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MEB yeni m\u00fcfredat\u0131 kamuoyuyla payla\u015ft\u0131. Eski m\u00fcfredat ve yeni m\u00fcfredat\u0131 kar\u015f\u0131la\u015ft\u0131ran e\u011fitim uzmanlar\u0131 din i\u00e7erikli derslerin \u201ck\u00fclt\u00fcr\u201d dersi olmaktan \u00e7\u0131k\u0131p \u201cdini e\u011fitime\u201d d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc s\u00f6yl\u00fcyor.<\/strong><\/em><\/p>\n Ece \u00c7elik<\/strong><\/p>\n Milli E\u011fitim Bakanl\u0131\u011f\u0131 (MEB) okul \u00f6ncesinden lise son s\u0131n\u0131fa kadar t\u00fcm e\u011fitim kademelerindeki zorunlu ve se\u00e7meli dersleri kapsayan bir m\u00fcfredat de\u011fi\u015fikli\u011fine gitti. Bakanl\u0131k, \u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u201d ad\u0131n\u0131 ta\u015f\u0131yan m\u00fcfredat tasla\u011f\u0131n\u0131 resmi internet sitesi arac\u0131l\u0131\u011f\u0131yla kamuoyunun g\u00f6r\u00fc\u015f\u00fcne sundu. Bakanl\u0131\u011f\u0131n a\u00e7\u0131klamas\u0131nda yeni m\u00fcfredat\u0131n \u201cbeceri odakl\u0131, sadele\u015ftirilmi\u015f i\u00e7erikte ve \u00f6\u011frenmeyi derinle\u015ftirecek\u201d nitelikte olmas\u0131n\u0131n hedeflendi\u011fi belirtildi. A\u00e7\u0131klamada yeni m\u00fcfredatta \u00f6\u011frenciyi \u201czihinsel, sosyal, duygusal, fiziksel ve ahlaki a\u00e7\u0131dan bir b\u00fct\u00fcn olarak g\u00f6ren\u201d bir model benimsendi\u011fi ifade edildi.<\/p>\n \u00dc\u00e7 binden fazla sayfadan olu\u015fan yeni m\u00fcfredat tasla\u011f\u0131nda din derslerine ili\u015fkin d\u00fczenlemelere yakla\u015f\u0131k 572 sayfa ayr\u0131ld\u0131.<\/p>\n Eski ve yeni m\u00fcfredat\u0131 kar\u015f\u0131la\u015ft\u0131ran e\u011fitim uzmanlar\u0131, din k\u00fclt\u00fcr\u00fc ve ahlak bilgisi (DKAB) derslerinin i\u00e7eri\u011finin bir \u201cdin k\u00fclt\u00fcr\u00fc\u201d dersi olmaktan \u00e7\u0131k\u0131p bir \u201cdini e\u011fitime\u201d d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc ifade ediyor.<\/p>\n \u201cDini e\u011fitime\u201d mi d\u00f6n\u00fc\u015ft\u00fc?<\/strong><\/p>\n Sivil toplum \u00f6rg\u00fct\u00fc \u0130nan\u00e7 \u00d6zg\u00fcrl\u00fc\u011f\u00fc Giri\u015fimi\u2019nin Proje Koordinat\u00f6r\u00fc Dr. Mine Y\u0131ld\u0131r\u0131m, DW T\u00fcrk\u00e7e\u2019ye yapt\u0131\u011f\u0131 a\u00e7\u0131klamada DKAB dersi m\u00fcfredat tasla\u011f\u0131ndaki en \u00f6nemli noktalardan birinin yakla\u015f\u0131mla ilgili oldu\u011funu s\u00f6yl\u00fcyor. Yeni m\u00fcfredatta iki temel ilkenin \u00f6ne \u00e7\u0131kt\u0131\u011f\u0131n\u0131 ifade eden Y\u0131ld\u0131r\u0131m bunlardan birinin \u201cdinden \u00f6\u011frenme\u201d di\u011ferinin de \u201cdin hakk\u0131nda \u00f6\u011frenme\u201d oldu\u011funu s\u00f6yl\u00fcyor. DKAB derslerinin anayasada \u00e7er\u00e7evesi \u00e7izilmi\u015f \u015fekliyle \u201cdin k\u00fclt\u00fcr\u00fc\u201d niteli\u011finde olmas\u0131 gerekti\u011fini vurgulayan Y\u0131ld\u0131r\u0131m, m\u00fcfredat\u0131n bir \u201cdini e\u011fitime\u201d