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.

___

  • Akarsu, B. (1975). Felsefe terimleri sözlüğü [Dictionary of philosophical terms]. Türk Dil Kurumu Yayınları. Ankara Üniversitesi Basımevi.
  • Aktan, S. (2019, Mart 19). Türkiye’de deizm neden artıyor, dindarlık neden azalıyor? euronews.com. https://tr.euronews.com/2019/03/19/turkiye-de-deizm-neden- yukseliste-ateizm-deizm-agnostizm-panteizm-ne-demek
  • Almohammad, A. (2018). ISIS child soldiers in Syria: The structural and predatory recruitment, enlistment, pre-training indoctrination, training, and deployment. The International Centre for Counter-Terrorism – The Hague 8, 14, 1-29. http://dx.doi.org/10.19165/2018.1.02
  • Atkinson, R. F. (1972). Indoctrination and moral education. In I. A. Snook (Ed.), Concepts of indoctrination: Philosophical essays (pp. 43-51). Routledge & Kegan Paul.
  • Bailey, R. (2019). Aşılama [Indoctrination] In H. Ünder (Ed.), Eğitim Felsefesi Kılavuzu (ss. 265-276). Pegem Akademi Yayınları. (Orijinal Baskı 2010).
  • Bailey, R. (2014). What’s wrong with indoctrination and brainwashing? In R. Bailey (Ed.), The Philosophy of Education: an introduction (pp. 136-145). Bloomsbury Publishing.
  • Bandman, B. (1967). The place of reason in education. The Ohio State University Press.
  • Barrow, R., & Woods, R. (2006). An introduction to philosophy of education (4th Edition). Routledge.
  • Bayraklı, B. (t.y.). Öğrenme yaklaşım ve kuramları [Approaches and theories of learning]. PowerPoint slaytları. https://cdn2.beun.edu.tr
  • Beecher, H. K., Bering, E. A., Chalkley, D. T., José M. R. Delgado, Mark, V. H., Pribram, K. H., Quarton, G. C.,... Weiss, P. (1973). Physical manipulation of the brain. The Hastings Center Report, 3, 1-22. https://doi.org/10.2307/3560750
  • Bellah, R. N. (2017). İnsan Evriminde Din: Eski Taş Çağından Eksen Çağına [Religion in Human Evolution: From the Paleolithic to the Axial Age]. (M. Tunçay, Çev.). İstanbul Bilgi Üniversitesi Yayınları (Orijinal eserin basım tarihi 2011).
  • Benhabib, S. (2005). Eleştiri, norm ve ütopya [Critique, norm, and utopia] (İ. Tekerek, Çev.). İletişim Yayınları (Orijinal eserin basım tarihi 1987).
  • Biletzki, A., & Matar, A. (2021). Ludwig Wittgenstein, In The Stanford Encyclopedia of Philosophy (Winter 2021 Edition). Retrieved July 7, 2022 from https://plato.stanford.edu/archives/win2021/entries/wittgenstein/
  • Boire, R. G. (2001). On cognitive liberty. The Journal of Cognitive Liberties, 2(1), 7- 22. http://www.cognitiveliberty.org/ccle1/4jcl/4JCL7.htm
  • Brezinka, W. (1978). Philosophy of educational knowledge: an introduction to the foundations of science of education, philosophy of education and practical pedagogics (Vol. 3). (J. S. Brice & R. Eshelman, Trans.). Springer Science & Business Media.
  • Bublitz, J. C. (2013). My mind is mine!? Cognitive liberty as a legal concept. In Hildt E., & Franke A. (Eds), In Cognitive Enhancement. Trends in Augmentation of Human Performance, vol 1. (pp. 233-264). Springer. https://doi.org/10.1007/978-94-007-6253-4_19
  • Callan, E., & Arena, D. (2009) Indoctrination. In H. Siegel (Ed.), In Oxford Handbook of Philosophy of Education (pp. 104-121). Oxford University Press.
  • Cauchi, F. (2013). Nietzsche and Kant: Self-legislation and the rational will in Zarathustra’s ethics. Oxford German Studies, 42(3), 280-295. https://doi.org/10.1179/0078719113Z.00000000040.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design: Choosing among five approaches]. (M. Bütün ve S. B. Demir, Çev.). Siyasal Kitabevi (Orijinal eserin basım tarihi 2007).
