Ön Kapak Sayfa Arkası
INTERNATIONAL CONGRESS ON INTERCULTURAL
DIALOGUE AND EDUCATION
HUMAN BEINGS, SOCIETY, INTERCULTURAL DIALOGUE AND
EDUCATION AT THE BEGINNINGS OF THE 21ST CENTURY
CONGRESS PRESIDENT
Prof. Dr. A. Kadir ÇÜÇEN (Uludağ University)
OCTOBER, 8-11 2009
This grant project is
implemented by ULUDAG UNIVERSITY
in coordination with the EUSG.
Designer : Ömer Nuri ÇAM
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
Dear Colleagues,
INFORMATION ABOUT US & CONGRESS
“International Intercultural Dialogue and Education Congress” aiming at developing the Dialogue between the Civil Societies in European Union and Turkey”, will be held in Bursa on 8th
-11th of October, 2009. The Congress is an event of the EU Project numbered TR0604.01-03/071 and entitled “Network for Intercultural Dialogue and Education: Turkey – Bulgaria” coordinated
by Uludağ University in cooperation of Sofia University from Bulgaria, Muğla University and Kocaeli University from Turkey within
the framework of Universities Grant Scheme Programme.
The aims of the project are to strengthen the contact and
communication between the civil societies in Turkey and Bulgaria;
to enable the exchange of mutual experiences; to promote Turkey
especially in terms of the its culture and history; to ensure more
and better knowledge of Turkey within the European Union; to develop and support innovative educational technologies for better
intercultural dialogue between students and lecturers from universities in both universities; and finally to promote the idea of Europe
in Turkey.
We will be very happy to see the members of the man, social, educational and cultural world together here in this activity.
Best regards,
Prof. Dr. A. Kadir ÇÜÇEN
Project Coordinator & The Congress President
Uludağ University Faculty of Arts & Sciences, Dept. of Philosophy
Bursa - Turkey
II
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
HONORARY BOARD
Prof. Dr. Mete CENGİZ (Rector, Uludağ University)
Prof. Dr. Esvet AÇIKGÖZ (Vice Rector, Uludağ University)
Prof. Dr. İ. Naci Cangül (Dean, Faculty of Arts & Sciences, Uludağ University)
Prof. Dr. Ali Osman GÜNDOĞAN (Muğla University)
Prof. Dr. Sinan ÖZBEK (Kocaeli University)
Prof. Dr. Dimitar GUROV (Sofia University)
CONGRESS PRESIDENT
Prof. Dr. A. Kadir ÇÜÇEN (Uludağ University)
ORGANIZING COMMITTEE
INTERNATIONAL SCIENTIFIC COMMITTEE
Prof. Dr Emilia Vassileva (Sofia University)
Prof. Dr Natalia Alexandrova (Sofia University)
Prof. Dr Dimitar Vesselinov (Sofia University)
Assoc. Prof. Dr Roumen Penin(Sofia University)
Prof. Dr Ivan Kamburov (Sofia University)
Assoc. Prof. Dr. Vessela Gurova (Sofia University)
Assoc. Prof. Dr. Mimosa Konteva (Sofia University)
Assoc. Prof. Dr. Alexei Kalionski (Sofia University)
CONGRESS SECRETARY
Neslihan Önder (Proje Asistanı)
Uludağ University 16059 Bursa / Türkiye
e-mail: nidetr@uludag.edu.tr
http://nidetr.uludag.edu.tr
III
INFORMATION ABOUT US & CONGRESS
Prof. Dr. Irina KOLEVA (Sofia University)
Prof. Dr. Dimitar Vesselinov (Sofia University)
Assoc. Prof. Dr. Alexander Nikolov (Sofia University)
Assoc. Prof. Dr. Sedat Yüksel (Uludağ University)
Assoc. Prof. Dr. Yavuz Adugit (Kocaeli University)
Assoc. Prof. Dr. Sahabettin Yalçın (Muğla University)
Assoc. Prof. Dr. Bayram Akça (Muğla University)
Assist. Prof. Dr. Emin Atasoy (Uludağ University)
Lecturer Neslihan Önder (Uludağ University)
Lecturer Demet Tokgözlü (Uludağ University)
Research Assistant Ümit Öztürk (Uludağ University)
Teaching Assistant Ayşe Gül Cıvgın (Uludağ University)
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
CONGRESS TOPICS MAIN TOPIC: INTERCULTURAL DIALOGUE AND EDUCATION
INFORMATION ABOUT US & CONGRESS
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European Union and Education
European Citizenship and Identity
Education on Democracy
Education on Human Rights and Tolerance
Intercultural Dialogue and Educational Programmes
Intercultural Dialogue and Teacher Training
Intercultural Dialogue & Teacher Attitudes
Globalisation and Education
Nationalism
Multiculturalism Universality
Balkan History
Intercultural Relationships during History
Law and Justice
Dialogues in Literal Texts
European Union Language Policies
Language and Communication
Body Language in Intercultural Dialogues
KEYWORD
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EUROPEAN UNION
EDUCATION
COOPERATION
ATTITUDE
PARTICIPATION
FREEDOM
OPEN-MINDED
RESPECT
SOCIETY
CULTURE
INTERNATIONAL
HUMAN RIGHTS
TOLERANCE
DEMOCRACY
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LAW
JUSTICE
RIGHTS
EQUALITY
HONOUR
CONSCIENCE
SUSTAINABILITY
DIALOGUE
INTERCULTURAL DIALOGUE
CIVIL SOCIETY
INTEGRATION
MEETING
AWARENESS
DIVERSITY
IV
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
Congress’ Venue: Congress was held at Uludağ University Gorukle
Campus in Bursa during October 8-11 2009.
Congress Address: Uludağ University, 16065 –Bursa-Türkiye Phone: + 90 224 294 1836 Fax: + 90 224 294 1897
Official Languages is Turkish, Bulgarian or English.
Official Certificate of Attendance: Official certificate of attendance is given to the congress’ delegates during congress.
V
INFORMATION ABOUT US & CONGRESS
GENERAL INFORMATION
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
INFORMATION ABOUT US & CONGRESS
PREFACE
This congress is an outcome of the project entitled ‘Network
for Intercultural Dialogue and Education: Turkey and Bulgaria’
aiming at promoting the civil society dialogue between Turkey and
Bulgaria. The sub-title of the congress is “Human Beings, Society,
Intercultural Dialogue and Education at the beginning of 21st Century”.
During history, humanity has always shown a continuous
development in all domains; however, it is hard to explain the
sharp pain that society suffered from its incessant internal wars.
Especially the First and Second World War caused awful destructions and pain. The actual reason that initiated these wars was the
governors who felt their own states and own population superior to
the other countries, their population and their intentions of gaining
profits. The common point of these wars was that the governors
decided on the war according to their wishes on different countries
although the other communities did not know each other. In addition, other societies were defamed through media and schoolbooks so that the wars went on due to the people who were fed on
hostility.
Do you think the humanity learnt anything about life after
these destructions? If we look at all over the world, the answer is
not very positive. However, when we look at the European continent, we can be more positive. After the Second World War, the
European countries go in search of putting their hostility apart and
take the goal to create brotherhood and alliance. This alliance is
called “European Union” which has the goal to integrate European
countries in the course of time to expand their unity with new countries.
That the European Union is a strong unity depends on the
fact that the countries and their populations know each other. This
relationship is promoted by intercultural dialogues. Moreover, societies will know each other better thanks to the dialogue that they
VI
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
Prof. Dr. Abdulkadir ÇÜÇEN
Project Coordinator & Congress President
Uludağ University Faculty of Arts & Sciences, Dept. of Philosophy
Bursa - Turkey
VII
INFORMATION ABOUT US & CONGRESS
will build and realize their mistakes of the prejudice because of the
history.
As Uludağ University, we wanted to move one more step
forward in the education system by coordinating a scientific, cultural and educational Project entitled Network for Intercultural Dialogue and Education: Turkey-Bulgaria. This project is coordinated
by ‘Uludağ University’ with the partnership of ‘Kocaeli University’
and ‘Muğla University’ from Turkey and ‘Sofia University St. Kliment Ohridsky’s from Bulgaria.
It is multilateral and its main goals are: (i) to strengthen the
communication between civil societies and exchange of experiences (ii) to provide more knowledge and appreciation about Turkish history especially including Turkish culture (iii) to improve and
accept new education technologies by the intercultural dialogues
between the teachers and students of both countries’ universities
(iv) to familiarize the European idea in Turkey.
I would like to express my gratitude to all the participants
who worked for the Congress, presented a paper, or came as audiences. In addition, thanks to the Rectorship of Uludağ University
for its valuable support to us.
PREFECE ARKA KAPAK BOŞ
ABSTRACTS
CONTENTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
CONTENTS
Freedom of Speech and Restrictions According to the International Law
9
İsmet Nezih ABONOZ
Prospective Teachers’ Opinions about Values of Nations Constituting
European Union
Oktay AKBAS
10
Relations between the Turks and Bulgaria since the Time of Ottoman
and its Place on the Culture Interaction
12
Bayram AKÇA
Intercultural Communication as an Effective Element in Providing of
Multiculturalism
Fikret ALİ
13
Evaluating the Educational Policy of Turkey According to the Results of
Meeting of Lisbon European Council (2000)
14
Dilek ALTUN Hayriye Gül KURUYER
A Critical Look at the Democracy Instruction in Primary Education
Halil AŞICI Ayşegül ALTINOVA Sevda ASLAN
15
Roman (Gipsy) Problematic of Bulgaria in Consideration of Ethnogeography and Ethnopolitics
16
Emin ATASOY Mustafa ERTÜRK
Teachers’ Opinions on the Effects of Globalization on the Education
Process in Primary Education
Betül BALKAR Habib ÖZGAN
An Investigation on Conceptions of Freedom and Right
Selma Aydın BAYRAM
Dialogue with Other Cultures
17
18
19
Metin BECERMEN
Translation as Dialogue of Two Cultures
Elena Besolova BUTOSOVNA Minara Aliyeva ESEN
20
The Celebrations and the Music Taking Place in These Celebrations of
the Turks Emigrated from Bulgaria to Anatolia
22
Zekiye ÇAĞIMLAR Oya ŞEN
2
The Effects of Students’ Perception of State, Citizen and Democracy
on the Intercultural Communication
Hülya ÇELİK Ahmet KATILMIŞ Ersin TOPÇU
23
Investigation of Educated Mechanic, Clean Vehicle And Clean Environment Project, Impact and Contribution on Car Mechanics in Erzincan
24
Murat ÇETİN
The Problem of Tolerance
25
Ayşe Gül ÇIVGIN
Australian and Turkish University Students’ Perceptions about the
Changing World of Work
Glenn DAWES Veysel BOZKURT
Turco-Bulgarian Cultural Relations during Atatürk Period
Esra S. DEĞERLİ
A General Outlook of Music Teacher Training in Plovdiv Academy of
Music, Dance and Fine Arts in Bulgaria
R. Erol DEMİRBATIR Nilüfer YILMAZ
26
27
28
Culture Term in Common European Framework For Teachıng Languages and Turkish Teaching as a Foreign Language
29
Kemalettin DENİZİ Başak UYSAL
ERZINCAN REFLECTIONS OF EU GRANT PROJECTS AND LOOKING TO THE FUTURE
30
Murat ÇETİN Kamil ORMAN
Established In UNDERDEVELOPED Province OF THE Universities
In This Province POTENTIAL IMPACTS OF THE PROJECT AND
ERZİNCAN University EXAMPLE
Kamil ORMAN Murat ÇETİN
31
The Elements of Humanism and Conflict Resolution in the Sufi Context
32
Figun DİNÇER
Progress in Education in Turkey: an EU Candidate Country
İlknur Pekkanlı EGEL
The Importance of Music in Intercultural Communication and In This
Context Common Folk Dances and Music of Turkish-Greek Cypriot
Societies
Hatice ONURAY EĞİLMEZ Özgür EĞİLMEZ
3
33
34
CONTENTS
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
CONTENTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
Citizenship: in the light of democracy and human rights
Adviye ERBAY
35
Architecture and Architectural Education in the Period of Globalization
37
Yasemin ERBİL Evaluation of the Education Program for the project titled “Network for
Intercultural Dialogue and Education: Turkey – Bulgaria”
38
Selman GİRGİN
Components of an Effective School (An Example from Bursa)
Feyyat GÖKÇE Pınar Bağçeli KAHRAMAN 39
The Effects of the Minority and Foreigner Schools on Ottoman-Turkish
Education System
40
Feyyat GÖKÇE Nilüfer OĞUZ
The Effect of Values Education Approaches on Students’ Perceptions
about Tolerance Categories in History I Course
41
Fatma GÜLTEKİN An Important Component of Sustainable Future: Education of Values
Filiz GÜLTEKİN Seçil ALKIŞ 42
On the Intercultural Dialogue Projects of Alevi Immigrant Umbrella Associations in Germany and in the European Union
44
Burak GÜMÜŞ The Role Of Religion In Intercultural Synthesis
Burak GÜMÜŞ 45
The Egg Or The Chicken?: How Culture Influences Foreign Language
Learning
46
Esim GÜRSOY Ebru A. Damar
Intercultural Dialogue and Tolerance in Higher Education in Bulgaria
Dimitar Violetov GYROV Play Culture and Intercultural Dialogue
Vesela Metodieva GYROVA The Communication and Interaction Between Uludağ University, Department of Music Education and Plovdiv, Academy of Music, Dance
and Fine Arts Within the Scope of Cross-Cultural Dialog
Ayhan HELVACI İsmail BOZKAYA
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47
48
49
The Evolutions of Tourism Education Students Relating to Bulgaria’s
Image
Hürriyet ÇİMEN
51
Bakhtin’s Theory of Discourse and “Dialogy” in His Analysis of Literary
Genres
53
Fırat İLİM
Turkish-Bulgarian Relations and Cultural Interaction After the Cold War
or in Postsocialist Period
54
Nergis İMAMOĞLU Physiological Foundations of Intersubjective Understanding: Functional
Characteristics of Mirror Neurons
55
Dimitar IVANOV THE NECESSITY OF AN ALTEREGO: STEREOTYPES ABOUT THE
TURKS IN BULGARIA
56
Alexei KALIONSKI, Alexandar NIKOLOV
The Importance and the Place of History Education in Intercultural
Dialogs
Ş. Gülin KARABAĞ
Organizational Law and Justice: A Qualitative Study in the Scope of
Teachers’ Opinions
Engin KARADAĞ Nuri BALAOĞLU
INTERCULTURAL INTERACTIONS AND TURKISH MUSIC
Barış KARAELMA The Dialogical Self
57
58
59
61
Aneta KARAGEORGIEVA Erasmus Experience of Turkish Teacher Trainees
Çiğdem KARATEPE International Partnership for Education on Tolerance Development in
the new EU Lifelong Learning Program
Chavdar KATANSKY Iliya EMILOV
deconstructıon law and justıce
62
63
64
Funda KAYA Human Rights And The Problem Of Cultural Pluralism
Doç.Dr. Taşkıner KETENCİ 5
65
CONTENTS
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
CONTENTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
Students’ Parents’ Opinions on Democracy and Human Rights Education Sufficiency Given in Junior High School
66
Bilgen KIRAL Erkan KIRAL
Multiculturalism, Pluralism and Postmodernism
Sinan KILIÇ A Critique of Pragmatist Approach to the Concept of Justice
Sibel KİBAR
Innovative pedagogical technologies to develop reflection in the high
school biology education
Teodora KOLAROVA
Expert pedagogical analysis of the educational results of the study in
Sofia University “Kliment Ohridski” Bulgaria
Irina KOLEVA Kamelia VARBANOVA
Use of Creative Drama in the Intercultural Communication
Nuray KOÇ
An Evaluation of German Coursebook in the Context of Intercultural
Approach
Muhammet KOÇAK
67
68
69
70
71
72
Investigations of Secondary Teacher Education Programmes in European Union Countries and Turkey
74
Edip KOŞAR
The Effect of Cultural Values on Online Purchasing Behaviours and a
Survey
Niyazi KURNAZ Mustafa KAYIK Demet Gülseren TOKGÖZLÜ
75
The Effect of Globalization on Family, Women’s Status in Society and
Women Education
76
Pınar MERCAN Çağlar ÇETİNKAYA
Notion of European Citizenship in Youth Work
Neslihan ÖNDER
Intercultural Education and EU Project “FACE IT!”
Asude BİLGİN
The Importance of Intercultural Communication Education
İlker ÖZDEMİR
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77
78
79
The European Union Process and Intercultural Dialogue
Füsun ÖZERDEM
Health Problems of a Child and Cultural Approach
Gülnur KILIÇ
Awareness Education and Global Identity
Habib ÖZGAN Celal SABANCI
Classroom Management By Multicultural Education According
Soner POLAT
Working Interculturality in Turkey: Managing, Understanding and/or
Changing of Cultural Differences
Engin SARI 81
83
84
85
86
History of Thought as the end of the European Union and Globalization
87
Hasan SANLI
Educational Project
88
Ksenia SEMIZOROVA
Assessment of Intercultural Competence of Children under School Age
89
Lora Ilieva SPIRIDONOVA
Democratic Changes in Vocational Education and Training in Conditions of Global Crisis
Katia STOYANOVA
Development of Communication Culture through Dialogues in Philosophical Readings: “The Socratic Dialogue and Communication”
Menekse Seden TAPAN
Democracy in Mathematics Courses
Menekse Seden TAPAN
90
91
93
The Rate of International Trading, Evaluation of The Choice Reasons
And Role of The Internet
94
Demet TOKGÖZLÜ Ömer Nuri ÇAM
The Effects of Momentary Correspondence Programmes to Intercultural Dialogue And Chances
Demet TOKGÖZLÜ Ömer Nuri ÇAM
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95
CONTENTS
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
CONTENTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
The Problem of Enlightenment within the Framework of Kant’s Critical
Philosophy
96
Ümit ÖZTÜRK The Problem of “paideia”: Philosophy, Dialectic and Learning in Plato
97
Ümit ÖZTÜRK Ayşe Gül ÇIVGIN
An Analysis for Thesises of Conflict of Civilizations and Turkey’s Contribution to Cross-Cultural Dialogue
98
Mevlut UYANIK Education and Respect for Human Beings as a Possibility of Surpassing the Situation of Injustice
99
Ogün ÜREK “Emotional intelligence and abilities for cultural communications
amongst Bulgarian teachers”
Elena VITANOVA GloCalization as a Subalternate of Globalization
Celalettin YANIK European Identity and Citizenship
100
101
102
Pınar YAZGAN Intercultural Competence across School Curriculum
Kadir YILA 103
A New Understanding of History in European Union and the Reflection
of it on the Concept of the Dialogue Between Cultures
104
Salih YILMAZ Hidden Curriculum on Eliminate to Discriminate
Sedat YÜKSEL The Role of Cultural Empathy in Cross-Cultural Counseling
Asuman YÜKSEL The Use of Humor in Education: A Cross Cultural Perspective
Asuman YÜKSEL Nagihan Oğuz DURAN
105
106
108
Moslem Identity Strived to be Created/Created in the European Union
Member Countries Through Religious Education: Example Germany
109
Halise Kader ZENGİN 8
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
FREEDOM OF SPEECH AND RESTRICTIONS ACCORDING
TO THE INTERNATIONAL LAW
İsmet Nezih ABONOZ1
1 Uludağ University, TURKEY
9
ABSTRACTS
Throughout the history, human beings as a value have always been
on the agenda. This is because the human hold a value. This value stems
from their uniqueness. In addition, the human beings, themselves, creates
the value. They do this by establishing it materialistically and morally. One
of these is freedom of speech. Freedom of speech can be attributed only
to human beings. Even if freedom of speech, at the first glace, is seen as a
moral value; it also can be materialistic one such as a copyright. This makes
it unique. They create the value, and the value transforms the human beings
as well. Therefore, freedom of speech is counted as basic human rights by
the most of the international conventions. In this paper, the main point is going to be the human beings as value creaters, and the freedom of speech
as a basic human right. Besides, in a given democratic society, as human
beings express their thoughts, the fact they are faced several restrictions
is going to be scrutinized. It will also be seen that the term of freedom of
speech also includes the public’s right of gathering, delivering their opinion
and information. To reach this end, the decisions ruled by the Court of European Human Rights are going to be scrutinized in the light of the mentioned
convention and the related national an international laws, too.
