Charles Handy\u2019nin \u2018Bu yeni y\u00fczy\u0131lda kazananlar \u2018d\u00fcnyay\u0131 icat edenler\u2019 olacaklard\u0131r, \u2018ona tepki verenler de\u011fil\u2019 s\u00f6z\u00fcn\u00fc ilk okudu\u011fumda, d\u00fc\u015fledi\u011fim gen\u00e7lik profiliyle ne kadar da \u00f6rt\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc d\u00fc\u015f\u00fcnd\u00fcm. T\u00fcrk E\u011fitim Derne\u011fi Genel Ba\u015fkan\u0131 olarak gerek okullar\u0131m\u0131z\u0131n niceliksel art\u0131\u015f\u0131, gerekse nitelikli e\u011fitimin her ge\u00e7en g\u00fcn art\u0131r\u0131labilmesi i\u00e7in ortaya koydu\u011fum yo\u011fun \u00e7aban\u0131n ana eksenini hep \u2018nas\u0131l bir gen\u00e7lik yeti\u015ftirmeliyiz?\u2019 sorusu olu\u015fturmu\u015ftur. \u00d6yle bir gen\u00e7lik yaratmal\u0131y\u0131z ki, yeniliklere ve de\u011fi\u015fimlere tepki verip onlarla ba\u015fa \u00e7\u0131kmaya \u00e7al\u0131\u015fmak yerine d\u00fcnyay\u0131 icat etmeliler, gelece\u011fi yaratmal\u0131 ve gelece\u011fin sorumlulu\u011funu \u00fcstlenmeliler. \u2018Gen\u00e7li\u011fimiz \u015fekillenmekte olan gelece\u011fe haz\u0131rl\u0131ks\u0131z yakalanmamal\u0131, gelece\u011fin seyircisi de\u011fil tasar\u0131mc\u0131s\u0131 olmal\u0131\u2019 diyerek d\u00fc\u015f\u00fcncelerimi payla\u015ft\u0131\u011f\u0131mda genellikle ilk s\u00f6ylenen \u2018\u015eimdiki sistem i\u00e7inde b\u00f6yle bir gen\u00e7li\u011fi yeti\u015ftirmek zordur, pek \u00e7ok engelle ba\u015f etmek zorundas\u0131n\u0131zd\u0131r\u2019 olmu\u015ftur. Oysa ben gelece\u011fin ne olaca\u011f\u0131n\u0131 tahmin etmenin de\u011fil, yaratabilece\u011fim gelece\u011fi hayal etmenin \u00f6nemli oldu\u011funu d\u00fc\u015f\u00fcnm\u00fc\u015f\u00fcmd\u00fcr hep.<\/p>\n
\u00dclkemin gen\u00e7li\u011fini art\u0131k gelece\u011fe hedefsizce ilerlerken, f\u0131rsatlar\u0131 ka\u00e7\u0131r\u0131rken ve krizlerle bo\u011fu\u015furken g\u00f6rmek istemiyorum. Mademki art\u0131k, bilginin her g\u00fcn de\u011fi\u015fti\u011fi bu yeni d\u00fcnya d\u00fczeninde \u2018ya de\u011fi\u015f, ya yok ol\u2019 anahtar c\u00fcmle olmaya ba\u015flam\u0131\u015ft\u0131r ve mademki, d\u00fcn\u00fcn ba\u015far\u0131 form\u00fclleri, yar\u0131n\u0131n ba\u015far\u0131s\u0131zl\u0131k form\u00fclleri olmaya ba\u015flam\u0131\u015ft\u0131r, bizim akl\u0131m\u0131z da gelecekte olmal\u0131d\u0131r. UNESCO 21. y\u00fczy\u0131l e\u011fitim hedeflerini; bilmeyi \u00f6\u011frenme, yapmay\u0131 \u00f6\u011frenme, olmay\u0131 \u00f6\u011frenme