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Gelişim Çağındaki Çocukların Fiziksel, Sosyal ve Duygusal İhtiyaçları: Nörobilimsel Bulgular ve Bertrand Russell’ın Fikirlerinin Karşılaştırılması

Year 2023, Volume: 19 Issue: 1, 123 - 139, 30.06.2023
https://doi.org/10.17244/eku.1188902

Abstract

Bu çalışmanın amacı Bertrand Russell’ın eğitim felsefesi görüşleri ile son dönemde giderek önem kazanan nörobilim araştırmalarında ve eğitsel nörobilim alanında ortaya çıkan bulgu ve felsefi görüşleri karşılaştırmaktır. Nörobilim çalışmalarının bulguları ve eğitsel nörobilim tartışmalarına göre öğrenme ve öğrenmenin davranışa dönüşmesini sağlayan en önemli unsurlar biyolojik (fiziksel ve kimyasal), ve sosyal unsurlardır. Bertrand Russell da eğitim hakkındaki görüşlerini bu unsurlara dayandırarak bir eğitim felsefesi geliştirmiştir. Nörobilimsel bulgular öğrenme ve diğer bilişsel faaliyetleri çoklu parametreler üzerinden detaylı şekilde açıklamaktadır. Russell’da özellikle modern toplumların sahip olduğu problemleri bu ayrıntılar ve gündelik dinamikler ile felsefi bir üslüpta tartışmıştır. Yapılan bu karşılaştırmada ortaya çıkan sonuçlara göre; öğrenme ve eylem ilişkisinde, insanın fizyolojik ve duygusal ihtiyaçlarının beraber değerlendirilmesinin önemi, eğitimde özerklik ve serbestinin rolü, cinsel eğitimi, sosyal güç dengeleri ve oyun temaları ön plana çıkan konu başlıkları olmuştur. Ortaya çıkan bu bulgulara göre biyolojik, duygusal ve sosyal unsurların iç içe geçmesi öğrenme ve bilişsel faaliyetler için temel oluşturmaktadır. Bu biyolojik, duygusal ve sosyal unsurların ortaya çıkardığı sosyal ve bireysel ihtiyaçlar da tartışma kapsamında değerlendirilmiştir.

Thanks

Doç. Dr. Mehmet Ali Bahar’a değerli geribildirimleri ve motivasyonel desteğinden ötürü teşekkür ederiz.

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Physical, Social and Emotional Needs of Developing Children: Comparison of Neuroscientific Findings and Bertrand Russell's Ideas

Year 2023, Volume: 19 Issue: 1, 123 - 139, 30.06.2023
https://doi.org/10.17244/eku.1188902

Abstract

This study aims to compare the ideas of Bertrand Russell on educational philosophy with the findings and philosophical views emerging in the fields of neuroscience and educational neuroscience, which have become gradually important recently. According to neuroscience and educational neuroscience, biological, social, emotional and cognitive characteristics of human being are the most effective components on human’s learning and acting. Similarly philosopher Russell developed an educational philosophy with same elements. Neuroscientific findings explain learning and other cognitive activities in detail with multiple factors. Russell also considered these details in a philosophical way with different dynamics which modern societies have. According to the comparison results, the most important factors on the relationship between learning and acting are “the importance of the physiological and emotional needs”, “the role of autonomy and freedom”, “the issue of sex education”, “the balance of social power” and “games”. According to these findings, the intertwining of biological, emotional and social elements forms the basis for learning and cognitive activities. Social and individual needs arising from these biological, emotional and social factors are also evaluated within the scope of the discussion.

