E\u011fitimde \u00f6ncelikli hedef, okullar\u0131 g\u00fcvenli birer e\u011fitim ortam\u0131na d\u00f6n\u00fc\u015ft\u00fcrmek ve e\u011fitimin kalitesini art\u0131rmakt\u0131r. Kesin bir yarg\u0131yla s\u00f6ylemek gerekirse \u00e7\u00f6z\u00fcm\u00fcn anahtar\u0131 adalettir, adalet sa\u011flanmadan e\u011fitimin hi\u00e7bir sorunu \u00e7\u00f6z\u00fclemez.<\/p>\n
Ruhsal Hijyen; \u00f6ncelikle sosyal hayata haz\u0131rlamak i\u00e7in e\u011fitilen nesillere yaln\u0131zca olumlu \u00f6rnekler sunulmal\u0131d\u0131r. \u00c7ocuklar\u0131n, k\u00f6t\u00fc \u00f6rneklerle kar\u015f\u0131la\u015fmas\u0131 kesinlikle engellenmelidir.<\/p>\n
1990\u2019larda bir il emniyet m\u00fcd\u00fcr\u00fc yo\u011fun \u00e7al\u0131\u015fmalarla \u201cB\u0131\u00e7a\u011f\u0131 b\u0131rak, kalemi al!\u201d kampanyas\u0131n\u0131 ger\u00e7ekle\u015ftirdi. Sonu\u00e7 hakk\u0131nda istenen bilgiler verilmedi. Lakin \u201cb\u0131\u00e7akla i\u015flenen su\u00e7lar \u00e7ok artm\u0131\u015ft\u0131r.\u201d bilgisi s\u00f6zl\u00fc olarak verildi. Kampanyadaki en b\u00fcy\u00fck yanl\u0131\u015f; uzak durulmas\u0131 gereken su\u00e7 aleti -b\u0131\u00e7ak- ifadesinin kullan\u0131lmas\u0131, yani \u00e7a\u011fr\u0131\u015f\u0131m yoluyla b\u0131\u00e7a\u011f\u0131n hat\u0131rlat\u0131lmas\u0131yd\u0131.<\/p>\n
Sevgi, \u015fefkat, yard\u0131m, adalet ve merhametin i\u015flendi\u011fi olumlu \u00f6rnekleri i\u00e7eren kitaplar, filmler, videolar, hik\u00e2yeler, masalar ve m\u00fczikallerin haz\u0131rlanarak derslerde ve dijital platformlarda sunulmas\u0131 gerekir.<\/p>\n
\u201cGazali; ilk yeti\u015fme \u00e7a\u011f\u0131nda \u00e7ocu\u011fu, \u00f6verek veya k\u00f6t\u00fcleyerek iyiliklere te\u015fvik, k\u00f6t\u00fcl\u00fcklerden menetmek m\u00fcmk\u00fcn olmad\u0131\u011f\u0131ndan nasihatler yerine, ba\u015flang\u0131\u00e7ta k\u00f6t\u00fc \u00f6rneklerden koruma yoluyla terbiyeyi \u00f6nermektedir. \u00c7ocu\u011fun iyi ahl\u00e2kla ilgili g\u00fczel bir hareketi g\u00f6r\u00fcld\u00fc\u011f\u00fcnde takdir etmeli ve onu sevindirecek bi\u00e7imde \u00f6d\u00fcllendirilmelidir. S\u00fcrekli ele\u015ftiriden ka\u00e7\u0131nmal\u0131d\u0131r. \u00c7\u00fcnk\u00fc b\u00f6yle bir tutum, \u00e7ocu\u011fu s\u00f6z dinlememeye\/aksili\u011fe ve k\u00f6t\u00fcl\u00fckleri yapmaya iter, k\u0131namalar\u0131 dinlemez, hafife al\u0131r.\u201d diyor. (Yavuzer, 1998, s.19-20)<\/p>\n
G\u00f6revi \u00e7ocuklar\u0131n yeteneklerini, gizil g\u00fc\u00e7lerini uyarmak ve onlar\u0131 geli\u015fim s\u00fcrecinde desteklemek olan yeti\u015fkinler; \u00e7ocuklar\u0131n sa\u011flam bir karakter sahibi olarak yeti\u015fmelerini sa\u011flamak i\u00e7in temel ihtiya\u00e7 olan ruhsal hijyeni sa\u011flanmad\u0131r.<\/p>\n
Yeti\u015fkinler, \u00e7ocu\u011fun yapt\u0131\u011f\u0131 \u201cyanl\u0131\u015f\u201d her harekete kar\u015f\u0131l\u0131k; \u00e7ok s\u00f6ylenir, yarg\u0131lay\u0131c\u0131 ifadelerle su\u00e7u y\u00fcz\u00fcne vurursa, \u00e7ocuk k\u00f6t\u00fc adam olmay\u0131 kabullenir. \u00c7ocuk da yeti\u015fkinin hatalar\u0131n\u0131 y\u00fcz\u00fcne s\u00f6yler, \u015fiddetle kar\u015f\u0131 \u00e7\u0131kar, ge\u00e7imsiz olur. Ele\u015ftirilen \u00e7ocu\u011fun giri\u015fimcili\u011fi yok olur.<\/p>\n
