Jan Ámos Komenský’nin Eğitim Sisteminin Özellikleri Üzerine: Bir Eğitim Tarihi Çalışması

Year 2020, , 39 - 52, 06.06.2020

Adnan Çırak

https://doi.org/10.38000/juhis.719674

Abstract

Modern eğitim sistemlerinin ortaya çıkışında çok büyük bir tarihsel arka plan yatmaktadır. Antik Çağ’dan günümüze kadar geçen süre içerisinde çok sayıda eğitimci farklı düşünceler ve sistemler geliştirmiştir. Avrupa’da Rönesans’tan itibaren her alanda olduğu gibi eğitim alanında da yeni ilke ve yöntemler ortaya çıkmıştır. Ortaya atılan bu yeni ilke ve yöntemler hem Avrupa eğitimini hem de dünya eğitimini etkilemiştir. Eğitimde meydana gelen yeni gelişmelerin neredeyse çoğunda Jan Ámos Komenský’nin katkısı bulunmaktadır. Komenský özellikle sanat eğitimi, dil eğitimi, okul öncesi eğitimi, ahlak eğitimi, modern ilke ve yöntemler, sınıf ve okul sistemi, ders kitapları gibi konularda oldukça önemli görüşler ortaya koymuştur. Bu çalışmanın amacı Jan Ámos Komenský’nin pedagoji düşüncesinin kökenlerini, eğitim, öğretim ve okul sisteminin özelliklerini incelemektir. Araştırmada nitel veri toplama tekniklerinden doküman inceleme tekniği kullanılmıştır. Araştırma sonuçlarına göre Jan Ámos Komenský’nin pedagoji düşüncesinin temelinde on yedinci yüzyılda meydana gelen bilimsel gelişmelerin ve hümanizm etkisinin olduğu; eğitim-öğretim, okul sistemi gibi konularda modern eğitimi etkilediği görülmüştür.

Keywords

Jan Amos Komensky, Eğitim Tarihi, Eğitim-Öğretim, Okul Sistemi

On the Features of the Jan Ámos Komenský’s Systems of Education: A Study of Education History

Abstract

A huge historical background lies behind the emergence of modern educational systems. From ancient age to present day many educators have developed different opinions and systems. New principles and methods have emerged in the field of education in Europe since the Renaissance movement. These new principles and methods affected both European and world education. These new principles and methods affected the education in both Europe and the world. Jan Ámos Komenský contributed to most of these developments in the field of education. Jan Ámos Komenský revealed very important principles especially on subjects such as art education, language education, pre-school education, moral education, modern principles and methods, class and school system, and textbooks. The aim of this study is to examine the origins of Jan Ámos Komenský's pedagogical thought, features of the education, teaching and school system. This study applied document analysis technique with a qualitative approach. According to the results of the survey it has been seen that the scientific developments and humanism constructed Jan Ámos Komenský's thought of pedagogy; education, teaching, school system and it has been observed that Komenský affected modern education in many areas.

