Chapter 1: Conceptual Foundations of Education 13
1.
Concept of Education 14
1.1.
14 Different Uses of the Word "Education"
1.2.
Education in its etymological sense 16
2.
Parable of Education 17
2.1.
Parable of the Mold 18
2.2.
Parable of Growth 18
2.3.
Another metaphor 19
3.
21 Elements of Educational Education
3.1.
Intentionality 21
3.2.
Whole Human 22
3.3.
Pursuit of Desirable Change 23
3.4.
Respect for the human dignity of the learner 23
3.5.
Personal interaction between educator and learner 24
3.6.
Cultivating a sense of meaning and self-formation 25
3.7.
The Educator's Moral Responsibility 25
4.
Different Definitions of Education 26
4.1.
Engineering Concept 26
4.2.
Coming of Age Ceremony Concept 28
4.3.
Socialization Concept 30
5.
Thinking about the concept of education yourself 31

Chapter 2: The Philosophical Foundations of Education 35
1.
The Meaning and Function of Educational Philosophy 36
1.1.
The Meaning of Educational Philosophy 36
1.2.
The Function of Educational Philosophy 37
2.
The Nature of Educational Philosophy 41
2.1.
Educational Philosophy as an Educational Practitioner 41
2.2.
Philosophy of Education as a Discipline 41
2.3.
Comparison of Two Contexts of Educational Philosophy 42
2.4.
The Nature of Educational Philosophy 43
3.
The Development of Educational Philosophy Since the 20th Century 45
3.1.
Absoluteness and Relativity of Meaning over Time 46
3.2.
Early 20th Century Educational Philosophy 47
3.3.
Late 20th Century Educational Philosophy 53

Chapter 3: Educational Psychology 59
1.
Understanding Educational Psychology 59
1.1.
The Academic Nature of Educational Psychology 59
1.2.
Characteristics of Educational Psychology 60
1.3.
Areas of Educational Psychology 61
2.
Cognitive Development Theory 63
2.1.
Piaget's Cognitive Development Theory 63
2.2.
Vygotsky's Cognitive Development Theory 67
3.
Personality Development Theory 69
3.1.
Freud's Psychosexual Theory of Personality Development 69
3.2.
Freud's 70 Stages of Psychosexual Development
4.
Intelligence Theory 73
4.1.
Definition of Intelligence 73
4.2.
Components of Intelligence 74
4.3.
Gardner's Theory of Multiple Intelligences 75
5.
Creativity Education 76
5.1.
Definition of Creativity 76
5.2.
Creativity Factor 77
5.3.
Creativity Development Techniques 78

Chapter 4: Sociology of Education 83
1.
Understanding the Sociology of Education 83
1.1.
Education, Humanity, and Society 83
1.2.
The Academic Nature of Educational Sociology 85
2.
Education as a Social Phenomenon 87
2.1.
The Social Function of Education 87
2.2.
Education, Culture, and Society 89
3.
Sociology of Education Theory 92
3.1.
Macroscopic Theory 92
3.2.
Microscopic Theory 99
4.
Educational Equality and Social Equality 103
4.1.
Social Equality and Education 103
4.2.
Educational Equality 107
5.
Future Society School Education and the Sociological Approach to Education 111

Chapter 5 Curriculum 117
1.
Understanding Curriculum Studies 117
1.1.
The Academic Nature of Curriculum Studies 117
1.2.
The Beginning of Curriculum Studies 118
1.3.
Concept of Curriculum 119
1.4.
Curriculum Level 119
1.5.
The nature of the curriculum 121
2.
Development of Curriculum Studies 123
2.1.
1900-1910s 123
2.2.
1920s-1930s 124
2.3.
1940s-1950s 124
2.4.
1960s 125
2.5.
1970s-1980s 125
3.
Curriculum Type 126
3.1.
Conceptual classification 126
3.2.
Classification by organizational focus 133
4.
Selecting Educational Goals 136
4.1.
Concept of Educational Objectives 136
4.2.
Classification of Educational Objectives 137
4.3.
How to State Educational Objectives 142
5.
Directions for Future Education and School Curriculum Improvement 145

