ALTERNATIVE EDUCATION MODELS SEFA SEZER İNÖNÜ – FıRAT – ARDAHAN UNıVERSıTY ENGLISH TEACHER – MALATYA / TURKEY

HE SCHOOL IS ONE OF THE MOST BASIC LIVING SPACES OF THE CHILD AND IT IS THE RIGHT OF EVERY INDIVIDUAL TO DETERMINE HIS / HER LIFE. THEREFORE, THE BBOM TRAINING PROGRAM IS BASED ON THE FOLLOWING SLOGAN: “EVERY CHILD IS UNIQUE AND HAS THE RIGHT TO SHAPE THE EDUCATIONAL PROCESS THAT IS PART OF HIS OR HER LIFE."THE BBOM TRAINING PROGRAM IS BASED ON THE IDEA THAT EACH CHILD HAS DIFFERENT LEARNING RIGHTS. THE CHILD-CENTERED LEARNING APPROACH OF OUR MODEL IS BASED ON THE DIVERSITY AND EMPHASIS OF THE FEELINGS AND THOUGHT WORLD, TALENTS AND INTERESTS OF THE CHILDREN. THIS IDEA FINDS LIFE BY GIVING THE CHILD THE RIGHT TO SPEAK AND THE RIGHT TO CHOOSE FOR EACH ELEMENT OF THE PROGRAMME (OBJECTIVES, CONTENT, TEACHING METHODS, TEACHING MATERIALS, EVALUATION).

ENTRY TOGETHER WITH THE EVOLVING TECHNOLOGY IN THE INFORMATION AGE IN WHICH WE LIVE, HUMAN RELATIONS, VALUES, EXPECTATIONS HAVE CHANGED AND THE FORMAT OF PRODUCTION; THESE CHANGES IN THE LIGHT OF EDUCATION, TEACHING, LEARNING, TEACHING, SCHOOL, TEACHER, STUDENT, THE MEANING OF THE CONCEPTS HAVE ALSO CHANGED.

THE TERM ALTERNATIVE EDUCATION MAKES SENSE ESPECIALLY IN COUNTRIES WHERE THERE ARE NO REAL ALTERNATIVE PRACTICES, BEYOND THE MEANING OF THE LITERATURE. FOR EXAMPLE, ALTERNATIVE EDUCATION IN TURKEY, E - LEARNING, DISTANCE EDUCATION, OVERSEAS EDUCATION PROGRAMS, SHORT-TERM WORKSHOPS, SUMMER CAMPS, SUCH AS EDUCATIONAL PRACTICES OR SCHOOL SYSTEMS, EDUCATIONAL METHODS THAT ARE NOT INCLUDED IN ALTERNATIVE EDUCATION CAN COME TO MIND.

THE FACT THAT IT IS A VERY WELL KNOWN AREA IN TURKEY MAKES THE FORMATION OF THIS FALSE PERCEPTION NORMAL, EVEN IN COUNTRIES WHERE “ALTERNATIVE EDUCATION” IS COMMON, IT IS OBSERVED THAT THIS TERM IS USED IN DIFFERENT MEANINGS. THEREFORE, BEFORE ENTERING INTO THE SUBJECT OF ALTERNATIVE EDUCATION, WHAT RAYWIDTH CALLS “SO- CALLED ALTERNATIVES” WILL ALLOW YOU TO UNDERSTAND WHAT IS INCLUDED IN THE SCOPE OF ALTERNATIVE EDUCATION. 3 TYPES OF SO-CALLED ALTERNATIVES CAN BE MENTIONED:

1. SCHOOL OF DEMOCRATIC VALUES (SUDBURY VALLEY SCHOOLS)) IN AMERICA, STARTING FROM 1968, IT CONTINUES AS EXAMPLES OF ALTERNATIVE SCHOOLING. THESE SCHOOLS ARE 20. THE SCHOOL OPENED IN SPAIN AND ENGLAND AT THE BEGINNING OF THE CENTURY, AND MANY OTHER ALTERNATIVE SCHOOLS.HE HAS BEEN A MODEL FOR MORE THAN 100 ALTERNATIVE SCHOOLS.