  • Crittenden, B. S. (1972). Indoctrination as mis-education. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp. 102-117). London and Boston: Routledge & Kegan Paul.
  • Çalışkan, S. (2021). Z kuşağında deizm algısı ve deistliğe yönelten sosyolojik faktörler [The perception of deism in generation Z and sociological factors leading to be deist]. (Tez No. 662709) [Yayımlanmamış yüksek lisans tezi, Çanakkale Onsekiz Mart Üniversitesi]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Darwall, S. L. (1986). Rational agent, rational act. Philosophical Topics, 14(2), 33– 57. https://doi.org/10.5840/philtopics19861422
  • Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In Liu, W., Wang, J., Ryan, R. (Eds), In Building autonomous learners (pp. 9-29). Springer.
  • Delgado, J. M. R. (1969). Physical control of the mind: Toward a psychocivilized society. World Bank Publications.
  • Demenchonok, E. (2019). Learning from Kant: On freedom. Revista Portuguesa de Filosofia, 75(1), 191–230. https://www.jstor.org/stable/26625467
  • Doğan, M. (2021). Yapay zekâ ve özgür irade: Yapay özgür iradenin imkânı [Artificial ıntelligence and free will: the possibility of artificial free will]. TRT Akademi, 6(13), 788-811. https://doi.org/10.37679/trta.969912
  • Doğan, A. (2004). Aşırı/ılımlı belirlenimcilik ve ahlaki sorumluluk [Hard/soft determinism and moral responsibility]. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 5(6), 1-16. https://dergipark.org.tr/tr/pub/sosbilder/issue/23115/246885
  • Dryden, J. (2010). Autonomy. In Internet Encyclopedia of Philosophy. Retrieved September 23, 2021 from https://iep.utm.edu/2010/11/
  • Foucault, M. (1987). Söylemin Düzeni [The order of discourse]. (T. Ilgaz, Çev.). Hil Yayın (Orijinal eserin basım tarihi 1971).
  • Gatchel, R. H. (1972). The evolution of the concept. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp.7-13). Routledge & Kegan Paul.
  • Giroux, H. (2014). Öğretimde Kuram ve Direniş [Theory and Resistance in Teaching]. (S. Demiralp, Çev.). Dost Kitabevi (Orijinal eserin basım tarihi 1984).
  • González, A. M. (2011). Kant’s philosophy of education: Between relational and systemic approaches. The Journal of Philosophy of Education, vol. 45(3), 433- 454. https://doi.org/10.1111/j.1467-9752.2011.00809.x
  • González-Ayesta, C. (2019). Duns Scotus on freedom as a pure perfection: Necessity and contingency. In Cameron, M. A. (Ed.), Philosophy of mind in the Early and High Middle Ages. The History of the Philosophy of Mind, Volume 2 (pp. 133- 159). Routledge.
  • Green, T. F. (1972). Indoctrination and beliefs. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp. 20-36). Routledge & Kegan Paul.
  • Gregory, I. M. M., & Woods, R. G. (1972). Indoctrination: Inculcating doctrines. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp.126-146). Routledge & Kegan Paul.
  • Gülpınar, Ö., & Güçlü, A. G. (2013). How to write a review article?. Turkish journal of urology, 39(Suppl 1), 44. https://pubmed.ncbi.nlm.nih.gov/26328136/
  • Hançerlioğlu, O. (1978). Felsefe ansiklopedisi: Kavramlar ve akımlar [Encyclopedia of philosophy: Concepts and movements] (Cilt 5). Remzi Kitabevi.
  • Hare, R. M. (1972). Applications of Moral Philosophy (New Studies in Practical Philosophy). Palgrave.
  • Harmankaya, M. (2020). Geçmişten günümüze deizm ve deizm üzerine sosyolojik bir araştırma–Dolapoğlu Anadolu Lisesi ve Mahmut Sami Ramazanoğlu Anadolu İhl örneği [Deism from past to present and a sociological research on deism – e.g Dolapoğlu Anadolu High School and Mahmut Sami Ramazanoğlu Anadolu mam–Hatip High School]. (Tez No. 643451). [Yayımlanmamış yüksek lisans tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Holton, R. (2004). Metaphysics: free will I. Massachussetts Institute of Technology Open Courseware Lecture Notes [PDF] Retrieved February 12, 2022 from https://ocw.mit.edu/courses/linguistics-and-philosophy/24-221-metaphysics- free-will-fall-2004/lecture-notes/compatibilism.pdf
  • Huttunen, R. (2009). Indoctrination, communicative teaching and recognition. [Unpublished Doctoral dissertation, University of Joensuu, Finland]. The open access materials repository of the University of Eastern Finland.
