{"id":63032,"date":"2024-08-30T00:00:23","date_gmt":"2024-08-29T21:00:23","guid":{"rendered":"https:\/\/bilimvegelecek.com.tr\/?p=63032"},"modified":"2024-08-29T23:07:44","modified_gmt":"2024-08-29T20:07:44","slug":"halkci-egitim-sistemi-koy-enstituleri","status":"publish","type":"post","link":"https:\/\/bilimvegelecek.com.tr\/index.php\/2024\/08\/30\/halkci-egitim-sistemi-koy-enstituleri","title":{"rendered":"Halk\u00e7\u0131 e\u011fitim sistemi: K\u00f6y Enstit\u00fcleri"},"content":{"rendered":"

\u00d6zlem G\u00fcler<\/strong><\/p>\n

\u00a0<\/strong>Binalara ve ezberci ders kitaplar\u0131na hapsedilmemi\u015f bir e\u011fitim felsefesiyle yola \u00e7\u0131kan K\u00f6y Enstit\u00fcleri, k\u0131sa s\u00fcrede b\u00fcy\u00fck ba\u015far\u0131lar elde etti. K\u00f6ylerden al\u0131nan \u00e7ocuklar tar\u0131m ve teknik derslerinde \u00fcretime kat\u0131l\u0131p kendi ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamay\u0131 \u00f6\u011frenirken; k\u00fclt\u00fcr derslerinde ara\u015ft\u0131rma inceleme esasl\u0131 \u00e7al\u0131\u015farak, d\u00fcnya klasiklerini okuyarak ve her biri bir enstr\u00fcman \u00e7alarak ya\u015fad\u0131klar\u0131 \u00e7a\u011fa uygun insanlara d\u00f6n\u00fc\u015ft\u00fcler. Enstit\u00fcler, k\u00f6ylerdeki insan g\u00fcc\u00fcn\u00fc i\u015fleyip, yeni kurulmu\u015f olan Cumhuriyet y\u00f6netiminin ihtiya\u00e7 duydu\u011fu emekten, ulusal ve ekonomik ba\u011f\u0131ms\u0131zl\u0131ktan yana bireyler yeti\u015ftirdi. K\u00f6y Enstit\u00fcleri\u2019nin kuruldu\u011fu d\u00f6nemde kalk\u0131nma \u00e7al\u0131\u015fmalar\u0131 s\u00fcr\u00fcyor, d\u0131\u015f bor\u00e7lar\u0131n \u00f6denmesi, d\u00fcnya ekonomik bunal\u0131m\u0131 gibi sorunlarla m\u00fccadele ediliyordu. Bu \u015fartlarda Hasan Ali Y\u00fccel ve \u0130smail Hakk\u0131 Tongu\u00e7 \u00f6nderli\u011findeki halk \u00e7ocuklar\u0131 ola\u011fan \u00fcst\u00fc bir \u00e7abayla K\u00f6y Enstit\u00fcleri\u2019nde bilimi ve sanat\u0131 ye\u015fertmeyi ba\u015fard\u0131lar.<\/p>\n

Cumhuriyet y\u00f6netiminin kurulmas\u0131yla hilafet, a\u015far kald\u0131r\u0131lm\u0131\u015f, \u00f6\u011fretim birli\u011fi sa\u011flanm\u0131\u015f, medeni kanun yap\u0131lm\u0131\u015f ancak, t\u00fcm bunlar\u0131n halka ula\u015ft\u0131r\u0131lmas\u0131n\u0131n yollar\u0131 aranmaya ba\u015flanm\u0131\u015ft\u0131. 1935-1936 y\u0131llar\u0131nda T\u00fcrkiye n\u00fcfusu 16 milyondan fazlayd\u0131 ve n\u00fcfusun % 80\u2019i (12 milyonu) k\u00f6ylerde ya\u015f\u0131yordu. O d\u00f6nemde okuryazar oran\u0131 ise yakla\u015f\u0131k %2 0 idi. \u201cTek \u00e7al\u0131\u015fma alan\u0131 tar\u0131m oldu\u011fu halde sermaye ve kredi yetersizdi; k\u00f6yler k\u00fclt\u00fcrde i\u00e7ine kapal\u0131yd\u0131. Kooperatif, sendika gibi \u00f6rg\u00fctleri olmayan k\u00f6yl\u00fclerin dayan\u0131\u015fmas\u0131na \u00f6rf ve adetlerle inan\u00e7lar da engel oluyordu. Bu nedenlerle ekonomik ve toplumsal yap\u0131da de\u011fi\u015fime ihtiya\u00e7 duyulan k\u00f6ylerde okullar kurulacak, i\u015fletilecek ve buralara g\u00f6re \u00f6\u011fretmen yeti\u015ftirilecekti.\u201d (Gediko\u011flu, 1971; 13-28)<\/p>\n