Keywords: Human, Human beings, freedom of speech, the Court
of European Human Rights, International Convention on Human Rights.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
PROSPECTIVE TEACHERS’ OPINIONS ABOUT VALUES OF
NATIONS CONSTITUTING EUROPEAN UNION
ABSTRACTS
Oktay AKBAS1
Researches on values and public interest in the topic have been
increasing gradually particularly in recent years. Even though there are differences in ranking values in accordance with time and space, values have
kept their characteristics of being a scale used in evaluation of people and
events. The concept of value is defined in different ways as other social sciences concepts. Rokeach (1973) conducting many systematic researches
on values defined value as a permanent belief. Güngör (1993) defined value
as the belief about whether something is desirable or not. It can be said
that values are internalized as a result of individual’s interaction with the
environment and are the principles leading the behaviors of the individual.
This definition brings the individual acquisition dimension of values forward.
In their social meaning, values are the things that are accepted as best,
truest and most beneficial by the society. Concepts such as socialization,
social consciousness, norm and group spirit are used in definition of social
values. Concepts such as motivation, decision making, attitude, belief and
need gain importance in individual aspect of the values. In this process,
determination of our society’s perception about values of nations constituting European Union makes the solution of problems easy. European Union
nations’ values that must be imitated and values that must not be imitated
were determined in this study.
This research aims at determining the opinions of students studying in Kirikkale University Education Faculty about the values of nations
constituting European Union. Qualitative research method was used in this
research. Yildirim and Simsek (2006) define qualitative research as the research in which qualitative data collection methods such as observation,
interview and document analysis are used and a qualitative process is followed for putting forth the perceptions and events realistically and wholly in
a natural environment.
1 Kırıkkale University, TURKEY
10
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
11
ABSTRACTS
This research was conducted on 80 students studying in Kirikkale
University Education Faculty. Data were collected by means of open-ended
questions in this study. Data collected in the study were analyzed in detail.
Opinions of the prospective teachers about the topic were determined according to the predetermined goals, sub-goals and themes. Matrix was constituted based on the answers students gave to the open-ended questions.
Finally, prospective teachers mentioned that EU nations’ values of
attaching importance to science and technology, human rights and human
being must be model; and family structures and life styles must not be model. Data which will be obtained by means of perception researches about
values of nations constituting European Union can be used in solution of the
problems to be encountered in the membership process.
Keywords: European Union, values.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
RELATIONS BETWEEN THE TURKS AND BULGARIA SINCE
THE TIME OF OTTOMAN AND ITS PLACE ON THE CULTURE
INTERACTION
ABSTRACTS
Bayram AKÇA1
The main subjects of this personation are the migration of the Turks
to Bulgaria during the time of the Ottomans, declaration of independence of
Bulgaria in 1908, migrations from Bulgaria to Anatolia since that time, and
interactions of Turks and Bulgars in the field of diplomacy, literature, clothing, architecture, agriculture, clock tower and cousine.
Keywords:
1 Muğla University, TURKEY
12
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
INTERCULTURAL COMMUNICATION AS AN EFFECTIVE ELEMENT IN PROVIDING OF MULTICULTURALISM
Fikret ALİ1
1
13
ABSTRACTS
Today, the process of globalization and social transformation bring
about with the spread of mass medias and the plural identities to have it its
train that today, in the world its an important reality. At the present day, most
countries shows important cultural diversity. Number and activities of diversity,
ethnic groups, sects, world views in cultural lifestyles, is increasing by the day.
This process is to get away from cultural homogeneity to communities
and it has approached a point the differences more accepted in social life. Multiculturalism concept is shaped as a society design different ethnic and cultural
elements to live together, has come into question as natural extension of the
acceptance of differences.
Multiculturalism, has emerged as an expression of political and social
system, regardless of what the cultural origin, on based equality of different cultural traditions and no any problem at coexistence of it. Multiculturalism based
on come from different origins in terms of language, religion, race, history, geography of individuals and groups make up a society are abilities to live together
of identities. Multiculturalism is not to protect the rights of minorities, is the culture of living together. Members of societies have different language, religion,
race, gender, etc.. Identities will be more tolerant one another when they are
multiculturalism to transform into lifestyle. Various communities also helps to
understand each other better what enrichment with different cultural identities
of mutual relations between the cultures. At this point, necessity and importance
of intercultural communication is emerging for provide to multiculturalism and to
resolve disputes arising between cultures to resolve disputes arising.
The purpose of intercultural communication, which has an interdisciplinary feature, is to understand and explain the communication between people from different cultures and to make prediction about it. Trying to understand
these communication processes is important at the point ensuring and continue
to in the healthy process of multiculturalism.
This paper aims to discuss the role of multiculturalism and a discussion
what should be done in this process within the process of ensuring multiculturalism.
Keywords: Intercultural Communication, Multiculturalism, Culture.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
EVALUATING THE EDUCATIONAL POLICY OF TURKEY ACCORDING TO THE RESULTS OF MEETING OF LISBON EUROPEAN COUNCIL (2000)
ABSTRACTS
Dilek ALTUN1 Hayriye Gül KURUYER 2
Although European Union was founded as an economic community, it
gives much importance to education in order to keep its position in the world
and to direct the developments, because information has become a strategical power. One of the fundamental targets of the union is also to become the
reference point of education in the world. Therefore, Lisbon Summit Meeting
performed in 2000 has got an important place due to the policy of EU Common
Science and Technology. In Lisbon Summit, it was aimed for EU to have the
dynamic information economy that is highest competitive power of the world
in 2010, and to create a sustainable development including better employment
and a greater social adaptation. In order to concretize the targets determined,
the term benchmark has been used. Targets of Benchmark are as follows :
Investment for education and instruction, the ones who leave school early, the
ones who graduated from the education of mathematics, science and technology, the population of the ones who completed secondary education, basic skills,
and learning life.
In 1999, Turkey, whose process of candidacy started by Helsinki Agreement, tries to reach at the educational targets that Europe has brought up, and
performs different reforms and arrangements on this subject. However, within
this process, it is very important to determine how effective these arrangements
are, and whether they have arrived at the targets determined or not.
The objective of this research is to evaluate the educational policy of
Turkey depending on benchmark targets according to the targets of European
Education – Instruction 2010 determined at the end of 2000 dated Lisbon European Council Meeting. In the research, data will be collected by the method
of document analysis. In the scope of document analysis, in order to determine
the position how the benchmark targets is performed determined by the council,
the realization levels of the targets will be compared with the other countries
of European Union, the problems at application will be determined, and suggestions of solution about them will be developed.
Keywords: European Union, benchmark target, Turkey, education
1 Gazi University, TURKEY daltuns@gmail.com
2 Gazi University, TURKEY kuruyergul@yahoo.com
14
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
A CRITICAL LOOK AT THE DEMOCRACY INSTRUCTION IN
PRIMARY EDUCATION
Halil AŞICI1 Ayşegül ALTINOVA2 Sevda ASLAN3
1 Gazi University, TURKEY halilasici@gmail.com
2 Gazi University, TURKEY aysegulaltinova@gmail.com
3 sevda.aslan@gmail.com
15
ABSTRACTS
Human Rights and Citizenship Education acquisitions take their places
in revised primary education curriculum ( 1st to 8th grades ) as between-disciplines acquisitions ( Turkish, Life Science, Social Studies, Revolutionary History
and Kemalism, Science and Technology, Mathematics ). These two acquisitions
hold a place predominantly in 4th to 7th grade Social Sciences and 8th grade
Revolutionary History and Kemalism lessons in particular. These acquisitions
aim at creating students’ awareness about Human Rights and Citizenship Education by taking their age and development levels into consideration. These
changes and developments in an individual will become internalized and finally
turn into a behavior pattern as long as they comply with the culture. According
to Field (1996), individual differences occur in the same cultural and ecological
cells. The basis of these differences can be pre-birth or environmental changes.
For instance, Dien, observed that traditional Chinese culture presents an interesting contrast as it shares with the West the same social structure of women
mothering and men playing a lesser role, but the emerging personality patterns,
as well as the nature of the mother-daughter relationship, seem to be quite different. The overwhelming importance of sons to mothers as well as to the whole
family in the past created a situation in which boys became more dependent
and in need of help than girls. In Indian culture, during the early years of childhood, the emphasis is on the avoidance of frustration and the enhancement of
the pleasurable mutuality of mother and infant – not on encouragement of the
child’s individuation and autonomy. The detachment of the mother by degrees
that is considered essential to the development of a strong, independent ego,
since it allows a child almost imperceptibly to take over his mother’s functions in
relation to himself, is simply not a feature of early childhood in India. The child’s
differentiation of himself from his mother (and consequently of the ego from the
id) is structurally weaker and comes chronologically later than in the West, with
the outcome the mental processes characteristic of the symbiosis of infancy
play a relatively greater role in the personality of the adult Indian (Kakar,2001:
to cite Kumar, 2005). Therefore, in this study, culture concept will be discussed
in terms of democracy instruction in primary education, since this concept plays
a crucial role in a child’s individuation as well as gaining his/her identity.
Keywords: European Union, benchmark target, Turkey, education
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
ROMAN (GIPSY) PROBLEMATIC OF BULGARIA IN CONSIDERATION OF ETHNOGEOGRAPHY AND ETHNOPOLITICS
ABSTRACTS
Emin ATASOY1 Mustafa ERTÜRK2
In this study, it has not only been researched geographical distribution, social-cultural characteristics, demographical structure and historical adventure within national borders of Roman (Gipsy) ethno present in Bulgaria but also discussed perspective of Bulgarian nation and
Bulgarian to this ethno and their ethnic understanding. Furthermore, in
this study, it has been also discussed how the problems have come forward and required to be solved such as researching education, health,
cultural, social and economical problems of Roman (Gipsy) ethno. Romans have both formed an ethnic and cultural richness and built up the
problems in Bulgaria’s ethonogeography. As a consequence, in this
study, it has not only been researched advantages and disadvantages
of Roman ethno from the point of Bulgaria but also looked for an answer
how and why this ethno has become one of indispensable problems of
Bulgaria.
Keywords : Roman, Minority, Ethnos, Bulgaria
1 Uludağ University, TURKEY eatasoy@uludag.edu.tr
2 Uludağ University, TURKEY erturk@mu.edu.tr
16
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
TEACHERS’ OPINIONS ON THE EFFECTS OF GLOBALIZATION ON THE EDUCATION PROCESS IN PRIMARY EDUCATION
Betül BALKAR1 Habib ÖZGAN2
1 Gaziantep Üniversitesi b.balkar@gmail.com
2 Gaziantep Üniversitesi ozgan@gantep.edu.tr
17
ABSTRACTS
Globalization process influences many institutions and systems and
also compels to renew in parallel with changes. Changes in age requirements
and social expectations as a result of the globalization require education systems’ and also schools’ being in a regenerative process.
In this research, it is aimed to determine the meanings which primary
school teachers impose to globalization concept and to determine the primary
school teachers’ views about the effects of globalization on education process
in primary education. In this research, these questions were tried to be answered:
1.
What do primary school teachers understand from the concept of globalization?
2.
What are the views of the primary school teachers about the effects of
globalization on education process in primary education?
3.
Do primary school teachers’ views about globalization affect teachers’
opinions on the effects of globalization on education process in primary education?
Qualitative technics were used in this study. The participants of the research are 43 primary school teachers who work in Adana province. Participants were chosen by using homogeneous sampling because it was aimed to
work with participants from similar grades. Interview form was used while collecting data. Content and descriptive analysis technics and numerical analysis
of qualitative data were used to analyze the data.
As a result of the research, it has been determined that teachers’ opinions on the effects of globalization on education process in primary education
concentrate under the topics of student characteristics, teacher assignments,
tasks of school administrators, teaching process, training programs and foreign
language teaching. Teachers’ opinions on the globalization concept concentrate
under the topics of economy, politics, culture, likeness, equality and transport.
Teachers’ understandings of globalization have a decisive effect on the teachers’ opinions on the effects of globalization in primary education.
Keywords: globalization, primary education, primary school teachers
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
AN INVESTIGATION ON CONCEPTIONS OF FREEDOM AND
RIGHT
ABSTRACTS
Selma Aydın BAYRAM1
Freedom and right are the concepts that constitute the ground of legal
and moral sides of our social lives. When we look at the history of thought, it
seems that they are examined in many aspects. However, when we think on
them more deeply, we can recognize that it is not clear enough in what aspects
these concepts differ from each other. That is, although they are defined differently, when their usage considered, it will be noticed that in many cases, they
are used interchangeably. For example, in the Turkish Constitution of 1982,
they are used as “fundamental rights and freedoms” referring two different concepts. However, in his study, in which the difference between the concept of
right and freedom is discussed, considering the usage of these concepts within
the Constitution of 1982, Prof. Dr. Kemal Gözler claims that “In terms of our
positive law, it is not possible to make a distinction between the concept of right
and freedom”1
Within another study, it is claimed that “freedom is the common root of
all rights, right requires the freedom. If an individual is not free, then right cannot
make a sens”. However, I think there is no such a hierarchical relation between
freedom and right. For example, although he is deprived of physical freedom, a
person sentenced to prison also has some rights. At this point, it becomes the
matter of question what is understood by the concept of “freedom”, that is, the
different definitions of freedom become as the main issue. Freedom, in general,
is defined as thinking or acting without any prevention, limitation and forcing
from outside. Hobbes claims unlimited freedom, which people have before social contract, in fact, is equals to the having no freedom, and such an unlimited
freedom provides no advantages within the social life. However, some other
philosophers, such as Rousseau, Kant, make a distinction between the negative and positive meaning of freedom, and they claim it is the positive meaning
of the freedom that reveals the moral side of human beings. They emphasize
the importance and indispensability of freedom for an individual. In this study,
by examining the complex relation between the mutually intertwined concepts
of right and freedom, I try to clarify in what aspects they differ from each other.
Keywords: Right, Freedom, Law.
1 Middle East Technical University, Department of Philosophy aselma@metu.edu.tr
18
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
DIALOGUE WITH OTHER CULTURES
Metin BECERMEN1
Keywords: Culture, Dialogue, Diversity, Other, The other, Being the
other one, othering.
1 Uludağ University, TURKEY metinbecermen@yahoo.com
19
ABSTRACTS
Throughout history the relationships between cultures have been
observed as both being the relationship of recognizing and understanding
and being dominant over another. Out of these relationships various interactions have been realized among cultures. Some cultures have affected
the other ones in every aspect and left permanent impacts on them. This
situation of being affected has caused these cultures’ being completely and
sometimes to a large extent to be terminated. But these situations of affecting and being affected are still in progress today. What is important at this
point is trying to recognize and understand the other cultures and forming
dialogues with those cultures but not affecting them to exterminate. In this
way, intercultural relationships may be based on a “suitable” context, and
the development and settlement of tendencies which aim at repressing and
terminating may be prevented.
In this speech/article, a ground for a dialogue which will be realized
between cultures is tried to be settled taking alteration as the base. In this
way, instead of pointing out an idea bound to a “conception of culture”, a
point of view taking the cultures and cultural outputs which exist on human
values put forward by different societies is discussed and the difference
between them is also examined since explanations for culture do not match
with each other, or cannot exceed the limitations of anthropological or linguistic definitions, or stuck onto a meaning of a high-culture. So, the matter
of intercultural dialogue is examined in terms of “the problem of other”. Thus,
firstly, a ground on the context of “diversity”, “other”, “the other”, “being the
other one”, “othering” is formed, and then, it is tried to show that there is/
may be a possibility for the realization of a dialogue between cultures.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
TRANSLATION AS DIALOGUE OF TWO CULTURES
ABSTRACTS
Elena Besolova BUTOSOVNA1 Minara Aliyeva ESEN2
One of the main tools of knowing culture, mentality and language
of another people is text – the basic unit of communication, a way to store
and transfer information, etc. Understanding of text assumes the identity
of conclusions and authors’ thoughts. Text covers constructively all the dimensions of ethno-cultural realities. Mastering of literary text is a complex
process, having, among other qualities and opportunities the mentality of
individual as a carrier of a certain culture, the text is an interaction of ethnosocial and ethno-psychological factors in alive functioning and evolution of
language, producing multiple interpretations. Culture has always manifested itself according with the views of its people about good and evil, beauty
and truth, values permeate the whole entire culture, its mentality, it’s known
that the world of ratings is comprehensive and diversified.
Each national hero has his own meaning and character, and this
tells that the experience of «his own» and «alien» culture is very important
for understanding, and especially for translation. The problem of meaning
and understanding - the main theme of the theory of translation: the literary
text is not a value constant and always identical to itself. The text’s containing is all a lot of potential/possible understandings. As observed prof.
Suren Zolyan, «any reading is translation, each translation is reading. In
this regard, the translation is the most visible manifestation of this general
regularity. The most visible, because every possible approach to the text is
arranged in the form of receiving the independent existence text in another
language» (Zolyan, 2007:6).
Perception of implicit structures in the process of interlanguage
translation takes particularly crucial in the of bilingual communication. For
the linguistic complexity of text for anothercultural recipient is often the difficulty of understanding the mentality of other people, social situations, the
realities of everyday life, national-cultural traditions, and here it must be
remembered that multiple depends on the traditions of direct national data.
1 Russian Academy of Sciences the North Ossetian Institute of Humanitarian and
Social Research, RUSSIA elenabesolova@mail.ru
2 Uludağ University, TURKEY , minara@uludag.edu.tr
20
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
21
ABSTRACTS
Through the language people are able to understand the world and themselves, in the language and on the language the socio-historical, cultural,
national and universal experience sets out. One can not but take into account the fact that «in a sense it is the language structures the world, overlay on it a network of concepts, creating something called a naive view of
the world. But it is important that all carriers of the language make it the
same way ... A different languages do it ... in different ways, in another
words, knowledge that contains in different languages, their pictures of the
world are different. These differences – between the pictures of the world in
various languages – are very interesting...» (Borshchev, 1996:207). Making
a translation, the national experience of discovering the world determines
the specific features of the language at all levels should not be overlooked.
Translator through linguistic picture of the world will be able to convey the
mentality of people and national identity, the specific features that play a
significant role in shaping the national character and national mentality.
The difference between Russia and Turkey cultures is high as a result of
occurrence of their peoples in different cultural areas.
The report set the problem of national and cultural flavor and its
original re-expression on the Russian language (based on the novel of Turkish writer Reshad Nuri Güntekin «Птичка певчая» translated by Igor Pechenev. Vladikavkaz: Alania, 1992. – 383 pp.).