  • James, W. (2009). The will to believe: And other essays in popular philosophy. The Project Gutenberg EBook. www.gutenberg.org.
  • Kant, I. (2006). Groundwork metaphysics of morals (M. Gregor, Trans. and Ed.). (Eleventh printing, 2006). Cambridge University Press (Orijinal eserin basım tarihi 1785).
  • Kant, I. (2002). Ahlâk Metafiziğinin Temellendirilmesi [Groundwork metaphysics of morals] (I. Kuçuradi, Çev.). (3. Bası). Türkiye Felsefe Kurumu (Orijinal eserin basım tarihi 1785).
  • Kazepides, T. (1982). Educating, socialising and indoctrinating. Journal of Philosophy of Education, 16(2), 155-65. https://onlinelibrary.wiley.com/doi/10.1111/j.1467-9752.1982.tb00608.x
  • Kilpatrick, W. H. (1972). Indoctrination and respect for persons. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp.7-13). Routledge & Kegan Paul.
  • Lopez, M. E. (2013). The nature of indoctrination and its role in a proper education [Unpublished doctoral dissertation, University of California]. ProQuest Dissertations and Theses.
  • Macmillan, C. J. B. (1983). "On Certainty" and indoctrination. Synthese, 56(3), 363- 372. http://www.jstor.org/stable/20115913
  • McLean, M. (1984). Partners in the crime of indoctrination – A Response to Thiessen. Interchange, 15(4), 63-67. https://link.springer.com/article/10.1007/BF01808254
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation] (S. Turan, Çev. Ed.). Nobel Akademi Yayıncılık (Orijinal eserin basım tarihi 2009).
  • Mishra, V. K. (2019). Sectarian violence in Gilgit-Baltistan. Jadavpur Journal of International Relations, 23(1), 1-25. https://econpapers.repec.org/article/saejadint/v_3a23_3ay_3a2019_3ai_3a1_3a p_3a1-25.htm
  • Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... & Stewart, L. A. (2009). Preferred reporting items for systematic reviews and meta-analysis: the PRISMA statement. Open Medicine, 3(2), 123-130. https://doi.org/10.1186/2046-4053-4-1
  • Momanu, M. (2012). The pedagogical dimension of indoctrination: criticism of indoctrination and the constructivism in education. META: Research in Hermeneutics, Phenomenology and Practical Philosophy, 4(1), 88-105, www.metajournal.org
  • Moore, W. (1972). Indoctrination and Democratic Method. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp.72-77). Routledge & Kegan Paul.
  • Neuman, W. L. (2016). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar: 1. cilt [Social research methods: Qualitative and quantitative approaches: Volume 1] (S. Özge, Çev.). (8. Basım). Yayın Odası (Orijinal eserin basım tarihi 2000).
  • O’Connor, C., & Joffe, H. (2015). How the public engages with brain optimization: the media-mind relationship. Science, Technology, & Human Values, 40(5), 712-743. https://journals.sagepub.com/doi/full/10.1177/0162243915576374
  • Öntaş, T. (2017). Sosyal Bilgiler eğitiminde endoktrinasyon ve ideolojinin yeniden üretimi [Teaching Social Studies Education in Indoctrination and Reproduction of Ideology]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(1), 313-332. https://dergipark.org.tr/tr/download/article- file/1481463
  • Paktin, S., ve Karaca, H. S. ( 2018). Post-Truth, Medya ve İktidar. S. Çoban (Ed.), Medya ve Yalanlar içinde, ss. 31-54. İstanbul: Siyah Beyaz Yayıncılık.
  • Passmore, J. (1991). Eleştirel olmayı öğretme üstüne [On teaching to be critical]. (H. Ünder, Çev.). Ankara University Journal of Faculty of Educational Sciences (JFES), 24(2), 629-648. DOI: 10.1501/Egifak_0000000689 (Orijinal eserin basım tarihi 1972).
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research & evaluation methods] (M. Bütün ve S. B. Demir, Çev. Editörleri). (3. Baskıdan çeviri). Pegem Akademi Yayınları (Orijinal eserin basım tarihi 2002).
