TÜRKÇE
ENGLISH
Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| CLASSROOM TEACHING (PhD) | |
| Code | SÖ828 |
| Name | Empathy-Based Values Education: Theory and Practice |
| Term | 2026-2027 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi ALPER YONTAR |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The overall aim of this course is to enable students to analyze the concept of empathy from an interdisciplinary perspective, relate it to values education models, and develop original teaching designs and academic research at the primary school level.
Course Content
This course focuses on developing original instructional designs at the primary school level by relating the neurobiological and psychological foundations of empathy to values education theories, and on specializing in academic research processes in this field.
Course Precondition
N/A
Resources
Acar, N. V. (2021). Yeniden terapötik iletişim. Nobel Akademik Yayıncılık. Aydın, M. Z., & Şahin, Ş. (2021). Değerler eğitimi (6. baskı). Nobel Akademik Yayıncılık. Dilmaç, B., & Kesici, Ş. (Ed.). (2020). Değerler eğitimi ve psikolojik danışma. Pegem Akademi. Goleman, D. (2017). Duygusal zeka: Neden IQ'dan daha önemlidir? (B. S. Yüksel, Çev.). Varlık Yayınları. Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge University Press. Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books. Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2. baskı). Teachers College Press. UNESCO. (2002). Learning to be: A holistic and integrated approach to values education for human development. UNESCO Asia and Pacific Regional Bureau for Education.
Notes
Recent papers
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | By analyzing the neurobiological, psychological, and sociological foundations of empathy, it explains the relationship of these foundations to theories of moral development and values education (Kohlberg, Hoffman, Gilligan, etc.). |
| LO02 | It critically evaluates national and international literature (articles, theses, reports) in the fields of values education and empathy from a methodological and content perspective. |
| LO03 | It designs unique values education programs and teaching materials focused on empathy, appropriate to the developmental characteristics of primary school children. |
| LO04 | It demonstrates the ability to integrate contemporary methods such as creative drama, bibliotherapy, digital storytelling, and gamification into empathy training. |
| LO05 | The student designs a qualitative, quantitative, or mixed-methods research design for a problem in the field of empathy and values education and prepares a report/article draft adhering to academic writing rules. |
| LO06 | In classroom teaching practice, they develop strategies for creating an "empathetic classroom climate" and manage the process of values transmission in school-family cooperation within the framework of ethical principles. |
| LO07 | They gain the ability to use standard scales to measure affective domain achievements (empathy level, value orientation, etc.) or to develop process-based (rubric, portfolio) assessment tools. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Develops up-to-date and advanced knowledge in the field of primary school teacher, based on Master's qualifications, at the level of expertise with original thought and research. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Establishes relationships with different disciplines in the field of primary school teacher. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Conducts advanced research by systematically approaching new information in the field. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Develops new scientific methods or applies a known method to a different field; carries out original research. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Makes critical analysis, synthesis and evaluation of new ideas. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Produces an original study in the field of primary school teacher by using the scientific method. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Publishes a scientific article. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | She/He conducts original and interdisciplinary studies related to his/her field. | 2 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Works individually or as a team. | 5 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Generates new ideas and methods by using higher level mental processes. | 2 |
| PLO11 | Bilgi - Kuramsal, Olgusal | It conducts teaching processes on an interactive and ethical basis. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops and implements effective teaching strategies. | 3 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Examines and develops social relations and the norms that guide these relations with a critical perspective. | 3 |
| PLO14 | Bilgi - Kuramsal, Olgusal | She/He participates in meetings related to her field and defends her original views. | |
| PLO15 | Bilgi - Kuramsal, Olgusal | Uses a foreign language in written and oral form at least at the C1 level of the European Language Portfolio. | |
| PLO16 | Bilgi - Kuramsal, Olgusal | Communicates by considering cultural differences in all national and international studies. | 1 |
| PLO17 | Bilgi - Kuramsal, Olgusal | It contributes to the process of becoming an information society by introducing the technological, social and cultural advances in its field to the society. | 1 |
| PLO18 | Bilgi - Kuramsal, Olgusal | It establishes functional interaction with individuals and institutions by using strategic decision-making processes in solving the problems encountered in the field. | 1 |
| PLO19 | Bilgi - Kuramsal, Olgusal | Generates solutions on social, scientific and ethical issues related to her/his field. | 4 |
| PLO20 | Bilgi - Kuramsal, Olgusal | It develops the values related to the field and supports it at the national and international level. | 5 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction and Conceptual Framework | No preparation is required. | Öğretim Yöntemleri: Tartışma |
| 2 | Theories of Empathy | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Moral Development Theories | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Empathy and Social-Emotional Learning | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | The Relationship Between Empathy and Moral Development | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Approaches in Values Education - Part I | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Approaches in Values Education - Part II | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Studying for the exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Methods and Techniques in Empathy Training - Part I | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Methods and Techniques in Empathy Training - Part II | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Values and Empathy in Primary School Curricula | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Current Debates: Digital Empathy | Review of the relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Academic Literature Analysis (Article Review) | Review of articles and theses | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 14 | Application Design and Material Development | Selection of materials and preparation of equipment | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma |
| 15 | Overall Assessment and Future Projections | Taking notes of ideas | Öğretim Yöntemleri: Beyin Fırtınası, Bireysel Çalışma, Grup Çalışması |
| 16 | Term Exams | Studying for the exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Assignment submission | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 24 | 24 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 48 | 48 |
| Final Exam | 1 | 48 | 48 |
| Total Workload (Hour) | 204 | ||
| Total Workload / 25 (h) | 8,16 | ||
| ECTS | 8 ECTS | ||