T\u00fcrk mill\u00ee k\u00fclt\u00fcr\u00fc; ihtiya\u00e7 duydu\u011fumuz sevgi, \u015fefkat, yard\u0131m, adalet ve erdemi fazlas\u0131yla i\u00e7ermektedir. Mill\u00ee k\u00fclt\u00fcr\u00fcm\u00fcz bu ihtiyac\u0131 kar\u015f\u0131lamaya k\u00e2fidir. Hatta, Yunus\u2019un \u015fiirleri tek ba\u015f\u0131na T\u00fcrkiye\u2019yi manevi y\u00f6nden \u015fahland\u0131racak de\u011ferli eserlerdir.<\/p>\n
Masallar; T\u00fcrk masallar\u0131nda genellikle \u201c\u0130yilik yapan iyilik bulur, k\u00f6t\u00fcl\u00fck yapan k\u00f6t\u00fcl\u00fck bulur.\u201d fikri, ana tema olarak i\u015flenmi\u015ftir. Dolay\u0131s\u0131yla, \u201c\u0130yi insan\u201d yeti\u015ftirmede masallar\u0131m\u0131z\u0131n e\u011fitici de\u011feri \u00e7ok y\u00fcksektir.<\/p>\n
Din; siyas\u00ee emellerden uzak kal\u0131nmas\u0131 \u015fart\u0131yla, \u0130slam dininin rahmet, adalet, \u015fefkat ve merhamet y\u00f6n\u00fc yeterince i\u015flenirse T\u00fcrkiye kurt ile kuzunun karde\u015f\u00e7e ya\u015fad\u0131\u011f\u0131 \u00fclke olur.<\/p>\n
Kurallar; herkesin uymas\u0131 \u015fart\u0131yla ho\u015fg\u00f6r\u00fc ve demokratik anlay\u0131\u015f temelinde \u00e7ocuklarla birlikte s\u0131n\u0131f disiplin kurallar\u0131 belirlenmeli ve e\u011fitim ortamlar\u0131nda uygulanmal\u0131d\u0131r. Kurallar olu\u015fturulurken her kural\u0131n neden gerekli oldu\u011fu, \u201ckurallara uymasak ne olur?\u201d \u015feklinde sorularla \u00e7ocuklar\u0131 d\u00fc\u015f\u00fcnd\u00fcrerek, \u00e7ocuk bak\u0131\u015f a\u00e7\u0131s\u0131\/mant\u0131\u011f\u0131yla kararlar al\u0131nmal\u0131d\u0131r. Al\u0131nan kararlara uyulup uyulmad\u0131\u011f\u0131n\u0131n titizlikle kontrol\u00fc daha da \u00f6nemlidir.<\/p>\n
Oyun; kurallardan asla taviz vermeden\/kurallara uyarak oynanan oyunlarda \u00e7ocuklar kurallara uymay\u0131 \u00f6\u011frenir ve hayatlar\u0131 boyunca al\u0131\u015fkanl\u0131k haline getirirler.<\/p>\n
Program; kaliteli e\u011fitim programlar\u0131 haz\u0131rlan\u0131p, geli\u015ftirilmelidir. Programlar\u0131n iyile\u015ftirilebilmesi i\u00e7in \u00f6ncelikle en yetkin program geli\u015ftirme uzmanlar\u0131n\u0131n sorumlulu\u011funda MEB\u2019in program geli\u015ftirme modelinin ad\u0131n\u0131 koymas\u0131 ve kamuoyuna a\u00e7\u0131klamas\u0131 ve T\u00fcrkiye \u015fartlar\u0131na uygun e\u011fitim-\u00f6\u011fretim programlar\u0131n\u0131 uygulamas\u0131d\u0131r.<\/p>\n
Farkl\u0131 sebeplerden kaynaklanan ve olduk\u00e7a karma\u015f\u0131k h\u00e2l alan problemleri \u00e7\u00f6zebilmek amac\u0131yla farkl\u0131 alan uzmanlar\u0131n\u0131n birlikte\/b\u00fct\u00fcnc\u00fcl bir yakla\u015f\u0131mla meseleleri de\u011ferlendirmeleri sonucunda \u00e7\u00f6z\u00fcm re\u00e7etesi haz\u0131rlanarak uygulanmad\u0131r.<\/p>\n
