Toplum, Eğitim ve Kültür Araştırmaları Dergisi

Tools of Science Diplomacy in the Triangle of Researcher, Fund Provider, and Bureaucracy: Observations from the United States and Türkiye

2024-08-19T00:30:56+03:00

Countries like France, Italy, Switzerland, South Korea, Japan, and the United States have accelerated their efforts in science diplomacy. The increasing importance of international collaborations in science, which enhance the ability to respond swiftly to global challenges, and the development and improvement of diplomatic relations through scientific cooperation have garnered attention in this field. The global experiences during the COVID-19 pandemic highlighted deficiencies in the system and regarding necessary actions, serving as examples for some studies. Current areas of interest in science diplomacy include quantum studies, artificial intelligence, climate change, pandemics, water resources, and sustainability. Meetings where representatives from academia, research centers, public institutions, ambassadors, and science diplomats are becoming more frequent, allowing for mutual understanding and agreement. Considering Türkiye’s geographical location, neighboring relations, and history, it is evident that it has a well-established foreign policy memory for managing various crises. Besides diplomatic experience, the pool of experienced researchers who have studied in strategic fields in different countries over the past century (under the 1416 law grants), TÜBİTAK-funded researchers, and Fulbright scholars have contributed significantly to the international cooperation. The key players in Türkiye’s potential in science diplomacy also include research infrastructures certified under law 6550 (such as DEHUKAM, ODTÜ-MEMS, UNAM, GÜNAM, IBG, SUNUM, and TARLA), universities, and funding institutions like TÜBİTAK, TÜSEB, YTB, and the National Agency. Türkiye has the experienced scientists, strong diplomacy, strong institutions which makes it ready for being a strong actor of science diplomacy in the near future.

Inspiration for the Ombudsman Institution on the Basis of Social Conflicts Historical Development of Hispe Organisation

2024-08-10T02:47:57+03:00

Throughout history, various strategies and practices have been developed to manage and resolve conflicts between the administration and the governed. Today, there is a growing interest in alternative institutions to resolve conflicts between individuals and public institutions. One of the institutions serving in this direction is the Ombudsman's Office or Ombudsman in Turkey. The Ombudsman Institution was established in Turkey on 14 June 2012 by Law No. 6328. In 2013, it actually started to operate. When the date of establishment of the institution in Turkey is compared with the date of establishment of modern Ombudsman Offices in the world, it is possible to say that we are behind. However, we can find the institutionalised form of the practices that are claimed to inspire the Ombudsman in our own culture, the Ottoman Empire. The most prominent of these practices is the Hispe Organisation, which started to be implemented in the Prophet's era and served with similar job descriptions in the Turkish-Islamic Geography until the Ottoman Empire. As there were auditors in the Ombudsman, there were muhtesip in the Hispe Organisation. These muhtesip paid attention to the principles of equity, justice and compliance with the rules of law while fulfilling their duties. In today's Turkey, the fact that the ombudsmen working within the Ombudsman's Organisation also carry out the on-site inspection in line with both the principle of compliance with the law and the principle of equity is seen as a plus in terms of protecting the rights of citizens. In this respect, it can be said that the implementation of the Hispe Organisation has similarities with the Ombudsman practices in our country and around the world today. However, it would be appropriate to examine in depth the institution of Hispe Organisation, which we consider important in terms of having the potential to guide the Ombudsman with its successful practices.

Metaphorical Perceptions of University Students Regarding Distance Education During Crisis

2024-08-16T23:20:26+03:00

The aim of this study is to determine university students' metaphorical perceptions of distance education during crisis. The study group consists of 239 students enrolled in the Faculty of Education at a public university during the 2021-2022 academic year. The phenomenological model, one of the qualitative research designs, was used in this research. Data were collected through a semi-structured interview form containing the prompt “Distance education is like ........ because .........” A total of 227 metaphors created by the participants were analyzed using content analysis, leading to the formation of categories and themes. Accordingly, the metaphors were grouped into three main themes reflecting the participants' positive, negative, and partially positive and partially negative perceptions of distance education during crisis. Metaphors reflecting positive perceptions of distance education during crisis were categorized into three groups: "positive expectation and sense of responsibility," "ease of access to information," and "adaptation to change." Metaphors reflecting negative perceptions were grouped into five categories: "inefficiency," "loneliness and exclusion," "struggling with challenges," "sense of burnout," and "systemic deficiencies." Lastly, metaphors containing both positive and negative perceptions were grouped into a single category under the theme of "state of indecision." It was determined that the majority of participants had predominantly negative perceptions of distance education during crisis. Based on these findings, recommendations were made for planning the learning-teaching process in detail, adopting instructional approaches that require active participation, and increasing interaction to provide students with an effective learning experience in distance education during crises.