d\u00f6n\u00fc\u015fmemesi gerekti\u011fini belirtiyor. Anayasada \u00e7er\u00e7evelenmi\u015f \u015fekliyle din k\u00fclt\u00fcr\u00fc ve ahlak bilgisi dersinin pek \u00e7ok farkl\u0131 inan\u0131\u015fla ilgili bilgi vermesi gerekti\u011fini s\u00f6yleyen Y\u0131ld\u0131r\u0131m, \u201cdini e\u011fitim\u201d vererek herkesi tek bir dinden ve inan\u0131\u015ftan varsayan bir m\u00fcfredat anlay\u0131\u015f\u0131na kar\u015f\u0131 \u00e7\u0131k\u0131yor. Y\u0131ld\u0131r\u0131m, \u201cDKAB derslerinin daha kapsay\u0131c\u0131 olabilmesi i\u00e7in dinlere ve inan\u00e7lara d\u0131\u015far\u0131dan, tarafs\u0131z ve nesnel \u015fekilde bakan bir yakla\u015f\u0131m laz\u0131m\u201d ifadelerini kullan\u0131yor.<\/p>\n MEB, yeni m\u00fcfredatta DKAB derslerinde \u201cnesnel, betimsel ve analitik bir anlay\u0131\u015f\u0131\u201d benimsediklerini, \u00f6\u011frencilerin hem kendi dinlerine ait yorum farkl\u0131l\u0131klar\u0131n\u0131 hem de farkl\u0131 dinleri, inan\u00e7lar\u0131 ve d\u00fcnya g\u00f6r\u00fc\u015flerini tan\u0131malar\u0131n\u0131n ama\u00e7land\u0131\u011f\u0131n\u0131 ifade ediyor.<\/p>\n Y\u0131ld\u0131r\u0131m 4\u2019\u00fcnc\u00fc s\u0131n\u0131ftan 12\u2019nci s\u0131n\u0131fa kadar zorunlu ders olan DKAB dersinin i\u00e7eri\u011finin bu s\u00f6ylemle \u00f6rt\u00fc\u015fmedi\u011fine dikkati \u00e7ekiyor. Y\u0131ld\u0131r\u0131m, \u201cBu program dini e\u011fitimi \u00e7a\u011fr\u0131\u015ft\u0131ran ifadelere sahip. M\u00fcfredat \u00f6\u011frencilerin belirli bir dini benimsedi\u011fi varsay\u0131larak olu\u015fturuluyor. Se\u00e7meli din dersleri zaten bu yakla\u015f\u0131ma sahip, zorunlu DKAB dersini a\u00e7\u0131k\u00e7a bu \u00e7er\u00e7eveye oturmak Avrupa \u0130nsan Haklar\u0131 S\u00f6zle\u015fmesi ve anayasan\u0131n koydu\u011fu standartlardan uzakla\u015ft\u0131r\u0131yor\u201d diyor.<\/p>\n \u201cCihat\u201d kavram\u0131na vurgu var<\/strong><\/p>\n E\u011fitim-Sen Genel Ba\u015fkan\u0131 Kemal Irmak, taslak m\u00fcfredattaki DKAB dersinin 12 Eyl\u00fcl 1980 darbesinden bug\u00fcne benimsenen \u201cT\u00fcrk-\u0130slam k\u00fclt\u00fcr ve de\u011ferlerini\u201d temel alarak haz\u0131rland\u0131\u011f\u0131n\u0131 savunuyor. Irmak s\u00f6z konusu tasla\u011f\u0131n t\u00fcm dinlere ve inan\u00e7 bi\u00e7imlerine e\u015fit mesafede durmad\u0131\u011f\u0131n\u0131 ifade ediyor.<\/p>\n Yeni program\u0131n belirli bir dinin ve mezhebin, yani \u0130slam ve S\u00fcnni-Hanefi mezhebinin inan\u00e7 esaslar\u0131n\u0131 ve ibadetlerini benimsetmeyi ama\u00e7layan \u201cdini e\u011fitim\u201d unsurlar\u0131 i\u00e7erdi\u011fini s\u00f6yleyen Irmak ele\u015ftirilerini \u015f\u00f6yle s\u0131ral\u0131yor: \u201c\u00d6rne\u011fin, \u2018din\u2019 kelimesiyle \u00e7o\u011fu zaman \u0130slam kastediliyor. \u2018Din\u2019 nadiren genel anlam\u0131yla kullan\u0131l\u0131yor. Bunun sonucunda, nesnel ve tarafs\u0131z bir ders olma iddias\u0131nda bulunulmu\u015f olsa da din (\u0130slam) e\u011fitimi ve \u0130slam ahlak\u0131 \u00f6\u011fretiminin \u00f6tesine ge\u00e7emiyor.