T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli ad\u0131 alt\u0131nda e\u011fitimde birli\u011fimizi bitirecek olan par\u00e7al\u0131 okul sisteminin haz\u0131rl\u0131klar\u0131 son a\u015famaya geldi. Projede ka\u00e7ak istemiyorlar, kamuflaj\u0131 da haz\u0131r. Ad\u0131na Maarif Modeli demi\u015fler, \u00fcst\u00fcn\u00fc cilalamak i\u00e7in de ba\u015f\u0131na T\u00fcrkiye Y\u00fczy\u0131l\u0131 eklemi\u015fler. \u00d6\u011fretmen ve idarecilerden onay almaya s\u0131ra geldi, son cevap tarihi bug\u00fcn, 28 Haziran 2024.<\/p>\n\n\n\n
Bakan Yusuf Tekin taraf\u0131ndan ortaokullara g\u00f6nderilen Ortak Metni \u0130nceleme Formu Ek-1 ve Ek-2 \u00e7izelge dosyalar\u0131n\u0131 g\u00f6rd\u00fcm. \u00d6\u011fretmen ve idarecilerin cevaplamas\u0131 istenen 8 b\u00f6l\u00fcm var.\u00a0 MEB, tuzakl\u0131 sorularla \u00f6\u011fretmenin kafas\u0131n\u0131 kar\u0131\u015ft\u0131r\u0131rken, bulan\u0131k suda bal\u0131k av\u0131na \u00e7\u0131km\u0131\u015f g\u00f6r\u00fcn\u00fcyor.<\/p>\n\n\n\n
Zurnan\u0131n z\u0131rt dedi\u011fi son b\u00f6l\u00fcme dikkat; Okul Temelli M\u00fcfredat diyor! Yani her okula ayr\u0131 m\u00fcfredat!!!<\/p>\n\n\n\n
Kimsenin anlamayaca\u011f\u0131 bir dil t\u00fcrettiler, \u015feytanca, as\u0131l niyetlerini \u00f6rten bir kavram karma\u015fas\u0131. Bunlar\u0131n kavramsal silahlar\u0131n\u0131 2005 y\u0131l\u0131nda yazmaya ba\u015flam\u0131\u015ft\u0131m, Otopsi yay\u0131nlar\u0131nda bas\u0131lan \u201cMilli E\u011fitimde Emperyalist Ku\u015fatma\u201d kitab\u0131mda bu par\u00e7al\u0131 e\u011fitim sistemine ge\u00e7i\u015fin kavramsal ara\u00e7lar\u0131n\u0131 bir bir anlatm\u0131\u015ft\u0131m.<\/p>\n\n\n\n
(Bkz.mahiye.com internet sitemde, Kendi Kitaplar\u0131m b\u00f6l\u00fcm\u00fcnde pdf dosya halinde \u00fccretsiz eri\u015fimdedir.)<\/p>\n\n\n\n
E\u011fitimde birli\u011fimizi y\u0131kmak i\u00e7in 2004\u2019de Par\u00e7al\u0131 Zek\u00e2 felsefesiyle yola \u00e7\u0131kan SPAN Amerikan dan\u0131\u015fmanlar\u0131yla \u00e7al\u0131\u015fan ekip, bug\u00fcn, 20 y\u0131l sonra Par\u00e7al\u0131 M\u00fcfredat hedeflerine ula\u015ft\u0131lar; s\u0131ra geldi \u00f6\u011fretmenin demokratik(!) onay\u0131na sunulmas\u0131nda. Bu hafta yap\u0131lan sene sonu seminerinde bakanl\u0131ktan \u00f6\u011fretmenlere \u201cbunlar\u0131 konu\u015fun, \u015funlara cevap verin\u201d diye direktif g\u00f6nderildi. Bununla emperyalist projeyi \u201cpayda\u015flar\u201d\u0131n onay\u0131na a\u00e7t\u0131lar. Bu s\u0131rada fiilen ve resmen Milli E\u011fitim Kanunu ilga edilmektedir, bundan hi\u00e7 s\u00f6z edilmiyor. <\/p>\n\n\n\n
\u00d6\u011fretmene anlamad\u0131\u011f\u0131 bir dille sorulmu\u015f tuzakl\u0131 sorular var. Ne cevap verecek \u00f6\u011fretmen? En iyisi hi\u00e7 cevap vermemekti, E\u011fitim-\u0130\u015f \u00f6yle yapt\u0131, cevaplamay\u0131 red etti. Bu g\u00fczel, ama yetmez. \u00d6n\u00fcm\u00fczdeki ders y\u0131l\u0131 ba\u015f\u0131nda yeni sistemin kitaplar\u0131n\u0131 da red edebilirlerse, alk\u0131\u015flar\u0131z.<\/p>\n\n\n\n
