Problems Of Economics Education In Turkey Sociology Essay

Research Asis., Sirnak University, The Faculty of Economics and Administrative Sciences, Turkey

mvahiteren@sirnak.edu.tr

HALIL IBRAHIM AYDIN

Lecturer, Sirnak University, The Faculty of Economics and Administrative Sciences, Turkey

h.ibrahimaydin0612@hotmail.com

Analyzed under the five basic problems of economics education. These are, respectively economics and ethics, teaching is dominated by neo-classical economics, economics, mathematics, relationship, lack of economic philosophy, economics exam-oriented learning problems are caused by the way.

1.1. Economics and Ethics

Liberalization will improve the well-being of all countries, advocating neo-classical model of the conditions actually observed in the countries of the world, but not the slightest resemblance to the existing deep differences are ignored (Kazgan, 2010:5-6).

Economics, "ethical" values ​​laid out so that, in the past (especially in developing countries such as Turkey and Western Europe) moral considerations are supported by the nation-state as a social economy is not developed policies for development. "Human" excluded from economic theory. As an indicator of macro-economic stability in the past, "the inflation rate plus the unemployment rate" of the place, not only was the rate of inflation. Developing countries, development / growth and income distribution policies based on these theories and no improvement has been targeted. The location of these theories and policies to expand the multi-national capital from profits (Kazgan, 2010:5-6).

Just as with everything, in Turkey and in the world of economics textbooks, written on the model of American origin, course books. The main tool for the spread of this new understanding among economists, based on the books of higher education in this field. Indigenous need to write a textbook, especially away picked up the English-based education, to information from the U.S., the main source of textbooks rather, a single-pole anywhere in the world can not be avoided in a one-dimensional understanding of science degree spread. Addition to the science of medicine, Western medicine is that human and even considered the existence of an Eastern medical science, economics, including its most basic activity is one-dimensional, one school (neo-classical) can not be represented by (Dowletow, 2008:26).

People, its institutions, the exclusion of the level of development, someone very very very very impoverishing the many to enrich the operation of an order "That is the only way," he theoretical plane to return to law and "the science," he brainwash today, "Economics" as a discipline of This is the most basic ethical problem created by the (Kazgan, 2010:7-8).

Economists, in their own land masses drifted into unemployment and poverty, income distribution, so corrupted, one by one, the overthrow of producer organizations, media, audio bear in unemployment hovers zenith, these conditions "no" diyememesi or dememesi an "ethical issue" stop. That large numbers of people convicted of unemployment and poverty, developing countries such as Turkey, drag instability, recession and debt crisis, the crisis threatening an economic model of the swamp of the event, an order which is the source of wealth of scientific theory, another alternative to provide a system that "ethical" issue emerges (Kazgan, 2010:7-8).

In short, the "economics" of the default process bilimselleştiği accompanying the unipolar world "scientific economics", ethical values ​​and human blown, tanrılaştırmış free market economy, competition, the prophet of God, while this was the new religion serves only the wealthy (Kazgan, 2010:7-8).

In addition, the science of economics a "social science (?)" Based on the idea that economics should give orientation to the community as a whole, and other segments of society, to serve only a segment of damaging the prediction is a social science of economics has become a hot topic to be discussed.

1.2. Neo-classical Economics is the Dominant Doctrine

In today's economic doctrine is another important issue, not only neo-classical economics teaching at the undergraduate level is dominated by. This question brought up in a way that does not mean that the importance of the doctrine of neo-classical economics. However, the science of economics at the undergraduate level on behalf of the neo-classical economics just settle, the students giving the wrong impression to another if there is stated that the teachings of economics. Many students who graduated from university economics departments, if you öğrenmemişlerse their own efforts, not even aware of the existence of neo-classical economics economy olmamaktadırlar another. Dominated by neo-classical economics, so there are two different views about why it is a doctrine. One of these views of neo-classical economics, the technical structure of the criticisms against him, taking into continually evolving and growing stronger and resolved more sürdürdüğüdür dominance. The other view, the judge dictated the style tap which own perception of (Ruben, 2001:36).