ve birlikte ya\u015famay\u0131 \u00f6\u011frenme olarak belirlemi\u015ftir. Yani, hedeflerin t\u00fcm\u00fc \u2018\u00f6\u011frenme\u2019 \u00fczerinedir. O halde, bizim e\u011fitim sistemimizin odak noktas\u0131n\u0131 da \u00f6\u011frenme olu\u015fturmal\u0131d\u0131r. Bilgi devrimi, \u00e7ocuklar\u0131m\u0131z\u0131n \u00f6\u011frenme tarzlar\u0131nda \u00e7ok b\u00fcy\u00fck bir de\u011fi\u015fime yol a\u00e7m\u0131\u015ft\u0131r. Okullardaki \u00f6\u011fretim \u015fekilleriyle, \u00f6\u011frencilerin \u00f6\u011frenim tarzlar\u0131 aras\u0131ndaki farkl\u0131l\u0131klar \u2018ger\u00e7ek \u00f6\u011frenme\u2019 yerine \u2018s\u00f6zde \u00f6\u011frenme\u2019 ye yol a\u00e7m\u0131\u015ft\u0131r.<\/p>\n
Okullar\u0131m\u0131z d\u00fcnyadaki pek \u00e7ok sorunun cevab\u0131n\u0131n bulundu\u011fu, \u00f6\u011fretmenin t\u00fcm cevaplar\u0131 bildi\u011fi varsay\u0131m\u0131 \u00fczerine tasarlanm\u0131\u015f, her \u015feyin tek bir do\u011fru cevab\u0131 oldu\u011fu \u00fczerine yap\u0131land\u0131r\u0131lm\u0131\u015ft\u0131r. Oysa, oyunun kendisi de\u011fi\u015fmi\u015ftir, hatta yeni kurallar yaz\u0131lmaya ba\u015flanm\u0131\u015ft\u0131r ama biz oyunu hala eski kurallarla oynamaya \u00e7al\u0131\u015fmaktay\u0131z. Yap\u0131land\u0131rmac\u0131 felsefenin T\u00fcrkiye\u2019de uygulama alan\u0131 bulmas\u0131 10 y\u0131l\u0131 a\u015fmam\u0131\u015ft\u0131r. \u00c7oklu zeka kuram\u0131 Amerika\u2019dan birka\u00e7 y\u0131l sonra \u00fclkemizde uygulama alan\u0131 bulmu\u015ftur. O halde, e\u011fitim alan\u0131ndaki felsefe, yakla\u015f\u0131m, y\u00f6ntem ve tekniklerin hepsinden t\u00fcm d\u00fcnya \u00fclkeleri ile ayn\u0131 anda haberimiz oluyor. Ne yap\u0131laca\u011f\u0131n\u0131 biliyoruz, nas\u0131l yap\u0131laca\u011f\u0131n\u0131 da biliyoruz ama yapam\u0131yoruz ya da yapm\u0131yoruz. Ortak bir irade ortaya koyup sorunlar\u0131n \u00fcstesinden gelmiyoruz. E\u011fitimle hi\u00e7 tan\u0131\u015fmam\u0131\u015f y\u00fcz binler, sekiz y\u0131ll\u0131k ilk\u00f6\u011fretimi, d\u00f6rt y\u0131ll\u0131k orta \u00f6\u011fretimi ve y\u00fcksek\u00f6\u011fretimi bitiren milyonlar ne kazanm\u0131\u015flard\u0131r? neleri yapabilir olmu\u015flard\u0131r? hangi problemlere, hangi \u00e7\u00f6z\u00fcmleri \u00fcretebilir hale gelmi\u015flerdir? Edilgen, at\u0131l durumda olan bilgi, yeterince iyi edinilmi\u015f bile olsa hi\u00e7bir i\u015fe yaramad\u0131\u011f\u0131 i\u00e7in bireyi ve toplumu mutlu etmekten uzak kalm\u0131\u015ft\u0131r.