  • Platon (2016). Devlet [The Republic] (S. Eyüboğlu ve M. A. Cimcoz, Çev.). (29. Basım). Türkiye İş Bankası Yayınları.
  • Robert, J., & Cureton, A. (2022). Kant’s moral philosophy, In The Stanford Encyclopedia of Philosophy (Spring 2022 Edition). Retrieved from July 14, 2022 from https://plato.stanford.edu/archives/spr2022/entries/kant-moral/
  • Russell, B. (2017). Eğitim ve toplum düzeni [Education and social order] (Ş. Duran, Çev.). Bgst Yayınları (Orijinal eserin basım tarihi 1932).
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
  • Salgırlı Demirbaş, Y. (t.y.). Hayvan Davranışları: Öğrenme [Çevrimiçi Ders Notu]. Ankara Üniversitesi Veteriner Fakültesi https://acikders.ankara.edu.tr/pluginfile.php/59368/mod_resource/content/1/Öğ renme%20Yasemin%20Salgırlı%20Demirbaş.pdf
  • Scheffler, I. (1978). The language of education (Tenth printing). Charles C. Thomas.
  • Siegel, H. (2009). Open-mindedness, critical thinking, and indoctrination: Homage to William Hare. Paideusis, 18(1), 26-34. https://philpapers.org/rec/SIEOCT
  • Snook, I. A. (Ed.). (1972a). Concepts of indoctrination: Philosophical essays. Routledge & Kegan Paul.
  • Snook, I. A. (1972b). Indoctrination and moral responsibility. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp.118-125). Routledge & Kegan Paul.
  • Stolzenberg, N. (1993). “He drew circle that shut me out”: Assimilation, indoctrination, and the paradox of a liberal education. Harvard Law Review. 106(3), pp. 581-667. https://www.jstor.org/stable/1341657
  • Strawson, G. J. (2010). Freedom and belief. Oxford University Press.
  • Talbott, T. (2009). God, freedom, and human agency. Faith and Philosophy, 26(4), 378-397. https://philpapers.org/rec/TALGFA
  • Tan, C. (2014). Indoctrination. In D. C. Phillips (Ed.), Encyclopedia of Educational Theory and Philosophy (pp. 413-415). Sage Publications.
  • Taylor, R. M. (2017). Indoctrination and social context: A system based approach to identifying the threat of indoctrination and the responsibilities of educators. Journal of Philosophy of Education, 51(1), 38-58. https://onlinelibrary.wiley.com/doi/10.1111/1467-9752.12180
  • Thiessen, E. J. (1984). Indoctrination and religious education. Interchange, 15(3), 27- 43. https://link.springer.com/article/10.1007/BF01807940
  • Thiessen, E. J. (1982). Indoctrination and doctrines. Journal of Philosophy of Education, 16(1), 3-17. https://philpapers.org/rec/THIIAD-2
  • Vassaf, G. (2018). Cehenneme övgü: Gündelik hayatta totalitarizm [Praise to hell: Totalitarianism in everyday life]. (35. Baskı). İletişim Yayınları.
  • Warburton, N. (2000). Felsefeye giriş [Introduction to philosophy] (A. Cevizci, Çev.). Paradigma Yayınları (Orijinal eserin basım tarihi 1992).
  • Watts, E. J. (2008). City and school in late antique Athens and Alexandria. University of California Press.
  • Wittgenstein, L. (2018). Tractatus Logico- Philosophicus, (O. Aruoba, Çev.) Metis Yayınları (Orijinal eserin basım tarihi 1921).
  • Wittgenstein, L. (1969). On certainty. Blackwell.
  • White, J. P. (1972a). Indoctrination and intentions. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp. 91-101). Routledge & Kegan Paul.
  • White, J. P. (1972b). Indoctrination without doctrines? In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp. 147-155). Routledge & Kegan Paul.
  • Williams, T. (2019). John Duns Scotus. In The Stanford Encyclopedia of Philosophy (Winter 2019 Edition). Retrieved July 17, 2022 from https://plato.stanford.edu/archives/win2019/entries/duns-scotus/
  • Wilson, J. (1972). Indoctrination and freedom. In I. A. Snook. (Ed.), Concepts of indoctrination: Philosophical essays (pp. 78-81). Routledge & Kegan Paul.
  • Yeryüzü Eğitimciler Hareketi (2018, 3 Nisan). Zorunlu bir açıklama. www.ikdam.org. https://www.ikdam.org/zorunlu-bir-aciklama/