Modeling system, a kind of neo-classical economics approach to the level of the vehicle when the size of the image is a systematic and. Instrumental approach, which are ignored by the system for the development of societies in the historical process of operation does not give an idea about the results. Abstract theoretical foundations and excellent processing models have been developed on the vehicles covered in the system, and also about the fact not cover the actual workings of interpreting the individual perceptions. Shortcomings in real life exhibits excellent tools abstract level, the functioning of the economic system from the tools developed and installed it on external factors believed to bozduğuna, the economic system breakdowns, but your position is responsible for system interventions. For this reason, the teachings of economics, even though in real life, a firm commitment by following all the distortions, never reflect current conditions and based on very different assumptions of neo-classical instruments are processed (Önder, 1998:6).

Although it is accepted that the dominant view of neo-classical economics, assumptions of this view to look at economic developments around the world with the "blinders" and another look at the fact that there is a difference between. Therefore, it is not known other economic theories / not taught, students are taught to look at the economic events only leave a flexible system of thought does not occur.

1.3. Economic-Mathematics Relationship

One of the main criticisms against the recent economics, the discipline of economics is extremely transformed into mathematics and thus the explanatory potential of the decline in some areas has been. Nowadays, the use of mathematics in the academic studies to reach greater heights and this is reflected in economic education. Students will observe and comment on society as a whole in the curriculum areas of intellectual ability to quickly save extracted. Such as sociology and psychology courses are now taught in universities is not included in the curriculum. Proposed policies, political science, economics, direct political consequences, although not discussed in classrooms. In addition, the discipline itself is directly related to the history of economics, economic methodology, curriculum courses such as were many Western universities. Coverage of all the discipline of mathematical methods on the other hand, tends rapidly. All of this narrows the horizons of economists, as well as erroneous and distorted because of their vicious methods of analysis leads to conclusions. For these reasons, since 2000, many of the world's leading multidisciplinary university of economics students protesting excessive use mathematical expressions and mathematics less, other social sciences, economics, separating more space is required. Therefore, graduate-level students of economics no longer even bother matematikselleşmenin an order has been received (Acar, 2008:87-88).

Mathematics, economics, science has an important role in explaining some of the concepts, the only tool that is the nature of science. So economics is teeming with strong math, that's a fact. Today, a significant portion of economics literature has been considered to be good looking without the knowledge of mathematics seems to be difficult to find an economist (Bilgin, 2006:81). A statement that the vehicle ignoring the economics of mathematics, the goal is to make economics can lead to a misunderstanding of some of the lines.

1.4. The Lack of Economic Philosophy

Today, given the importance of economics to philosophy, economics, education, priority is one of the important problems of. Before he learned any science behind the philosophy of science must be taught. Before you learn the results of that branch of science that reaches his intellectual discipline necessary to learn the stages in a good way. The idea behind each technique and each outcome Universities as an alternative to the system of relations between systems of thought should be to provide an objective reflection of the student (Şimşek ve Cicioğlu, 2006:26).

A methodology for the social sciences degree programs in many of the world's universities have courses. The majority of degree programs in our country, mainly in two ways the content of this course is filled. First, the methodology course, taught in a very scientific research methods and scientific knowledge stages, data collection and display procedures can be discussed. Secondly, under the name of research or methodology, within the limits and the possibilities of contemporary philosophy of science within the scientific method, students are transferred to the discussions on. However, the standard undergraduate economics program, the issue of methodology is very limited weight. Postgraduate education is not much different from the situation. Master's and doctoral courses and theses are examined, with a view not so different from the license education encountered (Demir, 1997:43).

History of economics as a basic course or a course in economics and philosophy from an extensive parts of the economy for the benefit of the students will be taught in the first year. Because the students at the beginning of the work of economic thinking in the course of development and the existence of different schools of economic thought, economic philosophy of how different schools varies, and finds out how the advanced classes is the only doctrine that reads the dominant economic doctrine, and the different results in different situations with different circumstances arise very able to learn more easily (Ruben, 2001:37).

The almost universally accepted philosophy means of Economics, the main reason for the growing interest in the 1950s and 1960s, the dominant conception of economics, stagflation crisis of the 1970s, and it fails to generate explanations and solutions to the discipline of economics, and the resulting confidence in the theoretical world, the gap created by the çatırdamalar shown in (Yay, 1997:47). Since that time, this interest has continued to grow.