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE CELEBRATIONS AND THE MUSIC TAKING PLACE IN
THESE CELEBRATIONS OF THE TURKS EMIGRATED FROM
BULGARIA TO ANATOLIA
ABSTRACTS
Zekiye ÇAĞIMLAR1 Oya ŞEN2
The Balkans’ Country in which the Turkish minority lives the most
densely is Bulgaria. In the Republican Era, with the agreement of
Turkish-Bulgarian inhabitance, the migrations were held systematically. Between 1923-1939, 198.688 Turkish origin people emigrated. After this period, emigrations were not held systematically and optional emigrations were
not held, either. The pressure, Bulgaria applied on The Turks and the policy
of assimilation, made the emigrations necessary. The emigrations from Bulgaria to Turkey according to the dates and the population are as follows:
Between 1939-1949: 21.353
From 10 August 1950 to 30 November 1951: 154, 393
From 1968 to 1979: 120.000
From 2 June to 22 August 1989: 311.862
From 22 August 1989 to May 1990: 34.098
Turkish origin people who came to Anatolia were settled in different
cities in Anatolia. One of these cities is Adana. In this paper, we are going
to study traditions, weddings, festivals, circumcision and celebrations of the
Bulgarian Turks. We are going to present the form of these celebrations, the
reasons of their being held, rituals applied during these celebrations. We
are also going to study what kind music they make during the celebrations,
and the instruments they use. The aim of this study is to state how much
and how they are applied the traditional and cultural structure of the forcedly
emigrated people under the conditions of nowadays.
Keywords: Anatolia-Bulgaria-Migration-Music
1 Çukurova University, TURKEY czekiye@cu.edu.tr
2 Çukurova University, TURKEY oyasentr@yahoo.com
22
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE EFFECTS OF STUDENTS’ PERCEPTION OF STATE,
CITIZEN AND DEMOCRACY ON THE INTERCULTURAL COMMUNICATION
Hülya ÇELİK1 Ahmet KATILMIŞ2 Ersin TOPÇU3
Keywords: State, Citizen, Democracy, intercultural communication
1 Marmara University, TURKEY hulyacelikk@gmail.com
2 Marmara University, TURKEY ahmetkatilmis@hotmail.com
3 ertopcu@mynet.com
23
ABSTRACTS
It is necessary to be known how societies give meaning to the concepts about political and cultural field for the effective intercultural communication. In this context the exploration of the mentioned meaning world and
the analysis of codes are staying as the problem waiting for solution. In this
study it is aimed to determine how primary school students give meaning
to the concept of state, citizen and democracy and make a contribution to
the solution of the problem. Therefore by using the findings from qualitative
and quantitative methods it is determined how primary school students give
meaning to the concept of state, citizen and democracy. The causes of their
explanation and their effects of intercultural communication are also evaluated.
In this research using both qualitative and quantitative methods,
survey and interview forms are applied. The students for the sample of this
study are chosen from the primary school in İstanbul. The research is applied in 2008/2009 educational term.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
INVESTIGATION OF EDUCATED MECHANIC, CLEAN VEHICLE AND CLEAN ENVIRONMENT PROJECT, IMPACT AND
CONTRIBUTION ON CAR MECHANICS IN ERZINCAN
POSTER
Murat ÇETİN1
Small and medium-sized enterprises (SMEs) sectoral structures and
works regardless of how different areas of developed and developing countries as in our country is of great importance. In particular looking to increase
employment on the basis of region, it is possible by the development of enterprises. As with other cities in the Erzincan, in this sector, there are many problems pending solution of these problems and professional education as a first
problem is located. Industrial plants and motor vehicles; basic environmental
pollutants and reducing the pollution of trained human factors play an important
role. As a other cities, Erzincan has maintenance and repair of motor vehicles
shops. In Erzincan; the maintenance and repair of motor vehicles shops, especially about 150 shops and this shops has approximately 350 employees. EU
Grants program under the contract TR 305.02LDI/007 and Educated mechanic,
Clean Vehicles and Clean Environment Project’s objective; to educate Erzincan
auto mechanics about vehicle emissions, waste, and the vehicle emissions on
the environmental impact. Project aims to have 150 people from this group and
especially 1 person taken to education of every autoshops, in the context of the
project was planned. Under the project, the average of 6 groups in groups of 25
persons 40 hours of education in month; job security, fuels, combustion, vehicle
emissions, waste and have been trained about its effects on the environment.
With this project in our province, human resources potential to contribute to
the development and for mechanic sector, economic development, the level of
professional knowledge as a result of increased environmental awareness and
an increase in the environmental clean-air environment and social quality of life
in the healing has been contributed. As a result of work of the target group of
professional education and knowledge upgrade the level of business with this
competition, the market conditions, successful ability income to develop the
sector of innovative, open to modernization, a spirit of entrepreneurship developed by creating a potential human capital and trained manpower increased our
province.
Key words; SMEs, emissions, environment, vocational training, the
EU grants
1 Erzincan Üniversitesi Meslek Yüksekokulu Otomotiv Programı *Proje Koordinatörü
24109 Erzincan, mcetin@erzincan.edu.tr
24
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE PROBLEM OF TOLERANCE
Ayşe Gül ÇIVGIN1
Keywords: Human Rights, Human, Tolerance, Respect
1 Uludağ University, TURKEY acivgin@uludag.edu.tr
25
ABSTRACTS
When we look into human world nowadays, on the one hand, we
see that common views, norms, values and evaluations that determine this
world mostly demands and encourages respect for all ideas and the idea
of tolerance. On the other hand, with the revival of radical movements, racialism and understanding of puritanical congregation, it is recognized, that
there appear same facts when are not to be tolerated and respected. Therefore, although expressed in a good faith to express any demand, there arise
many problems about what concepts are to be tolerated or respectcal unless to show how their limits or borders are certainly drawn and determined.
For the reason, our goal is mainly to draw attention on this problem, how to
identify and determine the boundaries of tolerance within the frame of Human Rights.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
AUSTRALIAN AND TURKISH UNIVERSITY STUDENTS’ PERCEPTIONS ABOUT THE CHANGING WORLD OF WORK
ABSTRACTS
Glenn DAWES1 Veysel BOZKURT2
The world of work is changing for many people living in post-industrial countries across the globe. The aim of this paper was to compare Australian and Turkish university students’ perceptions about the changing nature
of work in relation to their future prospects as employees. This research
found that university students in post-industrial Australia are relatively optimistic about the changing nature of work as well as the opportunities for
finding employment after graduating from university. By comparison Turkish
students were more concerned about issues such as global competition as
well as the perceived lack of opportunities for finding permanent full-time
employment in addition to forms of flexible employment which would allow
them more time for leisure activities. Despite the divergence of perceptions
on these issues the young people in both countries shared positive views
that their future lives would be better as a result of their tertiary studies.
Keywords: Transformation of work, Youth, Turkey and Australia.
1
2 Uludağ University, TURKEY
26
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
TURCO-BULGARIAN CULTURAL RELATIONS DURING
ATATÜRK PERIOD
Esra S. DEĞERLİ1
Keywords: Mustafa Kemal Atatürk, Türkey, Bulgaria, culture, art,
literature
1 Dumlupınar University, TURKEY
27
ABSTRACTS
The Balkans, which played an important role in European and World
history, also have played a major role in Turkish foreign policy. In the first
place, Turkey, which serves as a bridge between European, Asian and African continents, is an indispensable part of the Balkans. Bulgaria is also
an important country of the Balkan region. The two nations not only inhabit
the same geography but Turkish and Bulgarian people share a joint cultural
history, as well. Many Turkish compatriots dwell in Bulgarian territory with
whom we had centuries of joint history. All these facts necessitate studying,
evaluating and learning Turco-Bulgarian relationships in detail.
It has been observed that except for major works of political history Turco-Bulgarian relations have been superficially studied in relevant
publications in contrast with the importance they represent for Turkey. In
our study, Turco-Bulgarian cultural relations from 1923 to 1938 have been
investigated and evaluated given the political conjuncture in the Balkans
and Europe. As a result of our study, it has been asserted that with the close
cultural relations between Turks and Bulgarians during Atatürk period major
advances were made in the fields of cultural exchange and cooperation and
friendship in politics and trade have improved.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
A GENERAL OUTLOOK OF MUSIC TEACHER TRAINING IN
PLOVDIV ACADEMY OF MUSIC, DANCE AND FINE ARTS IN
BULGARIA
ABSTRACTS
R. Erol DEMİRBATIR1 Nilüfer YILMAZ2
In recent conditions which European Union harmonization process
is being experienced in our country, it is found beneficial to analyze music
teacher training in Bulgaria which is a new member of E.U. with the aim of
paving the way for offering suggestions to contribute to the music teacher
training in Turkey.
Within this scope, in Plovdiv, Academy of Music, Dance and Fine
Arts, which is one of the most well-established institution of the country,
Music Education Faculty was examined and the history, academic structure,
education programs, student selection and education opportunities of this
institution were evaluated.
Plovdiv, Academy of Music, Dance and Fine Arts is one of the colleges which was accredited in all departments in 1998 in Bulgaria. In 2006
(till 2012) it was accredited again with a highest degree.
Plovdiv, Academy of Music, Dance and Fine Arts has a scientific and
artistic collaboration with universities in Germany, Poland, Russia, Lithuania, Moldova and Turkey in a 47-year process since its foundation. The
academy which is a member of The Union of European conservatories,
Music Academies and colleges of Music also takes part in the organization
of international folkloric art which is connected with UNESCO.
The academy has graduated more than 6000 students with a worldwide acceptance diploma. It is accepted internationally that the academy
sets a great example in many respects in the field of music education.
Keywords: Music Teacher Training
1 Uludağ University, TURKEY redemir@uludag.edu.tr
2 Uludağ University, TURKEY niluferpiyano@yahoo.co.uk
28
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
CULTURE TERM IN COMMON EUROPEAN FRAMEWORK
FOR TEACHING LANGUAGES AND TURKISH TEACHING AS
A FOREIGN LANGUAGE
Kemalettin DENİZİ1 Başak UYSAL2
Keywords: Common European Framework for Teaching Languages, Education, Culture, Turkish Teaching.
1 Abant İzzet Baysal University, TURKEY kdeniz@gazi.edu.tr
2 Gazi University, TURKEY basakuysal@gazi.edu.tr
29
ABSTRACTS
Certifying to dominated languages in our multilingual and multicultural world would be fructuous for individuals. Education systems and language learning methods have being affected in consequence of changing
paradigm in world. From now on, world has demanded for individuals more
than last centuries. For this reason, Council of Europe has constituted a
Framework to uniformed language teaching and converted cultural diversities to cultural awareness. Framework that was named Common European
Framework for Teaching Languages was published in 2001.
Member countries of Council of Europe have pursued programmes
which are paralleled to Framework for teaching their languages to other
countries’ people. Thus, they have aimed to have a common ground for
language teaching. In this Framework pluralingualism and pluraculturalism
have being mentioned constantly. Another spectacular point in Framework
is that language learning is not only a method process but also cultural
transfer process. In accordance with, Turkish languages’ cultural ground
can being used in teaching Turkish to foreigners. In this study, Framework’s
point of view about culture transfer has been evaluated and given some
activities for using in Turkish teaching to foreigners within cultural elements.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
ERZINCAN REFLECTIONS OF EU GRANT PROJECTS AND
LOOKING TO THE FUTURE
ABSTRACTS
Murat ÇETİN1 Kamil ORMAN2
Erzincan is on the road and rail, which connects Europe and Asia
Eastern Anatolia region is a province located. With the natural beauty of
our city has become synonymous with natural disasters rather. Our province of emigration, 8 district with a population of 2008 census according
to the 211916 and central provinces have a population of around 85,000.
Erzincan, industry environment in terms of cities in a similar way as not developed enough. Erzincan has the sugar factory, sugar mill machinery and
small-scale factories in industrial zones similar businesses are available.
Small and medium-sized enterprises (SMEs) sectoral structures and works
regardless of how different areas of developed and developing countries
as in our country is of great importance. In particular looking to increase
employment on the basis of region, it is possible by the development of
enterprises. As with other cities in the Erzincan, this business has many
problems pending solution of this problem at the beginning of the financial
structure, technological and vocational education are included. This study
was prepared in 2005 and completed in 2005-2006 in Erzincan province in
our institutions and sectors of the 32 projects are assessed according to the
distribution analysis are carried out. The analysis of completed projects in
Erzincan Erzincan after reflections by evaluating the impact on people of
our province and the sustainability of these effects were investigated. These
projects were completed with the project performance by sector defined our
province in the coming years can be made about the project proposals and
evaluations are presented.
Keywords; SMEs, EU grants, competition, development
1 Erzincan Üniversitesi Meslek Yüksekokulu , mcetin@erzincan.edu.tr
1,2 Proje Koordinatörü 24109 Erzincan, korman@erzincan.edu.tr
30
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
ESTABLISHED IN UNDERDEVELOPED PROVINCE OF THE
UNIVERSITIES IN THIS PROVINCE POTENTIAL IMPACTS OF
THE PROJECT AND ERZİNCAN UNIVERSITY EXAMPLE
Kamil ORMAN 1Murat ÇETİN 2
1 Erzincan Üniversitesi Meslek Yüksekokulu , korman@erzincan.edu.tr
1,2 Proje Koordinatörü 24109 Erzincan, mcetin@erzincan.edu.tr
31
ABSTRACTS
Nowadays, world is changing rapidly. Not only people but also foundations which are organizing people are supposed to change. There are
cities which have problems like unemployment, migration and lack of qualified staff like Erzincan. Finding solutions for these problems at undeveloped
cities can be possible by new universities. That is why grants by European
Union and projects which are prepared by these grants are big opportunity
for undeveloped cities. Even though Erzincan University is a new one, it has
a foundation. Its name is Project coordination and training centre (EPKEM).
It is located centre of the Erzincan in a historical building. It started to give
lessons about preparing projects and consultation service for public foundations, nongovernmental organization (NGO), middle or small enterprises.
This centre gave certificate to 200 people about PCM and preparing Project
offering during 2009. This centre prepared meetings all over the city for informing people about projects. It contributes a lot to urge people for preparing projects.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE ELEMENTS OF HUMANISM AND CONFLICT RESOLUTION IN THE SUFI CONTEXT
ABSTRACTS
Figun DİNÇER1
Sufi poets offer alternative religious solutions to the social problems
that Anatolian people faced in the 13th century. Their poems reflect moral
teachings organized around social relations. This historical fact indicates,
I assume, that this type of Sufi literature plays great social, political and
psychological roles in the society. The literary texts of Anatolian Sufism contain messages of humanism, peace, conflict resolution, tolerance and love
toward both God and all creatures of God. In the texts of peace education
related to conflict resolution, one can find numerous allegorical stories or
moral teachings in given situations. However, the Sufi texts offer more than
what one can find in them, and the understanding of humanism is different
from each other.
My point is that Sufism in Anatolia seems to be an institution to prevent social crisis among people, who were religiously and culturally diverse
from that of the Western ones. These moral lessons or teachings in the
poems of Yunus Emre, Pir Sultan Abdal, Gaybi Sunullah, Kul Himmet and
Mevlana Jelaleddin Rumi will be examined to highlight conflict resolution as
stated in Sufism and to compare this to those as reflected in peace education.
Keywords: literature, conflict resolution, Sufism, peace education
1 Uludağ University, TURKEY
32
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
PROGRESS IN EDUCATION IN TURKEY: AN EU CANDIDATE
COUNTRY
İlknur Pekkanlı EGEL1
1 Uludağ University, TURKEY iegel@uludag.edu.tr
33
ABSTRACTS
Globalization and the candidacy of membership to the EU has
brought to Turkey a mix of opportunities and requirements in many fields
including that of education. The present study investigates how the becoming of an EU candidate country has reflected itself in the Turkish educational
system from the year 2004 until the present. The study deals with education in Turkey in general and the points of focus in the study are; rise of
graduates in educational levels, reforms in primary and secondary education systems including an overall look at learning systems in schools, female
participation rates in education and how they have increased, the benefits of
compulsory schooling, and the importance of pre-school education.
Though there may be political doubts, both within and abroad, of
Turkey’s membership to the EU, the present study shows the radical change
that Turkey has gone and is still going through in the field of education and
also displays that this change is in mentality across its population.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE IMPORTANCE OF MUSIC IN INTERCULTURAL COMMUNICATION AND IN THIS CONTEXT COMMON FOLK DANCES
AND MUSIC OF TURKISH-GREEK CYPRIOT SOCIETIES
ABSTRACTS
Hatice ONURAY EĞİLMEZ1 Özgür EĞİLMEZ2
Abstract: In this study, by defining the concepts of culture and intercultural communication, music, which thought to be one of the most powerful tool and common language of humanity, and it’s the impact on the
society is discussed. In order to support this belief, the common folk dances
and music of the Turkish and Greek communities living in the island of Cyprus, whom despite the religion and language differences but due to the
mutual interaction in their lives have managed to keep the traditional structure similar is introduced and related and different aspects of this music are
discussed. In order to clarify the communication between two cultures, the
history of the Turkish and Greek societies is also being mentioned. In 1571,
during the switch to the Ottoman Empire administration, Anatolian Turks
who moved to the island brought their culture, traditions, folk dances and
music together and interacted with locals already living in the island. In this
study the resulted common folk dances and music will be examined.
In this study of literature review method the importance of music in
intercultural communication is intended to be explained by supported examples of shared various folk dances and music within the Turkish and
Greeks communities living on the island of Cyprus. Even in the societies
with different religions and languages, in the research showing common cultural heritage obtained by means of music, it is important to stress the fact
that, with today’s domination by globalization and advanced communication
tools, cross-cultural communication through music will bring communities
even closer to each other.
Keywords: Music, Folk Dance, Intercultural Communication, the
Turkish-Greek Cypriot Societies
1 Uludağ University, TURKEY hegilmez@uludag.edu.tr
2 Uludağ University, TURKEY oegilmez@uludag.edu.tr
34
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
CITIZENSHIP: IN THE LIGHT OF DEMOCRACY AND HUMAN
RIGHTS
Adviye ERBAY1
1 Dokuz Eylul Üni./Fen-Ed.Fak./Felsefe Bl. adviye.erbay@deu.edu.tr
35
ABSTRACTS
The term “citizenship” is derived from the word cité (site, city), eventually providing the English term citizen and the French term citoyen, and
in Ottoman Turkish the term medeni which is derived from the word medine
(city) means civilized. In Antiquity, the political meaning of the term “citizen” was ‘a member of a site’. In seventeenth century, the term came to be
understood as a synonym for ‘a person living in a city’. In this period, the
term acquired its meaning as ‘membership in a political community that is
politically organized in terms of ancient citizenship models and of Rome’s
notions of civis, civitas (state). As in Rome, also in ancient Greece to be a
citizen provided some privileges. For instance, debating and voting laws in
public assemblies, and the right to elect a governor. In this context, these
privileges revealed the full of citizenship rights…
However, the widely accepted actual meaning of citizenship has
been redefined in modern times. During the French Revolution a shift from
subjectship to citizenship was observed. Thus, the citizen, in this view, was
not a “person bound to a ruler” but a “free and autonomous individual” but.
In other words, a citizen lives agreeably in a social contract and is free to
choose to be a member of another community. According to the notion of
the citizenship established by the French Revolution, apart from obeying
the law, obligation of obedience, freedom of delivering speech and thought,
there is also equal distribution of taxes among citizens by power. The citizens acquired these rights through the Declaration of Human Rights. The
rights comprise civil and political rights (e.g. the right to vote, to stand for
elections).
As it is clearly seen, alongside public responsibilities, the notion of
the citizenship rights, in its modern usage, constitutes the basis of democracy and human rights.
In today’s “multicultural notion of citizenship” which depends on the
concept of Stoic world citizenship during the Roman Empire and which is
thought to be the basis for human rights, belonging is also being discussed
within the scope of ethnicity, race, and belief.
ABSTRACTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
In our country, there has been a wide discussion on this issue; however, there are some problems regarding the relationship between citizenship and human rights and democracy.
In this paper, the issue will be dealt within the scope of modern and
post modern points of view.
36
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
ARCHITECTURE AND ARCHITECTURAL EDUCATION IN THE
PERIOD OF GLOBALIZATION
Yasemin ERBİL 1
Keywords: globalization, change, architecture, architectural profession, architectural education
1 Uludağ University, TURKEY yaseminerbil@uludag.edu.tr
37
ABSTRACTS
The globalization movement in the last quarter of the twenty first
century has had a deep impact on all levels of the communities, political,
cultural, economic and social life. Formation of international organizations,
disappearing borders, increased speed of technological advancements, increased competitions, wide spreading common culture and ethics are some
of the current topics that are being discussed.
The impact of globalization can be felt in every part. The most important outcome of these impacts is related with educations which is the
foundation of culture. The change experienced in the education sector covers every phase between kindergartens and universities. The process of the
transformation of local to global has rapidly changed information sources,
communication tools used to reach information consumers, expectations of
information providers and fashion of consuming information. The profession
of architecture is also effected from the change related with globalization.
Architecture profession is related with the production of any kind of
built environment. Architecture profession which has always been in interaction with cultural, social and economic events has gained a new dimension
in the information era. In line with the change in the interpretation of architectural concepts, skills and knowledge which are needed to be learned
during education have also changed. This situation requires architecture
students to be trained in a multi directional education process. For the reasons stated above architecture education has to be reevaluated, revised or
developed further in line with global developments. In this scope this study
examines architecture in the course of globalization and changes occurred
in the architecture training.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
EVALUATION OF THE EDUCATION PROGRAM FOR THE
PROJECT TITLED “NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION: TURKEY – BULGARIA”
ABSTRACTS
Selman GİRGİN1
Network for Intercultural Dialogue and Education: Within the framework of Bulgaria Project, seminars and education programs were applied to
the students of Philosophy, History, primary and foreign language teacher
training departments of project partner universities such as Uludağ, Kocaeli,
Muğla and Sophia Universities in the directions of the objectives of project.
Before and after these education programs and seminars two questionnaire
forms were administered to see the differences in students’ attitudes and
ideas towards the aims to be achieved. In addition with an evaluation form
the education program was evaluated and students’ opinions and ideas were
taken. In statistical analyses first the frequencies and percentages of the
answers given by the students to the items in the questionnaires were calculated. With key words and preference questions in these questionnaires
students’ points of view were obtained. Secondly validity and reliability analyses of these Likert type scales were made. Before starting the analyses
the items in the attitude scales were divided into two as negative and positive items. As a result of the analyses it was concluded that the items in the
scales were high reliable. In order to see whether there was a meaningful
relationship between the results of pre-and post tests t test was used. The
results of t test showed that negative and positive items in the scales were
found to be consistent within themselves. Moreover it is observed that the
points of negative items decreased while those of positive ones increased.
The examinations of pre and post-tests results were completed separately
on the university and department base. Third questionnaire form was student evaluation form that consists of qualitative items that aims to measure
the students’ ideas regarding the education programs applied. The analyses
of these qualitative items were made. Lastly students were asked to give
points to the universities and in so doing universities’ points were obtained.
The results of all these statistical analyses were presented and shared with
the partners of the project in a meeting held in Muğla on 23-27 August 2009.
1 Muğla University, TURKEY
38
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
COMPONENTS OF AN EFFECTIVE SCHOOL (AN EXAMPLE
FROM BURSA)
Feyyat GÖKÇE 1 Pınar Bağçeli KAHRAMAN 2
Keywords: effective school, leadership, elementary education
1 Uludağ University, TURKEY
2 Uludağ University, TURKEY
39
ABSTRACTS
Recent scientific, technological and administrative developments draw
attention to the effectiveness of educational institutions. In this sense, investigating how effective educational institutions are can be considered an important contribution to education. This study aims to do that by examining how
effective schools are in terms of the variables of leadership, effective teaching,
professional development, school-environment relationships and organizational
commitment. 385 teachers working at state elementary schools in Bursa were
asked for their views. It was used Ross and Gray’s (2006) scale comprising
the dimensions of above mentioned variables. The views were presented with
percentages, arithmetic averages and differences tested with t-test and One
Way ANOVA. According to the findings, the teachers’ views on the principals’
leadership qualities changed according to age, length of service, educational
level and institutional power. There were significant differences between the
teachers’ views on the ways they perceive teaching, their duties, length of service, participation in courses and potential of their institutions. Another finding
is that the teachers’ views on their institutions changed according to their length
of career and potential of their schools. It was calculated a significant difference between their views on professional development and how often they take
professional courses. Besides, their views on school-environment relationships
were found to be affected by age, length of service and institutional power. In
terms of the concept of effective schools, 4.35 – 5.18 was the range in which the
principals showed the leadership behavior and the teachers showed the proper
teaching, organizational commitment and professional development behavior.
3.5 - 4.34 was the range in which the behavior related to school-environment
relationships was shown. These results suggest that the principals mostly had
the qualities required by effective schools and the teachers were committed to
their institutions and could find support for professional development while the
school-environment relationships needed strengthening.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE EFFECTS OF THE MINORITY AND FOREIGNER
SCHOOLS ON OTTOMAN-TURKISH EDUCATION SYSTEM
ABSTRACTS
Feyyat GÖKÇE1 Nilüfer OĞUZ2
Ottoman Empire was a state that survived for almost 600 years with
several ethnic groups. As it comprised many different ethnic and religious
groups, it left them free about education. The educational institutions belonging to such groups were called minority and foreigner schools. This study
aims to investigate how those schools, which were founded to meet the
educational needs of the minorities and foreigners, affected Ottoman and
Turkish education systems. In the study, the minority schools are grouped
into three as Greek, Armenian and Jewish schools. The other schools for
non-Muslim people were those founded by western countries to meet the
educational needs of their citizens living in the empire. The literature focuses mainly on the missionary activities of the schools. Whereas, the point to
be emphasized is how they affected the education systems of the Ottoman
Empire, Balkan and European countries and modern Turkey. Some of such
effects are the adoption of western culture and lifestyle in the empire, the
increase in the number of the students, the extension of educational rights
to girls, the prevalence of English and other foreign languages teaching,
the use of such methods as experiment and observation, the prevalence of
vocational and technical education, the emergence of compulsory and continuous education, the development of a student-centered approach based
on the belief that every student is an individual with different skills, abilities, feelings and levels of intelligence and the acceptance of teaching as
a profession. Consequently; it can be mentioned that these schools, which
came into Ottoman politic and social life in the growth and expansion period,
mean much to Turkey, countries like Bulgaria and Greece for being dominated by the empire for years and European countries like France, England,
Germany and Russia for being in interaction with the empire in its period of
dissolution.
Keywords: Education, Minority Schools, Foreigner Schools, Ottoman Empire, History of Education
1 Uludağ University, TURKEY
2 Uludağ University, TURKEY
40
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE EFFECT OF VALUES EDUCATION APPROACHES ON
STUDENTS’ PERCEPTIONS ABOUT TOLERANCE CATEGORIES IN HISTORY I COURSE
Fatma GÜLTEKİN 1
1 Gazi University, TURKEY gultekin_fatma@hotmail.com
41
ABSTRACTS
The fact that individuals from different cultures have to live together
has incurred the necessity of the feelings of understanding, respect and tolerance Accordingly, schools have became institutions that have important
missions so that individuals with different characteristics, background and
cultural experience can understand each other and have a more positive
attitude towards each other. In this respect, it is deemed that tolerance is
the main value which will enable people from different cultures to befriend,
which will lead to cultural enrichment and which will turn cultural differences
into ties of friendship. As a value, tolerance is seen as a quality which people obtain on a high cultural level. Tolerance is described as the necessity
of peaceful coexistence, the basis of respect for others, a sine qua non for
peace, and a decent life.
The purpose of study, was to determinate the effect of new values
education approaches (values clarification, values analyses and moral judgment) on students’ perceptions about tolerance categories in the unit titled
“Turkish World I”, in History I course. In this study, three 9th grade classes have been chosen randomly as experiment groups to implement the
values teaching approaches specified. 68 students taking History I course
were asked to write essays on tolerance prior to and following the unit titled
“Turkish World I”. As a result of literature review, such tolerance categories as “domestic, inter-religion, inter individual, inter countries, intercultural
tolerance” have been determined. With the help of student essays, most
mentioned tolerance category has been identified. Besides, among the new
value education approaches, namely, value clarification, value analysis and
moral judgement, the one which has a positive increase in tolerance categories terms has been determined. As a result, it is seen that the value analysis approach is more effective than the other approaches in the assessment
regarding tolerance categories.
Keywords: History lesson, tolerance, value education
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
AN IMPORTANT COMPONENT OF SUSTAINABLE FUTURE:
EDUCATION OF VALUES
ABSTRACTS
Filiz GÜLTEKİN 1 Seçil ALKIŞ 2
The sustainable development apprehension, which is a humanfocused approach, can be recognized as an apprehension that is based
on education of values which considers the future, especially since it comprises the justice between the generations and our responsibility towards
the following generations. The reflection of this apprehension on education
has been observed almost at the same time when the concept was brought
to agenda, and the recognition of importance of education for sustainable
development by a large population has been established in 2002 after UN
(United Nations) declared the period between 2005 and 2014 as “Decade
of Education for Sustainable Development”. The basic vision of the Decade
of Education for Sustainable Development was determined by the idea of
creating a world where everyone will have the opportunity to learn about
the sustainable future and the values, behaviors, and lifestyle that positive social alternations will require. In this sense, education for sustainable
development encourages individuals to comprehend, discuss, and criticize
both the applications that affect the society and improve new values for a
more sustainable future.
An important component of education for sustainable development
is values. Particularly, the concept of sustain ability which reflects the responsibility of individuals towards their contemporaries, and also towards
the next generations and the role of values education in creating a sustainable future are very important.. Comprehending our own values, the values
of the society in which we live, and the values of people all over the world
forms the basis of the education for sustainable future. For this reason, education of values, which has always been among the general goals of education, has a key role in today’s social, economic, and environmental sustain
ability. Creating a sustainable future is possible only by forming sustainable
societies. And, creating sustainable societies is possible only by having individuals that form the societies internalize the knowledge, skill, attitude and
1 Uludağ University, TURKEY gultekinfiliz@hotmail.com
2 Uludağ University, TURKEY secilalkis@uludag.edu.tr
42
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
Keywords: Sustain ability, Education for Sustainable Development,
Values, Education of Values, Universal Values.
43
ABSTRACTS
value that a sustainable world would require, and by putting these into practice. From this point of view, in the present study values have been investigated in detail regarding education for sustainable development. Firstly, the
role of values in education for sustainable development, and how values
serve more sustainable world has been explained, and next the required
universal values have been investigated as a whole with relation to a sustainable future.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
ON THE INTERCULTURAL DIALOGUE PROJECTS OF ALEVI
IMMIGRANT UMBRELLA ASSOCIATIONS IN GERMANY AND
IN THE EUROPEAN UNION
ABSTRACTS
Burak GÜMÜŞ 1
The Association of the Alevis in Germany AABF, which is the leading unit of the umbrella association Union of the Associations of the Alevis
in Europe AABK, takes part in the German projects of integration and intercultural dialogue in order to be accepted as an legitimate institution by
the German and European environment. This strategic adjustment of this
Alevi migrant NGO to the prevailing institutional conditions of the state and
multicultural society of Germany is the cause of gaining resources. In organizational theories organizations have to be viewed as legitimate to get
resources by the environment in order to survive. The Association of the
Alevis in Germany, which takes part in the projects ENTIMON, teaching lessions for women, intercultural and interreligious dialogue within the frame of
the German integration policy, has gained financial resources and representative power by the German and European authorities. The AABF/K contributes not only to the integration of the Turkish Alevi Muslim immigrants, but
also instrumentalizes the cultural difference discourse between the German
receiver and the Turkish sender society to strengthen the confessional gap
between the “liberal” Alevi and “conservative” Sunni Muslim German-Turks.
Keywords: Intercultural Dialogue, civil society, Alevi, cooperation,
integration, projects
1 Trakya University, TURKEY burakgumus@trakya.edu.tr
44
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE ROLE OF RELIGION IN INTERCULTURAL SYNTHESIS
Burak GÜMÜŞ 1
Keywords: Intercultural Communication, Culture, Tolerance, Dialogue
1 Pamukkale University, Felsefe Bölümü, Master Student fgurbuz07@pau.edu.tr
45
ABSTRACTS
Intercultural communication must firstly open to dialogue so as to
it can lead to a peaceful synthesis. Religion as a cultural element in such
a synthesis presents peace as long as it strengthens human-centered
thoughts. Otherwise, as economic and politic fears will damage relations,
we will encounter a synthesis which remains in the shadow of ideologies
and a religion used for this.
In this article, religion’s aspect of its ability to construct intercultural
bridges with love and tolerance is mentioned based on role of religion which
can convert intercultural dialogue to conciliatory and progressive synthesis.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE EGG OR THE CHICKEN?: HOW CULTURE INFLUENCES
FOREIGN LANGUAGE LEARNING
ABSTRACTS
Esim GÜRSOY 1 Ebru A. Damar2
Foreign Language Teaching has always been associated by “culture
teaching”. The learners are often expected to learn the foreign language culture. In English Language Teaching (ELT), for instance, the students are exposed to myriads of examples about the American or British culture. However,
it is also argued in literature that emphasis of a specific culture may create cultural superiority and may lead to the dominance of one culture over another. In
the past, many textbooks, which are published by the target language speakers,
involved mono cultural information. When we are living in a multilingual, multicultural world, foreign language learning can no longer be considered as “learning the target language culture”. Since language (oral or written) is a means of
communication, the aim of language learning becomes communication.
English is still the lingua Franca of the world. Thus, learning English is
very widespread all over the world. However, learners are no longer learning
English to speak with British or American people, learn about their culture or just
visit the US or Britain. ELT learners learn English to communicate with people
from other language backgrounds and culture. It is very common nowadays that
a Russian businessman speaks English with a Chinese businessman or when
a Turkish tourist visits Thailand s/he will probably speak in English.
Within EU people can travel between countries for business and pleasure. Not only English but also other European Languages are being learned by
language learners. In this case learning solely about French, German, Dutch or
any other culture will not satisfy the needs of the language learner. For a global
perspective one needs to develop a multicultural and multilingual attitude.
In the present study the researchers aim to examine 6th,7th and 8th
grade ELT textbooks to find out what kind of cultural information is presented to
Turkish foreign language learners and whether they meet the current needs of
the students with the cultural information they provide.
tion
Keywords: Culture, Multicultural, Foreign Language Learning, Educa-
1 Uludağ University
2 Uludağ University
46
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
INTERCULTURAL DIALOGUE AND TOLERANCE IN HIGHER
EDUCATION IN BULGARIA
Dimitar Violetov GYROV 1
Keywords: European union, education, cooperation, future, tolerance, intercultural dialogue.
1 Sofia University “St Kliment Ohridski”, BULGARIA
47
ABSTRACTS
Implementation of the conceptual model of intercultural education
is associated both with the legislative policy, and improving quality. It depends on the management ideas of higher education related to autonomy
and priorities of higher education; on ideas for making decisions democratically quality; on ideas to ensure the civil rights and the right of free choice.
In this sense seeks a qualitative change in the participation of teachers and
students in the process of intercultural learning by promoting tolerance and
dialogue.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
PLAY CULTURE AND INTERCULTURAL DIALOGUE
ABSTRACTS
Vesela Metodieva GYROVA 1
Play culture is regarded as the cultural aspect of society. She is a
form of social competence, a set of competencies realized as play skills and
abilities. Through play interaction, play culture acquired nature of intercultural competence in right of dialogue and partnership.
Keywords: Education, society, culture, creativity, tolerance, integration, individual.
1 Sofia University “St Kliment Ohridski”, BULGARIA
48
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE COMMUNICATION AND INTERACTION BETWEEN ULUDAĞ
UNIVERSITY, DEPARTMENT OF MUSIC EDUCATION AND PLOVDIV, ACADEMY OF MUSIC, DANCE AND FINE ARTS WITHIN
THE SCOPE OF CROSS-CULTURAL DIALOG
Ayhan HELVACI1 İsmail BOZKAYA2
1 Uludağ University, TURKEY ayhanhelvaci@gmail.com
2 Uludağ University, TURKEY ibozkaya@uludag.edu.tr
49
ABSTRACTS
We live in a world that includes a great number of cultures. The
easiness of transportation and communication, increasing international
relations, cross-cultural relations and movement of man power gradually
make people from different cultures come together intensively. Cross-cultural communication is a field of study which examines the topics such as
interaction among people from different cultures and transfer of meaning
and detecting and explaining the foreigner and observing cultural differences. Especially in recent years, technological developments has increased
parallel to the economical and social needs. This condition has provided a
rapid incremental growth in the numbers of cultures who meet each other
not only individually but also communally. People tend to connect with different cultures concerning reasons such as company organizations, diplomatic
processes, touristic visits, social and economic restrictions. Today, it must
be considered that the meetings of cultures cannot be based on a theoretical base without understanding the processes of communication, language,
meaning, establishing cultural identity and debate. The cross-culturel communication fact that was thought only as missionaries, managers of international companies, journalists and some politicians’ concerns in the past
years concerns everybody today.
We have shared a mutual history with our border neighbor, Bulgaria
for ages. It is still possible today to see the results of this sharing which took
place in the Ottoman Age in the social, cultural, political life of Bulgaria now.
However, it is a matter of debate that whether we have enough information
about the culture and literature of this very close country. Enabling these
closest countries to learn each other’s culture can only be possible with
cross-cultural communication and interaction. In this declaration; the communication and interaction between two institutions which were started with
a visit of Prof. Dr. Ali Özçelebi, Assos. prof. İsmail Bozkaya and Lecturer
Nilüfer Yılmaz to Plovdiv, Academy of Music, Dance and Fine Arts in order
ABSTRACTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
to research the opportunities of scientific and artistic cooperation between
the dates of February, 22nd and 26th 2000 within the frame of cross-cultural
dialog mentioned above and have been developed by the help of variety of
activities for eight years were discussed and evaluated.
Keywords: Cross-cultural Dialog, Uludağ University, Faculty of Education, Music Education Department, Bulgaria, Plovdiv, Academy of Music,
Dance and Fine Arts, Communication and Interaction
50
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE EVOLUTIONS OF TOURISM EDUCATION STUDENTS
RELATING TO BULGARIA’S IMAGE
1 Gazi University, TURKEY azize@gazi.edu.tr
2 Ankara University, TURKEY azadeozlem@yahoo.com
3 Gazi University, TURKEY altunoz@gazi.edu.tr
4 Kafkas University, TURKEY hcimen06@hotmail.com
51
ABSTRACTS
Azize TUNÇ HUSSEIN1 Azade Özlem ÇALIK2 Özlem ALTUNÖZ3
Hürriyet ÇİMEN4
The number of researches and studies related to country’s image
has more and more increased in recent years. The economic, social, political and cultural relations which is established with a country are affected by
the image of that country. Also the researches and studies made by academics show the importance which is more and more given by countries
and business organizations to image and show also the efforts of theses
countries and business organizations for improving methods to change the
owned negative image with the positive one. Bulgaria which is one of Istanbul’s most visited three countries, Turkey’s border-neighbor and because
of its joint based on centuries history, culture, life with Turkey is considered
a strategic country to Turkey for the emerging Eastern Europe tourism.