Chapter 6: Teaching Methods 149
1.
Understanding Teaching Methods 149
1.1.
Concept of Teaching Methods 149
1.2.
Premise and Classification of Educational Methods 151
2.
Objectivist Teaching Method 154
2.1.
Overview 154
2.2.
Lecture Method 155
2.3.
Discussion Method 159
2.4.
Inquiry Learning 164
3.
Constructivist Teaching Methods 167
3.1.
Overview 167
3.2.
Problem-Based Learning (PBL) 170
3.3.
Flipped Learning 177

Chapter 7: Educational Technology 187
1.
Background and Concept of Educational Methods 188
1.1.
Education, Engineering, and Instructional Technology 188
1.2.
The Development of Educational Technology 191
1.3.
Concepts of Educational Technology 193
1.4.
Research Areas in Educational Technology 194
2.
Instructional Design 197
2.1.
Concept of Instructional Design 197
2.2.
Instructional Design Model 198
3.
Professor Media 205
3.1.
The Concept of Instructional Media 205
3.2.
Types of Instructional Media 207
3.3.
Characteristics of Major Teaching Media 209
3.4.
Utilizing Instructional Media: The ASSURE Model 213

Chapter 8 Lifelong Education 219
1.
Understanding Lifelong Education 219
1.1.
The Emergence and Necessity of Lifelong Education 219
1.2.
The Concept and History of Lifelong Education 221
2.
The Scope and Legal Basis of Lifelong Education 225
2.1.
Area of ​​Lifelong Education 225
2.2.
Legal Basis for Lifelong Education 227
3.
Contents of Lifelong Education 235
3.1.
Literacy Education 235
3.2.
Liberal Arts Education 237
3.3.
Civil Society Education 238
3.4.
Consumer and Environmental Education 239
3.5.
Human Resource Development Type Education 240
3.6.
Leisure and Hobby Education 241
4.
Lifelong Education Systems and Policies 242
4.1.
Credit Bank System 242
4.2.
Lifelong Learning City 243
4.3.
Adult Literacy Education 244
4.4.
Lifelong Education for the Underprivileged 245
4.5.
Lifelong Learning Account System 245
4.6.
Distance learning university 247
5.
Prospects and Development Tasks for Lifelong Education 247

Chapter 9: Educational Evaluation 255
1.
The Concept and Purpose of Educational Evaluation 256
1.1.
Concept of Educational Evaluation 256
1.2.
Purpose of Educational Evaluation 258
2.
Types of Educational Evaluation 261
2.1.
Criterion-Referenced Assessment and Norm-Referenced Assessment 261
2.2.
Diagnostic, formative, and summative assessments 264
2.3.
Multiple-choice written and performance assessments 266
3.
271 Qualities of a Good Evaluation Tool
3.1.
Validity 271
3.2.
Reliability 274
3.3.
Objectivity 276
4.
Evaluation Practices and Considerations 277
4.1.
Interpreting Test Scores and Using Them for Evaluation 277
4.2.
Evaluation Notes 281

Chapter 10: Life Guidance and Counseling 285
1.
Life Guidance 285
1.1.
Basics of Life Guidance 285
1.2.
The Reality of Life Guidance and Approach Strategies by Problem Type 288
1.3.
Understanding and Guidance of Problem Students 297
2.
School Counseling 300
2.1.
School Counseling Fundamentals 300
2.2.
School Counseling Theory 304

Chapter 11: Educational Administration 317
1 School as a Social System 317
1.1.
Rational System 318
1.2.
Natural System 319
1.3.
Open System 319
1.4.
Social System 320
2.
Various Perspectives on School 321
2.1.
School as an Organization 321
2.2.
School as a Community 326
2.3.
School as an Institution 329
3.
School Effectiveness and Effective Schools 332

Chapter 12: Theory of Teaching 339
1.
The Identity of the Teaching Profession 339
1.1.
339 Qualities Required for Teachers
1.2.
The Difficulties of Teaching 341
2.
Teacher Professionalism 342
2.1.
Teacher's Professional Capital 342
2.2.
A History of Teacher Professional Development 344
2.3.
Types of Teacher Professional Development Activities 345
2.4.
Professional Learning Community 345
2.5.
Other Attempts: Restructuring Training Programs and Job Structure 346
3.
Teacher Authority and Influence 347
3.1.
The Relationship Between Power and Authority 347
3.2.
Teacher Participation in School Decision-Making 348
3.3.
Teacher Leadership 349

Search 353