\n\u015eu anda e\u011fitimde gelinen nokta \u015fudur: e\u011fitim i\u00e7in gerekli t\u00fcm altyap\u0131 sa\u011flanmaktad\u0131r. \u00d6yle ki, ka\u00e7 ki\u015finin okuma yazma bildi\u011fi ya da okula devam etti\u011fi gibi bilgiler bir \u00f6v\u00fcn\u00e7 kayna\u011f\u0131 olu\u015fturmaktad\u0131r. Bilim ve ger\u00e7ekler \u00f6\u011fretilmektedir. Bu sistem i\u00e7inde \u00e7ocuklar\u0131m\u0131z tabii ki \u00f6\u011frenmektedirler. Ancak, burada odak noktas\u0131, onlar\u0131n bilgi toplumunun gerekleriyle ba\u015f edebilmek i\u00e7in ne kadar \u2018etkin\u2019 ve de\u011fi\u015fime uyum sa\u011flayacak \u015fekilde ne kadar \u2018h\u0131zl\u0131\u2019 ve ne kadar \u2018nitelikli\u2019 e\u011fitim ald\u0131klar\u0131 olmal\u0131d\u0131r. \u0130nsan yeti\u015ftirme d\u00fczenimizin ne t\u00fcr bireyler yeti\u015ftirmesi gerekti\u011fi konusunda farkl\u0131 listeler olu\u015fturulmakta, re\u00e7eteler sunulmaktad\u0131r. Oysa, benin d\u00fc\u015fledi\u011fim sistemde, \u00e7\u0131kt\u0131ya dayal\u0131 olarak \u00e7a\u011f\u0131n gereklerine uygun \u00f6zelliklerle donat\u0131larak yeti\u015ftirdi\u011fimiz \u00e7ocuklar taraf\u0131ndan ne \u00f6l\u00e7\u00fcde i\u00e7selle\u015ftirildi\u011finin de\u011ferlendirilebilmesidir. \u00d6\u011frenme bireylerin i\u00e7inde ger\u00e7ekle\u015fti\u011fine, alg\u0131lama \u00f6zellikleri biricik oldu\u011funa g\u00f6re, \u00f6\u011frenmenin ne derece ger\u00e7ekle\u015fti\u011fi ancak tutum ve davran\u0131\u015flarda meydana gelen de\u011fi\u015fikliklerle g\u00f6zlenebilir. Ne dersler ne de s\u0131navlar bir bireyin ne kadar \u00f6\u011frendi\u011fini \u00f6l\u00e7ebilir nitelikte de\u011fildir. Bir bireyin e\u011fitilmesi denince, onun belli bir kal\u0131ba d\u00f6k\u00fclerek ve belli bir modele g\u00f6re ko\u015fulland\u0131r\u0131lmas\u0131, fakl\u0131l\u0131klar\u0131n\u0131n bilenmesi yerine t\u00f6rp\u00fclenerek yok edilmesi, tek tip, adeta ayn\u0131 tornadan \u00e7\u0131km\u0131\u015f, d\u00fcnyay\u0131 tek bir bak\u0131\u015f a\u00e7\u0131s\u0131yla g\u00f6ren, i\u015flerin yap\u0131l\u0131\u015f\u0131nda ayn\u0131 yolu izleyen, kulland\u0131\u011f\u0131 y\u00f6ntemler ve d\u00fc\u015f\u00fcnme sistemleriyle di\u011ferlerinden hi\u00e7bir fark\u0131 olmayan bir sistem anla\u015f\u0131lmaktad\u0131r. Oysa, d\u00fc\u015f\u00fcn\u00fc kurdu\u011fum sistem i\u00e7inde okullar\u0131m\u0131z, \u00e7ocuklar\u0131m\u0131z\u0131n kendi de\u011ferlerinin fark\u0131na varmas\u0131n\u0131 sa\u011flayan, bireyselli\u011fi peki\u015ftiren, giri\u015fimcili\u011fi destekleyen, her \u00e7ocu\u011fu bireysel \u00f6zellikleri ve farkl\u0131l\u0131klar\u0131 g\u00f6z \u00f6n\u00fcnde bulundurularak do\u011fru y\u00f6ntemlerle i\u015flenmesi gereken bir varl\u0131k olarak ele alan kurumlard\u0131r.<\/p>\n