The main purpose of this research is to determine the perceptions of tourism education’s undergraduate and associate degree students regarding to
the image of Bulgaria and the Bulgarians. In order to realize this goal, the
survey was administered on undergraduate and associate degree students
educated in the field of tourism. The undergraduate and associate degree
students educated in the field of tourism have a big chance to gain scientific
knowledge related to Bulgaria through courses and they have a high possibility for facing with Bulgarian tourists during training. Based on our assumption that the university students are studying, researching, questioning and
observing adult individuals; the main reason of choosing the undergraduate
and associate degree students educated in the field of tourism was that they
have the possibility of comparing the theoretical informations they got about
Bulgaria with those they obtained in practice and their opportunity to make
unbiased and non-prejudiced evaluations. Beside the questions for determination the demographic characteristics of students in the survey, there
were statements regarding the factors that affect the country’s image. The
resulting data is analyzed through various statistical programs and the perceptions of students relating to Bulgaria were compared with some of their
ABSTRACTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
features that may influence their perceptions of the image. The results show
that the students in general considered Bulgaria as a democratic country
that has strong social devotion with stable regime and is a cheap country
according to its living conditions. However, it is observed that Bulgaria’s
country image over the students is a low living standards country with no
enough job opportunities.
Keywords: Image, Image of Bulgaria, Bulgarian Tourists, Inter-cultural communication.
52
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
BAKHTIN’S THEORY OF DISCOURSE AND “DIALOGY” IN
HIS ANALYSIS OF LITERARY GENRES
Fırat İLİM 1
Keywords: Chronotope, carnivalization, laughter, dialogy, monology, polyglossia, heteroglossia, alien word.
1 Mardin Artuklu University, TURKEY firatilim@gmail.com
53
ABSTRACTS
M. Bakhtin is one of the most important names in History of Philosophy of Language and Linguistic in 20th century. Especially he was known
with works of the Bakhtin Circle between the years of 1918-1929. His main
study is based on his critique of Saussure’s semiology which is charged with
to be formal and contextless. For Bakhtin, “langue” in Saussure’s theory has
an abstract and fixed character; it is abstracted from many value judgments,
social and ideological marks of discourses; creativity of “speech act” can not
be seen in “langue”. Therefore, semiology ought to deal with “discourse”; for
“discourse” takes forms of social classes, generations, societies, jobs and
so, “heteroglot” quality of “langue” can be seen in “discourse”. Langue is a
“dialogic” network of discourses, which means it has a heterogenic and live
structure.
Bakhtin’s theory of discourse takes an interesting state when applied
on “literature”. For him, most of the literary genres let discursive “styles” to
be vocalized in text. Such genres are called “dialogical genres” and they
have a historical dialogical relation, which finds its meaning in Dostoevsky’s
novels. But only one literary genre, “poem” (or “poetic genres”) is said to be
“monological” due to the fact that poem may represent only “poet’s” style. At
first sight, this claim seems inconsistent with the dialogical nature of “object”
and “discourse”. I will try to discuss in my paper whether it is inconsistent or
not.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
TURKISH-BULGARIAN RELATIONS AND CULTURAL INTERACTION AFTER THE COLD WAR OR IN POSTSOCIALIST
PERIOD
ABSTRACTS
Nergis İMAMOĞLU 1
Turkish-Bulgarian relations during the Cold War were a reflection of
the relations between NATO and the Warsaw Pact or between the United
States and the Soviet Union.
The collapse of the Socialist system is rightfully defined as a new
era that saw the start of large changes. Downscaling the sensitive and
complicated interaction among today’s political equilibria to the level of two
countries offers an opportunity of a more clear and detailed observation of
the picture. The main purpose of this study can be defined as elaborating on
the Turkish-Bulgarian relations in the specific context of the two countries as
well as in the wider EU context, taking advantage of such opportunity.
After the elimination of the atmosphere of ideological conditioning in
the Balkans, the rise of nationalism has made it necessary to deal with security issues in the region. The task of resolution of historical disagreements
and new issues requires new vantage points. It is possible to claim that
Turkish-Bulgarian relations have developed in line with this need. The factor facilitating interaction and cooperation between the two countries is the
policy of regional stability and cooperation implemented by the EU towards
the countries of Eastern Europe after the region’s liberation from the Soviet
dominance. Furthermore, intensive reference to subjects such as multiculturalism, identity, diversity, tolerance and intercultural exchange, which were
a taboo in the period of bipolar ideological pressure, provides grounds for
the cultural and academic dialog between the two countries. Western Europe, Turkey and Bulgaria are no longer parties of a defensive approach
containing the “potential threat” pattern but elements of an integral whole
with an axis of common interests, stability, trust and intercultural dialog.
Keywords: Turkey, Bulgaria, Postsocialist Period, Regional Stability, Cultural Interactions.
1 Uludağ University, TURKEY nergis-im7@hotmail.com
54
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
PHYSIOLOGICAL FOUNDATIONS OF INTERSUBJECTIVE
UNDERSTANDING: FUNCTIONAL CHARACTERISTICS OF
MIRROR NEURONS
Dimitar IVANOV 1
1 Sofia University “St Kliment Ohridski”, BULGARIA
55
ABSTRACTS
Understanding the others and coordinating social action has always
been a matter of controversial interpretations among philosophers. Here I
argue that mirror (or cross-modal) neurons might provide scientific basis for
explaining social behavior and try to determine the extent to which such an
explanation is already developed. The discovery of mirror neurons during
experiments on macaque grasping behavior is sketched out briefly, a particular experiment related to the location and the functional properties of mirror
neurons in the human brain is described in detail, and a general description
of mirror functioning is given based on an influential neuroscientific-friendly
account. After these introductory parts, deliberately avoiding the debate on
the so called “explanatory gap”, I review the contributions of mirror neurons
in the context of three types of sensorimotor activity: imitation, understanding and performing actions, and language comprehension and usage. Part
of the data from this section is then used to outline possible therapeutic appliances of mirror neurons. More experimental data is adduced in attempt to
show the degree to which those possibilities are already being tried out in
real medical practice. Finally, two skeptical arguments are pointed out: one
against the explanatory power of mirror neurons and another against their
very existence as a scientific construct.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE NECESSITY OF AN ALTEREGO: STEREOTYPES ABOUT
THE TURKS IN BULGARIA
ABSTRACTS
Alexei KALIONSKI, Alexandar NIKOLOV 1
This presentation will outline the basic ethnic, religious and cultural
stereotypes in nowadays Bulgaria concerning the image of the Turks in general, and the Bulgarian Turks in particular. It follows some representative
results of sociological and ethnographic studies as well as data collected
from the media and other sources.
First of all, the theoretical framework will be defined in order to present the basic discrepancy between “everyday-life” perceptions of “otherness” (ethnicity, religion, etc.) and academic terminology/understanding.
The main objective is to analyze two sets of stereotypes, their possible sources and ways of circulation: the traditional (folklore) defining of the
cultural borders, and its stylization in the context of contemporary Bulgarian
national identity/nationalisms. That is why the presentation is divided into
two parts:
In the first one we will try to present the constructing of a cultural
border in historical and ethnological context. Here will be outlined the main
features of an image of the most important Other for Bulgarian ethno-national identity.
In addition, in the second part we will summarize the main political
factors and actors instrumental in constructing the stereotypes being widespread during the last twenty years.
Keywords: stereotypes, “otherness”, ethnicity, cultural borders
1 Sofia University, Department of History
56
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE IMPORTANCE AND THE PLACE OF HISTORY EDUCATION IN INTERCULTURAL DIALOGS
Ş. Gülin KARABAĞ 1
Keywords: Intercultural dialog, history teaching, democratic
citizenship,common heritage, peace education.
1 Gazi University, TURKEY
57
ABSTRACTS
On 7 July 2008 at High Level Tri-Lateral Meeting (European Council, Organization for Security and Cooperation in Europe, the United Nations) the importance and the place of education in intercultural dialogs
were stated in the sixth article as:
“Education helps to encourage openness towards other cultures,
mutual understanding, respect diversity and being more conscious about
one’s own culture. Democratic citizenship, human rights education and exchange programs in schools and the teaching of language learning, one of
the most important contribution formal and informal training can do.”
History is an important lesson in the curriculum that can contribute
to intercultural dialog in terms of democratic citizenship mentioned in the
statement. History lesson is one of the most important elements for cultural
transmission. Emphasizing the common aspects with other cultures and
taking into account the other’s point of view as well as national history not
only create a peaceful approach, but also increase the intercultural dialog.
History teaching which is established on common cultural heritage will bring
about the inter-communal reconciliation and stability. History that we need
to take courses has shown us that insulting a society, culture, race, religious
systematically through teaching history and history textbooks in terms of
intercultural dialogue have negative consequences. As a result, without forgetting especially neighboring countries’ have common history and future
of each other the common understanding of history teaching should be adopted and common cultural heritage should be taught.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
ORGANIZATIONAL LAW AND JUSTICE: A QUALITATIVE
STUDY IN THE SCOPE OF TEACHERS’ OPINIONS
ABSTRACTS
Engin KARADAĞ1 Nuri BALAOĞLU2
Researches indicated that, perception of organizational law and justice of employees consists of two dimensions as the procedural law and the
distributive law. Procedural law and justice has been received that perceptions of employees about processes that define the awards and costs of employees, while distributive law and justice reflects perceptions of employees
about the processes that quantity of awards and wages they obtain. With
another expression, the perception of distributive law and justice focus on
the results, while procedural law and justice focus on the processes and
instruments. Parallel to the impact of humanism current “law” and “justice”
in terms of workers have gained new understanding and it has became
more central and vital issue in the terms of life and business. Increasing
importance of law and justice have also led to a rapid increase the law and
justice-related work in literature of management and organizational behavior. However, the concept of law and justice has remained rather limited for
education organizations as an academic work. The main purpose of this
study defines the primary school teachers concerning views and opinions
about the concept of law and justice. Qualitative research method, design
of case studies and proposal sampling method was used in this study. As
a means of data collection, researchers developed an interview form was
used by. Descriptive analysis technique was used in the process of analysis. Findings were discussed on the basis of relevant literature.
Keywords: Law, justice, education organizations
1 Yeditepe University, TURKEY ekaradag@yeditepe.edu.tr
2 Ahi Evran University, TURKEY baloglu@gazi.edu.tr
58
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
INTERCULTURAL INTERACTIONS AND TURKISH MUSIC
Barış KARAELMA1
1 Atatürk Ü. Güzel Sanatlar Fak. Müzik Bilimleri Bölümü karaelma@yahoo.com
59
ABSTRACTS
Traditional Turkish music is one of the most important heritages of
Turkish culture. It is observed that our traditional musics, known today as
Turkish Art Music and Turkish Folk Music, interacted with different cultures
at various periods.
In this study, interaction of Turkish music is examined in four topics.
Turkish Music on Pre-Islamic Period
During this period, the cultural interactions with China in Central
Asia are remarkable. There are historical documents that especially rhythm
and drum in military music are passed to Chinese government from Turks. It
is observed that Central Asia, which is a source of wired instruments, is also
the source of the stringed instrument in the Middle Ages.
Turkish music on Turkish-Islamic Culture
During this period ancient Greek music theory studies was translated into Arabic. The Turkish theorists as Farabi and İbni Sina developed this
studies and constructed the today’s Turkish music Theories. The maqam
names we use today in our music as Nihavend, Hicaz, and Isfahan are the
city names of that period.
Turkish Music on Ottoman Empire
During the Ottoman period, Mehter music has affected the Europe
from XV. century. Composers such as Mozart, Beethoven, Haydn were inspired from Mehter on some of their works. On religious music genre, especially Mevlevi music and Itri’s some compositions have reached a universal dimension today. The Western music influences on Ottomans has been
seen in XIX. century. Mehterhane closed, military band opened and support
to the Classical Turkish music has declined.
ABSTRACTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
Turkish Music on Republic of Turkey
On republic period among the innovations made by Ataturk, Turkish
music also available. it can be seen the effects of Ziya Gokalp on Atatürk’s
Turkish music-related opinions. There are some subventions and attempts
for the development of Western music beginning from 1923. In this context,
the Western music education giving schools were opened. The state’s interest in Classical Turkish music is increased in the last quarter of XX. century
again. Over this time period Turkish Music State Conservatories were established.
Classical Turkish Music is maintains former reputation today. Compositions about Western music are also given in our country. In this sense,
it can be said that a cultural mosaic has been occur in Turkish music.
Keywords: Music, Culture, Intercultural Interactions, State
60
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE DIALOGICAL SELF
Aneta KARAGEORGIEVA1
1 Sofia University, BULGARIA
61
ABSTRACTS
The dialogue in philosophy has a long history both as a genre and
as a method. As I shall ague, in continuity to dialogue as philosophical genre
the very situation of participating in a dialogue – i.e. the dialogical situation
– shapes the identity of the participants, including their knowledge, values,
and judgement. My main argument will be made on a cognitive level in the
spirit of embodied and situated knowledge.
In the dialogue a person does not pursue their own private train of
thought. Rather, they built on the thoughts of the others and share with them
their knowledge and judgements. The reasoning is not being centered on
a single person, nor on the topic alone. The reasoning is distributed among
the participants and guided by the topic. Therefore the Self of each participant is also as if distributed within the group and is being shaped and further
specified by the very situation of dialogue.
Thus what I call ‘dialogical Self’ emerges and this is what I consider
to be the most important educational consequence of a number of interactive teaching methods in philosophy, e.g. the neo-Socratic Dialogue in the
Nelson-Heckmann tradition: building of a dialogical Self, of a person that is
open to the needs and deeds of the (immediate) community and is aware of
the fact that their identity is interdependent with the identities of the others
via the dialogue.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
ERASMUS EXPERIENCE OF TURKISH TEACHER TRAINEES
ABSTRACTS
Çiğdem KARATEPE 1
ERASMUS student programme aspires to promote temporary student mobility to broaden student’s educational experience, to raise their
foreign language proficiency and cultural awareness. There is also an economical aspect to it. Students as workforce of the coming decades, need to
develop international professional competences and skills to increase their
adaptability to changing work situations.
The programme might have been initiated with such high sociopolitical ideals by diplomats and politicians. However, after two decades,
the programme has been scrutinized whether it is worth its cost and all the
effort. The literature indicates that a good majority of these students are not
aware of its underlying ideals (Stronkhorst 2005). Perhaps not very surprisingly, they tend to see this experience from their personal and professional
development point of view only. On the other hand, Teichler (2007), like
many other researchers, argue that outcomes of such programmes should
contribute to ‘European and international professional competencies’ and
not to be seen as a good prospect for a high income.
This study aims to investigate attitudes of eight Turkish ERASMUS
students towards the experience. They were all English language teacher
trainees and spent four months in Kopenhag. Data was collected via a set
of interview questions. The results seem to indicate that like their European
counterparts, Turkish mobility students appear to show a similar tendency.
They think that it is worth doing it despite some problems. They think this
experience has helped them
1. Improve their English proficiency to a great deal;
2. Learn about themselves; and
3. Gain awareness about different cultures.
But they have been quite dismayed due to negative attitudes of
some people there. They reported that they did their best to inform these
people.
Keywords: ERASMUS, student mobility, cultural awareness, language learning, higher education.
1 Uludağ University, TURKEY cigdem.karatepe@gmail.com
62
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
INTERNATIONAL PARTNERSHIP FOR EDUCATION ON
TOLERANCE DEVELOPMENT IN THE NEW EU LIFELONG
LEARNING PROGRAM
Chavdar KATANSKY1 Iliya EMILOV2
1 Sofia University “St Kliment Ohridski”, BULGARIA chavdar_katansky@abv.bg
2 Sofia University “St Kliment Ohridski”, BULGARIA iliya@drujbacollege.com
63
ABSTRACTS
Tolerance is feeling the world, a way of thinking and morality, an
explicit demonstration of respect to other people who are different from us.
When the tolerance is mutual and shared, it makes the life peaceful and
safe, provides prosperity. It is so clear that one of the basic conditions to
get pleasure from a future world which is full of peace and prosperity is that
people and institutions should learn to tolerate (and even to like) the differences. Hence, cultivation of the tolerance through educating and training
is a contemporary and universal requirement and necessity with its widest understanding. The fulfillment of this need is also an actual priority for
the educational systems in European Union in which participate different
nations, languages and cultures. The European community is required to
improve this specific kind of education of people from different ages with the
acceptance of values and norms of a new culture of tolerance.
The report presents the most important results of a research on the
problem for development of education on tolerance, based on a concrete
practice - an international partnership project, titled “Teaching tolerance”.
This project has been carried out by partner institutions from Germany, Bulgaria, Turkey and some other countries as a part of the biggest European
community “Lifelong learning (LLL) program”. The project ended successfully in 2008 but the LLL program is providing wide facilities for development of future teaching tolerance projects. From this aspect, the experience
which was conducted and searched by the authors of the report will be
beneficial for universities, schools, and other educational and cultural organizations which can candidate with their successful projects or participate
as project - partners. By analyzing the project results, the authors give some
views for the future development of the education on tolerance, incl. with
finance support of the European community LLL program and particularly,
to possible mutual Bulgarian - Turkish initiatives.
Keywords: tolerance, intercultural education, European Union, international partnership, Lifelong learning program
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
DECONSTRUCTION LAW AND JUSTICE
ABSTRACTS
Funda KAYA 1
The history of modern Western political thought, fundamentally, turn
on two axis. The first axis, which we are call by name authoritarian-statist,
has urge in the necessity of state’s sovereignty and authority and also the
dimension of voluntary and performative of jurisprudence. On the contrary,
the second axis which we are call by name liberal, is champion to restraining state’s authority on basis of individual rights and freedoms, constitutional
order and sovereignty of law. The crisis of Western liberal democracy, is to
lead to becoming important the thought of that the essence of politics have
been on sovereign decision against to universal human rights and neutral
law idea and normative order is dependent on the umbrella of political power. This paper evaluates first, the tension of state sovereignty versus legal
normativism, authority versus freedom, will versus reason as secular form
of the ancient conflict between reason versus revelation. The secondly, this
paper evaluates that emphasize to the limit of legal order and the foundation
of unlawful, arbitrary of law necessarily, don’t give way to a nihilistic authoritarianism and decisionism. In this paper, we will suggest to that the tension
and conflict between legality or decisionism is enable to consider as not a
basis of decisionism but democratical politics.
Keywords: State, decision, democratical politics, sovereignity, will.
1 Uludağ University, TURKEY
64
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
HUMAN RIGHTS AND THE PROBLEM OF CULTURAL PLURALISM
Doç.Dr. Taşkıner KETENCİ 1
1 Mersin Üniversitesi ketenci@hotmail.com
65
ABSTRACTS
In this study the relationship between the demand of “cultural pluralism” and human rights is examined. The demand of “cultural pluralism”
seems to be the only right solution fort he problems that we are experiencing today. In this view, even though cultures are preserved as “the wealth” of
humanity, the concept of culture is reduced to the living styles of particular
cultures. In our present day, the emphasis upon the concept of “cultures”
causes some problems. For example, with this emphasis, not cultures, not
“similarities” that bound us to each other but only our “differences” are posited and hence the door would be let open to the clashes of cultures. At
this point, Human Rights Universal Manifesto and United Nations Cultural
Rights Contract set forth principles that would enable the cultures to live
hand in hand without falling into clashes in terms of another conception of
culture. With these principles, a decline in cultural clashes would be anticipated inasmuch as it would be possible to bring being a human being than
being a member of a certain group (cultural identity) in the foreground.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
STUDENTS’ PARENTS’ OPINIONS ON DEMOCRACY AND
HUMAN RIGHTS EDUCATION SUFFICIENCY GIVEN IN JUNIOR HIGH SCHOOL
ABSTRACTS
Bilgen KIRAL1 Erkan KIRAL 2
A community of people living in the same country comrises the
country’s citizens. Each of every citizien has some responsibilities to himself /herself to his family, to his country, but also he has some certain rights.
