Historical Development of Non-Formal Environmental Education in Turkey

AbstractThe article discusses the periods of environmental education development in connection with internal social and international global influences, mainly the effect of the First United Nations Conference on Human environment in Stockholm 1972, the 1992 Earth Summit in Rio de Janeiro and the 2002 Earth Summit in Johannesburg. The article pays attention to the impact of the social background and the role of science and pedagogical research on the different stages in the curriculum and textbook development. The content of school subjects and educational technologies has also evolved towards student-centered interactive education in and out of school. From past to present, there have been many institutions in Turkey which provide environmental education. Some of these organizations most of whom work on a voluntary basis providing only informal training are: The Turkish Association for the Conservation of Nature (TTKD) 1955, World Wild Fund (WWF-DHKV) 1975, Research Association of Rural Environment and Forestry (KIRCEV) 1989, Directorate of Intramural Physical Education and Scouting (OBESID) 1989, The Foundation for the Protection and Promotion of the Environment and Cultural Heritage (CEKUL) 1990, The Turkish Foundation for Combating Soil Erosion, for Reforestation and the Protection of Natural Habitats (TEMA) 1992, Scouting and Guiding Federation of Turkey (TIF) 1992 and Nature Society, 2002. Although there are lots of studies carried out regarding the environmental education in Turkey, the studies regarding the topic started in real terms in 1999. The environmental education programs, conducted outside schools and the college systems, have been in operation in Turkey since 1999 and are carried out in collaboration with The Scientific and Technological Research Council of Turkey (TUBITAK), Universities, the General Directorate of National Parks and Environmental Protection and local authorities. The environmental education programs have 2 levels: theory and implementation. On the, ‘theory’ level, experts in the field disseminate their knowledge of the features of the ecosystems of the protected sites and surrounding areas. On the, ‘implementation’ level, all these features are studied in the field and the problems are identified and solutions are proposed. The target population of this environmental education project consists of teachers, scout leaders and those in post-graduate study. The program aims, through its teachings on nature, to popularize science among a wider population and to provide ways for the existing accumulation of knowledge to be used and implemented by this population. The program has provided a developmental framework for implementing field work and similar environmental education projects in the regions concerned and has brought about a more comprehensive and higher quality standard of education in the participating institutions. It is hoped that in the future the programs will reach more people and instill a lifelong desire, curiosity and motivation regarding ecosystems and the environment. Still there are many unsolved problems in environmental education

Freedom walk of the Turks in Bulgaria: Events of May in 1989 and their reflections

Bu çalışma, 02-05 Haziran 2010 tarihleri arasında Antalya[Türkiye]’da düzenlenen 2. International Geography Symposium-Mediterranean Environment’da bildiri olarak sunulmuştur.The Events of May having a distinctive place in the history of Bulgaria of Socialist Era in 1989 lead the major ethnical issues which are avoided to be discussed. These social events indicate that the processes of returning to origin which has the essence of assimilation and Bulgarization are not accepted and internalized by the Turkish Minority. The Events of May left its traces of shame as a bloody stain in the history of the Bulgaria. In the conflicts between innocent and civil mass of Turkish peoples and armed security forces, many people were injured, beaten, arrested and disabled. What is more to the point, during these events, the innocent Turks were killed who had not got any offence. In this study, reasons, progress, properties, reflections and results of the Events of May are discussed. In this study for which the Bulgarian scientific resources are frequently referred, those social events which are not known well in Turkey are enlightened and the struggle of the Turks in Bulgaria for their rights and freedom in 20th century is semtinized. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The 2nd International Geography Symposium-Mediterranean Environmen

Historical development of non-formal environmental education in Turkey

Bu çalışma, 02-05 Mayıs 2012 tarihleri arasında Barcelona[İspanya]’da düzenlenen 4. World Conference on Educational Sciences (WCES)’da bildiri olarak sunulmuştur.The article discusses the periods of environmental education development in connection with internal social and international global influences, mainly the effect of the First United Nations Conference on Human environment in Stockholm 1972, the 1992 Earth Summit in Rio de Janeiro and the 2002 Earth Summit in Johannesburg. The article pays attention to the impact of the social background and the role of science and pedagogical research on the different stages in the curriculum and textbook development. The content of school subjects and educational technologies has also evolved towards student-centered interactive education in and out of school. From past to present, there have been many institutions in Turkey which provide environmental education. Some of these organizations most of whom work on a voluntary basis providing only informal training are: The Turkish Association for the Conservation of Nature (TTKD) 1955, World Wild Fund (WWF-DHKV) 1975, Research Association of Rural Environment and Forestry (KIRCEV) 1989, Directorate of Intramural Physical Education and Scouting (OBESID) 1989, The Foundation for the Protection and Promotion of the Environment and Cultural Heritage (CEKUL) 1990, The Turkish Foundation for Combating Soil Erosion, for Reforestation and the Protection of Natural Habitats (TEMA) 1992, Scouting and Guiding Federation of Turkey (TIF) 1992 and Nature Society, 2002. Although there are lots of studies carried out regarding the environmental education in Turkey, the studies regarding the topic started in real terms in 1999. The environmental education programs, conducted outside schools and the college systems, have been in operation in Turkey since 1999 and are carried out in collaboration with The Scientific and Technological Research Council of Turkey (TUBITAK), Universities, the General Directorate of National Parks and Environmental Protection and local authorities. The environmental education programs have 2 levels: theory and implementation. On the 'theory' level, experts in the field disseminate their knowledge of the features of the ecosystems of the protected sites and surrounding areas. On the 'implementation' level, all these features are studied in the field and the problems are identified and solutions are proposed. The target population of this environmental education project consists of teachers, scout leaders and those in post-graduate study. The program aims, through its teachings on nature, to popularize science among a wider population and to provide ways for the existing accumulation of knowledge to be used and implemented by this population. The program has provided a developmental framework for implementing field work and similar environmental education projects in the regions concerned and has brought about a more comprehensive and higher quality standard of education in the participating institutions. It is hoped that in the future the programs will reach more people and instill a lifelong desire, curiosity and motivation regarding ecosystems and the environment. Still there are many unsolved problems in environmental education.Acad World Educ & Res CtrNear E UniversityCyprus Educ Sci AssocBahçeşehir ÜniversitesiAnkara ÜniversitesiHacettepe Üniversites