E\u011fitimle ili\u015fkilendirilen \u2018Ba\u015far\u0131 nedir?\u2019 sorusunun cevab\u0131 ne yaz\u0131k ki, s\u0131navlarda i\u00e7i doldurulan bo\u015fluklar\u0131n do\u011fruluk say\u0131s\u0131n\u0131n \u00e7oklu\u011funa indirgenmi\u015ftir. Oysa, benim hayalini kurdu\u011fum gelecekte, ba\u015far\u0131n\u0131n anlam\u0131 \u00e7ocuklar\u0131m\u0131z\u0131n 10-15 y\u0131l sonra kendilerine, ailelerine ve \u00fclkelerine faydal\u0131 birer birey olmay\u0131 ve d\u00fcnya vatanda\u015f\u0131 olmay\u0131 ne kadar ba\u015farabildikleri, i\u015flerinde ve \u00f6zel hayatlar\u0131nda ne derece mutlu olduklar\u0131yla do\u011fru orant\u0131l\u0131d\u0131r. Gelece\u011fi yarat\u0131rken o gelece\u011fe hizmet edecek bir e\u011fitim sistemi yaratmal\u0131y\u0131z. Kendi ilkelerimizi ve de\u011ferlerimizi sorgulama zaman\u0131 \u00e7oktan gelmi\u015ftir. \u2018\u0130lke merkezli\u2019 bir y\u00f6netim anlay\u0131\u015f\u0131 olu\u015fturmal\u0131y\u0131z. Gelecek daima de\u011fi\u015fken, hareketli, bulan\u0131k ve s\u00fcrekli devinimi olan bir s\u00fcre\u00e7 oldu\u011funa g\u00f6re ilke merkezli proaktif bir anlay\u0131\u015f, gelece\u011fe d\u00f6n\u00fck geri ad\u0131mlar\u0131n at\u0131lmad\u0131\u011f\u0131, belirsizlik d\u00fczeyi y\u00fcksek ve \u00e7alkant\u0131l\u0131 bir ortamda nereye gitmekte oldu\u011fumuz konusunda bir yol haritas\u0131n\u0131n olu\u015fmas\u0131na olanak sa\u011flayacakt\u0131r.
\n\u015eu anki genel g\u00f6r\u00fcn\u00fcm\u00fcyle e\u011fitim sistemimiz, hi\u00e7 bir yere gitmeyen, hi\u00e7 bir \u015fey \u00fcretmeyen, elle tutulur sonu\u00e7lar\u0131 olmayan, tam bir eylemsizlik i\u00e7inde bulunan, y\u00fcz binlerin kitleler olarak g\u00f6r\u00fcld\u00fc\u011f\u00fc, potansiyel gelece\u011fin heba edildi\u011fi, populist yakla\u015f\u0131mlardan ve siyasi ranttan beslenen bir yap\u0131 i\u00e7inde i\u015flevini s\u00fcrd\u00fcrmektedir. E\u011fitim sorununun \u00e7\u00f6z\u00fcm\u00fcn\u00fc bilgisayarlar\u0131n s\u0131n\u0131flara yerle\u015ftirilmesinde arayanlar\u0131n yan\u0131ld\u0131klar\u0131 k\u0131sa s\u00fcrede ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Oysa benim hayalini kurdu\u011fum gelecekte, gen\u00e7li\u011fin e\u011fitimi yasal, finansal ve yap\u0131sal olarak b\u00fct\u00fcnsel bir yakla\u015f\u0131mla kurgulanm\u0131\u015f olacakt\u0131r. Hem k\u00fcresel hem yerel olmalar\u0131n\u0131, hem \u00f6zerk olmalar\u0131n\u0131, hem ekip halinde \u00e7al\u0131\u015fmalar\u0131n\u0131 sa\u011flayacak, \u00e7eli\u015fkiler aras\u0131nda bocalamak yerine z\u0131tl\u0131klar\u0131n uzla\u015fmas\u0131n\u0131n zenginli\u011fini sa\u011flayacak bir yol haritas\u0131 e\u015fli\u011finde kurgulanm\u0131\u015f bir sistemde yol al\u0131nacakt\u0131r. Bu yapamazl\u0131k ortam\u0131ndan kurtulmu\u015f ortak bir inisiyatifin yarat\u0131ld\u0131\u011f\u0131 bir e\u011fitim sistemi olu\u015fturulacakt\u0131r.