The foundation of living together with respect to each other and with a wareness of democracy and human rights is laid at an early age. The seeds are
planted in the family than becomes greener and fostered in the school as a
social environment. While democracy is an understanding in which opinion
of people are received, treated with respect and his rights and freedoms are
taken into account; human rights is having an equal rights as an individual
regardless of races, religious, languages and social classes. It is a mandatory to teach the young people human rights and democracy in order to live
and to perceive these values in rightly manner. Are our schools capable of
teaching democracy and human rights to our students? This research has
been accomplished on parents of 30 students in junior high school in Merzifon, Amasya; with the purpose of investigation whether our school are capable of utilize aforementioned values in real live. Researchers interviewed
with the parent of students person to person by using semi- structured form.
Statistical process are applied to obtained quantitative data. Qualitative
data are grouped in a systematic manner and transferred partially similar to
parent’s own statement and discussed with the view point of parents. At the
end of research it has been stated by the parents that, student with regard
to realization of democracy and human rights in their real life, teacher with
regard to study and to foster those values are found insufficient and also
parents are found unaware of school council by the researchers. With the
view point of parents, some proposal has been suggested by the researchers to achieve a desirable result of human rights and democracy education
in schools.
Keywords: Human rights, democracy, primary school.
1 Ankara University, TURKEY bilgenkiral@gmail.com
2 Ankara University, TURKEY erkankiral74@gmail.com
66
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
MULTICULTURALISM, PLURALISM AND POSTMODERNISM
Sinan KILIÇ1
Keywords: Multiculturalism, pluralism, difference, postmodernism,
poststructualism
1
67
ABSTRACTS
Multiculturalism and pluralism are the most basic problems at the
philosophy of postmodern. These problems are considered together with
the idea of difference at the philosophy of postmodern. Postmodern thinkers
opposed to idea of negative difference of the traditional philosophy. Idea of
positive difference, especially, is taken by Deleuze, Derrida and Foucault.
Instead of negative difference, these thinkers think about positive difference.
Positive difference is affirmation of cultural pluralism against the racism. The
appeal of the concepts of multiculturalism and pluralism is that if one can
conceive them positively rather than negatively, it shows that there is more
to the world than meets the eye.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
A CRITIQUE OF PRAGMATIST APPROACH TO THE CONCEPT OF JUSTICE
ABSTRACTS
Sibel KİBAR 1
Pragmatism has been a turning point of the debate on universality of
ethical and political concepts and values. It opposes Cartesian understanding
of “truth” and “self”. According to pragmatism, each culture has its own values,
norms and rules, that is, it has own way of truth and justification. Considering on
the concept of justice, we can easily witness that meaning of the concept has
been changed a lot time to time and culture to culture; besides, each different
person has a different expectation when justice at the issue, which supports
pragmatism. Pragmatism has also another strong argument that human thought
always sets purposes. So, theories in ethics and politics must consider purposes and consequences of human activities. Therefore, pragmatism adopts
the idea that theoretical principles of justice have no use in practice; instead,
experience confirms what right is. Relying on experience gives us better explanation about different conceptions of justice than universal principles; however,
pragmatic explanations do not get to the root of the physical and social realities.
Pragmatism is usually criticized on the account of its both consequentialist and relativist attitudes towards values by realists. My critique concerning
pragmatism is quite different from that of classical realists. My position might be
called “moderate-realism”; reality is not stable, flows away and changes within
social life, though it is still there independent of any observer. Regarding justice,
it is possible to see social determinations on it. For example, slavery in ancient
ages did not judge unjust in those times, but today it is cruel. We can explain
that situation with the conditions of that time; however, we can never forgive
enslavement of one group by another. Nevertheless, pragmatism claimed to be
an historical approach does not inquire into historical conditions but rather, it
admits that as they are. Even though, it takes into account the social conditions
out of which norms arise in admitting the validity of those norms it looks only
at the consequences and in terms of a criterion of success. In that respect, the
pragmatist attitude is too consequence oriented and not historical enough, while
it claims to be forward looking the fact that it does not analyze the historical
dynamics deeply and critically enough renders it conservative.
Keywords: Pragmatism, realism, relativism, ethics, justice.
1 Middle East Technical University, TURKEY skibar@metu.edu.tr
68
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
INNOVATIVE PEDAGOGICAL TECHNOLOGIES TO DEVELOP
REFLECTION IN THE HIGH SCHOOL BIOLOGY EDUCATION
Teodora KOLAROVA1
Keywords: reflection, reflective approach, reflective technology,
high school biology education.
1 University of Plovdiv “Paisii Hilendarski”, BULGARIA teokolarova@abv.bg
69
POSTER
This paper presents main principles of the reflective approach to the
classroom teaching and learning. The approach is perceived as an internal mechanism to improve the science education, particularly the biological
education in Bulgaria. Some models of innovative pedagogical technologies designed on the basis of a reflective approach are described. They
are focused on develop reflective skills by 15-16 year-old students who are
different in their ethnicity, cultural and religious backgrounds. Constructed
technologies were used in the context of molecular genetics taught within
the compulsory biology education in 9th grade. Data from the application of
the technologies indicated that they can effectively be used in the secondary school practice of biology for active forming and developing reflective
skills in the students.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
EXPERT PEDAGOGICAL ANALYSIS OF THE EDUCATIONAL
RESULTS OF THE STUDY IN SOFIA UNIVERSITY “KLIMENT
OHRIDSKI” BULGARIA
ABSTRACTS
Irina KOLEVA 1 Kamelia VARBANOVA2
The report targets the results of feedback forms of return/forwarded
connection from conducted training of students from Sofia University “St.
Kliment Ohridski “. There was performed klastaren mathematical statistical
analysis of the received results. Also, there was conducted training for students by manual in intercultural dialogue and education project: “Network
for intercultural dialogue and education: Turkey - Bulgaria”. Results showed
change of attitudes of intercultural interaction with representatives of the
Turkish community and the reflexive level of knowledge in multicultural education.
Keywords: didactic test, levels of knowledge, intercultural education, training of students, an interactive technology
1 Sofia University “St Kliment Ohridski”, BULGARIA kolevairina@abv.bg
2
70
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
USE OF CREATIVE DRAMA IN THE INTERCULTURAL COMMUNICATION
Nuray KOÇ 1
Keywords: Intercultural Communication, Creative Drama, Communication, Culture
1 Uludağ University, TURKEY miraclesense@hotmail.com
71
ABSTRACTS
Today different economic, political, cultural and ethnic backgrounds
people are living together and in the daily lives they interact with each other
mutually. That’s why people from different cultures living in the same community, it is possible to happen misunderstandings or disagreement during
the communication and prejudices can occur. For the solution of these problems which have both cultural and communication aspects, it is required to
ensure effective communication between cultures and to develop the new
ways. If we think communication is an art which developed through the application, effective communication is considered to use creative drama as
one of the ways between people from different cultures. Communication; is
an important concept within the concept of creative drama and it is the first
action is to reach. In the nature of creative drama, it is always possible to
change individuals by including the process to person who can communicate has a desire to produce and share something together. Thus, a common culture of tolerance and understanding which has individuals who care
about each other’s thoughts are created. Both creative drama and culture
are features which can develop depending on the lives of individuals. By using these common features between the cross-cultural communication, creative drama serves as the bridge. When using this experience in the culture,
creative drama respect individuals differences and notices common features. Cross-cultural fusion and cultural sharing increases by the means of
both verbal and nonverbal communication that is established during the application in creative drama. It contributes the breaking of prejudices against
other cultures.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
“HALLO, KINDER!”
AN EVALUATION OF GERMAN COURSEBOOK IN THE CONTEXT OF INTERCULTURAL APPROACH
ABSTRACTS
Muhammet KOÇAK 1
With the development of science and technology intercultural communication has become easier in the globalized world. On this account the
importance of language education increases and the need of knowing a
foreign language is clearly noticeable. As it is in most of the countries, also
in Turkey importance is given to teaching a foreign language in primary,
secondary and higher education. However, students who learn a foreign
language all through their lives and pass their classes in a success cannot
use the language in different contexts adequately and effectively. As some
of the many causes of this failure these can be counted:
Problems sourced by the teacher
Problems sourced by the teaching method
Problems sourced by the course books
In this study mainly problems sourced by the course books will be
considered.
Intercultural communication approach supported by many scientists
recently handles language as a reflection of culture and supports that culture-free language teaching cannot be successful. As foreign language is a
bridge among the societies, importance of the culture cannot be ignored.
Simply culture can be defined as the unique phenomena that are developed
by a society throughout the history and are passed on to generations. From
this definition it can be understood that each nation has its own culture.
Therefore, within the context of culture, to learn the daily routines of a society (i.e. greeting, shopping, clothing, etc) is necessary and it is easier to
reach at the information about the related country by using technology. If a
person, who learns the foreign language without the culture of the related
country that the language is spoken in, visits the country with the reason
of education, work or trade may have difficulties and misunderstandings in
terms of the culture and as a result may obtain prejudiced opinions. These
kinds of drawbacks recedes the societies from each other.
Considering this, in this study the coursebook “Hallo Kinder!” that is
issued in MEB(Ministry of National Education) Tebliğler Dergisi and that is
1
72
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
ance
Keywords: Intercultural approach, education, culture, variety, toler-
73
ABSTRACTS
going to be used in the 4th and 5th grade of the primary education, will be
handled in the context of intercultural approach. Samples will be selected
from the units of the book and whether the fact of culture is emphasized or
not will be analyzed and suggestions will be provided.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
INVESTIGATIONS OF SECONDARY TEACHER EDUCATION
PROGRAMMES IN EUROPEAN UNION COUNTRIES AND
TURKEY
ABSTRACTS
Edip KOŞAR 1
Today, it is emphasized that it is not sufficient to have the knowledge
of the field that they will teach to be a teacher , they must be educated very
well in the fields of general culture, educational sciences ( pedagogy) and
education technology and this profession requires to be educated in a special
way including universities for all educational institutions.
There are important differences between EU countries and our country in the curricula that are carried out for the education of field teacher. When
these differences are examined with similarities, the situations as follows are
seen:
1.Difference of Approach: While the pre-service education comes to
minds most of the time in Turkey when we mention about the education of
teachers, four level come to minds in EU countries when we talk the education of teachers.
2.The Environment Where the Education of Teachers: In the countries that are the members of EU and in Turkey, the high school teaching are
given in the institutions connected to universities.
3.The Period of Teachers’ Education: Education is minimally four
years in the institutions where the teachers are taught for high schools in all
EU countries. However, after the process of Bologna, the EU countries passes onto the two-levelled education system in university. The period of teachers’ education for high schools in Turkey, on the other hand, is five years.
Teachers’ education programmes for high schools continue with problems
for many reasons in Turkey. Currently, The Ministry of Education, families,
universities or others who are related mention about the insufficiency of students. Among the reasons of these situations, qualified teachers’ not being
educated can be seen as an important variable. Considering the attempts of
entrance to European Union, these problems should be designed again with
good practices in countries of European Union and important experiences in
160 years’ teacher education history of Turkey.
Keywords: European Union, Teacher Education, Non-thesis master
1 Uludağ University, TURKEY
74
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE EFFECT OF CULTURAL VALUES ON ONLINE PURCHASING BEHAVIOURS AND A SURVEY
Niyazi KURNAZ 1 Mustafa KAYIK2 Demet Gülseren TOKGÖZLÜ3
Keywords: internet, purchasing behaviour, cultural values.
1 Dumlupınar University, TURKEY nkurnaz@gmail.com
2 Dumlupınar University, TURKEY mkayik@dumlupinar.edu.tr
3 Uludağ University, TURKEY demettokgozlu@uludag.edu.tr
75
ABSTRACTS
Culture is one of the dynamics of social life. Hence some activities in economic life and meanings assigned are deeply affected by the
dominant culture of that society. It is extremely natural for purchasing behaviour being an indispensable part of economic activities and an element
of socio-economic life to be affected. There are many socio-cultural factors
which affect consumer’s behaviour. These factors are the individual; family,
referential groups, social class, community, characteristics, life style of the
individual and other related cultural values and features within an increasingly expanding chain of rings. These determine the demand and needs of
the individual. So the compliance with these features may lead to purchasing behaviour.
The aim of this study is to search the effect of cultural values on online purchasing behaviours. Within this context a research has been made
concerning the cultural and online purchasing behaviours of Dumlupınar
University staff using survey methods. As a result of the analysis made, it
is determined that cultural values are effective on online purchasing behaviours.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE EFFECT OF GLOBALIZATION ON FAMILY, WOMEN’S
STATUS IN SOCIETY AND WOMEN EDUCATION
ABSTRACTS
Pınar MERCAN 1 Çağlar ÇETİNKAYA2
Globalization is a “magical word” which is used for expressing the
change in nearly every field in the world from economy to politics, from social politics to culture (Çalık& Sezgin, 2005). Hablemitoglu (2004) defines
globalization as a technological, economic and political process which destroys the freedom and independent life by patriarchy, racism, capitalism,
terror, and wars; isolates the man, makes him feel weak and lonely, breaks
the tie between man and life, confines the man within the boundaries. As
a result of cheapening and diffusion of information technology, data flow
has become faster and cultural process has accelerated (Balbay, 2004).
In the information era while the jobs which requires the use of technology
increases women’s lack of education hinders their specialization in those
fields. Globalization causes the spread of knowledge shaped by economic,
political, social and cultural values outside the national boundaries (Erbay,
1998). The role of family to transfer cultural values of societies to the new
generations and to encourage psychological and physical development of
individuals can not be underestimated. In order to understand social consequences of globalization, the effects of that process on the family, the
core of the society and on the women who are affected by the changes and
transformations in the society at most should be analyzed. The purpose of
this study is to examine the effects of globalization on the family and women
under the light of relevant studies, and to analyze different aspects of those
issues, education at the first hand.
Keywords: Globalization, women education, family
1 METU, TURKEY pinarmercan@hotmail.com
2 Sakarya University, TURKEY caglarcetinkaya@hotmail.co.uk
76
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
NOTION OF EUROPEAN CITIZENSHIP IN YOUTH WORK
Neslihan ÖNDER2
Keywords: European Citizenship, youth work, youth projects, intercultural dialogue, mobility
1 neslionder@uludag.edu.tr Uludağ University
77
ABSTRACTS
European Citizenship is a new notion for countries in the world.
There is a lack of concrete material and practical guidance for youth workers wanting to deal with this issue, so the term “under construction” is used
for European Citizenship recently. However, it is one of the keywords that
are emphasized in the European dimension in youth work with the combining words such as intercultural dialogue, inclusion, participation, active
citizenship, and diversity. This paper investigates the contexts how the term
“European Citizenship” is used in the EU Projects and Trainings as being a
European Citizenship promotes understanding each country and respecting
for cultural diversity and intercultural cooperation. Building a vivid European
Area and an embracing atmosphere for the new comers are of vital importance for the European Union; therefore, the activities covering promoting
European Citizenship involves mobility of citizens, education, and various
trainings.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
ABSTRACTS
INTERCULTURAL EDUCATION AND EU PROJECT “FACE
IT!”
Sezen ÖZEKE1 Şehnaz SUNGURTEKİN 2 Aynur OKSAL3
Asude BİLGİN4
In recent decades, interculturalism has become an important concept used frequently in teacher education in Europe. One of the key competencies in teacher education is to encourage intercultural respect and
understanding. Diversity within this unity is therefore a vital key aspect of an
intercultural education to bring up a culturally sensitive teacher.
Teachers play a crucial role in supporting human’s learning experience. They should have a good understanding of subject knowledge, pedagogy and the social and cultural dimentions of education. In order to bring
up more creative, well-equipped, and open-minded human beings in the
future, teachers should also be able to work with learners as individuals,
enable them to be active members of the society and to develop awareness
and appreciation of different cultures.
The overall aim of the project: Face it! (Focus on Awareness of Culture and Education for International Teachers) is to develop course content
and a methodology to enable students of teacher training colleges to acquire the knowledge and to develop the competencies, skills and attitudes
required to become a European teacher. The course materials are developed around four content areas: cultural diversity, cultural heritage, world
citizenship and European school concepts. Project deliverables are 1) a set
of course materials pertaining to the content areas European Diversity (ED),
Cultural Heritage (CH), European Citizenship (EC) and European School
Concepts (SC) embedded in an e-learning environment (ELE); 2) A methodology (teaching methods) including a framework for the assessment and
description of students’ progress in developing the skills and competencies
to become a European teacher; and 3) a DVD containing sample materials
developed in the project as well as the framework for assessment.
Keywords: Intercultural Education, European Teacher, Multiculturalism, Diversity,“FACE IT!”
1 Uludağ University, TURKEY sezenozeke@uludag.edu.tr
2 Uludağ University, TURKEY sehnazsun@uludag.edu.tr
3 Uludağ University, TURKEY aynuroksal@yahoo.com
4 Uludağ University, TURKEY asudebilgin@uludag.edu.tr
78
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE IMPORTANCE OF INTERCULTURAL COMMUNICATION
EDUCATION
İlker ÖZDEMİR 1
1
79
ABSTRACTS
In Turkey, the first intercultural communication course has been given
at Ankara University, Faculty of Communication as an undergraduate program
in 1996. Today, many faculties have intercultural communication courses. In
2006-2007 academic year, it was given first at Ankara University, Beypazarı
Vocational High School as an elective course at tourism section, and this course
has been studying still then. Also it was given at certified tourism stuff training
programs since 2008 at Antalya. This course includes the basic information
about people transmission and communication, who belong to different cultures.
Main aim of this course to giving information and training skills to understand
people from different cultures and explain ourselves to them. The main themes
of this course are tolerance, understanding and dialogue. The problems of intercultural communication and how to resolve these problems are discussed in
this lesson The main aim of this course to provide understanding students the
effects of cultural differences to communication, and to have intercultural communication competence value away from prejudices and stereotypes. Increasing of xenophobia and ethnic discrimination all over the world and intercultural
dialogue is increasingly getting more important. This situation is main reason
to recommendation of this course to tourism sections. But, The importance of
intercultural communication education is not only related to tourism education.
Intercultural communication education should be given all university students.
University is an universal institution to reach universal knowledge (research)
and sharing these knowledge with students (education). However, discrimination of race, language, religion, sex and etc. Should never take place at universities. Intercultural communication have an understanding form to lead student
from local thinking to universal. Thought of this course indicates stereotypes
and prejudices are the real barriers to a genuine communication among people
for understanding each other. Content of this course explains the importance
of cultural differences to communication among people from different cultures.
