönelik demokratik bir yakla şıma yatkın olu şla ba şlar ve bakı ş açılarının bu yönde geli şmesi ve içselle ştirilmesiyle ortaya çıkar. Bu çalı şmada, bu sürecin ilk basamaklarından olan ö ğrencilerin demokratik okula yatkınlıklarının tespit edilmesi amaçlanmı ştır. Bu amaç do ğrultusunda, ilk ve ortaö ğretim düzeyindeki ö ğrencilerin bir demokratik okulda olmasını istedikleri özelliklere ve uygulamalara ili şkin yazdıkları yazılar incelenmi ş, yazılara içerik analizi uygulanmı ş, ara ştırmanın amaçları do ğrultusunda ve demokratik okul perspektifinden yorumlanmaya çalı şılmı ştır. Ara ştırma be ş bölümden olu şmaktadır. Birinci bölümde giri ş ve problem, ikinci bölümde ilgili alanyazın, üçüncü bölümde yöntem, dördüncü bölümde bulgular ve yorum ve be şinci bölümde sonuç ve öneriler yer almaktadır. Bulgulara bakıldı ğında, ö ğrencilerin demokratik okullarda temel olan be ş temel ölçütten 86 alt boyutun % 95’ine atıfta bulundukları görülmü ştür. Bu durum da ülkemizdeki ö ğrencilerin demokratik okullarda da temel olan alt boyutlarla ilgili farkındalı ğına i şaret etmektedir. Bu atıflar kimi zaman demokratik okullardaki anlayı şlarla paralellik gösterirken, kimi zaman demokratik okullardaki anlayı şlarla tezat içerisindedir. Anahtar Kelimeler: Demokrasi, Demokratik Okul, Demokratik E ğitim, Okulda Demokrasi, Ö ğrenci. vi ABSTRACT THE EVALUATION OF THE STUDENT AFFINITY TO THE DEMOCRATIC SCHOOL: A FORM OF ALTERNATIVE SCHOOL Despite the approximately 15.000 students studying at democratic schools worldwide, the studies in our country are at a individual level and the applications heretofore are non-existant. The formation of a democratic school in a country concerns the conceptual framework of the constituents of that country; it commences from being affined to the concept of addressing the child democratically and comes into being as this democratic approach to the child progresses to the point of internalization. This study, as a first step, aims to determine the affinity of sudents to the democratic school. To accomplish this purpose, the middle school and high school students were asked to write about the features and the practices they would like to have in a democratic school and these texts have been scrutinized, are subjected to content analysis and the findings have been interpreted in terms of a democratic school perspective and in accordance with the aims of the study. This study is comprised of 5 sections. The first section includes the introduction and the problem, the second section the review of the literature, the third section includes the methodology, the fourth section includes the findings and the interpretation, the fifth section includes the results and the propositions. The findings denote that with the 5 criterion and the 86 concepts of the democratic schools, the students in our country refer to the 95 % of them. This indicates that our students are also conscious about the concepts of the democratic schools. These referals are sometimes in concordance with the democratic school and sometimes in contrast. Key Words: Democracy, Democratic School, Democratic Education, Democracy in Schools, Student. vii İÇİNDEK İLER BÖLÜMLER SAYFA TEZ ONAYI.................................................................................................. iv ÖNSÖZ......................................................................................................... v ÖZET............................................................................................................ vi ABSTRACT................................................................................................. vii İÇİNDEK İLER............................................................................................. viii-ix TABLOLAR LİSTES İ.................................................................................. x-xvi ŞEK İLLER L İSTES İ.................................................................................... Xvii BÖLÜM I. G İRİŞ ......................................................................................... 1-11 1.1.Problem................................................................................................... 3-7 1.2. Amaç...................................................................................................... 7 1.3. Önem...................................................................................................... 8-9 1.4. Varsayımlar............................................................................................ 9 1.5. Sınırlılıklar............................................................................................. 9-10 1.6. Kısaltmalar............................................................................................. 10 1.7. Tanımlar................................................................................................. 11 BÖLÜM II. İLG İLİ ALANYAZIN.............................................................. 12-138 2.1 Demokrasi ve E ğitim.............................................................................. 12-20 2.2 Demokratik E ğitim................................................................................. 20-27 2.3 Demokratik E ğitimin Hedefleri.............................................................. 27-30 2.4 Demokratik E ğitim, Okulda Demokrasi ve Demokrasi İçin E ğitim ..... 30-34 2.5 Demokratik E ğitimin Tarihçesi.............................................................. 35-38 2.6 Demokratik Okul Örgütleri.................................................................... 38-43 2.7 Dünyadaki Demokratik Okullar............................................................. 44-57 2.8 Türkiye’deki Geli şmeler......................................................................... 57-81 2.9 Demokratik E ğitimin Temel Kavramları................................................ 82-128 2.9.1 Ö ğrenme ........................................................................................... 82-92 2.9.1.1. Bir Ö ğrenme Modeli: Ço ğulcu Ö ğrenme........................... 85-92 2.9.2 Çocuk................................................................................................. 92-100 2.9.2.1 Özgür Çocuk ...................................................................... 93-96 2.9.2.2 Sorumlu Çocuk .................................................................. 96-98 2.9.2.3 Meraklı Çocuk ................................................................... 98-99 2.9.2.4 Sosyal Çocuk .................................................................... 99-100 2.9.2.5 Mutlu Çocuk........................................................................ 100 2.9.2.6 İyiniyetli, Âdil Çocuk........................................................ 100 2.9.3 Ö ğretmen......................................................................................... 101-104 2.9.4 Veli.................................................................................................
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