\u201cPotansiyel insan g\u00fcc\u00fcn\u00fc uyand\u0131rmak, harekete ge\u00e7irmek, toplumsal ve ekonomik kalk\u0131nman\u0131n arac\u0131 haline getirmek i\u00e7in kurulan K\u00f6y Enstit\u00fcleri sisteminin temeli, 1936\u2019da E\u011fitmen Kurslar\u0131yla, 1937\u2019den 1940\u2019a kadar s\u00fcren deneme evresiyle at\u0131lm\u0131\u015ft\u0131r. \u00dcretici e\u011fitim \u00e7al\u0131\u015fmalar\u0131na ba\u015flanm\u0131\u015f, ilk ve sa\u011flam ad\u0131mlar at\u0131lm\u0131\u015ft\u0131r. K\u00f6y Enstit\u00fcleri\u2019nin yasala\u015ft\u0131\u011f\u0131 g\u00fcn ise 17 Nisan 1940\u2019t\u0131r.\u201d (Gediko\u011flu,1971; 341) Yurt genelinde kurulan enstit\u00fclerin say\u0131lar\u0131 \u00f6nce 14 iken, daha sonra bu say\u0131 21\u2019e \u00e7\u0131kar\u0131l\u0131r.<\/p>\n

K\u00f6y Enstit\u00fcleri \u015fehirlerin d\u0131\u015f\u0131nda tren ve \u015foseye yak\u0131n, tar\u0131ma elveri\u015fli olan devlet arazisine kurulurlar. Geni\u015f alanlara kurulan enstit\u00fcler, tek ya da iki katl\u0131 binalardan olu\u015fuyordu. 50 ki\u015filik k\u00fcmelere g\u00f6re dersli\u011fi, kitapl\u0131\u011f\u0131, yatakhanesi, yemek salonu, \u00f6\u011fretmenevi olan tek katl\u0131 binalar ve bunlar\u0131n yan\u0131nda ayr\u0131ca i\u015flikler (marangoz, demirci, bi\u00e7ki diki\u015f, yemek pi\u015firme\u2026) kooperatif, ah\u0131r, arazi bulunuyordu. Binalar\u0131n daha \u00e7ok ki\u015fiye de\u011fil, elli ki\u015filik k\u00fc\u00e7\u00fck gruplara g\u00f6re d\u00fc\u015f\u00fcn\u00fclmesinin nedeni; \u00f6\u011fretmen ile \u00f6\u011frencilerin dayan\u0131\u015fma ile \u00e7al\u0131\u015fabilmesine, \u00f6\u011frencinin sorumluluk almas\u0131na, kendisini y\u00f6netme becerisi kazanmas\u0131na bu yap\u0131lar\u0131n daha uygun olmas\u0131yd\u0131.<\/p>\n