Bakanl\u0131ktaki SPAN ekipleri T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli derken herkesi kand\u0131r\u0131yorlar. Asl\u0131nda, y\u00fcz\u00fcnc\u00fc y\u0131l\u0131nda T\u00fcrk Milli E\u011fitiminin ve T\u00fcrk milletinin ba\u015f\u0131na ge\u00e7irilmi\u015f par\u00e7al\u0131 e\u011fitim torbas\u0131d\u0131r bu.<\/p>\n\n\n\n
Ger\u00e7ek niyetlerini a\u00e7\u0131k se\u00e7ik yazsalar isyan \u00e7\u0131kar. \u00d6\u011fretmene kendi ipini \u00e7ektirecekler \u00e7\u00fcnk\u00fc. Bir\u00e7ok bran\u015f \u00f6\u011fretmeni i\u015fsiz kalacak, okul d\u0131\u015f\u0131nda ek i\u015f arayacaklar. Ya da, elinde \u00e7antas\u0131, okul okul dola\u015facak; iki \u00f6\u011frenci \u015fu okulda, \u00fc\u00e7 \u00f6\u011frenci \u00f6teki okulda. Veliler \u015fa\u015fk\u0131n kalacak, okulda verilmeyen dersi d\u0131\u015far\u0131dan ald\u0131rabilecek mi?<\/p>\n\n\n\n
Anla\u015f\u0131lmamas\u0131 i\u00e7in her t\u00fcrl\u00fc kavram karma\u015fas\u0131 yarat\u0131ld\u0131. Zaten yeni nesil \u00f6\u011fretmenler \u00f6yle bozuk \u00e7eviri kavramlardan geliyorlar ki, bizim 1970\u2019li y\u0131llar\u0131n kamucu e\u011fitim kavramlar\u0131n\u0131 anlamalar\u0131 hi\u00e7 m\u00fcmk\u00fcn de\u011fil. G\u00f6z\u00fcm\u00fcz\u00fcn i\u00e7ine baka baka, kavramsal silahlar kullana kullana \u00f6\u011fretmenlerin de akl\u0131n\u0131 bitirdiler. Olan biteni izah edebilecek tek \u00f6\u011fretmen yok art\u0131k. <\/p>\n\n\n\n
MEB\u2019in okullara g\u00f6nderdi\u011fi ve \u00e7ok say\u0131da \u00f6\u011fretmenin cevaplamay\u0131 red etti\u011fi \u015fu me\u015fhur Ek-2 dosyas\u0131na bir de biz bakal\u0131m, kullan\u0131lan yan\u0131lt\u0131c\u0131 kavram tuzaklar\u0131n\u0131 g\u00f6relim:<\/p>\n\n\n\n
2.Soruda <\/strong>yan\u0131lt\u0131c\u0131 kavram \u00d6\u011frenci Profili<\/strong> :<\/p>\n\n\n\n \u201cProgram\u0131n hedefledi\u011fi \u00f6\u011frenci profili nedir? Program\u0131n \u00f6ng\u00f6rd\u00fc\u011f\u00fc \u00f6\u011frenci profiline ili\u015fkin en \u00e7ok \u00f6nemsedi\u011finiz \u00fc\u00e7 hedef ne olabilir?\u201d<\/p>\n\n\n\n Bu sorunun art niyetinden \u015f\u00fcphe ederim. Sanki e\u011fitim bilimcilere ve halka arz edilmi\u015f bir program var da\u2026 Bulan\u0131k ve karanl\u0131k bir sorudur. Sadece, bu soru arac\u0131l\u0131\u011f\u0131yla e\u011fitim kitlesinin akl\u0131na \u201c\u00f6\u011frenci profili\u201d kavram\u0131n\u0131 ekiyorlar. Bir sonraki a\u015famada kendi model okullar\u0131na \u00f6\u011frenci toplayacaklar\u0131 etnik veya dinsel kesimleri profillerine g\u00f6re tasnif edeceklerinin sinyalini veriyorlar.