Creative Explorations for a Sustainable Future: Philosophy-Based Creative Drama Workshop Proposal for Children

Öz

“The Sustainable Development Goals (SDGs)”, are a universal call for action, covering targets to be fulfilled by the end of 2030. Many global problems such as global climate change and drought, environmental pollution, depletion of natural resources and biodiversity, inclusive education have evolved into the greatest collective problem of all humanity. It is recognized that teachers, are also responsible for ensuring a sustainable life for future generations and contributing to its sustainability. At this point, there is a need for educational approaches based on group dynamics that will contribute to the socialization of the individual, support them to gain new experiences, provide them with the opportunity to produce solutions to the encountered obstacles, be sensitive to human values, have a questioning perspective, support them in processes that will enable critical, collaborative, attentive and creative thinking skills, and guide them in processes that will enable them to activate their critical, collaborative, attentive and creative thinking skills. Philosophy and creative drama practices for children based on these educational approaches are among two of the methods that are thought to be effective in addressing and questioning development goals and developing solutions for individuals who are learning about the actions that can be carried out. The research, which is designed to convey this universal call for action to children through the teachers of the future and to support them to be an active part of this process, is based on three components: sustainable development goals, creative drama and philosophy for children, and a sample workshop plan is presented.

Anahtar Kelimeler

• Sustainability
• creative drama
• philosophy for children
• basic education

Kaynakça

1. Adıgüzel, Ö. (2020). Eğitimde yaratıcı drama. (6th ed.). Yapı Kredi Yayınları.
2. Adıgüzel, Ö. (2006). Yaratıcı drama kavramı, bileşenleri ve aşamaları. Yaratıcı Drama Dergisi, 1(1), 17-27. https://dergipark.org.tr/tr/pub/ydrama/issue/23799/253628
3. Akgül, U. (2010). Sustainable development: Action field of applied anthropology, Ankara University Faculty of Letters Anthropology Journal, (24), 133-164. https://dergipark.org.tr/en/pub/antropolojidergisi/issue/43247/525290
4. Akkocaoğlu Çayır, N. (2021). İlkokul için uygulama örnekleriyle öğretmenler için çocuklarla felsefe (P4C) rehberi. Pegem Akademi.
5. Alpak Tunç, G. (2015). Fen bilgisi öğretmen adaylarının çevreye yönelik etik yaklaşımları ile sürdürülebilir çevreye yönelik tutumlarının incelenmesi [Unpublished master thesis]. Adnan Menderes University, http://adudspace.adu.edu.tr:8080/xmlui/handle/11607/2823
6. Arslan, M. (1997). Çevre bilincindeki değişimler ve çevre eğitimi. Education and Life, 23-26. https://www.researchgate.net/publication/309231005_CEVRE_BILINCINDEKI_DEGISIMLER_VE_CEVRE_EGITIMI
7. Baldwin, P. (2019). School improvement through drama: A creative whole class, whole school approach. (Z. Özen, & İ. Metinnam, Trans. Eds.). Pegem Akademi.
8. Baldwin, P. (2020). The primary drama handbook. (B. Akhun, N. Akkocaoğlu Çayır, & P. Özdemir Şimşek, Trans.). Pegem Akademi.

