Eğitim Yönetiminde Olgu-Değer Sorunsalına İlişkin Görüşlerin Değerlendirilmesi

Bu çalışmanın amacı eğitim yönetiminde epistemolojik bağlamda süregelen olgu-değer problemine ilişkin görüşlerin tasnif edilerek değerlendirilmesidir. Bu kapsamda öncelikli olarak olgu ve değere ilişkin tartışmaların bilim felsefesi ve yönetim bilimindeki görünümleri incelenmiştir. Literatür taramasında değer konusunu bilim dışı tutan mantıksal ampirizmin yirminci yüzyılın ilk yarısından itibaren sosyal bilimleri kuşatan hâkim bilim felsefesi haline geldiği gözlenmiştir. Özgünleşme ve bilimleşme iddiası taşıyan eğitim yönetiminin de 1950’li yıllardan itibaren mantıksal ampirizmi temel alarak, değer alanını inceleme dışı tuttuğu anlaşılmıştır. İzleyen yıllarda eğitim yönetimi alanında mantıksal ampirizme yönelik radikal eleştirilerin yoğunluk kazandığı ve olgu-değer probleminin epistemolojik bağlamda alanın yaygın tartışma konularından biri haline geldiği genel sonucuna ulaşılmıştır.

Evaluation of the Views on the Fact-Value Problematic in Educational Administration

The purpose of the present study is to evaluate by classifying the views on the fact-value problematic in educational administration in the epistemological sphere. For this purpose the debates on fact and value in philosophy of science and administrative science were examined preferably. Based on literature review it was observed that logical empiricism which excluded values from scientific inquiry dominated the social sciences since the first half of the twentieth century. It was also understood that educational administration, which has the authentic and scientific claims, excluded the value domain from inquiry based on logical empiricism since 1950’s. In the end it was concluded that radical critics against the logical empiricism increased and the debate on fact-value problematic in epistemological sphere became popular in the field in the following years.

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