KÖY ENSTİTÜLERİ

  

Başarıyla tamamlanan Kurtuluş Savaşımızın ardından Cumhuriyet ilan edilmiş, Kemalist önderlik ülkenin inşası için kolları sıvamıştır. Hedef ‘Çağdaş medeniyetler seviyesine çıkmış’ yeni bir toplum yaratmaktır. Köylünün özgürleştirilmesi, ağa-şeyh-tarikat üçgeninden kurtarılması, sanayi toplumu yaratmanın olmazHasanoglan -Cadir Köy Enstitüsüsa olmaz koşuludur. Kurtuluş Savaşı’nın ağır yükünü çeken, henüz demokrasiyi yaşatacak ve Cumhuriyet yurttaşı niteliğine kavuşamamış olan köylüler, uygar toplumun tüm nimetlerinden yoksundurlar. Cumhuriyetle birlikte girişilen köye hizmet çabaları ya köylünün beklentilerine uymadığı ya da becerilemediği için yarım kalmıştır. Başarı için köylünün dilinden anlayan yeni bir aydın tipine gereksinim vardır. Bu da köylünün kendi içinden çıkarılabilecektir. İşin bu püf noktasını ilk yakalayan ve kendisi de bir köylü çocuğu olan büyük eğitimcimiz İsmail Hakkı Tonguç’tur. Büyük güçlüklerle öğrenim olanağı bulan Tonguç, Köy Enstitüsü sisteminin hem kuramcısı, hem de kurucusudur.

Köylüye bir şey öğretebilmek için, ondan bir çok şey öğrenmeli.” diyen Tonguç, 1938’de sorunun çözümünü şöyle açıklar: “Kanımızı ve iliklerimizi isteyerek köyün içine akıtmadıkça, kırk bin köyün kenarına münevver (aydın) insanın mezar taşı dikilmedikçe, bu köyün sırlarını anlayamayız. Köyü anlayabilmek, duyabilmek için onunla kucak kucağa, nefes nefese gelmek lazımdır. Onun içtiği suyu içmek, yediği bulguru yemek, yaktığı tezeğin ifade ettiği sırları sezebilmek ve yaptığı işleri yapabilmek gerekir. Bizim köyün ne olduğunu evvela büyük alimler, artistler değil kahramanlar anlayacaklar, sonra alimlere ve sanatkârlara anlatacaklardır.

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FİLİPİNLER'DE ENDERUN KOLEJLERİ




Enderun CollegesFilipinler'de "Enderun Colleges" adlı bir eğitim kuruluşu faaliyet gösteriyor. Okul hakkında web sitelerinde yayınladıkları özet tanıtım yazısı şöyle:

About Enderun
Enderun is a four-year undergraduate college that offers a full range of bachelor’s degree and non-degree courses in the fields of international hospitality management and business administration.

Enderun is committed to the highest international standards of academic excellence. Students receive professional training from leading figures in the global business and hospitality industries. The faculty that oversees Enderun’s curriculum includes some of the region’s leading academics and industry experts. Even Enderun’s campus facilities, which feature hotel-quality appointments and integrated cutting-edge learning technologies, are in a class of their own.

The Enderun approach to education is unique, and highly differentiated. To prepare for leadership positions in the global business environment, Enderun students work closely with faculty mentors, who are themselves industry experts and professionals. Students also gain priceless real-world experience from intensive work internships both in the Philippines and abroad.

http://www.enderuncolleges.com/about_us.asp


Web sitelerinde "Enderun" isminin manasını ve okula bu ismin verilmesinin sebebini ise şöyle açıklıyorlar:

What does term “Enderun” mean?
Enderun Colleges takes its name from the Turkish word, enderun. Enderun refers to the palace school established during the Ottoman Empire (1299-1923) where the most promising children were educated in, among other things, the art of public administration. Enderun was also considered a royal school. The children of Enderun underwent the finest of Turkish education in order to become high-level administrators and statesmen of the Ottoman Empire. Similarly, Enderun Colleges, in drawing its name from such historical origins, seeks to deliver a world-class level of management education and equips its graduates with professional competencies of the sterling quality required to manage the world’s leading institutions.

http://www.enderuncolleges.com/admission_faqs.asp

Haber kaynağı: http://www.enderun.org


 
E-learning Gaia Education

Gaia Education Design for Sustainability
 
A virtual course based on the four core pillars of the Ecovillage Design Curriculum: the social, worldview, ecological and economic dimensions of sustainability. The curriculum draws on the experience and expertise developed in a network of some of the most successful ecovillages and community projects across the Earth.
  

Book your place in the Gaia Education Design for Sustainability or visit the Virtual Design for Sustainability Programme!
Download the Gaia Education Design for Sustainability e-annoucement

Course Objectives

UOC building
Gaia Education Design for Sustainability programme is intended to serve the purpose of educating for the transition to comprehensive sustainable culture – broadly global in scope yet determinedly local in application. It will focus on fundamental principles, themes, and aspects needing to be addressed in any comprehensive introduction to sustainability design and development.