Ebû Hilal el-Askerî ve el-Furûk fi'l-Luga in the context of Terâdüf and Furûk theory

Arap dilinde müterâdif varsayılan kelimeler arasındaki nüanslara ve bu nüansların oluşturduğu literatüre el-Furûku’l-Lugaviyye denir. Nitekim dilsel kullanımda eş anlamlı/müterâdif olduğu varsayılan kelimeler arasında farklar keşfedilmiş böylece terâdüf düşüncesi karşısında furûk nazariyesi ortaya konulmuştur. İlk dönemlerde bu hususa dikkat çekilmekle yetinilirken sonraki dönemlerde temelleri atılmış ve bu alanda eserler telif edilmiştir. Bu eserlerin başında “Terâdüf ve Furûk Nazariyesi Bağlamında Ebû Hilâl el-Askerî ve el-Furûk fi'l-Luga Adlı Eseri” adlı bu çalışmada yer verdiğimiz Ebû Hilâl el-Askerî’nin (ö. 395) el-Furûk fi’l-Luga adlı eseri gelmektedir. Aynı zamanda çalışmamızda klasik ve modern dönemde terâdüf ve furûk düşüncesi hakkında görüş serdeden araştırmacılar ve eserlerine de yer verilmiştir. Çalışma giriş ve üç bölümden oluşmaktadır. Giriş bölümünde araştırmanın konusu, amacı, önemi, metodu ve kaynakları klasik ve modern kaynaklar başlıkları altında tespit edilmiştir. Birinci bölümde Ebû Hilâl’in hayatı, yaşadığı dönem ve eserlerine yer verilmiştir. İkinci bölümde furûk ve terâdüf düşüncesinin tanımı yapıldıktan sonra tarihsel arka plan, modern dönemde bu düşünceleri savunan âlimler ve görüşleri ele alınmış, üçüncü bölümde ise Ebû Hilâl’in “el-Furûk fi’l-Luga” adlı eserin metodu, muhteva ve şekline yer verildikten sonra eser içerdiği âyet, hadis ve emsâl açısından örneklerle ele alışmıştır. Çalışma esas olarak furûk ve terâdüf düşüncesini deskriptif yöntem ile inceleyerek klasik ve modern dönem üzerinden furûk ve terâdüf düşüncesini tanıtmak ve bu iki düşünce arasında karşılaştırma yapma imkânı sunmaktadır. Böylece çalışma, genel manada furûk nazariyesinin tahdit ve takdimine katkıda bulunmayı hedeflemektedir.The nuances between words that are assumed to be “Muterâdif” in the Arabic language and the literature formed by these nuances are called el-Furûku’l-Lugaviyye. As a matter of fact, differences were discovered between words that were assumed to be muterâdif/et-teraduf, and thus el-Furuq fi l-luga was put forward in the presence of the idea of terâduf. In the early periods, this issue was only pointed out, but in the later periods, the basics were founded and works were written in this field. One of the most important of these works is Abû Hilâl al-Askarî’s (d. 395) el-Furuq fi l-luga, which we included in this study titled "EBÛ HİLÂL EL-ASKERÎ AND HIS WORK EL-FURÛK FI L-LUGA IN THE CONTEXT OF THE THEORIES OF TERÂDUF AND FURÛQ". At the same time, our study also includes the researchers and their works who had an opinion on the idea of terâduf and furûq in the classical and modern period. The study consists of an introduction and three chapters. In the introduction, the subject, purpose, importance, method and sources of the research are identified under the headings of classical and modern sources. The first chapter covers Abû Hilâl’s life, the period in which he lived and his works. In the second part, after the definition of the idea of Furûq and terâduf, the historical background, the alims who supported these ideas in the modern period and their views were discussed, and in the third part, after the method, content and form of Abu Hilâl’s "el-Furuq fi l-luga", the work was discussed with examples in terms of the verses of the koran, hadiths and precedents it contains. The study mainly examines the idea of Furûq and terâduf with the descriptive method and introduces the idea of Furûq and terâduf through the Classical and Modern periods and offers the opportunity to make a comparison between these two ideas. Thereby, the study aims to contribute to the delimitation and presentation of the theory of Furûq in general

Historical development of environmental education in Bulgaria

The article discusses the periods of environmental education (EE) development in connection with internal social and global international influences, mainly the effect of the First United Nations Conference on Human environment in Stockholm 1972, the 1992 Earth Summit in Rio de Janeiro and the 2002 Earth Summit in Johannesburg. It pays attention to the impact of the social background and the role of science and pedalogical research on the different stages in the curricular and textbooks development. The school subjects contents and educational technologies also evolved towards student-centered interactive education in school and out of school. A system of EE from nursery to postgraduate and lifelong education was developed in 1984 and a great part of it has been introduced in the different educational stages since then. After 1989 more than 132 NGOs and communities on ecology and environmental education were established and many others incorporated environmental education aspects in their activities. Still there are many unsolved problems in EE