\u201d<\/p>\n 2017 y\u0131l\u0131nda m\u00fcfredata eklenen \u201ccihat\u201d kavram\u0131na yeni m\u00fcfredat tasla\u011f\u0131nda \u00f6zel vurgular oldu\u011funu belirten Irmak, 10\u2019uncu s\u0131n\u0131f DKAB dersinde cihat kavram\u0131n\u0131n \u201cbar\u0131\u015f\u0131 sa\u011flama ve vatan\u0131 savunmadaki\u201d rol\u00fcne vurgu yap\u0131ld\u0131\u011f\u0131n\u0131 s\u00f6yl\u00fcyor. Irmak, m\u00fcfredatta cihat kavram\u0131yla \u00c7anakkale Muharebeleri, Milli M\u00fccadele S\u00fcreci ve 15 Temmuz darbe giri\u015fimi gibi d\u00f6nemlerin birlikte an\u0131ld\u0131\u011f\u0131n\u0131 ifade ediyor.<\/p>\n 12 y\u0131lda toplam 33 din i\u00e7erikli ders<\/strong><\/p>\n Yeni m\u00fcfredatta 4\u2019\u00fcnc\u00fc s\u0131n\u0131ftan 12\u2019nci s\u0131n\u0131fa kadar 9 y\u0131l boyunca birer zorunlu, 8 y\u0131l ise 3\u2019er se\u00e7meli ders olmak \u00fczere toplam 33 din dersi bulunuyor. \u00d6\u011frenciler her y\u0131l zorunlu din derslerinin yan\u0131 s\u0131ra din k\u00fclt\u00fcr\u00fc ve ahlak bilgisi konular\u0131n\u0131 i\u00e7eren bir se\u00e7meli ders se\u00e7mek zorunda.<\/p>\n Irmak bu rakam\u0131n \u00e7ok fazla oldu\u011fu g\u00f6r\u00fc\u015f\u00fcnde: \u201cD\u00fcnyada 12 y\u0131ll\u0131k zorunlu e\u011fitim olan \u00fclkelerin hi\u00e7birisinde 33 din dersi bulmak m\u00fcmk\u00fcn de\u011fil. \u0130ran \u0130slam Cumhuriyeti\u2019nde bile T\u00fcrkiye\u2019de oldu\u011fu kadar \u00e7ok say\u0131da din dersi yok. Milli E\u011fitim Bakanl\u0131\u011f\u0131\u2019n\u0131n yay\u0131mlad\u0131\u011f\u0131 27 programdan 7\u2019sini zorunlu ve se\u00e7meli din dersleri olu\u015fturuyor. Din derslerinin taslak programlar\u0131n\u0131n eksiksiz yay\u0131mlanmas\u0131 ve yeni e\u011fitim anlay\u0131\u015f\u0131na uygun olarak din derslerinin i\u00e7eri\u011fini geli\u015ftirilmesi dikkat \u00e7ekiyor.\u201d<\/p>\n Irmak se\u00e7meli derslerin 2017\u2019de m\u00fcfredata eklendi\u011fini, yeni m\u00fcfredatla dini derslerin a\u011f\u0131rl\u0131\u011f\u0131n\u0131n i\u00e7erik olarak daha da artt\u0131\u011f\u0131 kanaatinde.<\/p>\n Mine Y\u0131ld\u0131r\u0131m da yeni m\u00fcfredat\u0131n kapsay\u0131c\u0131l\u0131k a\u00e7\u0131s\u0131ndan problemli oldu\u011funu vurguluyor. Tasla\u011f\u0131n T\u00fcrkiye\u2019deki inan\u00e7 \u00e7e\u015fitlili\u011fini tan\u0131may\u0131 merkeze alan bir yap\u0131dan uzak oldu\u011funu s\u00f6yleyen Y\u0131ld\u0131r\u0131m, \u201c\u0130nanmayan, dine kar\u015f\u0131 mesafeli ya da ele\u015ftirel bir duru\u015fa sahip \u00f6\u011frenciler veya farkl\u0131 din ve inan\u00e7lara mensup \u00f6\u011frenciler a\u00e7\u0131s\u0131ndan sorunlu bir i\u00e7erik\u201d diyor. T\u00fcrkiye\u2019de sadece Hristiyan ve Yahudi \u00f6\u011frencilerin din derslerinden muafiyet hakk\u0131 oldu\u011funu ancak bunun uygulamas\u0131nda da s\u0131k\u0131nt\u0131lar oldu\u011funu belirten Y\u0131ld\u0131r\u0131m, muafiyetin ateist ya da Alevi ailelerin \u00e7ocuklar\u0131n\u0131 kapsamad\u0131\u011f\u0131n\u0131 s\u00f6yl\u00fcyor.