The teaching of Values in Turkish Language and Literature Course
Journal Title:INTERNATIONAL JOURNAL OF HUMANITIES AND ART RESEARCHES
Ethic or morality means all behaviors that include values to a large extent. In recent years, within
the education-teaching environments, values and values education are on the front burner. Studies and papers
are being published and graduate dissertations are being conducted on this issue. Board of Education, too, adds values education principles into the curriculum. A certain way and methods should be defined and these methods should be acquired to the educators and practitioners in the values education which is the base of morality and vir- tue. It is a problem solving or exploring way of teaching. Turkish Language and Literature is a very suitable course to give place to values education practice. Discussing texts which include behavioral dilemmas is the most important teaching material to help students gain values. This is the rightest way for values acquisition. “Do this and do not do that” is that a proper way through which values education cannot be realized. In addition to this, Ministry of Na- tional Education should plan and organize programs and course books accordingly.
The Ministry of National Education has been carrying out various studies on the concept of “values” for the past few years. It has also implemented some innovations in order to gain individual values for students in education- al activities. It is also seen as a part of these innovations that the concept of “values” is emphasized in the renewed “Turkish Language and Literature Curriculum”. Of course, as a result of all these, the studies that carry the heading “Values” are emphasized both in the secondary schools where the Turkish Language and Literature course is taught and in the Faculties of Education that should naturally have an organic relationship with them. It is also possible to see this situation in the scientific publications of academics working in the Faculties of Education and
in the postgraduate theses being made within the scope of the Educational Sciences Institutes.
All these developments observed in the secondary education level are not a form of study that we have never seen before. Because the concept of “training-training”
in the old term “training and training” or the new term “training-training” is nothing but adding “value.” Of
course, when these “values” gained start to be observed in the students’ attitudes and behaviors over time, those who try to be given are also won. It is for this reason that the concept of “Values Education,” which the ministry frequently emphasizes in the curriculum of the courses and different fields of study, is not an innovation that has never been studied before. Perhaps, it is the organization of studies that have not been named previously, are left to chance, are not programmed, and are not defined, but of course, this is also a positive development.
However, all courses in the secondary education level have a tripartite structure, namely “curriculum, “educational activities,” and “assessment and evaluation.” Again, these three details should be shaped to be com- patible with the integrity of the course. For this reason, in the later parts of the study, the concept of “Values Education” will be tried to be examined in terms of both the curriculum of the course, “educational activities” and “measurement and evaluation”.
The main aim of the lessons being carried out in the secondary education level is to provide students with a medium level of knowledge and culture. If one of the main objectives of education is to provide students with “values” and to reflect these values on their attitudes and behaviors, the way to this is through a series of activities implemented in “education-training processes.” One of those activities is to discuss the “dilemmas” and “mor-
al conflict” scenes in the reading texts of the Turkish Language and Literature Course. Students will reach
a “cognition” in these discussion sessions. This cogni- tion will take them to “value” over time, and the values acquired will lead to a parallel pattern of behavior with it. Psychologists argue that the highest value in “good, righteous and beautiful” is “justice.” So it must be the first value to be gained.