Therefore, this course should be handled as an effort increasing the level of
cultural awareness of the students with the way of leading to thinking from local and easy to universal and complex. Moving to acting the way of learn and
understand from streoreotypical thinking and acting which is the most important barrier to understand each other and especially communication with the
ABSTRACTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
people from different cultures is also important from the point of presentation
of our country and developing relations with other countries. Intercultural communication is not only important from the point of change our behavior in terms
of prejudice against foreigners, but they also important to break prejudices of
foreigners about us. If we have self esteem and we make self-criticism, we will
not to see the critiques about us to an attack to our personality or ethnicity of
us. Mind of university students should be open to innovation and open to other
cultures all over the world. They should develop an attitude to understanding
people from different cultures instead of judge them from the point of steraotypical thinking. And also they have social mobility instead of getting confused in
foreign atmospheres. All these subjects are also the subjects of the course of
intercultural communication for reaching the aim of having intercultural competence with obtaining knowledge and developing skills related them. If we are not
purified from prejudices and to think with simple terms and looking to the world
with a simple local framework with an ethnocentric looking style placing our local culture to the center of the world, we can not contribute to living together
and peace of the world. Therefore, we think that it is beneficial to setting international communication course in all universities as an elective course. It is also
beneficial giving seminars about international communication in the in-service
education programmes of different institutions. Intercultural communication, as
a result, is an important thought and also should be developed from the point
of living people with differences together in a compatible format, to each other
to understand, rather than stereotypes review and research-based knowledge
to take forward local and not with narrow horizons, more universal nature to
think. Sharing and developing this thought lead to act towards and democracy
awareness to contribute the quality of people in terms of special importance to
the cultural awareness and ensure the growth of human qualities. University
students should meet with this thought firstly according to me.
Keywords: Intercultural communication, education, dialogue, peace
80
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE EUROPEAN UNION PROCESS AND INTERCULTURAL
DIALOGUE
Füsun ÖZERDEM 1
1 Trakya University, TURKEY fusunozerdem@yahoo.com
81
ABSTRACTS
In the globalization world, nearly all enterprises- big or small- need
to make contacts with people from several and different cultures. This connection is not only for the enterprises. Intercultural education, communication, pedagogy, psychology, management and similar issues are now the
concepts we hear very often in our lives.
The most common difficulty in forming relationships with people
from different countries is due to the problems of not being able to establish good communication. However, it is said that human beings are more
content with ‘old problems’ rather than ‘new solutions’. This is particularly
correct when it is considered in terms of solving the problems in our world
that is becoming increasingly multicultural. We are aware of the fact that it is
ineluctable to stand shoulder to shoulder with people from different cultures.
We also know that those who understand different cultures and communicate well with them raise the possibility of being successful. It cannot be disregarded any further that the tolerance and respect should take precedence
over all in a multilateral and mutually dependent world.
“Intercultural Dialogue” statement enables us to live in the same
country as a small group, but with a different history and language, and get
to know each other by questioning our differences. Right along with, this
statement also enables people who live in border regions to get to know
each other and perceive the differences not as “the other” but “us”. Even if
nothing, it brings along the culture of “working together”.
To help inform audiences in Turkey about what the European Union
is and how the European Union (EU) and Turkey are working together, the
EC Delegation has developed a comprehensive information network across
the country to serve the information needs of local people. For this purpose,
the Delegation supports “the EU Information Network” with the two Information Centres located in İstanbul and Ankara and EU Information Relays in 15
provinces (Adana, Mersin, Trabzon, Samsun, Bursa, Denizli, Van, Edirne,
İzmir, Antalya, Diyarbakır, Gaziantep, Kayseri, Konya, Şanlıurfa).
ABSTRACTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
The objective of this article is to investigate the concept of “Intercultural Dialogue” which is felt more by Turkey with its EU process, within
the EU Information Network strategy and activities of the Delegation of the
European Commission to Turkey, in order to make due diligence in the postEU candidate statue; and to reflect on those ideas “changing” and “remaining same”. Furthermore, the implemented EU financed sample projects in
this framework are examined carefully.
Keywords: European Union, Cooperation, Dialogue, Intercultural
Communication, Awareness.
82
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
HEALTH PROBLEMS OF A CHILD AND CULTURAL APPROACH
Nurcan ÖZYAZICIOĞLU1 Mineş KILIÇ2 Necla AYDINOĞLU3
Gülnur KILIÇ4
Keywords: child, health, culture, education
1 Uludağ University, TURKEY nurcanoz@uludag.edu.tr
2 Uludağ University, TURKEY
3 Uludağ University, TURKEY
4 TURKEY
83
ABSTRACTS
Throughout history, Turks who have played an important role carrying cultures west to east and east to west, have developed a rich traditional
culture with the cumulation of religion, tradition and thoughts. These folklore
features have regional discrepancies.
Researches have shown that traditional applications relating to
health and disease are used commonly especially in child’d health problems. Traditional applications related or not related to health, applications
enclosing religious/magical acts, superstitions and mystical understandings
have often been encountered. Swaddling a child, making amulet for blink,
poring some fluids to ears for ear-ache, fitting gold on child’s clothes or
dressed yellow for jaundice and doing nothing fort he sickness thinking it is
destin yare some of these understanding. Mother’s age and education are
important factors in child care.
Some of these belief and understandings have harmful results for
health. When the basic reason of disease isn’t taken into consideration,
recovery process may extend and advancing of these health problems may
cause deaths. All the same in traditional approaches especially effects or
efficiency of herbal medicines have lack of knowledge.
It doesn’t seem possible to have changed these understandings effecting child’s health, but this process may be expedited with education and
gained positive content. It’s necessary hardening positive items with protection and to pick the negative items filtering with examination/mind and
science. For this aim, health staff and nurses have some duties firstly educating mothers and fathers (face to face and continuously). Also, the media
should be used effectively in terms of time, duration and quality and wide
crowd of public should be educated by means educational programs and
projects prepared fort his case.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
AWARENESS EDUCATION AND GLOBAL IDENTITY
ABSTRACTS
Habib ÖZGAN 1 Celal SABANCI2
As is known, the changing face of the world is gaining a brand new
color, the world is getting smaller, people are becoming closer and mass
communication tools are accelerating the process. This re-development requires people to head towards compromise so as to enjoy differences rather
than tolerance towards each other as a result of noticing the difference. In
this process, it is certain that human rights must be discussed in the context
of value training and addressed within a wider framework of educational
experiences. The concept of smart people in modern discourse is replaced
by another one; the concept of different people. Both in the context of philosophy as well as of religion, people’s words, color, language, religion and
perception are different regardless of the fact that their essence is the same.
People with different perceptions will detect and describe the universe in
different ways. The acculturation phenomenon which has been carried on
from the past to present and which serves as a bridge for the future should
be re-interpreted and assessed. The basic recipe in this process is the individual’s awareness. Awareness requires a person to act sober, be aware
of hi/her own reality and know that he/she has relations with other people.
It is inevitable that human rights should be evaluated in the perspective
of awareness training. The only value that enables people to pass from
originality to personality is to move away from blind adherence to values. In
the context of globalization phenomenon, individuals should create a social
identity as well as a global identity, for the individual profile in the contemporary paradigm is very different from the individual profile in nation-states.
As a result of globalization, current training paradigms also need to be reinterpreted. The “individual”, who is not well-defined in the perspective of
our age, must be re-defined within the framework of awareness education
and the concept of global identity should be examined within the new educational paradigms.
Keywords: Awareness, Global Identity, Awareness Education,
Postmodernism.
1 Gaziantep University, TURKEY ozgan@gantep.edu.tr
2 Gaziantep University, TURKEY celalsabanci@hotmail.com
84
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
CLASSROOM MANAGEMENT BY MULTICULTURAL EDUCATION ACCORDING
TO PRIMARY SCHOOL PROGRAMMES
Soner POLAT 1
Keywords: Multicultural Education, Multiculturalism, Multicultural
Classroom Management
1 Kocaeli University, TURKEY spolat2002@yahoo.com
85
ABSTRACTS
Multiculturalism is used to determine the harmony and the relationship among age, sexual orientation, being obstacles, social class, ethnic
background, religious, language and social properties(APA, 2002). Also
multicultural education is a type of education whose aim is to become aware
of differences which come from age, sexual orientation, being obstacles,
social class, ethnic background, religious, language and social properties,
to make people agree on the subject that this situation is normal and also
to make people respect and toleration (Bank and Bank, 1993; Slavin,1994,
taken from. Herring and White, 1995).
Social determiners such as culture, social class, religion, language,
ethnic background affect the relationship between individuals (people) significantly. This differences cause a communication difficulty between people. Therefore children should learn these differences in early ages. This
situation develop them as a part of global community and will help them in
their future life.(Gay, 1994). For this reason educational programmes should
design according to multicultural educational programme.
The aim of this research is to explicate whether the education programmes of primary school (from 1 to 5th class ) is suitable to multicultural
educational or not. For this purpose the subjects of classes (from 1 to 5th
class ) such as “Social Sciences, Turkish, Maths, Science and Technology,
Life Informations” are analyzed and it is seen that there is so much acquisitions which necessities multicultural education. Teachers have a big responsibility about this subject. So teachers have to have efficient knowledge and
ability about multicultural education. Also they (teachers) have to order their
classroom according to multicultural education’s necessities.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
WORKING INTERCULTURALITY IN TURKEY: MANAGING,
UNDERSTANDING AND/OR CHANGING OF CULTURAL DIFFERENCES
ABSTRACTS
Engin SARI1
After the Cold War, world has begun to globalize increasingly by spreading of democratic principles, activating of supra-national institutions, circulation
of cultural productions, improvement of transportation and communication. However globalization is experienced as not only increasing of homogenization but
also becoming conscious about cultural specificities. There are a lot of struggle
for collective cultural identity all over the world. The contestation and interaction
between local and global intensify the awareness about cultural differences and
conscious of “otherness”. Various social relations are becoming more intercultural
due to this globalization process and different disciplines deriving from the term
of “intercultural” are advancing as a field and discourse in social sciences which
trying to analyze that process.
In Turkey this dualistic process of globalization which observed in sustaining of cultural differences and asserting particular identities is generally perceived
as challenge to political unity and threat for social stability. In this paper I argue
that cultural studies on interculturality based on substantive theoretical frame and
empirical data could contribute to respond and solve the political claims and contradictions for recognition of different cultural identities in public sphere.
In this paper I will try to put forward an approach that can contribute theorizing interculturality. Approaches of interculturality in international literature can
be classified according to their comprehension of culture: 1) Functionalist socialpsychological approach asserts that culture and cultural differences determine
all kind of social relation. 2) Interpretive approach suggests understanding intercultural context rather than trying to manage it. 3) Critical approach emphasizes
importance of power relations and historical context to understand interculturality.
This approach also predicts and aims changes in everyday life and social relations. In this paper I will summarize strengths and weaknesses of these three
approaches, and then I will reveal an outline of a theory of interculturality that
combines interpretive and critical perspectives with data that I gathered from my
ethnographic researches in intercultural communication in my graduate period.
Finally, I will describe and analyze conceptual and methodological possibilities of
this theoretical approach for the studies of interculturality in Turkey.
Keywords: Culture, difference, intercultural communication, democracy,
studies of interculturality.
1 Ankara University, TURKEY
86
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
HISTORY OF THOUGHT AS THE END OF THE EUROPEAN
UNION AND GLOBALIZATION
Hasan SANLI
1
Keywords: the end of history, globalization, liberalism, the utopia.
1
87
ABSTRACTS
Is proceeding according to a specific target date. After the execution
of this goal, the goal disappeared in the direction of inference can be made.
Elimination of a specific target date, will be the end of the progress of history. Realize what the target date will act according to, where will evolve to?
Progress of history will not / can not progress, reveals a recent idea. This
last idea is to declare the victory of a particular ideology. Last idea, the dominant ideology of a particular ideology that be declared as a counter to our
interests. An ideology of self-declared as the end of history, has removed
himself from being an alternative ideology, or even the disappearance of the
utopian ideas that might cause the situation has become.
Date at the end ofu thought “modern world” have appeared in the
age is not called. The end of history as expressed Fukuyama’s idea and
the last state before the structure of the German philosopher Hegel also
expressed the string pressure. Fukuyama also “end of history “based on
the thesis provides Hegel. However, the idea of the end of history and the
last state not only in Hegel, Hegel’s philosophy, the philosophy of the criticism expressed by Marx founded the string is. According to Hegel’s historyGeist himself realizes at the end of the state. (Prussian State) Marx is
the last state, depending on the relations of production that have to occur,
the communist state should be. In this paper,-Fukuyama ‘s also noted that”globalization of liberalism “idea” end of history “and that the appearance of
design, whether the idea of the European Union will not be discussed.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
“THE CHILD’S ENTITLEMENT OF RIGHTS IN AN INTEGRATED ENVIRONMENT”
EDUCATIONAL PROJECT
ABSTRACTS
Ksenia SEMIZOROVA 1
The article presents Bulgarian pre-school education in the conditions of multi ethnic environment. Based on the example of pre-school educational institutions the strategy for education in interethnic environment
was proposed. Situational reflexive analyses of Bulgarian pre-school education with its problems and strategies for development in the context of
European space was executed.
Keywords: innovative pedagogical technologies, socializing, specific educational needs, segregating, technology, didactics and psychometric criteria, implemented.
1 Sofia ODZ 7 „Detelina „ semizorova@abv.bg
88
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
ASSESSMENT OF INTERCULTURAL COMPETENCE OF
CHILDREN UNDER SCHOOL AGE
Lora Ilieva SPIRIDONOVA1
Keywords: education, individual, integration, tolerance, creativity.
1 Sofia University “St Kliment Ohridski”, BULGARIA
89
ABSTRACTS
In modern multicultural society education of intercultural competence should begin by under school age. Development of intercultural competence of children depends on proper diagnosis of their current level of
intercultural competence. In this sense important is determining the level of
intercultural competence of the individual child.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
DEMOCRATIC CHANGES IN VOCATIONAL EDUCATION AND
TRAINING IN CONDITIONS OF GLOBAL CRISIS
ABSTRACTS
Katia STOYANOVA 1
The process of democratization in Bulgarian vocational education
and training is long termed and complex. The join of Bulgaria in European
Union require changes in the vocational education and training in order to
harmonize them with European requirements. Bulgarian vocational education and training in 21st Century will train and teach young people to estimate their national identity and own traditions in parallel with respecting and
accepting people from different ethnos and their culture. To respect the others and “to work with the others” is the main line which has to be followed.
The main topic of current paper is Bulgarian vocational education
and training in conditions of democratization and good practice in partnership between Bulgaria and Turkey in field of vocational education and training.
In the paper is presented an overview on the labour market status
and trend in Bulgaria summarized by ethnic groups in Bulgaria (ethnic Bulgarian population and ethnic Turk population in regions with mixed population in Bulgaria).
Based on the applied analysis on the training process changes are
required in order to achieve better results on the democratization process in
vocational education and training.
Keywords: Democratization, Labour market, Vocational education
and training, Global economic crisis, Intercultural collaboration
1 Sofia University “St Kliment Ohridski”, BULGARIA katiastoyanova@abv.bg
90
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
DEVELOPMENT OF COMMUNICATION CULTURE THROUGH
DIALOGUES IN PHILOSOPHICAL READINGS: “THE SOCRATIC DIALOGUE AND COMMUNICATION”
Menekse Seden TAPAN1
1 Gözcübaba High School sevgibilsem@hotmail.com
91
ABSTRACTS
Besides developing creative and critical thinking skills philosophy
for children also helps students in developing many skills including social
skills, democratic citizenship and communication skills. Philosophy sessions provide an area where each student can think on and produce ideas
by questioning many various fields such as logic, metaphysics, aesthetics,
politics and epistemology. During philosophy courses students turn into an
inquiry community criticize philosophical problem taken in hand in the light
of their life experiences and share it with others. Meanwhile, thereby listening to other they learn to create and test their ideas and criticize ideas
rather than individuals. That is language and communication that are crucial
factors determining effectiveness of all these ideational process. It is only
possible exist new ideas and test existing ideas with establishment of an
accurate communication.
As it is known, developing critical and creative thinking is important
component for organizing educational activities and designing contents. In
developing this component, Socratic Method is vital means. There are various applications of Socratic methods in educational models.
However, there are four models widely used and considered more effective
in the world (Tassel-Baska, 1992). These are;
•
Paul’s (1990) Socratic Questioning model,
•
Adler’s (1984) Paedeia Socratic Seminar programme,
•
Van Tassel-Baska’s (1986) Epistemological Concept Model
•
Lipman’s (1980) model of Philosophy for Children.
That is “dialogue” on the basis of these four models. The focus is
on dialogue in critical thinking as Socratic Method is. Lipman and Paul in
particular developed and used programs that assure improvement of critical
thinking by using Socratic Inquiry on selected readings.
This study is about effects of Socratic Method on students’ communication skills. Socratic Method was applied at philosophy courses in
Istanbul Science and Art Center (İstanbul Bilim ve Sanat Merkezi, BİLSEM)
established for education of gifted and talented students and Religious and
ABSTRACTS
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
Ethics courses in a public high school. The study was carried out at 10.
grade in religious culture courses (18 students) in public school and 4.-5.
grades (12 students) and 9. Grade (7 students) in BILSEM for two months
Dialogues in philosophical readings (Plato’s dialogues) were performed with
drama methods in the study using qualitative research methods. Students
were asked to write their own Socratic dialogues using creative writing techniques and Socratic methods. This preliminary study was then conversations took place over some problems selected from daily life. In religious
courses, well-known as the theory of moral development, Kohlberg’s dilemma samples required moral decisions were selected and criticized. It was
realized that students who mastered Socratic dialogues by this method express themselves more comfortable while discussing topics determined in
philosophy sessions. In addition, it was observed that students established
more effective dialogues, became more tolerant listener and their reactions
against other ideas decreased, and they were more calm and constructive
for criticism targeting themselves
In the study, examples of student products and teacher’s observations are also included.
ness
Keywords: Education, tolerance, dialogue, awareness, conscious-
92
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
DEMOCRACY IN MATHEMATICS COURSES
Menekse Seden TAPAN1
tions
Keywords: Democracy, mathematics teaching, equivalent defini-
1 Uludağ University, TURKEY tapan@uludag.edu.tr
93
ABSTRACTS
The aim of this paper is to question the possibilities of integrating
the democracy into a class of mathematics and to describe such a possibility. The example given concerns the teaching of equivalent definitions of a
rectangle. In mathematics there is often no single truth but several truths. In
fact, although different, the equivalent definitions of a concept in mathematics are all of them true. The use of the equivalent definitions is presented as
a way to implement the learning of main principles of a democratic behavior:
listening to the others, analyzing an assertion and criticizing it, using various means to express freely an opinion, negotiating and mediating, relying
on the person delegated for the representation. The construction, by students, of the notion of tolerance, respect for the thought of others, capacity
to listen to others with a critical and open glance at the same time became
thus a direct consequence of the participation to the mathematics courses.
The study argues that the integration of the democracy in the mathematics
course can completely be successful by taking in to account the fundamental characteristics of the mathematics and by considering the different manifestations (formal, fundamental, substantial) and different forms (direct, representative, participative) of democracy.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE RATE OF INTERNATIONAL TRADING, EVALUATION OF
THE CHOICE REASONS AND ROLE OF THE INTERNET
ABSTRACTS
Demet TOKGÖZLÜ1 Ömer Nuri ÇAM2
Commerce is the most effective way for the interaction of cultures. The tools which cultures use in their own life could be an appliance
for other cultures. Nonetheless it is known that people buy something from
the countries which they visit for the first time to trade,to give present etc..
Because of that reason, people interest mostly local products in tourism
commerce.
Effects of the technology effected behavior of trade too and we
started to trade in different ways. The biggest change of trade was stop
barter and using Money while trading. Now we re changing our behavior
in a new way. Nowadays we can require products without seeing them and
without seeing the seller. It is very suitable issue for investigation if there is
any difference from trading with touching and it is also worth to investigate
to see what their effects are in psychology.
The curiosity of the object which is seen in somewhere can trigger intercultural dialogue. On this account,this effect of trade should be researched. Also this atmosphere of trading should be interrogated. This endeavour is prepared because of these reasons and this survey is arrayed.
