Economics Education in Turkey: Places of The History of Economic Thought and Economic History Courses in The Curricula

Year 2021, Volume: 16 Issue: 64, 1872 - 1886, 31.10.2021

Fatma Zişan Kara , Hüsnü Bilir

https://doi.org/10.19168/jyasar.987286

Abstract

Economics education has been progressing same as natural sciences such as physics and mechanics, estranged from disciplines such as history, ethics, philosophy, sociology, and psychology in contrast to the classical political economy, as its predecessor which has become the dominant doctrine in the discipline of economics since the early 20th century. Organizing economics education with an emphasis on mathematics and econometrics, and estranging it from other social sciences deepen such a fundamental problem. It is seen that mathematical, statistical, and econometric methodologies loom large for economics education in Turkey, and it is possible to assert that other social sciences such as history, sociology, and philosophy are unable to find enough space in the economics curricula. This study aims to examine the economics curricula of universities established in Turkey and to determine the shares of courses such as the history of economic thought and economic history in the curricula.

Keywords

Economics education, History of economic thought, Economic history, Neoclassical economics

Türkiye’de İktisat Eğitimi: İktisadi Düşünce Tarihi ve İktisat Tarihi Derslerinin Müfredattaki Yerleri

Abstract

İktisat eğitimi özellikle yirminci yüzyılın başlarından itibaren iktisat disiplinindeki hâkim öğreti haline gelen neoklasik iktisat aracılığı ile halefi olduğu klasik ekonomi politiğin aksine, tarih, etik, felsefe, sosyoloji, psikoloji gibi disiplinlerden uzaklaşarak, fizik ve mekanik gibi doğa bilimlerini kendisine örnek alarak ilerlemektedir. İktisat eğitimini matematik ve ekonometri ağırlıklı organize etmek ve diğer sosyal bilim alanlarından uzaklaştırmak bu temel problemi derinleştirmektedir. Türkiye’de iktisat eğitiminde matematiksel, istatistiksel ve ekonometrik yöntemlerin ön planda olduğunu ve tarih, sosyoloji, felsefe gibi diğer sosyal bilim alanlarının iktisat müfredatında yeterince yer bulamadığını söylemek mümkün görünmektedir. Bu çalışmanın amacı, Türkiye’deki üniversitelerin iktisat müfredatlarını incelemek ve iktisadi düşünce tarihi, iktisat tarihi gibi derslere müfredatlarda ne kadar yer ayrıldığını tespit etmektir.

Keywords

İktisat eğitimi, İktisadi düşünce tarihi, İktisat tarihi, Neoklasik iktisat

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