9. Bartelmus, P. (1994). Environment, growth, and development: The concepts and strategies of sustainability. Routledge.
10. Bauen, R., Baker, B., & Johnson, K. (1996). Sustainable Community Checklist. The Northwest Policy Center; University of Washington.
11. Baykal, H., & Baykal, T. (2008). Environmental problems in a globalized world. Mustafa Kemal Journal of University Social Sciences Institute, 5(9), 1-17. https://dergipark.org.tr/en/pub/mkusbed/issue/19561/208526
12. Bozlağan, R. (2005). Sürdürülebilir gelişme düşüncesinin tarihsel arka planı. Journal of Social Policy Conferences, (50), 1011-1028. https://dergipark.org.tr/en/pub/iusskd/issue/891/9943
13. Causse, R., & Vezinet, N.J. (2018). Toprak ana masalları. (Ö. Akkay, Trans.). Paraşüt Kitap.
14. Dursun, B. (2022). 8. sınıf fen bilimleri dersi sürdürülebilir kalkınma ünitesinin yaratıcı drama yöntemi ile öğretiminin öğrencilerin fen tutumu ve sosyal becerilerinin gelişimine etkisi [The effect of teaching the 8th grade science course sustainable development unit with creative drama method on the development of students' science attitudes and social skills]. [Unpublished Master thesis]. Bartın University.
15. Gibb, N. (2016). Getting climate ready: A guide for schools on climate action and the whole-school approach. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000246740
16. McCaslin, N. (2019). Creative drama in the classroom and beyond. (P. Özdemir Şimşek, Trans. Ed.). Nobel Akademi.
17. Mızıkacı, M. (2020). “Sürdürülebilir yaşam nedir?” [in Sustainable living guide.]. In Ö. Yaman, & E. Aksoydan (Ed.), Sürdürülebilir yaşam rehberi (pp. 9-11). Yeni İnsan Yayınevi.
18. Ministry of National Education (MoNE). (2022a). İklim değişikliği eylem planı [Climate change action plan]. Ankara. https://merkezisgb.meb.gov.tr/meb_iys_dosyalar/2022_09/29171316_Milli_EYitim_BakanlYYY_Yklim_DeYiYikliYi_Eylem_PlanY.pdf
19. Ministry of National Education (MoNE). (2022b). Çevre eğitimi ve iklim değişikliği dersi öğretim programı [Environmental education and climate change curriculum]. Ankara. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=1143
20. Ministry of National Education (MoNE). (2023a). Workshop on Integration Climate Change Awareness into Basic Education. (Project code: 81639). Ankara. https://tegm.meb.gov.tr/meb_iys_dosyalar/2023_03/30111651_TAIEX_Calistay_Raporu.pdf
21. Ministry of National Education (MoNE). (2023b). Preparation of "Environment and Climate Change Dictionary". Ankara. https://merkezisgb.meb.gov.tr/www/destek-hizmetleri-genel-mudurlugumuz-koordinesinde-cevre-ve-iklim-degisikligi-sozlugu-hazirlik-calismalari-suruyor/icerik/502
22. Ministry of National Education (MoNE). (2023c). Weekly timetable of primary education institutions. https://tegm.meb.gov.tr/meb_iys_dosyalar/2023_09/01135124_43_sayYlY_Cizelge_Kurul_KararY.pdf
23. Özcan, S. (2010). Fen bilgisi öğretmen adaylarının çevre sorunlarına ilişkin görüşlerinin farklı teknikler kullanılarak tespit edilmesi. [Unpublished master thesis]. Abant İzzet Baysal University. https://acikbilim.yok.gov.tr/handle/20.500.12812/584689
24. Özdemir, Ö. (2021). Felsefe Sınıfı. Nobel Akademi.
25. Özer, N. (2015). Fen bilgisi öğretmen adaylarının çevre etiğine yönelik farkındalık düzeylerinin belirlenmesi. [Unpublished master thesis]. Aksaray University. https://toad.halileksi.net/wp-content/uploads/2022/07/cevre-etigi-farkindalik-olcegi-toad_0.pdf
26. Presidency of the Republic of Turkey Presidency of Strategy and Budget. (2019). 100th Year Turkey Plan. Eleventh Development Plan (2019-2023). (Decision No. 1225). https://www.sbb.gov.tr/wp-content/uploads/2022/07/Eleventh_Development_Plan_2019-2023.pdf
27. Republic of Türkiye Ministry of Environment, Urbanization and Climate Change. (2022). İklim Şûrası, Komisyon Tavsiye Kararları. https://iklimsurasi.gov.tr/public/images/sonucbildirgesi.pdf
28. Russell, B., & Russell, D. (1979). Endüstri toplumunun geleceği (M. Ölçer, Trans.). Bilgi Yayınevi. (1959).
29. San, İ. (1991). Eğitimde yaratıcı drama. Ankara University Journal of Faculty of Educational Sciences (JFES), 23(2), 573-582. https://dergipark.org.tr/tr/pub/auebfd/issue/47899/606194
30. San, İ. (1996). Yaratıcılığı geliştiren bir yöntem ve yaratıcı bireyi yetiştiren bir disiplin: Eğitsel yaratıcı drama. Yeni Türkiye Dergisi, 7, 148-160.
31. Schmandt, J., & Ward, C.H. (2000). Challenge and response. J. Schmandt, C.H. Ward, M. Hastings (Eds.). In Sustainable development: The challange of transition. (pp: 1-9). Cambridge University Press. https://catdir.loc.gov/catdir/samples/cam032/99031467.pdf
32. Şahin, G. (2022). Sürdürülebilir kalkınma bir hedef mi? P4C uygulamalarının yaratıcı drama yöntemiyle işlenmesi. [Creative drama instructor graduation project]. Çağdaş Drama Derneği, Ankara.
33. Tang, Q. (2013). Climate change education (Document code: ED/ADG/2013/01). https://unesdoc.unesco.org/ark:/48223/pf0000222117?posInSet=1&queryId=98edf85f-41a8-465b-a7d1-17b1b0c5ae32
34. Trefor Jones, G. (2022). Drama Menu. Salta, H. (Trans.).
35. Tutulmaz, O. (2012). Sustainable development: A solution vision for sustainability. Gaziantep University Journal of Social Sciences, 11(3), 601-626. https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=b6f79648-ae98-4e6d-b5d7-15a82412044f%40redis
36. Tün, Ş., Kışoğlu, M., & Uzun, N. (2018). Preparation and implementation of a sample activity for teaching recycling by using augmented reality. Anatolian Journal of Teacher, 2(2), 114-135. https://dergipark.org.tr/en/pub/aod/issue/41228/491323
37. UNDP Türkiye (2023). The Global Goals For Sustainable Development. https://www.kureselamaclar.org/en/ Uzel, E. (2006). Küresel çevresel yönetişim (İyi yönetim) [Global environmental governance (Good governance)] [Unpublished master thesis]. Ankara University. https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/33141/Esra_Uzel.pdf?sequence=1&isAllowed=y
38. World Comission on Environment and Development (WCED). (1987). Our Common Future. New York: Oxford University Press. https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdf
39. Yapıcı, M. (2003). Sürdürülebilir kalkınma ve eğitim. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, V,(1), 223-229. https://sbd.aku.edu.tr/V1/myapici.pdf
40. Yeşiltaş, N. K. (2010). I. ve II. Dünya Savaşları arasında dünyada bilim, teknoloji ve sosyal değişme (1914-1945). In A. Bahri. (Ed.), Bilim Teknoloji ve Sosyal Değişme, (pp. 243-273). Pegem Akademi.