Enstit\u00fclere \u00fcretici ya\u015fam bi\u00e7iminden gelen k\u0131z-erkek k\u00f6yl\u00fc \u00e7ocuklar\u0131 kabul edildiler. \u00c7\u00fcnk\u00fc, hayvanlara bakmak, tohum sa\u00e7mak, topra\u011f\u0131 nadas etmek, sebze ve su arklar\u0131n\u0131 haz\u0131rlamak, fidan dikmek, koyun inek sa\u011fmak, ya\u011f \u00e7\u0131karmak, m\u0131s\u0131r ve fasulyeyi, t\u00fct\u00fcn\u00fc \u00e7apalamak, yaya olarak iki \u00fc\u00e7 g\u00fcn y\u00fcr\u00fcmek\u2026 12-13 ya\u015f\u0131ndaki k\u00f6yl\u00fc \u00e7ocuklar\u0131n\u0131n yapabildi\u011fi i\u015flerdi. Bu i\u015fler sayesinde o art\u0131k s\u0131ca\u011fa ve so\u011fu\u011fa dayan\u0131kl\u0131d\u0131r. Ya\u015fad\u0131\u011f\u0131 \u00e7evrede yap\u0131lan i\u015fleri, elde edilen \u00fcr\u00fcnleri, tabiat \u00f6rt\u00fcs\u00fcn\u00fc ve olaylar\u0131n\u0131 tan\u0131r. \u00dcreticidir. Ve onlar enstit\u00fcye geldiklerinde \u00f6\u011fretmenle 8 saat y\u00f6ntemli \u00e7al\u0131\u015fma, derslerle i\u015flere 2.5-3 saat kendi kendine haz\u0131rlanma gibi sorumluluklar\u0131 yerine getirebildiler. Dinlenme g\u00fcnleri de planl\u0131 olarak de\u011ferlendirilirdi. Y\u0131lda 10,5 ay \u00e7al\u0131\u015f\u0131yorlard\u0131. 3- 3,5 ayl\u0131k ba\u015f\u0131bo\u015f dinlenme s\u00fcreleri verilmemi\u015f; e\u011fitim ve \u00f6\u011fretimin duraklat\u0131lmamas\u0131 ama\u00e7lanm\u0131\u015ft\u0131. \u201cE\u011fitsel esaslar: \u00d6\u011frencilerin yeteneklerini geli\u015ftiren, g\u00fc\u00e7lendiren, ki\u015filik kazand\u0131ran konular\u0131n se\u00e7ilmesi. Kazand\u0131r\u0131lan bilgilerin ayn\u0131 zamanda kullan\u0131l\u0131r, i\u015fe yarar olmas\u0131. \u0130\u015f sevgisi a\u015f\u0131layacak, i\u015f karakterini kazand\u0131racak konular\u0131n olmas\u0131. Konular\u0131n ara\u015ft\u0131rma, deney, g\u00f6zlem, kar\u015f\u0131la\u015ft\u0131rma, kendi kendine \u00e7al\u0131\u015fma, karar verme, bir i\u015fte sonuna kadar dayanma al\u0131\u015fkanl\u0131klar\u0131n\u0131 kazand\u0131rmas\u0131, sinir sistemini g\u00fc\u00e7lendirmesi gibi niteliklere dayan\u0131yordu.\u201d (Gediko\u011flu, 1971; 86)<\/p>\n

Enstit\u00fclerde sabah ve ak\u015fam okuma saatleri d\u0131\u015f\u0131nda g\u00fcnde 8 saat \u00e7al\u0131\u015fma vard\u0131. Haftal\u0131k 44 saat \u00e7al\u0131\u015fman\u0131n 22\u2019sinde genel bilgi dersleri, 11\u2019i tar\u0131m, 11\u2019i teknik \u00e7al\u0131\u015fmalard\u0131. K\u00fclt\u00fcr (genel bilgi) derslerinde konular i\u015flenirken; g\u00f6zlem ve deney, ara\u015ft\u0131rma ve inceleme ya da yap\u0131lan i\u015f ve eserlerden yararlanma gibi y\u00f6ntemler uygulan\u0131rd\u0131. Ama\u00e7 \u00f6\u011frencinin d\u00fc\u015f\u00fcnebilmesini sa\u011flamakt\u0131. \u201cEnstit\u00fclerde saplant\u0131lar, tek y\u00f6nl\u00fc g\u00f6r\u00fc\u015flere kap\u0131lmama, akla g\u00fcvenme nitelikleri de kazand\u0131r\u0131lm\u0131\u015ft\u0131r. Bu suretle bilgilerin donmu\u015f kal\u0131plar olmad\u0131\u011f\u0131, yeni denemelerle yeni sonu\u00e7lara var\u0131labilece\u011fi, sistemli d\u00fc\u015f\u00fcnme \u00fczerinde \u00f6nemle durulmu\u015ftur.\u201d (Gediko\u011flu, 1971; 346) Tar\u0131m dersleri okulun uygulama bah\u00e7elerinde ge\u00e7iyordu. Enstit\u00fcn\u00fcn bulundu\u011fu b\u00f6lgeye g\u00f6re \u00fcr\u00fcnler yeti\u015ftiriliyordu. Talip Apayd\u0131n an\u0131lar\u0131nda tar\u0131m dersinde \u00fcretilenlere yer verir: \u201cB\u00fct\u00fcn y\u0131ll\u0131k yiyece\u011fimizi, bu\u011fday\u0131m\u0131z\u0131, sebzemizi, meyvemizi kendimiz yeti\u015ftirirdik; bulgurumuzu, makarnam\u0131z\u0131, tarhanam\u0131z\u0131 kendimiz yapard\u0131k. Bine yak\u0131n \u00f6\u011frenci -1942\u2019den sonra mevcut bine yakla\u015ft\u0131- kendi eme\u011fimizin \u00fcr\u00fcnleriyle doyard\u0131k. Bu\u011fdaya gelince\u2026 Enstit\u00fcn\u00fcn y\u0131ll\u0131k un, bulgur, tarhana gereksinimini tamamlad\u0131ktan sonra, ba\u015fka bir enstit\u00fcye de tonlarca bu\u011fday g\u00f6ndermi\u015ftik.\u201d (Apayd\u0131n, 2009; 68)<\/p>\n

