The main purpose of education should be the development of human character!

It can be said that the idea of ​​building good people has existed since the existence of humanity. However, as human beings we cannot be said to be very successful in this regard. Social, economic, political, technological etc. in the world. As much as there is a problem, most of it has a human factor.

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The sources of war, forced migration, hunger, murder, theft, violence, abuse, inequality, deception, environmental destruction, conflict of faith, inadequate education and many other problems are related to human beings in general and human character in particular. Confucius said, “The only thing that values ​​a respected person is character.” One of the educational goals of the countries is to build the generation as good citizens. While the importance of academic education is an undeniable fact, the importance of building good citizens is essential for the continuity of society. Knowledge obtained and used without good character traits can be priceless and dangerous for humanity. Since information can be accessed from anywhere today, the main focus of education should now be on the direction of academic learning and its effectiveness in developing people socially and mentally. Those who love their country and the world, those who have developed communication and empathy, those who are respectful, tolerant, shared, helpful and those who do not limit “good character” to the importance of raising a more livable world and the future of humanity has become a problem. . .

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Why the need for character education?
Especially when we consider the increase of immoral behavior and moral corruption in today’s world, we can say that character education is an essential requirement for the functioning of society. Early childhood is very important in the development of a person’s basic personality. However, there is a growing problem in the family structure, which is inadequate for children to start school without basic moral values ​​and character traits or after reaching school age due to the serious inadequacy of the family in educating the first character and raising children. Early sexuality, violence, aggression, alcohol and drug use, harassment of coworkers, avoidance of responsibility, etc. We are faced with various ethical issues which manifest in the form of organizing character education activities in schools to fill this gap left by the family is an important tool to teach children basic moral values. Today, we regret seeing that parents and students are more focused on getting good grades than good character. Academic theft, such as cheating or using someone else’s housework to get good grades and lying to get yourself out of a negative situation has become almost normal behavior. Moreover, this dishonest behavior does not end when students graduate from high school or university. Lying, stealing and cheating at work are also common problems.

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Development of positive character
In addition, we have seen that people around the world have been battling the COVID-19 epidemic for the past two years, and that this global epidemic has had a negative impact on many areas, from health to the economy, from sports to the arts. As education is disrupted. We can say that in almost all countries, the impact of schools with prolonged face-to-face school closures as part of the fight against the epidemic is far greater than the academic damage to students. Students suddenly find themselves isolated from friends and extended family members and become detached from routines that help them improve. Also, many children have irreparable emotional trauma when their parents lose their jobs or find out that their friend / relative has fallen ill or died. All of this leads to the conclusion that one of the most important things schools can do right now is to provide socio-emotional support to their students. Character learning and socio-psychological learning skills are crucial to help students deal with the negative situations that happen to them. Helping students develop positive character traits and teaching them the skills to understand and process the emotions they feel can positively support the school climate and help students re-focus on academic life.

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Character education or values ​​education?
We see character education in different countries and communities called moral education, values ​​education, religious education or citizenship education. It can be said that character education, which is confused with value education from time to time, is actually an umbrella term that covers all this. While values ​​education emphasizes learning at the cognitive level, character education adopts a multidimensional approach in the cognitive, emotional, and behavioral aspects. Although values ​​may be influenced by society’s beliefs and culture, the source of character is human experience and behavior. Values ​​focus less on learning behavior. On the other hand, character education helps students to build and develop their own qualities and character. It provides students with positive socio-psychological learning skills so that they can become effective and productive members of society. So we can’t expect what we can achieve with value education through character education. Instead, it is more appropriate to develop and implement a direct character education activity.

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What should character education be like?
Character education involves the entire school community and even all educational stakeholders. A strong school community is essential for this. Schools must first be aware of character development. They may begin to tell parents and students that the school takes character education seriously and aims to develop positive character. Key values ​​and character traits can be determined through a decision-making process involving the entire school community. Personal differences should not be overlooked in the decision-making process. In this sense, it can be the first step in preparing a vision statement explaining the goal of student character development. Then, these positive character traits should be modeled by administrators, teachers and all school staff, and these traits should be incorporated into school culture. To this end, character learning activities should be designed and implemented with a holistic approach that can be integrated across all branches, including in-school and out-of-school activities, as an add-on program that does not add additional burden. Curriculum

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Professor. Dr. Who is Yavuz Erisen?
In 1992, he completed his undergraduate studies in the Department of Educational Activities and Guidance at Gazi University, and in the same year, he began his education as a research assistant in the Technical Education Faculty of the Department of Educational Sciences.

Between 1993 and 1994, he worked as a researcher in the field of education science in England. In 1997, he completed a postgraduate degree in program development at Ankara University; He completed his doctorate in 2001 at the same university and department.

From 2001 to 2005, he worked as a Doctor Lecturer in the Department of Educational Sciences, Faculty of Technical Education, Gazi University. Assoc. He is a Dr. Between 2007-2013, he worked in the Department of Educational Sciences, Faculty of Vocational Education, Selkuk University. In this process, he has performed academic and administrative responsibilities such as Vice Dean, Vice President of the Department, Chair of the Department, Coordinator of Educational Structure, Coordinator of Foreign Student Selection and Placement Unit, Representative of National Productivity Center and Strategic Planning Board Member.

In September 2013, Yıldız Technical University, Faculty of Education, Department of Educational Sciences, Curriculum and Instruction Associate Professor Dr. In 2015-16, he started his duties as the Vice Dean of the Faculty. He was appointed General Secretary of the University in July 2016 and held this position till the end of November 2017. In August 2017, Professor. Dr. Took the title. He served as the rector’s advisor from December 2017 to August 2020. He still holds the position of Head of the Department of Education Science and Head of the Department of Curriculum and Instruction.

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