\nBug\u00fcnle gelece\u011fi birbirine ba\u011flayacak ve de\u011fi\u015fimi sa\u011flayacak en \u00f6nemli unsur h\u0131zla ilerleyen ve de\u011fi\u015fen d\u00fcnyada art\u0131k tek g\u00fcc\u00fcn silah de\u011fil beyin oldu\u011funun anla\u015f\u0131lmas\u0131d\u0131r. Beyin g\u00fcc\u00fcn\u00fcn maliyeti her ge\u00e7en g\u00fcn artmaktad\u0131r. Bilginin edinilen bir m\u00fclk oldu\u011fu, ve bu m\u00fclke yat\u0131r\u0131m yapman\u0131n \u00f6nemi kavranm\u0131\u015f olmal\u0131d\u0131r. Her birey onu yeniden elde etmek durumundad\u0131r. Bilginin yay\u0131lma h\u0131z\u0131 d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde art\u0131k okullar\u0131n da \u00fcniversitelerin de rekabet\u00e7i olmalar\u0131 gerekmektedir. Bilgiye dayal\u0131 ekonomide geleneksel, el becerilerine dayal\u0131 i\u015fler yerini ileri teknoloji gerektiren bilgi yo\u011fun i\u015flere, mavi yakal\u0131 i\u015f\u00e7iler yerini, ve \u2018bilgi i\u015f\u00e7ilerine\u2019 b\u0131rakm\u0131\u015ft\u0131r. Bilgiye nas\u0131l ula\u015ft\u0131\u011f\u0131m\u0131z \u00f6nemini kaybetmi\u015f, onu kullan\u0131p kullanamad\u0131\u011f\u0131m\u0131z ya da nerede ve nas\u0131l kulland\u0131\u011f\u0131m\u0131z \u00f6nem kazanm\u0131\u015ft\u0131r. Avrupa Birli\u011fi\u2019nin \u2018e\u011fitimde kaliteye\u2019 bak\u0131\u015f a\u00e7\u0131s\u0131nda aktif yurtta\u015fl\u0131k, istihdam ve sosyal b\u00fct\u00fcnl\u00fck i\u00e7in temel becerilerin \u00f6n plana \u00e7\u0131kt\u0131\u011f\u0131 g\u00f6r\u00fclmektedir. \u0130nsan kayna\u011f\u0131na yat\u0131r\u0131m yapan \u00fclkeler yeni alanlarda istihdam ve \u00fcretim yaratabilen, s\u00fcrd\u00fcr\u00fclebilir bir ekonomik kalk\u0131nma kaydeden, vatanda\u015flar\u0131na kaliteli bir e\u011fitim, sa\u011fl\u0131k ve di\u011fer sosyal alanlarda hizmet sunabilen \u00fclkelerdir.
\nBenim haylini kurdu\u011fum T\u00fcrkiye\u2019de, e\u011fitim politikas\u0131 \u00fcretenlerin yetkin ellerinde e\u011fitim sistemi nitelik ve nicelik bak\u0131m\u0131ndan s\u00fcrd\u00fcr\u00fclebilir bir ekonomik kalk\u0131nmay\u0131 ve k\u00fcresel ekonomide rekabet edebilmeyi sa\u011flayacakt\u0131r. Kat edilmesi gereken mesafenin \u00e7ok uzun oldu\u011fu a\u00e7\u0131kt\u0131r, ama hayallerimizle gelece\u011fi kendimizin yaratabilece\u011fimize inand\u0131\u011f\u0131m\u0131zda hi\u00e7te imkans\u0131z de\u011fildir.<\/p>\n","protected":false},"excerpt":{"rendered":"
Charles Handy\u2019nin \u2018Bu yeni y\u00fczy\u0131lda kazananlar \u2018d\u00fcnyay\u0131 icat edenler\u2019 olacaklard\u0131r, \u2018ona tepki verenler de\u011fil\u2019 s\u00f6z\u00fcn\u00fc ilk okudu\u011fumda, d\u00fc\u015fledi\u011fim gen\u00e7lik profiliyle ne kadar da \u00f6rt\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc d\u00fc\u015f\u00fcnd\u00fcm. T\u00fcrk E\u011fitim Derne\u011fi Genel Ba\u015fkan\u0131 olarak gerek okullar\u0131m\u0131z\u0131n niceliksel art\u0131\u015f\u0131, gerekse nitelikli e\u011fitimin her ge\u00e7en g\u00fcn art\u0131r\u0131labilmesi i\u00e7in ortaya koydu\u011fum yo\u011fun \u00e7aban\u0131n ana eksenini hep \u2018nas\u0131l bir gen\u00e7lik yeti\u015ftirmeliyiz?\u2019 sorusu […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[82,113,190,230],"class_list":["post-430","post","type-post","status-publish","format-standard","hentry","category-genel","tag-egitim","tag-hayal","tag-selcuk-pehlivanoglu","tag-turk-egitim-dernegi"],"_links":{"self":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/430","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=430"}],"version-history":[{"count":0,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/430\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=430"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=430"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=430"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}