History of economics courses, course content should be among the core courses regardless of the economic doctrine. Without knowing the basic blocks of a course will not learn that lesson learning literally, a fact that will be missing something.

1.5. The Way of Learning on the Economics is Exam Focused

The instructor, an authority in the classroom represents the training of classical economics. After talking about all the issues and test itself will tell. Trainers have come to expect of students, to attend classes regularly, listening intently to instructor in class to take notes in class activities on a regular basis and that they are successful in the examinations. Students in this group discussion board on the Internet, there is little chance to participate in classes other class. The only tool used to evaluate the performance of the mid-term exam and final exam today. Education in classical economics, the instructor of the course and describes in detail the entire load of the course in the classroom plays a stand-alone. For this reason, students are ensured to work on a regular basis. This method is usually boring for students to participate for the course is even less. Is the only criterion used to evaluate the performance of the students for exams, students postpone work until the day of examination. The concept of airborne prior to the exam to memorize dozens of naturally turns into a torture for students and as a result reduces the success of the students. Moreover, information is memorized in this way two days later they are forgotten, and therefore never fully understood the true purposes (Dowletow, 2008:41).

The effect of bilateral meetings were also some issues easier than learning the examinations. Most of the students thought the test subjects can come, listen to more careful and more are working, are able to understand better and easier stated. With particular emphasis on some aspects of the course faculty members telling me more than the thought of trying to go up to test students' understanding of these issues cause (Tunçsiper ve Sürekçi, 2005:184).

Students who participate in the conversation, multiple-choice questions, questions with graphics mixed numeric and verbal examination system reported an increase in academic success. If canceled due to insufficient levels of English essays achievements expressed the opinion that it can break loose (Tunçsiper ve Sürekçi, 2005:184).

KAYNAKÇA

ACAR, Gökmen Tarık (2008), İktisadı Değiştirmek, İletişim Publishing, İstanbul.

BİLGİN, Cevat (2006), "İktisatta Matematiksel Yaklaşım Sorunu", Sosyo-ekonomi Journal, No:2, pp.81, http://www.sosyoekonomi.hacettepe.edu.tr/060204.pdf (06.03.2010).

DEMİR, Ömer (1997), "İktisat ve Yöntem", İktisat Journal, Number:365, İFMC Publishing, İstanbul.

DOWLETOW, Alyjan (2008), "Türkiye’de İktisat Eğitiminin Değerlendirilmesi ve Egemen Öğreti Olan Neo-klasik İktisadın Eleştirisi", Unpublished MSc Thesis, Department Of Economics, Institute Of Social Sciences, Osmangazi University, Eskişehir.

KAZGAN, Gülten, "İktisat ve Etik", s.5-6, http://kazgan.bilgi.edu.tr/docs/iktisat_ve_Etik.doc (11.05.2010).

ÖNDER, İzzettin (1998), "İktisat Öğretisi Üzerine", İktisat Journal, Number: 376, İFMC Publishing, İstanbul.

RUBEN, Ester Biton (2001), "İktisat Öğretiminin Sorunları", İktisat Journal, Number: 415, İFMC Publishing, İstanbul.

ŞİMŞEK, Salih ve Şükrü CİCİOĞLU (2006), "İktisat Eğitiminde Temel Sorunlar ve Öneriler", TÜHİS, http://www.tuhis.org.tr/dergi/cilt20_sayi3/cilt20_sayi3_ bolum2.pdf (10.02.2010).

TUNÇSİPER, Bedriye ve Dilek SÜREKÇİ (2005), "İktisada Giriş Derslerinde Öğrencilerin Öğrenme Güçlüklerinin Belirlenmesi", İktisat Eğitimi, Ed. Ercan Uygur, Turkish Economic Association, Ankara.

YAY, Turan (1997), "İktisat Metodojisinde Gelişmeler Üzerine Düşünceler", Economics Journal, Number:365, İFMC Yayınları, İstanbul.

To export a reference to this article please select a referencing style below:

Reference Copied to Clipboard.
Reference Copied to Clipboard.
Reference Copied to Clipboard.
Reference Copied to Clipboard.
Reference Copied to Clipboard.
Reference Copied to Clipboard.
Reference Copied to Clipboard.