Enstit\u00fclerde \u00e7evre ger\u00e7ekleri ve gereksinmeler dikkate al\u0131nm\u0131\u015f; i\u015f ile bilgi ve k\u00fclt\u00fcr bir arada d\u00fc\u015f\u00fcn\u00fclm\u00fc\u015f. Yani, \u00e7ocuklar yaparak \u00f6\u011freniyordu ve b\u00f6ylece \u00fcretici, yarat\u0131c\u0131 bireyler haline geliyorlard\u0131.<\/p>\n

\u00d6\u011frenciler sadece k\u00fclt\u00fcr dersleriyle uygulamal\u0131 derslere kat\u0131lm\u0131yorlard\u0131. Ayr\u0131ca, yetki ve sorumlulu\u011fu, y\u00f6netimde g\u00f6rev almay\u0131 enstit\u00fclerde kurulan demokratik d\u00fczen i\u00e7inde \u00f6\u011frendiler. \u00d6\u011fretmenleriyle birlikte s\u0131n\u0131f ve yatakhanelerini, yemek salonlar\u0131n\u0131, kitapl\u0131\u011f\u0131 vb. binalar\u0131n\u0131 yapt\u0131lar. Ba\u011f ve bah\u00e7eler, fidanl\u0131klar, sebzelikler yeti\u015ftirdiler. Kulland\u0131klar\u0131 ara\u00e7- gere\u00e7lerini yapt\u0131lar. \u00dcretici ve yap\u0131c\u0131 e\u011fitim d\u00fczeni sayesinde hem toplum d\u00f6n\u00fc\u015ft\u00fcr\u00fclecek hem de do\u011fa d\u00f6n\u00fc\u015ft\u00fcr\u00fclerek daha ya\u015fan\u0131l\u0131r hale getirilecekti.<\/p>\n

K\u00f6y Enstit\u00fcleriyle hayata ge\u00e7irilen uygulamal\u0131 e\u011fitim, o d\u00f6nem ge\u00e7erli olan e\u011fitim sistemlerinden \u00e7ok farkl\u0131yd\u0131. \u201cOkullar\u0131m\u0131zdaki e\u011fitim ve \u00f6\u011fretim y\u00f6ntemi, hep belle\u011fe dayanan, deneysiz uygulamas\u0131z, ara\u015ft\u0131rmas\u0131z, g\u00f6zlemsiz ezberleme y\u00f6ntemi olmu\u015ftur; hangi yabanc\u0131 devletin etkisine ba\u011fl\u0131 isek, ondan al\u0131nan, toplum ger\u00e7ekleri ve istemleriyle ba\u011fda\u015fmayan, ithal mal\u0131, yamama y\u00f6ntemler uygulanm\u0131\u015ft\u0131r. Bu t\u00fcr y\u00f6ntemler ise, \u00e7ocuklar\u0131m\u0131z\u0131 ve gen\u00e7lerimizi -ister istemez- kendi g\u00fc\u00e7lerine ve toplum sorunlar\u0131n\u0131n \u00e7\u00f6z\u00fcm\u00fcne kar\u015f\u0131 yabanc\u0131la\u015fmaya g\u00f6t\u00fcrm\u00fc\u015ft\u00fcr. K\u00f6y Enstit\u00fcleri ise, bu anlay\u0131\u015f\u0131 k\u00f6k\u00fcnden de\u011fi\u015ftiren bir y\u00f6ntemi uygulamaya ba\u015fl\u0131yordu. \u00c7\u00fcnk\u00fc e\u011fitimin ger\u00e7ek g\u00f6revi, insan\u0131 g\u00fc\u00e7lendirmek, ya\u015fam sava\u015f\u0131nda do\u011fay\u0131 yenebilir ve \u00e7evresini de\u011fi\u015ftirebilir hale getirmektir.\u201d (Tanilli, 2012; 75-81)<\/p>\n