The EDE curriculum can be described as ‘holistic’ – meaning that it endeavors to cover and present the many-faceted, diverse spectrum of sustainability design considerations as a comprehensive, interdependent whole. The EDE can also be described as ‘integrative’ – meaning that all the various essential considerations in a sustainability design are given equitable attention and representation, especially as they exist in relationship with one another, and to the whole. Finally, the EDE can be described as ‘holographic’ – meaning that the essence of the curriculum is distributed throughout and can be reconstituted from any of the parts; thus, understanding the purpose of the whole can be ascertained from any partial participation or exposure.



The virtual Gaia Education Design for Sustainability programme aims to create a pool of competent, informed, practicing Sustainability Designers. These graduates will be introduced to the tools, skills, and knowledge necessary to participate in any sustainable community/organization development context. The programme is application-oriented and solution-based and is meant to respond to the needs of real people in real circumstances in a rapidly changing world.
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On-line Eco University

 

Gaia Education co-founder of on-line Eco University

UOCRepresentatives of UOC- Open University of Catalonia, Gaia Education, Eco-Union and Ecoserveis were present at Biocultura to launch the new virtual Eco University strategy in the company of a distinguished gathering of sustainability educators.  

The celebratory presentation took place at Biocultura the largest exhibition fair for Ethical Consumerism and Organic Food Production in Spain. The new on-Line Eco University aims to be internationally recognised for offering exceptional academic programmes of integrated sustainability, primarily in Spanish and English.

For the first time, a number of influential educational institutions have united to achieve a single goal– create an on-line Eco University- which will promote the interdisciplinarity of the sustainability concept. The virtual Eco University will start its operations in the Fall 2009. More on UOC and Gaia Education on-line programmes

 
Türkçe Olimpiyatları Başladı

 

Olimpiyatlar, Kızılcahamam'daki açılış programı ile başladı

Türkçe Olimpiyatları7. Uluslararası Türkçe Olimpiyatları, 115 ülkeden gelen 700 gencin Kızılcahamam’daki açılış programı ile başladı. Asya Termal Tesisleri’nde saygı duruşu ve İstiklal Marşı’nın okunmasıyla başlayan programda Türk ve misafir öğrenciler şiir, şarkı ve folklor gösterileri yaptı. Açılış konuşmasını Tertip Komitesi ve Meclis Milli Eğitim Komisyonu Başkanı Prof. Dr. Mehmet Sağlam’ın yaptığı programa eski bakanlar Işılay Saygın, Vehbi Dinçerler, Tertip Komitesi üyeleri, bürokratlar ve Ankara’dan gelen vatandaşlar katıldı.
Açılışta Devlet Bakanı ve Başmüzakereci Egemen Bağış da önemli mesajlar verdi. Bağış, “Türkiye’nin Birleşmiş Milletler Güvenlik Konseyi’ne girişi için yapılan seçimde rekor oy alabiliyorsak; bunda bugün buraya 115 ülkeyi toplayabilen inancın katkısı var. Eğer bugün Türkiye dünyanın dört bir yanındaki çelişkilerde arabuluculuk ve barış rolü üstlenebiliyorsa bu salonu dolduran insanların kararlığının bunda büyük payı var. Eğer bugün Avrupa Birliği sürecinde çok kısa sürede müzakereleri başlatıp 10 faslı açan bir Türkiye varsa bunda bu salondaki inancın ve kararlılığın büyük rolü var” dedi.

Emeği Geçenlerin Önünde Saygıyla Eğiliyorum
 
Bakan Bağış şöyle devam etti: “Her şey inanmakla başlar. Bugün bu büyük organizasyonu gerçekleştirenler 7 yıl evvel bunu gerçekleştirebileceklerine inanmamış olsalardı bugün 115 ülke bizim dilimizi konuşuyor ve dünya barışına katkıda bulunuyor olmazdı. Bugün Türkçeyi öğrenen bu gençler mecbur oldukları için veya baskıyla bunu yapmadılar. Hepsi bu işe gönül koydular, kendi iradeleriyle öğrendiler. İşte Türkiye’nin ve Türkçemizin değeri böyle artacak. Çünkü birileri, 'bana ne' demedi, 115 ülkeye gitti, sıkıntılara zorluklara katlandı, dilimizi öğretmek için yıllarca sabırla çaba sarfetti. Emeği geçenlerin önünde saygıyla eğiliyorum, Türkçemize sahip çıkanlara minnetlerimi sunuyorum.”
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GOOD TEACHING: THE TOP TEN REQUIREMENTS
GOOD TEACHING: THE TOP TEN REQUIREMENTS
By Richard Leblanc, York University, OntarioThis article appeared in The Teaching Professor after Professor Leblanc won a Seymous Schulich Award for Teaching Excellence including a $10,000 cash award. Reprinted here with permission of Professor Leblanc, October 8, 1998.
One. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.

Two. Good teaching is about substance and treating students as consumers of knowledge. It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities.

Three. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.

Four. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.

Five. Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.

Six. This is very important -- good teaching is about humor. It's about being self-deprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.

Seven. Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction.

Eight. Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to part-time instructors -- and is reflected in what is said, but more importantly by what is done.

Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.

Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm

 
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