Information Package / Course Catalogue
| Course Code | : FDB541 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
The aim is to enable graduate students to compare the value perceptions of different cultures on an academic basis. Students will be equipped with the ability to qualitatively encode (using NVivo, etc.) educational programs, fairy tales/children's literature texts, and course materials from different geographical regions into large datasets, and to develop new instructional designs that synthesize universal and local values ??based on this data
This course examines values ??education comparatively from a global perspective, through the education systems of different geographies and cultures (Europe, Asia, Middle East). By focusing on selected international samples, it is analyzed how different cultural, religious, political and demographic characteristics are reflected in values ??education. Additionally, basic approaches such as indoctrination, value clarification, value analysis and moral reasoning are discussed by synthesizing them with qualitative data analysis tools and the Virtue-Value-Action (EDE) framework.
| 1. | It explains the theoretical foundations of the concepts of value, morality, attitude, and culture, as well as the fundamental approaches (indoctrination, value analysis, moral reasoning) that guide values ??education. |
| 2. | It analyzes the application of universal-moral, cultural, and religious values ??in European education systems. |
| 3. | This study examines themes such as national consciousness, personal qualities, human rights, and integration, which are emphasized in Asian education systems, within a cultural context. |
| 4. | It provides a comparative analysis of the processes of value transmission based on faith, patriotism, and family in Middle Eastern and Muslim societies. |
| 5. | Using qualitative analysis programs, they encode international educational programs, historical texts, or cultural narratives (fairy tales, etc.), and design universal/local synthesis materials that conform to the Virtue-Value-Action (VVA) model. |
| 1. | 402 ? Çarboğa, K. (2019). Comparative View of Values ??Education. Sivas Cumhuriyet University Institute of Educational Sciences, Master's Thesis. ? International articles on character education, Virtue-Value-Action (EDE) models. ? Comparative education systems reports (UNESCO, OECD data). ? Methodology books for qualitative data analysis and large text coding applications (NVivo, etc.). |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 1 | 2 | 42 |
| Assignment | 14 | 1 | 1 | 28 |
| Midterm Examination | 14 | 1 | 1 | 28 |
| Final Examination | 14 | 1 | 1 | 28 |
| TOTAL WORKLOAD (hours) | 126 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | |
OÇ-1 | 5 | 5 | 4 | 4 | 4 | 4 |
OÇ-2 | 4 | 5 | 5 | 5 | 5 | 5 |
OÇ-3 | 4 | 4 | 4 | 4 | 4 | 4 |
OÇ-4 | 4 | 5 | 5 | 5 | 4 | 5 |
OÇ-5 | 5 | 5 | 5 | 5 | 4 | 4 |