{"id":409,"date":"2025-06-02T17:42:07","date_gmt":"2025-06-02T17:42:07","guid":{"rendered":"https:\/\/umayyayinevi.com\/?p=409"},"modified":"2026-02-14T14:21:34","modified_gmt":"2026-02-14T14:21:34","slug":"akil-ve-kalp-egitimde-bilimin-rolu","status":"publish","type":"post","link":"https:\/\/umayyayinevi.com\/en\/akil-ve-kalp-egitimde-bilimin-rolu\/","title":{"rendered":"Ak\u0131l ve Kalp E\u011fitimde Bilimin Rol\u00fc – Kadriye S\u00f6nmez"},"content":{"rendered":"
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Book Name<\/strong><\/td>Ak\u0131l ve Kalp: E\u011fitimde Bilimin Rol\u00fc<\/td><\/tr>
Publishing Year<\/strong><\/td>2025<\/td><\/tr>
Number of Pages<\/strong><\/td>III+281<\/td><\/tr>
Edition Number<\/strong><\/td>1<\/td><\/tr>
ISBN<\/strong><\/td>978-625-97320-2-2<\/td><\/tr>
DOI<\/strong><\/td>https:\/\/doi.org\/10.5281\/zenodo.15620521<\/a><\/td><\/tr>
Pub. No:<\/strong><\/td>05\/01<\/td><\/tr>
Main Topics<\/strong><\/td>E\u011fitim, Bilim, 21. Y\u00fczy\u0131l Becerileri, De\u011ferler E\u011fitimi<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n\n\n\n

\u00d6z:<\/strong>
Bu derleme, e\u011fitim sistemlerinin k\u00fcresel ve teorik analizini<\/strong> merkeze alarak \u00e7e\u015fitli pedagojik ve bilimsel konular\u0131 b\u00fct\u00fcnc\u00fcl bir yakla\u015f\u0131mla ele almaktad\u0131r. Metin, \u00f6\u011frencilerin aktif kat\u0131l\u0131m\u0131n\u0131 ve \u00e7evresel fakt\u00f6rlere uyumunu vurgulayan Allosterik \u00f6\u011frenme<\/strong> gibi yenilik\u00e7i modelleri ve e\u011fitim programlar\u0131n\u0131n sistematik de\u011ferlendirilme yakla\u015f\u0131mlar\u0131n\u0131 (Tyler, CIPP) derinlemesine incelemektedir. Ayr\u0131ca, uluslararas\u0131 \u00f6rnekler \u0131\u015f\u0131\u011f\u0131nda \u00f6\u011fretmen yeti\u015ftirme politikalar\u0131n\u0131<\/strong> (ABD, Finlandiya) kar\u015f\u0131la\u015ft\u0131rmakta ve \u00f6zel e\u011fitimin tarihsel evrimini kapsay\u0131c\u0131l\u0131k<\/strong> ilkesi ba\u011flam\u0131nda detayland\u0131rmaktad\u0131r. Disiplinler aras\u0131 bir bak\u0131\u015f a\u00e7\u0131s\u0131yla, \u00d6mer Hayyam’\u0131n bilimsel miras\u0131ndan bahsedilmekte ve John Nash\u2019in ya\u015fam \u00f6yk\u00fcs\u00fc \u00fczerinden y\u00fcksek bili\u015fsel yetenek ile sosyal ve duygusal geli\u015fim<\/strong> aras\u0131ndaki kritik dengeye dikkat \u00e7ekilmektedir. Nihayetinde bu \u00e7al\u0131\u015fma, e\u011fitimde de\u011ferler, bilimsel ba\u015far\u0131 ve bireysel farkl\u0131l\u0131klar\u0131n y\u00f6netimi gibi temel unsurlar\u0131 akl\u0131n ve kalbin rol\u00fc \u00fczerinden sorgulamaktad\u0131r.

Abstract:<\/strong>
This compilation takes a holistic approach to various pedagogical and scientific topics, focusing on the global and theoretical analysis of education systems. The text examines in depth innovative models such as Allosteric learning, which emphasizes student active participation and adaptation to environmental factors, and systematic approaches to evaluating education programs (Tyler, CIPP). It also compares teacher training policies (USA, Finland) in light of international examples and details the historical evolution of special education in the context of the principle of inclusivity. From an interdisciplinary perspective, it discusses the scientific legacy of Omar Khayyam and draws attention to the critical balance between high cognitive ability and social and emotional development through the life story of John Nash. Ultimately, this work questions fundamental elements in education, such as values, scientific achievement, and the management of individual differences, through the role of the mind and heart.<\/p>\n\n\n\n