Learning occurs in the learner: New generation of education specialist

Year 2013, , 39 - 48, 31.01.2013

Mirac Ozar

https://doi.org/10.19128/turje.181053

Cited By: 3

Abstract

In light of the fact that learning, as a phenomenon, is an electro-chemical process and is rearranging the neuro-networking, there is no “teaching” as such. We, as education specialists, can only help other human beings to learn something. Therefore, we should put all our focus and emphasis on “learning”. “Teachers” who were trained through traditional methods, usually act with the urge of controlling reflex. The traditional understanding of education and learning, based on reductionist approach where the main focus is on behavioral change, has been replaced by a totally different approach which is influenced by recent developments over the past fifteen years in the realm of science and technology. Especially with the help of Functional Magnetic Resonance Imaging (FMRI), we can now monitor how human brain reacts to different stimulus and how different parts of human brain function together. With that technology in place, the definition of learning has been radically changed. The main purpose of this article is to make suggestions to education specialists with regard to their approach to learners in light of the contemporary educational understanding and in so doing contribute to the establishment of the profile of new generation of education specialists.

Keywords

education, learning, education specialist

Öğrenme öğrenende gerçekleşir: Yeni nesil eğitim uzmanı

Abstract

Öğrenme olgusunun elektro-kimyasal bir süreç ve beyin hücreleri arasında yeni ağların oluşturulması (neuro-networking) olduğunu düşünürsek, aslında “öğretmek” diye bir eylem ve süreç yoktur. Bizler, eğitim uzmanları, başka bir insanın öğrenmesine yardımcı olabiliriz. Bu sebeple tüm vurgumuzu öğrenme olgusu üzerine odaklamalıyız. Geleneksel eğitim anlayışına sahip bir ekolle yetiştirilmiş “öğretmenler”, çoğunlukla “öğrencilerin” davranışlarını kontrol etme refleksi ile hareket eder. Öğrenmeyi ve eğitimi, davranış değişikliği olarak algılayan ve insanı bu indirgemeci anlayışla ele alan yaklaşım son on beş yılda gelişen bilim ve teknoloji ile yerini tamamen farklı bir anlayışa bırakmıştır. Özellikle Fonksiyonel Manyetik Rezonans Görüntüleme (FMRG –FMRI) teknolojileriyle bugün artık insan beyninin hangi uyaranlara nasıl reaksiyon gösterdiği ve farklı uyaranlarla beynin farklı bölgelerinin nasıl birlikte çalıştığını görüntülemek mümkündür. Bu teknoloji sayesinde öğrenme olgusunun tanımı radikal olarak değişmiştir. Bu makalenin amacı, çağdaş öğrenme yaklaşımları doğrultusunda yeni nesil “eğitim uzmanlarının” “öğrenenlere” nasıl yaklaşmaları gerektiği konusunda önerilerde bulunarak ve böylece yeni nesil “eğitim uzmanı” profilinin oluşumuna katkıda bulunmaktır.

Keywords

eğitim, öğrenme, eğitim uzmanı

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