Rehberlik servisleri; varolu\u015f sebebine\/misyonuna uygun olarak ve bilimsel y\u00f6ntemlerle \u201cKoruyucu Hekimlik\u201d yakla\u015f\u0131m\u0131yla i\u015flevsel hale getirilmedir.<\/p>\n
K\u0131l\u0131k K\u0131yafet; \u00f6\u011frencilere rol model olan \u00f6\u011fretmenlerin k\u0131l\u0131k-k\u0131yafetleri d\u00fczeltilmedir.<\/p>\n
Cayd\u0131r\u0131c\u0131 olmaktan uzak olan disiplin mekanizmalar\u0131 i\u015flevsel hale getirilme, daha beter olaylarla kar\u015f\u0131la\u015fmamak i\u00e7in vakit kaybetmeden uygulamaya ge\u00e7ilmelidir.<\/p>\n
\u00d6\u011fretmenler fedak\u00e2rl\u0131kta bulunarak k\u0131l\u0131k-k\u0131yafet\/ sa\u00e7-sakallar\u0131n\u0131 d\u00fczeltmedik\u00e7e yeti\u015fmekte olan nesilleri e\u011fitebilmeleri m\u00fcmk\u00fcn de\u011fildir. Zira, \u00f6zde\u015fle\u015fmenin icaplar\u0131 dikkate almadan e\u011fitim olmaz. E\u011fitim \u00e7al\u0131\u015fanlar\u0131n\u0131n k\u0131l\u0131k-k\u0131yafetleri i\u00e7ler ac\u0131s\u0131 bir h\u00e2l alm\u0131\u015ft\u0131r. \u00d6\u011fretmenler; giyim-ku\u015fam\u0131, hal-hareketi, konu\u015fma ve s\u00f6zleriyle \u00f6\u011frencilerine \u00f6rnek olurlar. Mesuliyet \u015fuuruyla hareket eden \u00f6\u011fretmenleri rol model alan \u00f6\u011frenciler, \u00f6\u011fretmeniyle \u00f6zde\u015fle\u015firler. Ne yaz\u0131k ki, rol model al\u0131nacak \u00f6\u011fretmenlerin say\u0131s\u0131 g\u00fcnden g\u00fcne azalmaktad\u0131r.<\/p>\n
\u00d6\u011fretmenin g\u00f6revi bilgi aktarmakla s\u0131n\u0131rl\u0131 de\u011fildir. \u00d6\u011fretmen; h\u00e2l ve hareketiyle, s\u00f6z, konu\u015fma \u00fcslubu, tav\u0131r-duru\u015fuyla, giyim-ku\u015fam\u0131 ve her t\u00fcrl\u00fc davran\u0131\u015f\u0131yla \u00f6\u011frencilerine rol model olmakla sorumludur. \u00d6\u011fretmenler, bu hususlarda dikkatli davranmak mecburiyetindedir.<\/p>\n
\u00c7\u00fcnk\u00fc, \u00f6\u011frenciler \u00f6rnek ald\u0131klar\u0131 \u00f6\u011fretmeniyle \u00f6zde\u015fle\u015firler. \u00d6\u011frenciler, \u00f6\u011fretmenleri gibi giyinir, \u00f6\u011fretmenini taklit eder; \u00f6\u011fretmenin iyi veya k\u00f6t\u00fc \u00f6zelliklerini hayatlar\u0131 boyunca devam ettirirler. \u00d6rne\u011fin, kaba s\u00f6z eden \u00f6\u011fretmenlerin \u00f6\u011frencileri k\u00fcf\u00fcrbaz olur…<\/p>\n
\u00d6zde\u015fle\u015fme olgusu, \u015fahsi bir g\u00f6r\u00fc\u015f de\u011fildir, sosyal bilimlerin ortaya koydu\u011fu realitedir. E\u011fitim sosyolojisinde \u201ce\u011fitimin gizil i\u015flevleri\u201d aras\u0131nda say\u0131lan \u00f6nemli bir ger\u00e7ekliktir. \u00d6\u011fretmenlik azami fedak\u00e2rl\u0131k gerektiren bir meslektir.<\/p>\n
Hz. Peygamberin Bizans \u0130mparatoru Herakleitos\u2019a yazd\u0131\u011f\u0131 mektup, Dihye b. Halife taraf\u0131ndan May\u0131s 628\u2019de Herakleitos\u2019a ula\u015ft\u0131rmak \u00fczere Bizans\u2019\u0131n Busra (Filistin) valisine g\u00f6t\u00fcr\u00fclm\u00fc\u015ft\u00fcr. \u0130mparatorun o s\u0131rada Filistin\u2019de bulunmas\u0131 sebebiyle Dihye\u2019nin Herakleitos\u2019la bizzat g\u00f6r\u00fc\u015ft\u00fc\u011f\u00fc kaynaklarda belirtilmektedir.<\/p>\n
