The 2024 Maarif Model Social Studies Curriculum in the Context of Educational Philosophies
DOI:
https://doi.org/10.63556/ankad.v10i2.365Keywords:
Maarif Model, Social Studies Curriculum, Social Studies Course, Philosophy of EducationAbstract
This research aims to analyze the philosophical foundations of the Social Studies Curriculum, updated in 2024 as part of the Türkiye Century Education Model. The study was conducted using the document analysis technique within the framework of qualitative research methods. The data were examined using descriptive analysis, guided by a theoretical framework comprising the educational philosophies of Perennialism, Essentialism, Progressivism, and Reconstructionism. The findings indicate that the curriculum embodies a pluralistic structure, integrating both traditional and contemporary philosophical perspectives. Moreover, this philosophical balance follows a deliberate progression across grade levels: the curriculum emphasizes Progressivism in the lower grades, reinforces it with an Essentialist knowledge base in the middle grades, and builds upon this foundation with a Reconstructionist inquiry model in the upper grades. In conclusion, the curriculum envisions the development of a well-rounded citizen—one who upholds their cultural heritage with a sense of responsibility, while actively engaging in social life as an effective, problem-solving individual. However, the program’s critical depth in contemporary themes such as digital and ecological citizenship appears limited, as it tends to emphasize adaptation and technical competencies. Nevertheless, the findings indicate that the program embodies a dialogic and inquiry-based potential inspired by Freire’s liberating pedagogy, which encourages learners to transcend passivity and to cultivate social awareness and transformative action.
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