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Democratic education, the Village In...

Korur, Ahmet Feyzi.

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Democratic education, the Village Institutes system in Turkey and its art education component.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Democratic education, the Village Institutes system in Turkey and its art education component./
作者:	Korur, Ahmet Feyzi.
面頁冊數:	177 p.
附註:	Adviser: Arthur Efland.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049056
ISBN:	0493634460

Democratic education, the Village Institutes system in Turkey and its art education component.
Korur, Ahmet Feyzi.

Democratic education, the Village Institutes system in Turkey and its art education component. - 177 p.

Adviser: Arthur Efland.

Thesis (Ph.D.)--The Ohio State University, 2002.

The Village Institutes were intended to (a) educate villagers, (b) train village teachers and technical personnel, (c) introduce villagers to new technologies and professions, (d) develop the economy and the cultural and artistic environment of the village. The main characteristic of the Village Institutes system was democratic and free education through work and artistic activities, which instilled in students such characteristics as honesty, courage, respect for human rights, and self-confidence.

ISBN: 0493634460Subjects--Topical Terms:

1018432
Education, Art.

Democratic education, the Village Institutes system in Turkey and its art education component.
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502 $a Thesis (Ph.D.)--The Ohio State University, 2002.
520 $a The Village Institutes were intended to (a) educate villagers, (b) train village teachers and technical personnel, (c) introduce villagers to new technologies and professions, (d) develop the economy and the cultural and artistic environment of the village. The main characteristic of the Village Institutes system was democratic and free education through work and artistic activities, which instilled in students such characteristics as honesty, courage, respect for human rights, and self-confidence.
520 $a The founder of the Institutes Ismail Hakki Tonguç believed that art concerning the realm of human emotions and feelings and science concerning the shape of the universe constitute the two essential components of education. They are not ends in themselves, but means to foster creativity in children and to allow them to recognize the human qualities. In this sense, artistic and scientific studies need to go hand in hand. Productive work in educational setting involves aspects of both science and art and best fosters the creativity of the child.
520 $a This system designed primarily to train village teachers created in ten years a generation out of children that came from the most impoverished regions of Turkey: a generation interested in the arts, literature and science and able to build schools, canals, and bridges, and cultivate the soil. Ironically, their success caused the wrath of certain power centers in Turkey, which looked upon the Institutes and their graduates with great suspicion from the beginning.
520 $a The political constituency supported by the remnants of the feudal structure and the fundamentalist religious and conservative circles came to power in 1950. This conservative and rightist political constituency immediately began to destroy one by one the achievements of the Turkish Republic. The revolutionary institutions of the Republic such as the Village Institutes and the People's Houses were to be their first target. Thus, the People's Houses and the Village Institutes were closed down in 1953, their belongings were confiscated; their libraries, studios, press machines, and archives were destroyed. However, 60 years later the Village Institutes system continues to intrigue Turkish educators and intellectuals with its unique and unconventional aspects and methods that gave unprecedented results.
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