Mehmet Özay 23.06.2018
The phenomenon of education draws attention as an issue that is always on the agenda. Educational ethics, on the other hand, has an indispensable importance within this broad educational phenomenon. However, what this situation means in today's world of education in particular and in social relations in general needs to be emphasized. In this context, the phenomenon of education, with its various areas such as infrastructure, curriculum and goals, poses a problem not only in so-called underdeveloped or developing societies, but also in societies that have come a long way in the categories of development.
However, as is often the case, the focus of this question is on whether educational processes are successful in equipping individuals with the necessary skills to achieve material goals and achievements. At the same time, in practice, the purpose of education is almost constructed on this single causality. However, this situation points to a kind of contradiction with the exclusion of the phenomenon of educational ethics, which represents a fundamental area of education, perhaps its very existence.
There is no doubt that the economic and social conditioning inherent in the modern period, or high modernity, or the post-modern period, which claims to have transcended it, has an impact on such a denial of educational ethics. It is precisely at this point that, without disregarding how much the phenomenon of educational ethics concerns Western societies, it is necessary to emphasize what it corresponds to, especially in Eastern societies.
In this context, the role of the general opinion and thought that the educational institution is a social structure specific to the modern period should not be forgotten. In this case, the pressure and pressure exerted by modern economic and social structures on the educational institution causes the phenomenon of educational ethics to find a response neither in educational institutions nor in the public opinion.
Undoubtedly, the modernity of the period in which we live and the tendency of the people of this period to immerse themselves in the fascination of material development and to limit their perceptions primarily and increasingly to this time have a significant role in this. In this case, however, it should not be overlooked that modern man is characterized by a forgetfulness of time and space. However, the so-called modern period corresponds to a relatively short period of time in human history.
At this point, the efforts made in the early modern period and their medium- and long-term consequences through educational institutions were witnessed in the last century's environment of enormous problems, leading to an eclipse of reason in contemporary societies. And today, it is observed that not much has been achieved from this process. At this point, the need to develop an attitude that prioritizes educational ethics is obvious. For this purpose, a structure that is not limited to educational institutions, but rather involves all relevant social institutions, should be put on the agenda.
Open Civilization, Issue 7, September-2018, Year 1, p. 19. www.acıkmedeniyet.com
English and Indonesian versions translated with DeepL AI
