| dc.contributor.author | Aktan, Sümer | |
| dc.date.accessioned | 2019-08-05T08:44:35Z | |
| dc.date.available | 2019-08-05T08:44:35Z | |
| dc.date.issued | 2018 | en_US |
| dc.identifier.uri | https://doi.org/10.1057/978-1-137-53538-2_5 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12462/5807 | |
| dc.description.abstract | A new state was founded with the proclamation of the Republic in 1923. The perspective of this new state about the curriculum theory was based on ideology. The new mission assigned to education based on the positivist nationalist ideology was to create a new generation. Curriculum was a comprehensive road map to create these generations. In this scope, curriculum theory was herein discussed as a social engineering project. In this chapter, the development of education theory and philosophical trends during the period between 1923 and 1950 have been analyzed. The fundamental problem of this chapter is the influences of the ideology on curriculum theory. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | Palgrave | en_US |
| dc.relation.isversionof | 10.1057/978-1-137-53538-2_5 | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.title | Curriculum theory in the early republic era: philosophy and perspectives | en_US |
| dc.type | bookPart | en_US |
| dc.relation.journal | Curriculum Studies in Turkey: A Historical Perspective | en_US |
| dc.contributor.department | Necatibey Eğitim Fakültesi | en_US |
| dc.contributor.authorID | 0000-0003-2938-7782 | en_US |
| dc.identifier.startpage | 147 | en_US |
| dc.identifier.endpage | 178 | en_US |
| dc.relation.publicationcategory | Kitap Bölümü - Uluslararası | en_US |