DEMOCRATIC VALUES SCHOOLS ARE TRADITIONALLY PROGRAMS OR CURRICULA, PROGRAMMED COURSES AND CLASSES, SCHOOLS WITH NO AGE GROUPS OR STAGES.BASED ON RADICAL REFORMIST VIEWS OF PHILOSOPHY, LEARNING IS ONLY SCHOOLS BASED ON STUDENTS ' INTERESTS AND INTERESTS.IN THESE SCHOOLS, ARISTOTLE'S VIEW OF “THERE IS CURIOSITY IN HUMAN NATURE” IS ESSENTIAL.

IN THESE SCHOOLS, STUDENTS ARE BELIEVED TO BE ABLE TO MAKE THEIR OWN DECISIONS. EVERY STUDENT IS AN INDIVIDUAL, SMALL OR LARGE, AND HAS THE RIGHT TO MAKE THEIR OWN CHOICES AND ACT IN ACCORDANCE WITH THEIR PREFERENCES. IT IS APPLIED IN MANY DEVELOPED COUNTRIES AROUND THE WORLD.

2.FREESCHOOLS (SUMMERHILL SCHOOL) THE CONCEPT OF SUMMERHILL IS BASED ON THE PHILOSOPHY THAT CHILDREN LEARN BETTER WHEN THEY ARE FREE THAN WHEN THEY ARE UNDER PRESSURE.RULES AND PRINCIPLES ARE ESTABLISHED IN THE GENERAL ASSEMBLY OF THE SCHOOL. THE DIRECTOR OF THIS BOARD IS PARTICULARLY A CHILD. THERE IS NO EXAM SYSTEM. IN ADDITION, ALL COURSES ARE OPTIONAL. STUDENTS ARE FREE AT SCHOOL.

PERHAPS ONE OF THE RARE POINTS THAT THEY DIFFER FROM THE SCHOOL OF DEMOCRATIC VALUES IS THAT THEY ARE BOARDING. THEY ARE SIMILAR TO EACH OTHER AS UNDERSTANDING AND PRACTICE.EXAMPLES OF THE SUMMER SCHOOL ARE IMPORTANT IN TERMS OF DEMOCRATIC PARTICIPATION AND EMPHASIS ON SELECTION IN THE CONTENT OF INSTRUCTION.

3. WALDORF SCHOOLS THE UNDERSTANDING OF WALDORF, I. IN 1919 IN GERMANY AT THE END OF WORLD WAR II, THE OWNER OF THE WALDORF CIGARETTE FACTORY EMERGED WITH THE INITIATIVE OF EMIL MOLT.

IN THESE SCHOOLS;THE SCHOOL SHOULD BE OPEN TO ALL CHILDREN, BLENDED LEARNING,COMBINED TWELVE YEARS OF TRAINING,TEACHERS ARE DIRECTLY INTERESTED IN CHILDREN, THEY ARE BASED ON ECONOMIC CONCERNS AND MINIMAL GOVERNMENT INTERVENTION.

CHILDREN ARE NOT REQUIRED TO USE ELECTRONIC TOOLS. HE EMPHASIZED THAT THE CURRENT EDUCATION SYSTEM CANNOT FEED THE MIND-BODY-SPIRIT TRIPLETS IN HUMAN BEINGS, AND THAT TO SOLVE THE PROBLEMS, HE SHOULD ESTABLISH A TRAINING SYSTEM THAT CAN SATURATE THESE TRIPLETS.

4. MONTESORRY MODEL THE FIRST FEMALE DOCTOR IN ITALY, M. MONTESSORI'S MODEL BEGAN TO BE APPLIED IN 1907 WITH THE FIRST HOUSE OF CHILDREN (CASA DEI BAMBINI).

THE MONTESSORI METHOD IS MOSTLY APPLIED IN PRE-SCHOOL INSTITUTIONS, BUT IS APPLIED AT ALL LEVELS OF EDUCATION, INCLUDING HIGH SCHOOL.THE MONTESSORI METHOD CREATES CLASSES ACCORDING TO STUDENTS ' DEVELOPMENTAL LEVELS AND EDUCATIONAL LEVELS ACCORDING TO THIS CLASSIFICATION.CHILDREN IN 0-6 AGE PERIOD CAN EASILY LEARN 2-3 LANGUAGES.

-THE END- HAZıRLAYAN: SEFA SEZER İNÖNÜ ÜNIVERSITESI / FıRAT ÜNIVERSITESI / ARDAHAN ÜNIVERSITESI