Keywords

Jan Ámos Komenský, History of Education, Education-Teaching, School System

References

• [1] Auba, J. (1970). Comenius and Contemporary Education. H. Dobinson (Ed.). Comenius and the Organisation of Education (34-51). UNESCO Institute for Educators: Hamburg.
• [2] Aytaç, K. (2018). Avrupa Eğitim Tarihi: Antik Çağ’dan 19. Yüzyılın Sonlarına Kadar. (7. Baskı). Doğu-Batı Yayınları, Ankara. [3] Capkova, D. & Frijhoff, W. (1992). Jan Amos Comenius, 1592-1670 An Introduction. Paedagogica Historica, 28 (2). (175-183)
• [4] Capkova, D. (1970). Comenius and Contemporary Education. H. Dobinson (Ed.). The Recommendations of Comenius Regarding the Education of Young Children (17-33). UNESCO Institute for Educators: Hamburg.
• [5] Cizek, J. (2017). Comenius’s Emendation of Society and Its Limits. Studia Comeniana et Historica. (73-82)
• [6] Çırak, A. (2019). Eğitimin Galileo’su: Jan Ámos Komenský ve Eğitim ile İlgili Görüşleri. Al Farabi Uluslararası Sosyal Bilimler Dergisi, 3 (2). (67-74)
• [7] Glenn, L. J. (2018). The Intellectual- Theological Leadership of John Amos Comenius. Perichoresis, 16 (3). (45-61)
• [8] Gundem, B. B. (1992). Vivat Comenius: A Commemorative Essay on Johann Amos Comenius, 1592-1670. Journal of Curriculum and Supervision, 8 (1). (43-55)
• [9] Hill, I. (2012). Evolution of Education for International Mindedness. Journal of Research in International Education, 11 (3). (245-261)
• [10] Ingall, C. K. (1994). Reform and Redemption: The Maharal of Prague and John Amos Comenius. Religious Education, 89 (3). (358-375)
• [11] Jujova, A. & Bakker, F. (2015). Didactic Principles by Comenius and 21st Century Skills. An Independent Scientific Journal for Interdisciplinary Research in Pedagogy. (7-20)
• [12] Karasar, N. (2015). Bilimsel Araştırma Yöntemi. (28. Baskı). Nobel Yayınları, Ankara.
• [13] Lang, I. (1965). A Comparative Study of The Philosophies of John Amos Comenius and Maria Montessori on the Education of Children. University of Loyola. Chiago. (Unpublished Doctoral Thesis).
• [14] Lee, J. S. (2019). Avrupa Tarihinden Kesitler 1494-1789. (7. Baskı). Dost Kitabevi Yayınları, Ankara.
• [15] Leek, J. (2011). John Amos Comenius-The Initatior of Modern Language Teaching and World Understanding. Prace Naukowe Akademii im. Jana Dlugosza w Czestochowie, 7 (223-232)
• [16] Lukas, M. & Munjiza, E. (2014). Education System of John Amos Comenius and Its Implications in Modern Didactics. Zivot i skola: casopis za teoriju i praksu odgoga i obrazovanja, 60 (31). (32-42)
• [17] Maksimovic, J. & Sretic, S. (2019). Principle of Evidence of John Amos Comenius as a Basis for the Development of Pedagogical Research Techniques and Instruments. Siedleckie Zeszyty Komeniologiczne seria Pedagogika, 6. (243-256)
• [18] Maksimovic, J., Osmanovic, J. & Milanovic, A. (2018). John Amos Comenius’ Contribution to the Development of the Didactic Methodology. Siedleckie Zeszyty Komeniologiczne Seria Pedagogika, 5. (89-104)
• [19] Maviglia, D. (2016). The Main Principles of Modern Pedagogy in ‘Didactica Magna’ of John Amos Comenius. Creative Approaches to Research, 9 (1). (57-67)
• [20] Misseri, E.L. (2017). Comenius’ Ethics: From the Heart to the World. Ethics & Bioethics, 7 (1-2). (13-23)
• [21] Nutbrown, C. & Clough, P. (2014). Early Childhood Education: History, Philosophy and Experience. Sage Press: London.
• [22] Palmer, A. J., Bresler, L. & Cooper, E. D. (2001). Fifty Major Thinkers on Education: From Confucius to Dewey. Routledge Press: New York.
• [23] Peltzman, R.B. (1998). Pioneers of Early Childhood Education. Greenwood Press: London.
• [24] Piaget, J. (1993). Jan Amos Comenius. UNESCO International Bureau of Education, 23. (78-116)
• [25] Rohls, J. (2008). Platonism at the Origins of Modernity: Studies on Platonism and Early Modern Philosophy. D. Hedley & S. Hutton (Ed.). Comenius, Light Metaphysics and Educational Reform (63-74). Springer Press: Netherland.
• [26] Sadler, E. J. (1970). Comenius and Contemporary Education. H. Dobinson (Ed.). Comenius as a Man (9-16). UNESCO Institute for Educators: Hamburg.
• [27] Schaller, K. (1983). The Influence of Modern Comenius Studies on the Philosophy of Education in the Federal Republic of Germany. History of Education, 12 (2). (87-92)
• [28] Shrivastava, K. K. (2003). Philosophical Foundations of Education. Kanishka Press: New Delhi.
• [29] Sitarska, B. (2010). John Amos Comenius’ Ideas in View of Modern Educational Challenges. Studia Comeniana Sedlcensia, 3. (1-19)
• [30] Sitarska, B. (2015). John Amos Comenius and the Beginnings of Comeniology. Siedleckie Zeszyty Komeniologiczne seria Pedagogika, 2. (45-65)
• [31] Solcova, K. (2017). Moral Virtues in J.A. Comenius’ Mundus Moralis. Ethics & Bioethics, 7 (3-4). (119-126)
• [32] Stroope, W. M. (2005). The Legacy of John Amos Comenius. International Bulletin of Missionary Research, 29 (4). (204-208)
• [33] Subbiondo, L. J. (1992). From Babel to Eden: Comenius and the 17th-Century Philosophical Langage Movement. Historiographia Linguistica, 19 (2-3). (261-273)
• [34] Suchodolski, B. (1970). Comenius and Contemporary Education. H. Dobinson (Ed.). Comenius and Teaching Methods (35-51). UNESCO Institute for Educators: Hamburg.
• [35] Szoradova, E. (2015). Contexts and Functions of Music in the Orbis Sensualium Pictus Textbook by John Amos Comenius. Paedegogica Historica, 51 (5). (535-559)
• [36] Vidmar, T. (2014). New Dimensions of Understanting of Lifelong Learning From Antiquity to Comenius. Review of European Studies, 6 (3). (91-101)
• [37] Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (9. Baskı). Seçkin Yayınları, Ankara.
• [38] Windergerden, M. R. V., Avest, I. T., & Westerman, W. (2012). Interreligious Learning as a Precondition for Peace Education: Lessons From the Past: John Amos Comenius (1592-1670). Religious Education, 107 (1). (57-72)
• [39] Wolf, T. (2011). Comenius and Savitribai Phule. Journal of Applied Christian Leadership, 5 (2). (78-104)
• [40] Woo, J. G. (2016). Revisiting Orbis Sensualium Pictus: An Iconographical Reading in Light of the Pampaedia of J. A. Comenius. Studies in Philosophy and Education, 35 (2). (215-233)