<\/p>\n\n\n\n 3.Soruda, <\/strong>yan\u0131lt\u0131c\u0131 kavram \u00d6\u011frenme \u00c7\u0131kt\u0131s\u0131<\/strong>:<\/p>\n\n\n\n Bizim zaman\u0131m\u0131zda (1968 M\u00fcfredat\u0131nda) \u201c\u00c7ocu\u011fun e\u011fitsel kazan\u0131m\u0131\u201d diye bir kavram vard\u0131. Onun yerine \u015fimdi \u201c\u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131\u201d geldi.<\/p>\n\n\n\n 2004\u2019den itibaren a\u011f\u0131rl\u0131k yerine k\u00fctle dedirtmeleri gibi. Yeni ama kar\u015f\u0131l\u0131\u011f\u0131 olmayan \u201c\u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131\u201d geldi. Nedir bu \u015f\u0131mar\u0131kl\u0131k? Fotokopi \u00e7\u0131kt\u0131s\u0131 almakla e\u015f. B\u00f6yle uyduruk kavram olmaz. Mutlaka Amerikan \u0130ngilizcesinden birebir \u00e7eviridir. Bizim k\u00fclt\u00fcr\u00fcm\u00fcze oturmuyor, bizim dil a\u011fac\u0131m\u0131zda ye\u015fermez bu kavram.<\/p>\n\n\n\n B\u00f6yle birebir \u00e7evirilerle T\u00fcrk\u00e7emizi ve e\u011fitim da\u011farc\u0131\u011f\u0131m\u0131z\u0131 k\u0131s\u0131rla\u015ft\u0131rd\u0131lar. Yeni dedikleri m\u00fcfredata g\u00f6re yeni bir e\u011fitim s\u00f6zl\u00fc\u011f\u00fc (corpus) haz\u0131rlad\u0131lar. Uyduruk s\u00f6zc\u00fckler g\u00fcn be g\u00fcn kar\u015f\u0131m\u0131za \u00e7\u0131k\u0131yor, akl\u0131m\u0131za oturtam\u0131yoruz, beynimiz bulan\u0131yor.<\/p>\n\n\n\n Eskiden \u00f6\u011fretmen g\u00fcnl\u00fck plan yapard\u0131. Ad\u0131m ad\u0131m dersini nas\u0131l i\u015fleyece\u011fini tasarlar ak\u015famdan plan defterine yazard\u0131. Yap\u0131lan etkinlikten \u00e7ocu\u011fun e\u011fitsel kazan\u0131m\u0131n\u0131n ne olaca\u011f\u0131n\u0131 \u00f6\u011fretmen dersin i\u015fleyi\u015f plan\u0131nda belirtmek zorundayd\u0131. \u015eimdi, \u00f6\u011frencinin e\u011fitsel kazan\u0131m\u0131 de\u011fil soyut bir \u201c\u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131\u201d \u00e7\u0131kt\u0131 kar\u015f\u0131m\u0131za.<\/p>\n\n\n\n Yeni bir kavram daha gelecek, akl\u0131n\u0131zda olsun, Anaokulu yerine Erken E\u011fitim<\/strong>!<\/p>\n\n\n\n D\u00f6rt y\u0131ll\u0131k oyun okulu getirecekler, ona Erken E\u011fitim diyecekler. Ak\u0131l kar\u0131\u015ft\u0131r\u0131c\u0131d\u0131r. \u0130ngilizceden birebir \u00e7eviridir. Onlarda ilk kalkan u\u00e7ak yerine \u201cerken kalkan u\u00e7ak\u201d kavram\u0131 vard\u0131r, ondan al\u0131p okula ba\u015flama \u00e7a\u011f\u0131na uyarlam\u0131\u015flar. Biz ise \u00f6rne\u011fin \u201cerken yat, erken kalk\u201d deriz, ayn\u0131 \u015fey de\u011fildir. E\u011fitime ba\u015flama ya\u015f\u0131n\u0131n erken kavram\u0131yla hi\u00e7bir ba\u011flant\u0131s\u0131 yoktur. D\u0131\u015far\u0131dan \u00f6d\u00fcn\u00e7 al\u0131nan kavramlar g\u00fczel T\u00fcrk\u00e7emizi anlams\u0131zla\u015ft\u0131r\u0131r, dilimizin mant\u0131k ba\u011f\u0131n\u0131 k\u0131rar, d\u00fc\u015f\u00fcnme yetimize zarar verir.<\/p>\n\n\n\n 8.Soruda <\/strong>yan\u0131lt\u0131c\u0131 kavram Okul Temelli Planlama:<\/strong><\/p>\n\n\n\n Okul ba\u015f\u0131na ayr\u0131 m\u00fcfredat geliyor\u2026 \u0130\u015fte b\u00fcy\u00fck par\u00e7alama budur!