Evaluation of The Century of Türkiye Education Model in the Context of Raising Competent and Virtuous People in the Perspective of Gasset and Mengüşoğlu

Abstract

With the ideal of raising competent and virtuous people, The Century of Türkiye Education Model (TYMM) gives significant importance knowledge, skills, dispositions and values in the student profile. TYMM focuses on the concepts of ‘ontological integrity’ in the view of human being, ‘epistemological integrity’ in the view of knowledge, ‘temporal integrity’ in the view of educational process, and ‘axiological maturity’ in the view of values. In this context, the aim of this study is to evaluate the views of Gasset, whose aim is to raise individuals who know and protect their material and spiritual values in the best way, who conducts scientific studies but do not see science as a life purpose. Who gives significant importance their existence, and the views of Mengüşoğlu, who deals with the human being in the context of being a being who actively makes, works, educates and is educated, and senses values, from the philosophical perspective of TYMM. As suggested by Gasset, in the TYMM, the transfer of culture as ontological and epistemological content, the model of raising human beings who know their rights and responsibilities in the historical process, who use knowing and learning for the competence of the country are mentioned. Similar to Mengüşoğlu's philosophical anthropology, TYMM is presented within the framework of value-virtue-action that can develop the abilities of the individual in the biopsychic being structure in the education to be given to individuals and focuses on reaching a high level of individuals' innate capacities. TYMM aims to build a generation with high values by raising moral, wise, questioning and patriotic individuals in the student profile and within the framework of value-virtue-action.