Bir Paradoks Üzerinden Düşünmek: Öğretmen Adaylarının Russell Paradoksu Yoluyla Mantıksal, Epistemolojik ve Pedagojik Dönüşümü

Abstract

Bu çalışma, Bertrand Russell tarafından ortaya konulan küme kuramına ilişkin paradoksal yapının öğretmen adaylarının düşünme becerilerini ve pedagojik farkındalıklarını nasıl etkilediğini incelemektedir. Nitel araştırma desenine dayalı olarak yapılandırılan araştırma, bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 30 matematik öğretmenliği öğrencisiyle yürütülmüştür. Katılımcılar, Russell Paradoksu üzerine yapılandırılmış çok katmanlı bir öğretim sürecine dâhil edilmiştir. Veri toplama araçları olarak gözlem notları, bireysel yansıtma formları, grup tartışmaları ve odak grup görüşmeleri kullanılmış; elde edilen veriler tematik analiz yoluyla çözümlenmiştir. Bulgular, paradoksun öğretmen adaylarında kavramsal kırılma, mantıksal yeniden yapılanma ve pedagojik farkındalık düzeylerinde dönüşüm yarattığını ortaya koymaktadır. Russell Paradoksu’nun yalnızca teorik bir mantıksal yapı değil, aynı zamanda epistemolojik sorgulamayı tetikleyen güçlü bir öğrenme aracına dönüştüğü görülmüştür. Bu bağlamda çalışma, paradoksların öğretmen eğitiminde eleştirel düşünmenin teşviki, çelişkiyle baş etme stratejilerinin geliştirilmesi ve öğretmen kimliğinin inşasında kullanılabilirliğine yönelik önemli katkılar sunabileceği düşünülmektedir.

Keywords

• Çelişki
• eleştirel düşünme
• Epistemolojik farkındalık
• Russell Paradoksu

Thinking Through Russell’s Paradox: Logical, Epistemological, and Pedagogical Transformations in Pre-Service Teachers

Abstract

This study examines how the paradoxical structure of set theory introduced by Bertrand Russell affects the thinking skills and pedagogical awareness of pre-service teachers. Conducted within a qualitative research framework, the study involved 30 mathematics education students enrolled in the faculty of education at a public university. The participants engaged in a multilayered instructional process structured around Russell’s Paradox. Observation notes, individual reflection forms, group discussions, and focus group interviews were used as data collection tools, and the obtained data were analyzed through thematic analysis. The findings reveal that the paradox generated transformations in pre-service teachers at the levels of conceptual rupture, logical reorganization, and pedagogical awareness. It was observed that Russell’s Paradox became not only a theoretical logical construct but also a powerful learning tool that triggered epistemological inquiry. In this context, the study suggests that paradoxes may offer significant contributions to teacher education by fostering critical thinking, developing strategies for coping with contradiction, and supporting the construction of teacher identity.

Keywords

• Contradiction
• critical thinking
• Epistemological awareness
• Russell’s Paradox

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