In the survey it is analyzed if people buy these products ,how much and
for what reason they use internet and results are debated in the area of
intercultural dialogue.
Keywords: Intercultural dialogue, e-commerce, trading.
1Uludağ University, TURKEY demettokgozlu@uludag.edu.tr
2 Uludağ University, TURKEY onc@uludag.edu.tr
94
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE EFFECTS OF MOMENTARY CORRESPONDENCE PROGRAMMES TO INTERCULTURAL DIALOGUE AND CHANCES
Demet TOKGÖZLÜ1 Ömer Nuri ÇAM2
ing.
Keywords: Intercultural dialogue, social networks, instant messag-
1Uludağ University, TURKEY demettokgozlu@uludag.edu.tr
2 Uludağ University, TURKEY onc@uludag.edu.tr
95
ABSTRACTS
If we connote community as getting in touch for common aims in a
certain natural environment, aggregations which are created by the people
who has a relation and solidarity, it is not wrong to say that in humanity history there is a new community fell out. This new community contains more
than one language and ethnic group. This new community doesn’t have the
entity reasons of the communities in the past history and it is seen as gift or
result of technology by internet.
The effects of technology in lots of area has provided opportunities
to the dialogue between people in different atmospheres. No matter how
you understand term of dialogue, philosophical or terminological, these
days dialogue has more advantage than before. Although some people
abstain sociological in this atmosphere and however it is said that internet
causes an antisocial culture ,people sometimes share their opinions by
their imaginary personalities and names. This sharing is not only local but
also international and internet provides meeting with the people who know
more than one language and culture,so internet causes a new global community.
In that work,the survey is done to investigate how much time people
spend their time on momentary correspondence programmes,the reasons
why people use these programmes and the effects of these programmes
on dialogue. Survey results and advantages and disadvantages of these
programmes are debated .
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE PROBLEM OF ENLIGHTENMENT WITHIN THE FRAMEWORK OF KANT’S CRITICAL PHILOSOPHY
ABSTRACTS
Ümit ÖZTÜRK 1
In his well-known text titled “An Answer to the question: What is enlightenment?” Kant alleged that enlightenment is the human being’s emergence from his self-incurred minority. According to him, minority is inability
to make use of one’s own understanding without direction from another. In
this respect, Sapere aude! Have courage to make use of your own understanding! is the motto of enlightenment. However, within the framework of
so called text Kant doesn’t deal with what is the proper use of understanding/reason required for enlightenment, but instead of this, with the help of
a distinction between public and private use of reason, he focuses on the
conditions of freedom required for enlightenment.
1 Uludağ University, TURKEY uozturk@uludag.edu.tr
96
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
THE PROBLEM OF “PAIDEIA”: PHILOSOPHY, DIALECTIC
AND LEARNING IN PLATO
Ümit ÖZTÜRK 1 Ayşe Gül ÇIVGIN2
Keywords: Education, Learning, Philosophy.
1 Uludağ University, TURKEY uozturk@uludag.edu.tr
2 Uludağ University, TURKEY acivgin@uludag.edu.tr
97
ABSTRACTS
When we look into the “philosophia”, which is the main topic of Plato’s texts, and when we turn towards to the essential nexus that keep these
texts together in an integral unity by excluding external constituents that
establish these texts, we see that Plato’s philosophy is mainly an investigation that is seeking for a solution to the problem of “paideia”. In other
words, Plato’s texts can essentially be considered as an investigation that
constituted by letting those two major characters on stage which are to be
called “pedagogue” and his “disciple”. In that sense, “learning” for Plato is
not anything but making “philosophia”. However, the activity of “philosophia”
is not performed by reasoning depending on the text nor realized by hearsays from others. According to Plato, “philosophia” is the “experience” that
is realized on the axis of “pedagogue” whose “technê” is a fact aiming to turn
the disciple’s “pscuhê” from the scene of “doxa” to the “alethêia”.
In this study, first, we are going to try to show how an investigation in
its basic sense that oriented to “philosophia” (namely, learning) could be established by “pedagogue”, with the help of certain Socratic dialogues. Secondly, as a unique and basic way to cemplete such an investigation, we look
into the interrelations of “technê” of “sophos” and “eros” in “philosophos”. In
conclusion, we are going to make clear the fact of learning process that is
focused on reading the “gramma” imprinted onto “pscuhê”. In this way, the
aim and nature of education which is the basic problem of our era will be
discussed.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
AN ANALYSIS FOR THESISES OF CONFLICT OF CIVILIZATIONS AND TURKEY’S CONTRIBUTION TO CROSS-CULTURAL DIALOGUE
ABSTRACTS
Mevlut UYANIK
1
In this study, we will discuss the perceptions on East-West and the
thesis about cross-cultural war and the end of history presented as that perception’s political-cultural conclusions in the context of the national plan for
alliance of civilizations.
The argument which the thesis of cross-cultural war (or war of civilizations) has been using as a tool of legality in order to reach political and
economic goals in the context of the possibility of dialogue and alliance of
civilizations will be investigated.
The necessity of the process of understanding and discovering together in order to solve the question of existing imagine since the thesis of
conflict is composed of wrong understandings, interpretations and prejudices will be emphasized.
After that, it will be discussed whether Turkey and Spain as enterprise advances for alliance of civilization may contribute composition of the
European union as part of decisiveness of religious/cultural data or not. Turkey’s geopolitical and cultural status as an actor of harmony and agreement
of civilizations will be confirm and it will be explained how it transfers its
historical backlog from past to present as an democratic, civil, social state
of law.
Finally, the necessity of peaceful co-existence for civilizations and
cultures will be emphasized and it will be made offers in order to minimize
density of conflict and its risk.
1 Hitit University, TURKEY mevlutuyanik@yahoo.com
98
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
EDUCATION AND RESPECT FOR HUMAN BEINGS AS A
POSSIBILITY OF SURPASSING THE SITUATION OF INJUSTICE
Ogün ÜREK
1
Keywords: Respect, Sense, Justice, Injustice, Freedom
1 Uludağ University, TURKEY
99
ABSTRACTS
Kuçuradi, in a paper entitled “ The concept of Justice”, makes a
determination in terms of the situation of injustice by the comparison of
individual situations. According to her, when we consider the injustice in
individual situations we consider two different things and compare them
through a third (middle) term. In other words, we consider a) some things
that a person possesses at a certain moment, b) again we consider the
things that another person possesses at a certain moment and then c)
we compare human beings as a species, in respect of the realization of the
human possibilities at this historical moment. From the Kuçuradi’s point of
view, conceptualization of the idea of justice, that is, giving an answer that
can be established by knowledge to the question of “what is justice?” is the
inevitable condition for surpassing this situation.
But, here we may claim that the situation of injustice can be surpassed by the feeling of respect for human being in the Kantian sense without the conceptualizing the idea of justice as a precondition. Thus if certain
persons who realize the human possibilities in a higher degree than others at the same historical moment, act with a will determined by the law
of moral, than other persons who has not yet realized such possibilities in
themselves inevitably feel respect for human being. It seems that the appearance of this feeling is possible only through a moral education in the
Kantian sense, through which persons who have realized human possibilities in a higher degree will possess a will determined by the moral law.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
“EMOTIONAL INTELLIGENCE AND ABILITIES FOR CULTURAL COMMUNICATIONS AMONGST BULGARIAN TEACHERS”
ABSTRACTS
Elena VITANOVA
1
One of the major accents in working on this project is the continuing
qualification of educational subjects for the purposes of cultural education.
Considering this, the main goal of this survey is to:
Establish the degree of emotional intelligence and the abilities of cultural
communication amongst the teachers in Bulgaria. This survey is based on
the following methods:
1. Psychometric measurement of teachers:
Values, settlements, and cognitive motivations for working in a multicultural
environment.
2. Psychometric measurement: the ability for empathy, psychological tests (projective tests), personality-oriented tests
The survey results provide a good basis for development of a technology and training packages for multicultural education in the context of the
ongoing training of educators.
1
100
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
GLOCALIZATION AS A SUBALTERNATE OF GLOBALIZATION
Celalettin YANIK
1
Keywords: Glocalization, Globalization, Social Change, Culture.
1 Çankırı Karatekin University, TURKEY celalettinyanik@hotmail.com
101
ABSTRACTS
In our era, it is observed that the world is in a multi-dimensional
and dynamic changing process and that interactions as well as associations
among economies and various groups are becoming more intense and that
the transformation in economic, political and socio-cultural structure accompanies the developments in scientific and technological developments. In
relation with these developments, more importance is devoted increasingly
to beyond borders and national events and associations in literature related
to the fields like economics, politics and sociology and the concept, globalization, is referred in order to express this process. This article aims to find
out the relation between globalization and glocalization as a supposition for
the result of subsequent of glocalization. Thus, the frame of the topic was
attempted to be presented on associations on macro level. Our aim is to
present those assumed relational context in a frame in the shape of social
change.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
EUROPEAN IDENTITY AND CITIZENSHIP
ABSTRACTS
Pınar YAZGAN
1
The concept of citizenship has been studied extensively by both
individuals and institutions alike. The nation state has been transformed by
many global factors all of which affect the residents of that nation on many
levels.
Europe is gradually becoming more and more a diverse continent
as a result of international migration. With international migration, many non
Europeans with differing cultural backgrounds have been granted EU citizenship and this has developed into a highly controversial issue in Europe.
Moreover, the linkage between one’s citizenship and one’s sense of belonging has become a major concern for the European nations and the subject
of much political discourses.
Many studies focus on the integration of people from a Non-European background, this study aims at focusing attention on the importance
of cross-cultural communication and explores whether ethnic difference is a
barrier to active participation in society.
I will analyze the discourse of European identity and integration
along with to what extent the demands of European citizens with non-European backgrounds are being recognized.
Keywords: Cross-cultural communication, diversity, integration,
participation, recognition.
1 Sakarya University, TURKEY
102
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
INTERCULTURAL COMPETENCE ACROSS SCHOOL CURRICULUM
Kadir YILA
1
Keywords: Intercultural competence, education, communication,
dialogue, consciousness
1 TURKEY kadiryla@hotmail.com
103
ABSTRACTS
Economic and social changes in the European Union bring new opportunities and challenges. Young people need a wider range of competences than ever before to flourish, in a globalized economy and in increasingly diverse societies: linguistic, intercultural and entrepreneurial.
The topic of intercultural competence became more and more important during the 21. Century: globalization and worldwide contacts between
companies, organizations and individuals need the ability to communicate
in a successful way. The key word here is communication. Communication
didn’t mean much things a century or five decades ago in terms of international understanding. People didn’t have much chance to contact face
to face internationally. They travelled few and mostly used telegraph, telephone etc. Today we use internet and new generation mobile phones where
we can see each other everywhere at any time. A five year old child can have
friends all over the world by internet. At this point the biggest mission and
responsibility belong to educators. We have to control this development of
communication and dialogue and enable to progress it in a healthy way. We
should develop a school curriculum concerning intercultural competence.
We should aim at promoting education for international understanding; defining principles / general terms connected to Intercultural Education, examining school policies in context of their potential for developing multicultural
competencies and highlighting the ways in which intercultural education
should be taken into account in school planning, policy development, shaping the school environment. We should articulate the major elements of an
intercultural approach to education and situate intercultural education within
the school curriculum through assessing and reviewing school programs on
every subject and identifying diversity and multicultural competencies.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
A NEW UNDERSTANDING OF HISTORY IN EUROPEAN
UNION AND THE REFLECTION OF IT ON THE CONCEPT OF
THE DIALOGUE BETWEEN CULTURES
ABSTRACTS
Salih YILMAZ
1
Towards the end of the 20th century European Union entered into
a quite strong period in terms of economics. This causes the need of the
European Union to have a new plan for the future. In this plan for the future
there occurred some ideas and projects related to the political, cultural and
social ways of integration along with the economic union and help. One of
these projects and ideas is the thought that the course books play an essential role in the development of societies and generations. And because of
this there occurred an idea of workshop with reference to the course books
between the member countries of the European Union and the candidate
countries. As an example of this project, East Europe, Caucasus and Black
Sea countries with the support of the European Council realized and are still
holding the projects of the development of a new understanding of history.
The aim of this project is to encourage the neighboring countries to be tolerant towards each other and in a way to smooth patriotism. This presentation scrutinizes the change in the history course books that is going to take
place because of the new understanding of history. What is more, it is going
to evaluate the influence of this change on the relationship between Turkey
and its neighbors with which it has some problems – Bulgaria, Greece, Siria,
Armenia – and the reflection of this change on the dialogue between the
cultures.
Keywords: Dialogue between cultures, History Education, becoming European, Identity, European Union.
1 Muğla University, TURKEY salihyilmaz76@yahoo.com
104
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
HIDDEN CURRICULUM ON ELIMINATE TO DISCRIMINATE
Sedat YÜKSEL
1
lum.
Keywords: European Union Values, Discriminate, Hidden Curricu-
1 Uludağ University, TURKEY sedaty@uludag.edu.tr
105
ABSTRACTS
In order to provide students not to discriminate people because of
human race, language, religion, sex, etc.. features, and to see all people
with equal respect, it is not enough to teach these issues through formal
programs in the form of courses. To see people equal and not discriminate
them are affective qualities. Affective qualities are not possible to gain students with the theoretical courses. Herein, hidden curriculum stands out.
Hidden curriculum refers to the qualities reached by the students through
the emerging knowledge, ideas and practices into the learning-teaching
process, implicitly outside the program objectives and activities stated in
the official program. By giving students a definition of racial discrimination
or human rights, and expect to absorb these values will be fantasizing. To
gain these values for students is only possible with the school’s hidden curriculum. Therefore, especially for teachers to have adequate information
about the hidden curriculum is important. In this paper the role of the hidden
curriculum in extinguishing all kinds of discrimination among students will be
discussed. Moreover, the elements of the hidden curriculum as the school,
teacher and administrator applications and the expressions in textbooks will
be described with examples.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE ROLE OF CULTURAL EMPATHY IN CROSS-CULTURAL
COUNSELING
ABSTRACTS
Asuman YÜKSEL
1
The concept of empathy is fundamental to issues such as crosscultural understanding and the prevention of violence. Empathy is a key
concept in that it implies a process of decentering and the superseding
of an egocentric, ethnocentric and anthropocentric outlook. Moreover,
empathy is one of the core conditions and skills in the counseling relationship. It is defined as the counselor’s ability to enter the client’ world,
to feel with the client rather than feel for the client, and to think with the
client rather than for or about the client. However, empathic understanding alone is not effective. The counselor must also have the ability and
skill to communicate and demonstrate empathic understanding.
During the past two decades, increasing attention has been given to role
of empathy in multicultural counseling. The literature has focused on describing how practitioners can transcend cultural differences in order to
empathize with clients. Empathy is a complex phenomenon, and empathizing accurately with clients of other cultures can be quite challenging
for counselors.
Cultural empathy is counselors’ learned ability to accurately
understand the experiences of clients from other cultures, which is informed by counselors’ interpretation of cultural information and involves
the ability to communicate their understanding and concern for the client. Counselors may experience confusion when culturally appropriate
communication skills seem to conflict with the counseling approaches
that they have learned. In order to communicate one’s empathy with
others, counselors must value how empathy is taught and expressed
within a client’s cultural orientation. Counselors will be challenged to
think reflectively about what empathy means to them and to their clients.
Empathy may be important in cross-cultural relationships, however, it
may not develop naturally. Therefore, it is essential that counselors learn
how to genuinely confront clients with an empathic understanding and
response that the clients can identify.
1 Uludağ University, TURKEY asumanyuksel@yahoo.com
106
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
Keywords: cultural empathy, cross-cultural counseling
107
ABSTRACTS
The purpose of the present study is to approach the use of cultural empathy in cross-cultural counseling. With this purpose, first, the
concept of cultural empathy will be explained. Afterwards, suggestions,
which are based on the work of several researchers’ specific guidelines
for using cultural empathy will be presented.
NETWORK FOR INTERCULTURAL DIALOGUE AND EDUCATION : TURKEY & BULGARIA
THE USE OF HUMOR IN EDUCATION: A CROSS CULTURAL
PERSPECTIVE
ABSTRACTS
Asuman YÜKSEL
1
Nagihan Oğuz DURAN2
Humor has been described as a unique feature of human beings.
The power and attraction of humor has made it a topic of interest for a
long history. Many philosopher, writers, and even humorists have proposed
theories to explain why people laugh. Moreover, since humor is intricately
interwined with physical, emotional, and psychological well-being, it is a recurrent topic for research in many fields, including education, with diverse
perspectives.
Research suggests that humor can play an integral role in the following aspects of education: teacher likability, the creation of a positive classroom atmosphere, anxiety reduction, and student engagement at school.
Using appropriate humor in a purposeful way in the classroom and in the
whole school atmosphere may yield numerous benefits. However, “appropriate humor” may differ across culture due to the sensitivity of humor to
culture (social norms, structures, stereotypes, and situations).
It is known that although students of different cultures enjoy humor,
humor comprehension and appreciation may vary. Certain cultures may not
recognize humor as socially acceptable, and humor acceptable to one individual may not be to another. In addition, some cultures may perceive
an individual as weak when the individual uses self-deprecating humor, although humor is a universal phenomenon that is practiced across different
countries, religions, ethnic groups, nationalities, and tribes across the world.
The purpose of the present study is to approach the use of humor in educational settings from a cross cultural perspective. With this purpose, first,
research in different cultures, which investigated the importance of the use
of humor in the teaching/ learning process, preference of the type and use
of instructional humor, the functional aims of humor, and students’ perceptions of the humor-learning relationship in the classroom, will be introduced.
Afterwards, suggestions for the use of educational humor in Turkish culture
will be presented.
Keywords: Humor, culture, education
1 Uludağ University, TURKEY asumanyuksel@yahoo.com
2 Uludağ University, TURKEY nagihan@uludag.edu.tr
108
INTERNATIONAL CONGRESS ON INTERCULTURAL DIALOGUE AND EDUCATION.
October, 8-11 2009 Uludağ University Bursa / Turkey
MOSLEM IDENTITY STRIVED TO BE CREATED/CREATED IN
THE EUROPEAN UNION MEMBER COUNTRIES THROUGH
RELIGIOUS EDUCATION: EXAMPLE GERMANY
Halise Kader ZENGİN
1
Keywords: European Union, Germany, Islamic Education, Moslem
Identity.
1 Ankara University, TURKEY kzengin@divinity.ankara.edu.tr
109
ABSTRACTS
Identity directs the individuals in placing themselves within the society. At the same time, it also helps the individuals to be identified as subjects within the society and contributes to the socialization of the individuals.
Religious identities make up one of the dimensions in the definition of identity. Religious sect, religious community, religious belonging of the individuals/groups are the features that distinguish them from the other persons and
groups.
In the European Union member countries, religion is viewed as a
phenomenon that belongs to the member countries just like their national
identities. While the freedom of worship of the individuals is protected by
the EU and Human Rights Agreement, freedom of religion of the groups is
provided through the constitutional tradition of the member countries.
13 million Moslems are living in the European Union member countries. In Germany this number is approximately 3.5 million. Among the
other European Union countries Germany holds an important place with its
multi-cultural and multi-religious structure.
Throughout my speech we will be looking for answers to the questions: “What are the basic policies of the EU member countries followed by
the Moslems in teaching religion? What type of Moslem identity is created
through the Islamic Religious lessons and Religious Culture lessons? In
answering these questions we will analyze the education programs of the
Islamic Religious and Religious Culture lessons currently being used and
we shall provide examples from the lesson books.
ARKA KAPAK ARKASI BOŞ