References

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  • Berg, C., Raminani, S., Greer, J., Harwood, M., & Safren, S. (2008). Participants’ perspectives on cognitive–behavioral therapy for adherence and depression in HIV. Psychotherapy Research, 18(3), 271-280. doi:10.1080/10503300701561537
  • Blakemore, S., & Decety, J. (2001). From the perception of action to the understanding of intention. Nature Reviews Neuroscience, 2(8), 561-567. doi:10.1038/35086023
  • Braak, D. T., Størksen, I., Idsoe, T., & Mcclelland, M. (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology, 65, 101064. doi:10.1016/j.appdev.2019.101064
  • Bruer, J. T. (1997). Education and the Brain: A Bridge Too Far. Educational Researcher, 26(8), 4-16. doi:10.3102/0013189x026008004
  • Brunet-Gouet, E., & Decety, J. (2006). Social brain dysfunctions in schizophrenia: A review of neuroimaging studies. Psychiatry Research: Neuroimaging, 148(2-3), 75-92. doi:10.1016/j.pscychresns.2006.05.001
  • Burghardt, G. M. (2001). Play. Developmental Psychobiology Handbook of Behavioral Neurobiology, 317-356. doi:10.1007/978-1-4615-1209-7_9
  • Chicharro, J. L., Hoyos, J., Bandrés, F., Gallego, F. G., Pérez, M., & Lucía, A. (2001). Plasma Oxytocin during Intense Exercise in Professional Cyclists. Hormone Research in Paediatrics, 55(3), 155-159. doi:10.1159/000049988
  • Clark, I., & Dumas, G. (2015). Toward a neural basis for peer-interaction: What makes peer-learning tick? Frontiers in Psychology, 6. doi:10.3389/fpsyg.2015.00028
  • Cole, D. R., & Bradley, J. P. (2015). Educational Philosophy and ‘New French Thought’. Educational Philosophy and Theory, 47(10), 1006-1008. doi:10.1080/00131857.2015.1044300
  • Diamond, A. (2000). Close Interrelation of Motor Development and Cognitive Development and of the Cerebellum and Prefrontal Cortex. Child Development, 71(1), 44-56. doi:10.1111/1467-8624.00117
  • Egan, K., Cant, A., & Judson, G. (2014). Wonder-full education: The centrality of wonder in teaching and learning across the curriculum. New York: Routledge. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/edth.12205
  • Fallon, N., Roberts, C., & Stancak, A. (2020). Shared and distinct functional networks for empathy and pain processing: A systematic review and meta-analysis of fmri studies. Social Cognitive and Affective Neuroscience, 15(7), 709–723. https://doi.org/10.1093/scan/nsaa090
  • Felsen, G., & Reiner, P. B. (2011). How the Neuroscience of Decision Making Informs Our Conception of Autonomy. AJOB Neuroscience, 2(3), 3-14. doi:10.1080/21507740.2011.580489
  • Forrester, D., Kershaw, S., Moss, H., & Hughes, L. (2007). Communication skills in child protection: How do social workers talk to parents? Child & Family Social Work, 0(0). doi:10.1111/j.1365-2206.2007.00513.x
  • Frost, J. L. (1998). Neuroscience, Play, and Child Development (U.S., U.S. Department of Education, Office of Educational Research and Improvement (OERI)).
  • Gallese, V. (2007). Before and below ‘theory of mind’: Embodied simulation and the neural correlates of social cognition. Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1480), 659-669. doi:10.1098/rstb.2006.2002
  • Gallese, V. (2009). Mirror Neurons, Embodied Simulation, and the Neural Basis of Social Identification. Psychoanalytic Dialogues, 19(5), 519-536. doi:10.1080/10481880903231910
  • Gintis, H., Bowles, S., Boyd, R., & Fehr, E. (2003). Explaining altruistic behavior in humans. Evolution and Human Behavior, 24(3), 153-172. doi:10.1016/s1090-5138(02)00157-5
  • Green, E. J., & Christensen, T. M. (2006). Elementary school children's perceptions of play therapy in school settings. International Journal of Play Therapy, 15(1), 65-85. doi:10.1037/h0088908
  • Gruber, M., Gelman, B., & Ranganath, C. (2014). States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit. Neuron, 84(2), 486-496. doi:10.1016/j.neuron.2014.08.060
  • Hobson, P. (2002). The cradle of thought: Exploring the origins of thinking. London: Pan Books. Retrieved from https://books.google.com.tr/books/about/The_Cradle_of_Thought.html?id=mB7b3h56OcAC&redir_esc=y
  • Hoffman, M. B. (2014). The punisher's brain: The evolution of judge and jury. New York, NY: Cambridge University Press. Retrieved from https://books.google.com.tr/books/about/The_Punisher_s_Brain.html?id=IhgmAwAAQBAJ&redir_esc=y
  • Hollis, K. L., Cate, C. T., & Bateson, P. (1991). Stimulus representation: A subprocess of imprinting and conditioning. Journal of Comparative Psychology, 105(4), 307-317. doi:10.1037/0735-7036.105.4.307
  • Hughes, H. C. (2001). Sensory exotica: A world beyond human experience. Cambridge, MA: The MIT Press. Retrieved from https://mitpress.mit.edu/books/sensory-exotica
  • Immordino-Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1(1), 3-10. doi:10.1111/j.1751-228x.2007.00004.x
  • Joyal, C. C., Black, D. N., & Dassylva, B. (2007). The Neuropsychology and Neurology of Sexual Deviance: A Review and Pilot Study. Sexual Abuse: A Journal of Research and Treatment, 19(2), 155-173. doi:10.1177/107906320701900206
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There are 72 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Alp Eren Yüce 0000-0002-8181-9610

Publication Date June 30, 2023
Submission Date October 13, 2022
Published in Issue Year 2023 Volume: 19 Issue: 1

Cite

APA Yüce, A. E. (2023). Gelişim Çağındaki Çocukların Fiziksel, Sosyal ve Duygusal İhtiyaçları: Nörobilimsel Bulgular ve Bertrand Russell’ın Fikirlerinin Karşılaştırılması. Eğitimde Kuram Ve Uygulama, 19(1), 123-139. https://doi.org/10.17244/eku.1188902