The Importance of Practical Wisdom in the Teaching Profession

2024-07-30T17:58:18+03:00

This study aims to reveal the importance of practical wisdom in the teaching profession. Teaching is a special profession that takes on the state's education, training, and related management duties. Teaching aims to bring individuals to the best maturity in terms of cognitive, affective, and psychomotor aspects, which requires blending knowledge and practice. At this juncture, the concept of practical wisdom assumes greater prominence. The concept of virtue forms the basis of practical wisdom. The concept of virtue forms the basis of practical wisdom. In Aristotle's moral philosophy, virtue is the most appropriate response that a person can give to the circumstances he encounters. Virtue involves feeling, not just acting. There is a deep connection between virtue and wisdom. Wisdom, which Aristotle expresses as the virtue of thought is the combination of science and thinking ability. Aristotle identifies "theoretical wisdom," which is related to thought, with contemplation. “Practical wisdom” is associated with practicing what is known. In order to better understand practical wisdom, which is expressed as thinking to take correct action in the moral field, it is necessary to understand the six main features of the said concept. According to the six main features, “knowledge” is very important for the wise person; the wise know the right goals and can provide balance. A wise person can make correct judgments appropriate to the circumstances. At the same time, the wise person has a balanced empathy ability. He or she can make his or her emotions companions with his or her mind; feelings are strong. The wise person is experienced because experience is important for practical wisdom that relates to changing situations. The concept of practical wisdom is needed in education since education should not only be limited to the cognitive dimension but also the affective dimension should be highlighted. From this point of view, it is necessary to point out that teachers are not just authorities that carry out educational tasks. Therefore, the importance of making efforts to develop practical wisdom in teachers draws attention.

Motivational Factors Affecting the Foreign Language Learning Process of Adults

2024-07-30T18:03:21+03:00

This study aims to examine the motivational factors that are effective in the foreign language learning process of adults. In the light of current research in the literature, intrinsic and extrinsic factors affecting adult learners' motivation, integrative and instrumental types of motivation, L2 Motivational Self System and the role of cultural context are discussed. The reviewed studies show that adult foreign language learners are generally intrinsically motivated, but extrinsic factors such as career development also play an important role. Cultural interest, identity formation and the desire to integrate into the language community stand out as strong motivators, especially for learners of minority languages. Research within the framework of the L2 Motivational Self System reveals that the components of the ideal L2 self, the L2 self to be, and the L2 learning experience shape adult learners' motivation. Some studies, including the concept of psychological reactance, have shown that some learners may be motivated by going against the expectations of others. Research also emphasises the critical role of the quality of the learning experience, teacher support and appropriate teaching strategies in sustaining motivation. The study reveals the importance of learner-centred, culturally responsive and experiential learning approaches to enhance the motivation of adult foreign language learners. In sum, this review highlights the multidimensional nature of motivation in adult foreign language education and offers suggestions for future research and practice. It is suggested that the dynamics of motivation in different cultural contexts be examined and the relationship between motivation and foreign language learning achievement be further explored.

Re-imagining Educational Leadership

2024-07-15T18:17:54+03:00

This review examines the key concepts of Brian J. Caldwell's book, "Re-imagining Educational Leadership," and the innovative perspectives the author brings to educational leadership. In his book, Caldwell comprehensively explores the new institutional logic of schools and the importance of transformational leadership. He discusses in detail the efforts to enhance educational quality through a new business logic focused on the needs of students and parents. Additionally, the book's practical approaches and real-world examples provide concrete solutions to the challenges faced by educational leaders. The book emphasizes topics such as transformational leadership, moral purpose and social responsibility, the need for continuous learning and adaptation, providing readers with a comprehensive and multifaceted understanding. Caldwell's extensive experience and expertise in the field of education enhance the book's credibility, making it valuable for both academic and practical domains. This review evaluates Caldwell's contributions to educational leadership and school transformation, highlighting why this work is an indispensable resource for a broad audience.