<\/p>\n E\u011fitim-\u0130\u015f geri \u00e7ekilmesi i\u00e7in imza toplad\u0131<\/strong><\/p>\n E\u011fitim ve Bilim \u0130\u015fg\u00f6renleri Sendikas\u0131 (E\u011fitim-\u0130\u015f) T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli e\u011fitim m\u00fcfredat\u0131n\u0131n geri \u00e7ekilmesi i\u00e7in imza toplad\u0131 ve kapsaml\u0131 bir raporla birlikte MEB\u2019e teslim etti. Raporda se\u00e7meli olan \u201cKur\u2019an-\u0131 Kerim,\u201d \u201cPeygamberimizin Hayat\u0131\u201d ve \u201cTemel Dini Bilgiler\u201d dersleri ile ilgili ele\u015ftiriler yer al\u0131yor. \u201cPeygamberimizin Hayat\u0131\u201d dersini ba\u015fl\u0131k itibariyle \u201ca\u015f\u0131lay\u0131c\u0131\u201d olarak nitelendiren E\u011fitim-\u0130\u015f, \u201cKur\u2019an-\u0131 Kerim\u201d dersinde de Kur\u2019an\u2019\u0131n farkl\u0131 yorumlar\u0131na yer verilmedi\u011fine ili\u015fkin ele\u015ftirilerde bulunuyor. Raporda, \u201cKur\u2019an\u2019da yer alan ve asl\u0131nda b\u00fct\u00fcn\u00fcyle metaforik anlat\u0131mlardan ibaret olan kimi peygamber k\u0131ssalar\u0131n\u0131n, tarihsel ve olgusal bir ger\u00e7eklik gibi ders m\u00fcfredat\u0131na ta\u015f\u0131nmas\u0131n\u0131n, \u00e7ocuklar\u0131n ger\u00e7eklik alg\u0131s\u0131na a\u011f\u0131r darbe vurabilme olas\u0131l\u0131\u011f\u0131 yads\u0131namaz bir durumdur. \u00d6zetle m\u00fcfredat b\u00fct\u00fcn\u00fcyle bilim d\u0131\u015f\u0131 ve hatta bilim kar\u015f\u0131t\u0131d\u0131r\u201d ifadeleri yer al\u0131yor.<\/p>\n Mine Y\u0131ld\u0131r\u0131m, m\u00fcfredat haz\u0131rlan\u0131rken faydalan\u0131labilecek insan haklar\u0131 standartlar\u0131yla uyumlu pek \u00e7ok \u00e7al\u0131\u015fma oldu\u011funu s\u00f6yl\u00fcyor. Avrupa G\u00fcvenlik ve \u0130\u015fbirli\u011fi Te\u015fkilat\u0131\u2019n\u0131n Demokratik Kurumlar ve \u0130nsan Haklar\u0131 B\u00fcrosu taraf\u0131ndan yay\u0131mlanan \u201cDevlet Okullar\u0131nda Dinler ve \u0130nan\u00e7lar Hakk\u0131nda \u00d6\u011fretim \u00dczerine Toledo K\u0131lavuz \u0130lkelerini\u201d hat\u0131rlatan Y\u0131ld\u0131r\u0131m, \u201cToledo ilkelerine g\u00f6re m\u00fcfredat din veya inan\u00e7 \u00f6zg\u00fcrl\u00fc\u011f\u00fcne sayg\u0131y\u0131 te\u015fvik etmeli ve tarafs\u0131z, dengeli, kapsaml\u0131, ya\u015fa uygun, \u00f6nyarg\u0131s\u0131z olmal\u0131. Profesyonel standartlar sa\u011flamal\u0131. \u00c7e\u015fitli din ve inan\u00e7 topluluklar\u0131n\u0131n ihtiya\u00e7lar\u0131na duyarl\u0131 olmal\u0131 ve ilgili t\u00fcm payda\u015flar\u0131n seslerini duyurma f\u0131rsat\u0131na sahip oldu\u011fundan emin olunmal\u0131\u201d diyor.<\/p>\n Yeni m\u00fcfredat\u0131n, gelecek e\u011fitim \u00f6\u011fretim y\u0131l\u0131ndan itibaren okul \u00f6ncesi, ilkokul birinci s\u0131n\u0131f, ortaokul be\u015finci s\u0131n\u0131f ve lise dokuzuncu s\u0131n\u0131flarda kademeli \u015fekilde uygulanmaya ba\u015flanmas\u0131 planlan\u0131yor.<\/p>\n
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