The Search for a Model in Education According to Me
The search for a model, which is frequently on our agenda and which is essentially never-ending, floats around in the minds. As an educator, I sometimes cannot understand the reason for this passion for the new. This discourse, of course, should not lead to the conclusion that we are against models that are more functional, more efficient and in line with the realities of the age. Changes sometimes make them necessary, and they impose themselves on you.
The main issue that I am trying to articulate is with what data and who will decide how and according to what criteria. If a comprehensive reform related to agriculture is required, we have the criteria that will be the basis for this reform; The hands working in the field should evoke criticism from other stakeholders regarding the structure of the soil, climatic conditions, the food chain, and moreover, production-consumption. Is this how things work in our education system? Are the participants in the regular meetings really capable of assimilating the job, qualified experts in the complicated world of education? When we do our questioning in many ways, to what extent do the opinions of the teachers working in the field, guidance and psychological counselors, administrators, students and parents, and even other out-of-school stakeholders who can contribute to the decision table take place? If we give the answer enough, how can we explain the statistically qualitative decline in our education? If our answer is no, don't we get the impression that congresses, councils and similar high-level meetings that take part in the decision-making mechanism are only held for political concerns?
If I were to buy a dress, I would first question why I needed it. I would find answers to questions such as whether this dress should be a sweater, jacket, cardigan or a winter product. Of course, I should also check that this object, which fits my body size and is really essential for me in my daily life, conforms to my material criteria. In short, it is reasonable and logical to choose the one that is compatible with the needs and the criteria that can meet that need. In the search for models in education, there may be endless models such as the so-called Swedish Model, Japanese Model, and American Model. However, these models exist because they are suitable for the people, lifestyles and socio-cultural textures of their own countries. This situation, which expresses the national side of these models, does not mean that there are no universal aspects in those models. However, despite the fact that the manufacturer offers oil criteria suitable for your vehicle, it also means that if you stubbornly choose a different option, you will get into trouble.
The problem of searching for models, the answer to its own geography; Unless we take it from historical, cultural background, lifestyle, economic realities and social dynamics, I think it would be something emptied out. Remember, we have used technological products produced by other nations in many fields for years. In most of these, we also faced problems that were not in the account and that prevented the stable operation of those products. This determination he has shown in producing his own national defense products is like a fundamental answer to the above questions. Technologies that are produced by taking the experience of their own people in the field as a criterion, of course, work more smoothly and stably.
Unless the design of a serious and long-lasting education model is freed from political considerations, it can neither be national, nor local, nor come to life. In today's world, where it is not possible to stay on the same ground without taking a step forward, shouldn't we urgently question our view of education with unchangeable criteria? As a matter of fact, what is sought in human, which is the focus of education; Well-equipped, knowledgeable, in line with the realities of the age, self-confident, conscious of history, having a vision for the future and a vision of the day, who can cope with difficulties, who can solve problems by facing them?
I hope that one day, by re-blending these overlooked criteria and facts, a more tangible and longer-term functional model will be brought to our education life.
