DKAB öğretmenlerine göre din derslerinde ölüm eğitimi
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Date
2021
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Sosyal Bilimler Enstitüsü
Abstract
People of the modern times try to throw death out of their lives by moving it away, but when he loses the one, he faces with the fact that death is a pain of life. And the idea of ignoring death, of displacement is passed on to children by the behavior of adults. Instead of trying to suppress death from the truth of life, having at peace with death and describing death to children can help both adults and children live life more fully. But if death is told to children on the basis of correct information and appropriate pedagogy, this positive effect can be achieved, otherwise it may result some unintended consequences such as anxiety and fear. At this point, Religious Culture and Ethic Courses can be an appropriate basis and time frame for telling the subject of death with accurate information. Because most children relate religion and death, so their education is related to lessons and death. The subject of death must sometimes be explained directly and sometimes indirectly in Religious Culture and Ethic Courses. Often, in these courses, students also have a lot of challenging questions about death. The aim of this research is to reveal the students' concern about the subject of death, the reasons for the subject of death, the attitudes, behaviors, methods and techniques to be adopted in the process of the subject of death, the problems experienced by the subject of death within the framework of the teaching of difficult subjects in religious teaching, and how death education on an appropriate pedagogical basis affects children within the framework of the opinions of Religious Culture and Ethic Courses teachers. The research consists of five parts. In the first section, the problem, purpose, importance, counts, limitations, questions and related research conducted are included. The conceptual framework of the research is presented in the second part. Then, the method of the research is given; in the fourth part, the results obtained in the research are interpreted under the themes of Death in Religious Culture and Ethic Courses, Teacher over the Theme of Death in RCEC and Student over the Theme of Death in RCEC. The fifth section contains discussion, conclusions and recommendations. This research is the study of a situation wherein this research is adopted for both the literature scanning, text analysis (Religious Culture and Ethic Courses curriculum and textbooks) and the qualitative research approach based on the opinions of the teachers. However, semi-structured interview technique has been used with the "case study" pattern / model to determine how they understand the deaths of the study, explaining and interpreted. The study group of the research are Religious Culture and Ethic Courses teachers of different school types of over 2019-2020 academic year in Ankara and Kırıkkale province. With the teachers in the study group, it has been established the research universe, which may contribute to the diversity of sampling with their experiencing, their graduation of the faculty, their teaching school type and having lost of someone recently (in the last year), and discussed 21 teachers within the scope of the research. The data obtained was analysed by MAXQDA 2018 qualitative data analysis program, followed by qualitative codes, subheadings, categories and themes of research. Research findings reveal that children are curious about the subject of death, and that there is a need to talk about the subject of death in Religious Culture and Ethic classes. According to Religious Culture and Ethic Courses teachers, the need in question stems from religious, social and psychological reasons. The subject of death, described outside school without an uncontrolled or pedagogical basis, can have undesirable consequences, such as anxiety and fear of death in children. On the other hand, Religious Culture and Ethic Courses are often insufficient to achieve the desired gains due to the fact that the teaching of the subject of death is not a direct subject. However, bringing the subject of death to the classroom environment can sometimes cause both students and parents to react negatively. However, teachers believe that content with accurate information in Religious Culture and Ethic Courses, appropriate teaching and learning methods and techniques can prevent negative reactions with appropriate communication to the target audience, as well as provide an opportunity to eliminate the anxiety and fear of death in children. According to Religious Culture and Ethic Courses teachers, children also establish a relationship between religion and death. And therefore, students are waiting for answers to questions about death from Religious Culture and Ethic courses teachers. According to the vast majority of teachers, the subject of death is a compelling subject of the lessons. At this point, teachers must have some competence and competence in order to be able to tell children about death or to answer According to the vast majority of teachers, the subject of death is a compelling subject of RCE lessons. At this point, teachers must have some competence in order to be able to tell children about death or to answer children's questions about death. Some of the areas of competencies are relevant verses and hadith in this field of knowledge, methods that account for the level of student-teaching techniques, knowledge of psychology and pedagogy, communication and empathy skills. On the other hand, according to teachers, the fact that the student and their individual experiences present as course content when talking about the subject of death contributes to a better understanding of the subject. But when describing the subject of death, it became clear that teachers should adopt a merciful attitude of God, not as a means of intimidation. As a result, death is the end of life and existence, the inability to perform the biological and physiological functions of the body, the inability to be a part of society socially, although it cannot be fully experienced, it cannot be known what it is, and then it cannot be explained. Like adults, children wonder what death is and think intensely about death at certain periods. Contrary to popular belief, children are aware of death from a very young age. However, children set both cause and effect relationships between death and religion. This relationship backdrop raises vital questions about death. Finding answers or answering questions that arise with curiosity about what death is a need for healthy individuals. In this aspect of religious education, first of all, death that gives it meaning to life, the meaning and value of life and the life after death should be answered. Explaining the subject with an attitude that will support hope and emphasize the mercy of Allah, and some achievements related to the afterlife in Religious Culture and Ethic Courses can provide children with the opportunity to do death education, eliminating some uncertainties in children's mind. It is believed that the education can also help reduce the anxiety and fear of death, if present correctly, and help children better understand and contribute to their future lives, as well as support a wealthier life.
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Keywords
Din eğitimi, Ölüm eğitimi, DKAB dersleri