Educational Theory in the 21st Century: Science, Technology, Society and Education

269 Pages·2022·2.956 MB·English

by  Yusuf Alpaydın, Cihad Demirli

MAARIF GLOBAL EDUCATION SERIES
Educational Theory
in the 21st Century
Science, Technology,
Society and Education
Edited by
Yusuf Alpaydın · Cihad Demirli
Maarif Global Education Series
Series Editors
Birol Akgün , Ankara Yıldırım Beyazıt University, Ankara, Turkey
Yusuf Alpaydın , Marmara University, Istanbul, Turkey
Maarif Global Education Series addresses the transformations happening
ininformationscience,economy,politics,technology,people,andsociety
anddiscusseshowtheseaffecteducationpoliciesfrompreschooltohigher
education on a global scale, with a macro perspective. The series offers
practical, realistic, sustainable policy recommendations and strategies.
The concept of Maarif, included in the name of the series, repre-
sents self-knowledge and respect for one’s self and others, excitement in
learning and teaching, and humility towards truth. Therefore, the works
published in the series in the form of edited books and monographs
discuss the theory and philosophy of education with a global perspective,
including both western and eastern educational experiences.
Thebookspublishedundertheserieswouldbebeneficialfordecision-
makers, educators, academicians, and higher education students studying
in education fields to learn about educational experiences of different
culturesandtounderstandcontemporarytransformationinthefield.The
books in the series will be prepared in academic style contributed by
authors from different countries.
More information about this series at
https://link.springer.com/bookseries/16667
·
Yusuf Alpaydın Cihad Demirli
Editors
Educational Theory
in the 21st Century
Science, Technology, Society and Education
Editors
Yusuf Alpaydın Cihad Demirli
Department of Educational Sciences Board of Education
Marmara University Ministry of National Education
Istanbul, Turkey Ankara, Turkey
ISSN 2730-7646 ISSN 2730-7654 (electronic)
Maarif Global Education Series
ISBN 978-981-16-9639-8 ISBN 978-981-16-9640-4 (eBook)
https://doi.org/10.1007/978-981-16-9640-4
© The Editor(s) (if applicable) and The Author(s) 2022. This book is an open access
publication.
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Preface
Education as a main social institution has transformed alongside other
socialsystemsthroughoutthehistoryoftheworld.Inparticular,changes
in science, philosophy, culture, and economy have deeply affected the
purpose, content, and methods of education. Shaped in accordance with
the social and political systems that had been dominated by agriculture
and trade-centered production until the nineteenth century, education
seems to have since found a new way with the formation of industrializa-
tionandmodernsocietyfromthenineteenthcenturytothelastquarterof
the twentieth century. The pragmatic character of education has become
moreprominentwithinindustrialsociety,andeducationhasbecomemore
sensitive to the demands of industrial economy and nation-state poli-
tics. During this time, humanity faced the phenomenon of state-offered
masseducation.Modernscience,culture,andphilosophyhavealsodeeply
influenced education. Positivism and behaviorism first formed different
educational schools, after which existentialism and humanism did the
same.
Sincethe1970s,thetransitiontoinformationsociety,developmentsin
informationtechnologies,globalization,andpostmodernityseemtohave
givenbirthtotheconstructivistparadigmineducation.Theconstructivist
paradigm places emphasis on the individual in education, the subjec-
tive nature of knowledge, individuality in the construction of knowledge,
v
vi PREFACE
student-centeredness,andteachers’withdrawalfromtheirpreviousplace-
ment. Culture, values, character development, and social and emotional
development have increased their prominence in educational practices.
While postmodern and constructivist education theory continues to
be effective today, the first quarter of the twenty-first century has made
some structural transformations in education more evident due to the
accelerated developments in information and communication technolo-
