Education and society are two phenomena that we cannot think of separately. Malfunctions in education cause the functions of society to deteriorate.
If our education is problematic and diseased, this will be reflected in society. Society degenerates in a short time," Educator Tacettin Çetinkaya said.
Stating that the problems experienced in education arise from the materialist approach, Çetinkaya draws attention to the malfunctions arising from the education and cultural agreements made with the EU instead of building our education program according to national and moral values:
"We always talk about education, but today schools have significantly lost their feature of being educational institutions. It would be more accurate to say educational institutions. Because it is clear that schools cannot fully fulfill their duty as educational institutions. Schools and teachers are in a race to place as many students as possible in a higher school due to excessive demands from parents. They advertise their success in the exam race. While making their school choices, parents also investigate how many students are placed in high school and university in central exams.
Everyone wants their child to have a career that brings a lot of money. In the past, there was an approach of 'let him study and become a man...'. Being a man means having all the good moral qualities such as being a good person, being faithful, having good morals, not stealing, being impudent, not being a traitor, being useful to the country and nation, etc.
Although the problem is the materialist approaches of the education system and families, the fact that almost all of the education legislation and curriculum in our society, especially in the field, has been harmonized with the 26th chapter of the European Union acquis titled education and culture. One of the articles of the EU's education vision targeted by 2025 on the Ministry of Foreign Affairs Directorate for European Affairs website is "...to create an environment where people have a strong European identity and awareness of Europe's cultural heritage and diversity."
“THEY DID NOT EVEN READ THE TEXTS”
'...Having a strong European identity, awareness of Europe's cultural heritage and diversity...' Why does our child, whom we delivered to school in pristine condition when he was six years old, appear before us as a person who is completely foreign to our faith, culture and morals? Because after the agreements we made regarding EU education and culture, our Ministry of National Education (MEB) fulfills the requirements of these agreements and makes the necessary regulations, and these regulations, programs and projects are implemented exactly. It gets lost in the agenda of the economic turmoil in our country, the conflicts of politicians with each other, and the daily bombardment of unnecessary news. Nobody cares about what some academics and educators who are suffering the pain say.
Why does MEB make these regulations? Because there is an obligation to implement all EU agreements. In other words, you will surrender to the European identity and the cultural heritage of Europe. While these agreements were accepted by political parties and MPs in the Turkish Grand National Assembly, most MPs and officials were not even aware of their content and what they took away from our fundamental values. Because they didn't even read the texts. It can only be understood after it is put into practice and the programs are implemented in schools, that is, after it is too late."
"TEACHER IS THE MOST IMPORTANT FACTOR IN EDUCATION"
We believe that the problems experienced in educational institutions will be overcome by building huge educational buildings and filling these educational buildings with technological opportunities. We see through experience that neither buildings nor technological devices can solve the problems we face. The important thing is to repair the mentality of the individuals who fill these buildings and use this technology. While Çetinkaya says that appropriate educational techniques and methods are suitable for effective teaching, he emphasizes that the most important factor is the teacher and the curriculum:
"Turkey is one of the countries that uses educational technologies the most and most widely. Technology is important, provided that it is not overdone. Educational methods are also indispensable for education. If you cannot use the appropriate method, you cannot teach effectively.
Research shows that teachers are the first factor in education. However, provided that they are conscious teachers who are committed to their national and spiritual values, consider their own values superior to Western values, have high self-confidence, are successful in their profession. Because qualified and conscious teachers can tolerate the mistakes and immoralities in the curriculum with their own effort and explanation. Therefore, the teacher factor is important. The second most important factor is; are the contents. In other words, the curriculum and the books, resources, course materials prepared accordingly... However, provided that the curriculum is clean."
“THE RELIGIOUS COURSE GIVEN TO MUSLIM CHILDREN IS NOT RELIGIOUS CULTURE”
In the objectives section of the religion course curriculum, there is a sentence: "...The choice of religion should be left to the child..." I gave this example just to point out the mistake in the curriculum based on one lesson. There are obvious errors and flawed ideas in the syllabus, books and supplementary resources of all courses. There is nothing more contrary to nature than telling a child who has not reached the age of wisdom to study religions and make his own choice. In our belief, children are born according to Islamic nature. God Almighty has made the child's choice. Moreover, there is not enough information in Religious Culture and Moral Knowledge (DIKAB) for children to make a choice. The name of the religious lesson given to Muslim children in schools in European countries is not religious culture, but 'Islam Lesson'.
In the years when we founded the Conscious Teachers Association (ÖĞDER), we initiated two practices that still continue. One is to control the curriculum - because changes were being made due to the implementation of the EU acquis - and the other is to control the textbooks. Although this inspection disturbs the ministry, it still continues.
There is a very nice school in extremely beautiful buildings, in a modern classroom environment, with smart boards and tablets. There is a curriculum that contains a corrupt, secular understanding, unproven or outdated information, sees our own national and spiritual values as reactionary, and has the spirit of secularism in order to remove religion from life.
Considering beliefs outside of life, placing Western values above our own ancient values, Westernization and integration with Western identity for more than a century... In order to get rid of this understanding, we should not ignore the morality and commands of religion based on our own ancient beliefs. On the contrary, we are obliged to implement what religion commands. It is Allah who created the universe and humanity. It is He who creates the laws and nature of the world He created, man and all living and inanimate beings. When human laws are substituted for actual laws, order is disrupted."