TY  - JOUR
T1  - Israel Scheffler ve Paul H. Hirst’te Eleştirel Düşünme ve Özerklik Kavramlarının Rolü ve Önemi
TT  - The Role and Importance of the Concepts of Critical Thinking and Autonomy in Israel Scheffler and Paul H. Hirst
AU  - Kaya, Bayram
PY  - 2023
DA  - December
DO  - 10.30913/alinterisosbil.1371254
JF  - Alınteri Sosyal Bilimler Dergisi
JO  - AJOSS
PB  - Adem Yavuz SÖNMEZ
WT  - DergiPark
SN  - 2602-229X
SP  - 103
EP  - 124
VL  - 7
IS  - 2
LA  - tr
AB  - Analitik felsefe 19. yy sonları ve 20. yy başlarında geleneksel felsefe anlayışına bir tepki olarak ortaya çıkan bir akımdır. Analitik eğitim felsefesi ise kısmen geleneksel eğitim felsefesine reaksiyon olarak ve kısmen ise felsefenin diğer alanlarına baskın olan analitik yaklaşımın eğitim alanına uygulama arzusu ile ortaya çıkmıştır. Amerikalı Israel SCHEFFLER ve İngiliz Paul HEYWOOD HIRST 1960’lardan itibaren bu alanda birçok eser üretmiştir ve bu felsefe anlayışının önde gelen düşünürleri arasında kabul edilmektedir. Bu çalışmada bu iki düşünürün eserlerindeki ve genel eğitim teorilerindeki eleştirel/rasyonel düşünce ve özerklik kavramları incelenmiştir. Analitik bir yaklaşım benimsenerek önce farklı eğitim konularındaki görüşleri tasnif ve analiz edilmiştir. Sonrasında ise bu kavramları nasıl yorumladıkları, kendi eğitim modeli önerilerinde nasıl bir önem atfettikleri ve bu kavramların eğitimde nasıl kullanılabileceği ile ilgili görüşleri incelenmiştir. Çalışma sonucunda özellikle Israel Scheffler’de daha baskın olmak üzere eleştirel düşünce eğitimin hem en nihai amacı hem de bu amaca götürecek olan en önemli yöntem olarak ortaya çıkmaktadır. Özerklik kavramı açısından ele alındığında ise her iki düşünür de bireyin doğuştan değerli ve itibar sahibi varlık olduğunu ve rasyonel düşünme yolu özgür seçimler yapabilme hakkına sahip olmasını savunmaktadır.
KW  - Israel Scheffler
KW  - Paul H. Hirst
KW  - Eleştirel Düşünme
KW  - Rasyonel Düşünme
KW  - Özerklik
N2  - Analytic philosophy is a movement which emerged as a reaction to traditional philosophy around the end of the 19th century and the beginning of the 20th century. Analytic Philosophy of Education emerged partly as a reaction to traditional philosophy of education and partly with the desire to apply the general principles of analytic tradition in education. American Israel Scheffler and English Paul H. Hirst have produced many works since 1960s and so they are considered among the eminent philosophers of this field. In this study, the concepts of “critica/rational thinking” and “autonomy” have been studied and analyzed in the works of these two important figures. By adopting an analytic approach, firstly their arguments and propositions as regards the different educational topics have been classified and analyzed. Then their opinions as regards how they interpret these concepts, how importance they attribute to them and how these concepts can be used in education have been analyzed extensively. It has been found that critical/rational thinking can be seen as both the ultimate aim of education and the best means to reach this target for both philosophers, particularly for Scheffler. When it comes to the concept of autonomy, both philosophers think that every individual has an innate value and human dignity and so every person must have the right of free choice through rational thinking.
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UR  - https://doi.org/10.30913/alinterisosbil.1371254
L1  - https://dergipark.org.tr/en/download/article-file/3454343
ER  -