<\/p>\n\n\n\n 2005\u2019lerde par\u00e7al\u0131 zek\u00e2c\u0131lar (Z.Sel\u00e7uk ve avanesi) \u201cher okul ayr\u0131 m\u00fcfredat yapabilmeli\u201d demek i\u00e7in kamuflaj olarak Model Okul M\u00fcfredat\u0131 dediler. Bu kavram E\u011fitimin Tekli\u011fi ilkesine ayk\u0131r\u0131yd\u0131. B\u00f6l\u00fcc\u00fclerin istedi\u011fi e\u011fitim modeli buydu ve bu y\u00fczden yeni m\u00fcfredata sesli\/sessiz onay verdiler. \u0130stisnas\u0131z b\u00fct\u00fcn siyasi partiler bu suskunlukta ortak davrand\u0131lar. Tarikat piyasas\u0131 da destek verdi buna, tarikatlar cirit oynad\u0131 bakanl\u0131klarda.<\/p>\n\n\n\n Liberalizm buydu, ayr\u0131 m\u00fcfredat talep eden her gruba \u00f6zel m\u00fcfredat vaat ediyorlard\u0131. Ne kadar ayr\u0131 m\u00fcfredat talebi olursa toplum o kadar par\u00e7alanm\u0131\u015f olacakt\u0131; emperyalist SPAN \u015firketi bu hedefle ABD\u2019den Ankara\u2019ya getirilmi\u015fti. Zenginler kul\u00fcb\u00fc i\u00e7in ayr\u0131 m\u00fcfredat, etnik okullara ayr\u0131 m\u00fcfredat, tarikatlara ayr\u0131 m\u00fcfredat, y\u00f6resel a\u015firete g\u00f6re m\u00fcfredat, yabanc\u0131 \u00f6zel okullara ayr\u0131 m\u00fcfredat, vs. Kendi m\u00fcridinden para kazanacak her biri, halk ne yapacak soran yok.<\/p>\n\n\n\n Emperyalist merkezler Birli\u011fimizi par\u00e7alama form\u00fcl\u00fcn\u00fc b\u00f6yle buldular. T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli i\u015fte bu \u00e7ok par\u00e7al\u0131 s\u00f6m\u00fcrge e\u011fitimi program\u0131n\u0131n cilal\u0131 ad\u0131d\u0131r. B\u00f6l Par\u00e7ala Y\u00f6net diye \u00f6zetledikleri emperyalist (k\u00fcreselci) plan tam da budur. Art\u0131k ana dersler bile zorunlu ortak ders olamayacakt\u0131r; ayn\u0131 s\u0131n\u0131fta okuyan \u00e7ocu\u011funuz kalmaz!<\/p>\n\n\n\n T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli diyorlar. Okul Temelli, yani okul baz\u0131nda farkl\u0131 program demektir. Okulun m\u00fctevelli heyeti, \u00f6\u011frenci\/veli profili her hangi bir dinsel yap\u0131y\u0131 i\u015faret ediyorsa, onlar\u0131n tercihine g\u00f6re dersler, hatta \u015feriat talebi varsa o dersi bile program\u0131na alabilir.<\/p>\n\n\n\n Demokrasiyi yok etmek i\u00e7in demokrasiyi ara\u00e7 olarak kulland\u0131klar\u0131n\u0131 g\u00f6rd\u00fcn\u00fcz. Onlara her yol ge\u00e7erli. Peki say\u0131n veliler, okumu\u015f ayd\u0131n insanlar, sizin bir alternatifiniz olmayacak m\u0131?<\/p>\n\n\n\n Mahiye Morg\u00fcl<\/p>\n\n\n\n 28.6.2024\/Rize<\/p>\n","protected":false},"excerpt":{"rendered":" T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli ad\u0131 alt\u0131nda e\u011fitimde birli\u011fimizi bitirecek olan par\u00e7al\u0131 okul sisteminin haz\u0131rl\u0131klar\u0131 son a\u015famaya geldi. Projede ka\u00e7ak istemiyorlar, kamuflaj\u0131 da haz\u0131r. Ad\u0131na Maarif…<\/p>\n