Pedagojik Aşılama İle Zihinsel Özgürlük Arasındaki Gerilim

Dünya genelinde kamusal eğitimin zorunlu olduğu düşünülürse aşılama çabasına maruz kalan çok sayıda insan vardır. Dolayısıyla aşılama ile zihinsel özgürlük gerilimi bütün toplumları ilgilendirmektedir. Aşılamanın etik, toplumsal, politik ve hukukî bir sorun olmakla birlikte epistemolojik anlamda zedelediği en önemli şey ise rasyonelliktir. Zihinsel özgürleşme, doğru nedensellik kurmayı sağlayacak bilgiyle ve zihinsel faaliyetle mümkünken aşılama, nedensellik bağının doğru kurulmasına zarar verir. Yerine, varsayılan doktrine (çürük gerekçelerle) inanılmasını sağlayacak zayıf bir akılcılık bırakır. Böylelikle bireyler, aşılamacının tasavvur ettiği politik ve sosyal sisteme dâhil edilirler. Bu makalede aşılama ile zihinsel özgürlük arasındaki gerilim ortaya konularak gerilimin üstesinden gelinmeye çalışılmıştır. Bu doğrultuda aşılamanın rasyonaliteye ve zihinsel özgürlüğe verdiği zararın panzehiri olarak rasyonaliteyi destekleyen bir eğitim önerilmiştir. Derleme türündeki bu makalenin amacı; bir aşılama girişimi karşısında zihinsel özgürlük potansiyelinin nasıl korunabileceğini ve aşılamanın zihinsel özgürlüğü tehdit etme riskinin nasıl ortadan kaldırılabileceğini göstermektir. Bu doğrultuda veriler; amaca yönelik örnekleme tekniğiyle yazılı dokümanlardan toplanmıştır. Aşılama terimiyle kamusal eğitim kurumlarında -kaçınılmaz olarak- gözlenen ve aşılamanın uyumcu (conformist) versiyonu olan pedagojik aşılama kastedilmiş, tarikatçı (sectarian) versiyon kapsam dışında bırakılmıştır.Sonuç olarak refleksiyon kazandıran ve rasyonel-eleştirel bakış açısı geliştiren bir eğitimin, aşılama determinizmi karşısında zihinsel özgürlüğü teorik olarak mümkün kıldığına ulaşılmıştır.

The Tension Between Pedagogical Indoctrination and Mental Freedom

Given that public education is compulsory worldwide, there are many people who are subjected to indoctrination efforts. Therefore, the tension between indoctrination and mental freedom concerns all societies. Although indoctrination is an ethical, social, political and legal problem, the most important thing that indoctrination damages epistemologically is rationality. While mental emancipation is possible with knowledge and mental activity that will enable the establishment of correct causality, indoctrination damages the correct establishment of the causal link. In its place, it leaves a weak rationality that allows the default doctrine to be believed (with bad reasons). Individuals are thus incorporated into the political and social system envisaged by the indoctrinator. In this article, the tension between indoctrination and mental freedom is explored in an attempt to overcome it. Accordingly, an education that supports rationality is proposed as an antidote to the damage caused by indoctrination to rationality and mental freedom. The aim of this review article is to show how the potential for mental freedom can be protected against an indoctrination attempt and how the risk of indoctrination threatening mental freedom can be eliminated. To this end, data were collected from written documents using a goal-oriented sampling technique. The term " indoctrination" refers to pedagogical indoctrination, which is the conformist version of indoctrination that is inevitably observed in public educational institutions, and the sectarian version is excluded from the scope. As a result, it is concluded that an education that provides reflection and develops a rational-critical perspective theoretically enables mental freedom vis-à-vis determinism of indoctrination.

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