gies. Technologies, essentially being a tool, have begun to change both
the structural features as well as the aims of education. The COVID-
19 pandemic has also given new impetus to digitalization in education.
Advanced educational technologies are most evident in teachers’ roles,
school designs, and educational administration. This first quarter of the
twenty-first century is a time when educational institutions have sought
direction; attempted to determine their future; and actively discussed the
purpose, function, and methods of education. Concepts such as twenty-
first-century competencies, digital education, Industry 4.0, Society 5.0,
and the Singularity Age are some of the concepts that have been
frequently discussed in this search.
This book aims to review the major controversies of twenty-first-
century educational theory and to make a modest contribution to the
futureofeducation.Inthisdirection,itprimarilydealswithhowchanges
have been reflected in science and philosophy followed by how new
socialconceptionsandculturalparadigmshavebeenreflectedontoeduca-
tional goals and content. Finally, the book examines the effects these
changes have had on learning-teaching processes, school designs, educa-
tional administration, and teacher-training practices, which are the more
instrumental components of education.
This work is the first book of the Maarif Global Education Series and
isplannedasapreludetothebooksthatwillbepublishedintheseriesin
the coming years. For this reason, the chapters of this book address the
main issues of twenty-first-century education using a macro perspective.
Wehopethatthebookwillbeareferencesourceforresearchers,experts,
andeducators andwouldlike to thank the experts fromdifferentpartsof
the world who have contributed with their impressive chapters.
Istanbul, Turkey Yusuf Alpaydın
Ankara, Turkey Cihad Demirli
Contents
Scientific-Technological Developments and Educational
Paradigms
Challenges Facing the Philosophy of Education
in the Twenty-First Century 3
Khosrow Bagheri Noaparast
Scientific Paradigm Shifts and Curriculum: Experiences
in the Transition to Social Constructivist Education
in Turkey and Singapore 25
Mehmet Ulukütük
The Impacts of Online Education on Ecology of Learning
and Social Learning Processes 51
Cahit Bag˘cı
The Concept of Change and the Teachers’ Role
on the Implementing Technological Transformation
at School 79
María-Elena Gómez-Parra and Bashar Daiss
vii
viii CONTENTS
Education in The Context of New Culture and Society
Conceptions
Shifting Cultural Paradigms in Global Education: Toward
Decolonizing Knowledge 101
Harun Rasiah
Does Religious Education Have a Future in 21th Century?
An Anthropologist on the Continued Relevance of Islamic
Education 119
Mohammad Talib
Conceptions of Society and Education Paradigm
in the Twenty-First Century 141
Aynur Erdog˘an Cos¸kun
New Learning, School and Teacher Considerations
Revisiting Effective Instructional Strategies
for Twenty-First-Century Learners 175
Asil Ali Özdog˘ru
Current Trends in School Management: School Leadership
in Education 4.0 197
Münevver Çetin and I˙smail Karsantık
New School Designs and Sustainable Development 217
Beatriz Amann
Twenty-First-Century Teacher Competencies and Trends
in Teacher Training 243
Arife Gümüs¸
List of Contributors
Beatriz Amann IstitutoEuropeoDiDesignIEDMadridSpain,Madrid,
Spain
Cahit Bag˘cı Turkish Maarif Foundation Turkey, Istanbul, Turkey
Khosrow Bagheri Noaparast University of Tehran, Tehran, Iran
Münevver Çetin Marmara University, Istanbul, Turkey
Bashar Daiss University of Cordoba Spain, Córdoba, Spain
Aynur Erdog˘an Cos¸kun Istanbul University, Istanbul, Turkey
María-Elena Gómez-Parra University of Cordoba Spain, Córdoba,
Spain
Arife Gümüs¸ Ibn Khaldun University, Istanbul, Turkey
I˙smail Karsantık RecepTayyip Erdogan University, Rize, Turkey
Asil Ali Özdog˘ru Üsküdar University, Istanbul, Turkey
Harun Rasiah CaliforniaStateUniversity,EastBay,Hayward,CA,USA
Mohammad Talib Oxford Centre for Islamic Studies and School of
Anthropology, University of Oxford, Oxford, UK
Mehmet Ulukütük Bursa Technical University, Bursa, Turkey
ix