\u201cCumhuriyet devri K\u00f6y Enstit\u00fcleriyle ulusun a\u011f\u0131rl\u0131\u011f\u0131, \u00fclkenin ger\u00e7ek sahibi ve b\u00fcy\u00fck k\u00fctlesi emek\u00e7i k\u00f6yl\u00fcn\u00fcn canlanmas\u0131 i\u00e7in gerekli \u00e7abay\u0131 g\u00f6stermi\u015f, insan g\u00fcc\u00fc kayna\u011f\u0131na el atm\u0131\u015ft\u0131r. Ki\u015fi k\u00f6yden al\u0131nacak, k\u00f6y i\u00e7in yeti\u015fecek, k\u00f6yde \u00e7al\u0131\u015facak. B\u00f6ylece, enstit\u00fclerle k\u00f6yl\u00fc uyand\u0131r\u0131lacak, d\u00fc\u015f\u00fcnd\u00fcr\u00fclecek, denge sa\u011flayacak g\u00fc\u00e7te bir bask\u0131 grubu haline getirilecektir. \u00c7\u00fcnk\u00fc bir bak\u0131ma demokrasi, bask\u0131 gruplar\u0131 aras\u0131ndaki dengeyi kurmak ve korumakt\u0131r. B\u00f6yle bir dengenin meydana gelebilmesi, y\u00fczy\u0131llard\u0131r ezilmi\u015f, horlanm\u0131\u015f, sava\u015ftan sava\u015fa s\u00fcr\u00fclm\u00fc\u015f k\u00f6yl\u00fcn\u00fcn e\u011fitilmesiyle ili\u015fkilidir.\u201d (Gediko\u011flu, 1971; 345)<\/p>\n

KAYNAKLAR<\/strong><\/p>\n

1), Talip Apayd\u0131n (2009), K\u00f6y Enstit\u00fcs\u00fc Y\u0131llar\u0131<\/em>, \u0130stanbul, Literat\u00fcr Yay\u0131nlar\u0131.<\/p>\n

2) \u015eevket Gediko\u011flu (1971), Evreleri, Getirdikleri ve Yank\u0131lar\u0131yla K\u00f6y Enstit\u00fcleri<\/em>, Ankara, \u0130\u015f Matbaas\u0131.<\/p>\n

3) Server Tanilli (2012), Nas\u0131l bir E\u011fitim \u0130stiyoruz?<\/em>, \u0130stanbul, Cumhuriyet Kitaplar\u0131.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

\u00d6zlem G\u00fcler \u00a0Binalara ve ezberci ders kitaplar\u0131na hapsedilmemi\u015f bir e\u011fitim felsefesiyle yola \u00e7\u0131kan K\u00f6y Enstit\u00fcleri, k\u0131sa s\u00fcrede b\u00fcy\u00fck ba\u015far\u0131lar elde etti. K\u00f6ylerden al\u0131nan \u00e7ocuklar tar\u0131m ve teknik derslerinde \u00fcretime kat\u0131l\u0131p kendi ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamay\u0131 \u00f6\u011frenirken; k\u00fclt\u00fcr derslerinde ara\u015ft\u0131rma inceleme esasl\u0131 \u00e7al\u0131\u015farak, d\u00fcnya klasiklerini okuyarak ve her biri bir enstr\u00fcman \u00e7alarak ya\u015fad\u0131klar\u0131 \u00e7a\u011fa uygun insanlara d\u00f6n\u00fc\u015ft\u00fcler. Enstit\u00fcler, […]<\/p>\n","protected":false},"author":2072,"featured_media":63033,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[9827,38,535,510],"tags":[9847,1144],"class_list":["post-63032","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-245-sayi","category-dergi-sayilari","category-forum","category-surekli-bolumler","tag-koy-enstituleri","tag-koy-enstitusu"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/posts\/63032","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/users\/2072"}],"replies":[{"embeddable":true,"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/comments?post=63032"}],"version-history":[{"count":0,"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/posts\/63032\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/media\/63033"}],"wp:attachment":[{"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/media?parent=63032"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/categories?post=63032"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bilimvegelecek.com.tr\/index.php\/wp-json\/wp\/v2\/tags?post=63032"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}