Special Objectives of Turkish Teaching on The Basis of Ziya Gökalp’s Poems

Abstract

The specific objectives of Turkish language teaching are: “Ensuring that they use Turkish consciously, correctly and carefully in accordance with the rules of speaking and writing, ensuring that they attach importance to national, spiritual, moral, historical, cultural and social values, strengthening their national feelings and thoughts, evaluating what they read with a critical perspective. and ensuring their inquiries”. This study aims to reveal the extent to which Ziya Gökalp's poems serve the special purposes of teaching Turkish. In the research, document analysis method was preferred, the findings were obtained by scanning model and Ziya Gökalp's poems "Kızılelma", "Altın Destan", "Lisan", "Sanat", "Millet" and "Din ile İlim" were included in the 2019 Turkish curriculum. It has been discussed in terms of the special purposes of Turkish teaching. Based on the findings related to the items by scanning the texts, one of the special aims of Ziya Gökalp's Turkish teaching is “national, moral and moral values; It has been concluded that it will serve as a role model in reaching the items related to “raising individuals who use the Turkish language correctly, think critically and question”, and when their poems are included in Turkish textbooks with the necessary literary arrangements, awareness of language and culture awareness will be created in students.

Keywords

• Ziya Gökalp
• Turkish teaching
• Turkish education

Ziya Gökalp’in Şiirleri Işığında Türkçe Öğretiminin Özel Amaçları

Abstract

Türkçe öğretiminin özel amaçları “Türkçeyi, konuşma ve yazma kurallarına uygun olarak bilinçli, doğru ve özenli kullanmalarının sağlanması, millî, manevi, ahlaki, tarihî, kültürel, sosyal değerlere önem vermelerinin sağlanması, millî duygu ve düşüncelerinin güçlendirilmesi, okuduklarını anlayarak eleştirel bir bakış açısıyla değerlendirmelerinin ve sorgulamalarının sağlanması” şeklinde maddelendirilebilir. Bu çalışma Ziya Gökalp şiirlerinin Türkçe öğretimi özel amaçlarına ne derece hizmet ettiğini ortaya koymayı amaçlamaktadır. Araştırmamızda doküman inceleme yöntemi tercih edilmiş, bulgular tarama modeli ile elde edilerek Ziya Gökalp’in ‘Kızılelma’, “Altın Destan”, “Lisan”, “Sanat”, “Millet” ve “Din ile İlim” ‘şiirleri, 2019 Türkçe öğretim programında yer bulan Türkçe öğretiminin özel amaçları yönünden tartışılmıştır. Metinler taranarak maddeler ile ilgili saptanan bulgulardan yola çıkıldığında Ziya Gökalp’in Türkçe öğretiminin özel amaçları arasında bulunan “milli, manevi ve ahlaki değerleri yüksek; Türk dilini doğru kullanan, eleştirel düşünen, sorgulayan bireyler yetişmesi” ile ilgili maddelere ulaşmada bir rol model teşkil edeceği, şiirlerine Türkçe ders kitaplarında alan uzmanlarınca gerekli yazınsal düzenlemelerle yer verildiğinde öğrencilerde dil ve kültür bilinci ile ilgili farkındalık oluşturulacağı sonucuna varılmıştır.

Keywords

• Ziya Gökalp
• Türkçe eğitimi
• Türkçe öğretimi

References

1. Alkan, C. (2019). Educator Ziya Gokalp. Ankara University Journal of Faculty of Educational Sciences (JFES), 20 (1), 232-244.
2. Altın, H. (2010). The importance of Ziya Gökalp in terms of our education history. History Studies, 2/2, 493-509.
3. Ateş, M. (2005). Ziya Gokalp and children's literature. Selçuk University Journal of Institute of Social Sciences, (14), 95-114.
4. Dinç, S. (2004). Ataturk's Principles and History of Turkish Revolution, Adana: Nobel Bookstore Publications.
5. Eker, C. and Yıldırım, K. (2017). Examination of Ziya Gökalp's "Altın Işık" in terms of values education. Karaelmas Journal of Educational Sciences, 5 (1), 30-38.
6. Gökalp, Z. (1997). Social and Cultural Foundations of Education I, İstanbul: MoNE Publications.
7. Gökalp, Z. (2018). Türkçülüğün Esasları, (prepared by Zeynep Aytop), İstanbul: Karbon Books.
8. Gökalp, Z. (2018). Türkleşmek İslamlaşmak Muasırlaşmak, (prepared by Zeynep Aytop), İstanbul: Karbon Books

9. Gökalp, Ziya (2018). Kızıl Elma, (prepared by Zeynep Aytop), İstanbul: Karbon Books
10. Gülcan, O. (2015). Evaluations of French intellectuals about the Turkish revolutions carried out within the scope of the principle of laicism. Ankara University Turkish Revolution History Institute Journal of Atatürk’s Way, 57, 17-36.
11. Gürsoy, Ş. and Çapcıoğlu, İ. (2006). Ziya Gökalp as a Turkish philosopher: an investigation on his life, personality and mentality. Ankara University Journal of Faculty of Theology, 47/2, 89-98.
12. Hamarat, E. (2010). Ziya Gökalp in Turkish national education thought. Balıkesir University Institute of Social Sciences, 12., 56-60.
13. Kara, H, Çatma, B. (2017). Discussions on "Who is a Turk" in the formation of modern Turkish identity and Turkish Hearth Congress (1924). Anemon Muş Alparslan University Journal of Social Sciences, 5 (2) , 339-360.
14. Kıymaz, M. S. (2017). Poetry teaching in Turkish education. Knowledge- International Journal, 20(6), 2733–2738.
15. MEB (2019). Turkish Course Curriculum, Ankara.
16. Özdeniz, N. (2011). Ziya Gökalp and Turkification. Istanbul Journal of Sociological Studies, 0 (14), 25-46.
17. Özer, F. F. (2007). Women and children education in Ziya Gökalp's poems and letters. (Master’s thesis, Pamukkkale University Social Sciences Institute), Denizli.
18. Tokluoğlu, C. (2013). Ziya Gökalp and Turkism. Ankara University Journal of SSF, 68 (03), 113-139.
19. Yıldırım, A. and Şimşek, H. (2008). Qualitative research methods in the social sciences. Ankara: Seçkin Publications.
20. Yılmaz, E. (2012). Examination of Ziya Gökalp's poems in terms of values education, (Master’s thesis, Karadeniz Technical University Educational Sciences Institute), Trabzon.
21. Zorlu, M. (2018). Ziya Gökalp, the ideologist of the Republic of Turkey on the basis of Turkism, (Master's thesis, Hitit University Social Sciences Institute), Çorum.