Ayr\u0131ca, Cebrail\u2019in Dihye suretine g\u00f6r\u00fcnerek Hz. Peygamber\u2019e vahiy getirdi\u011fi durumlar\u0131n oldu\u011fu ve ashaptan bir\u00e7o\u011funun gelen ki\u015fiyi Dihye zannetti\u011fi, \u0130slam kaynaklar\u0131n\u0131n ittifakla yazm\u0131\u015f oldu\u011fu bilgiler aras\u0131ndad\u0131r. Enes b. M\u00e2lik\u2019in ifadesine g\u00f6re Dihye ashab\u0131n en g\u00fczeli olup, iri c\u00fcsseli, beyaz tenli idi. Yani, Dihye\u2019nin el\u00e7i olarak tercih edilmesinin sebebi k\u0131l\u0131k-k\u0131yafeti en d\u00fczg\u00fcn sahabe olmas\u0131yd\u0131.<\/p>\n
G\u00fcn\u00fcm\u00fczde Okul Rehberlik ve Psikolojik Dan\u0131\u015fma Servislerinin g\u00f6revi daha \u00e7ok \u00fcniversite\/program tercihlerinde se\u00e7enekler sunmak, \u00f6\u011frencileri y\u00f6nlendirmekle s\u0131n\u0131rl\u0131 kalm\u0131yor mu?..<\/p>\n
Okullarda, \u00f6\u011frencileri olumlu davran\u0131\u015flara\/i\u015flere y\u00f6nlendiren rehberlik \u00e7al\u0131\u015fmalar\u0131 yap\u0131l\u0131yor mu? Akla, bilime uygun \u00e7al\u0131\u015fmalar yap\u0131l\u0131yor mu? Olumsuz davran\u0131\u015flar\u0131n \u00f6nlenmesi i\u00e7in neler yap\u0131lmal\u0131d\u0131r?..<\/p>\n
Okul Rehberlik Servisleri; \u201cKoruyucu Hekimlik\u201d gibi, sistemli \u00e7al\u0131\u015fmalarla olumsuzluklar\u0131 erkenden engellemeye (sorunlar\u0131n ortaya \u00e7\u0131kmas\u0131na f\u0131rsat vermeden) y\u00f6nelik bir yakla\u015f\u0131mla yeniden yap\u0131land\u0131r\u0131lmal\u0131d\u0131r.<\/p>\n
Okullarda \u015fiddete meyilli \u00f6\u011frencilere y\u00f6nelik olas\u0131 tedbirler, \u201ctesti k\u0131r\u0131lmadan\u201d, erkenden al\u0131nmal\u0131d\u0131r. Okullar\u0131n kap\u0131s\u0131na g\u00fcvenlik g\u00f6revlilerini dikmekle g\u00fcvenlik sa\u011flanamaz. Dolay\u0131s\u0131yla, okullarda g\u00fcvenlik ve erken uyar\u0131 sistemleri kurulmal\u0131, riskli davran\u0131\u015flara meyilli \u00f6\u011frenciler belirlenmeli, rehberlik ve psikolojik dan\u0131\u015fmanl\u0131k kadrolar\u0131 g\u00fc\u00e7lendirilmelidir. \u015eiddete meyilli \u00f6\u011frenciler i\u00e7in \u00f6zel destek ve takip mekanizmalar\u0131 olu\u015fturulmal\u0131, \u00f6\u011fretmenlere kriz y\u00f6netimi ve g\u00fcvenlik konusunda kurumsal destek sa\u011flanmal\u0131d\u0131r. \u015eiddete kar\u015f\u0131 cayd\u0131r\u0131c\u0131 hukuk\u00ee d\u00fczenlemeler yap\u0131lmal\u0131d\u0131r.<\/p>\n
E\u011fitimde paradigma de\u011fi\u015fikli\u011fi \u015fartt\u0131r. E\u011fitim olmadan \u00f6\u011fretim olmaz. \u00d6\u011fretimi \u00f6nceleyip, e\u011fitimi ihmal ederek bilgi aktarma gayretleri \u201csu \u00fcst\u00fcne yaz\u0131 yazmak\u201dt\u0131r ve k\u0131ymeti yoktur. Dolay\u0131s\u0131yla, okullarda e\u011fitim ortamlar\u0131n\u0131n tamamen sterilize edilerek her t\u00fcrl\u00fc olumsuzluktan ar\u0131nd\u0131r\u0131lmas\u0131 \u015fartt\u0131r. Bu hedefe ula\u015fabilmek i\u00e7in; okullar\u0131n b\u00fct\u00fcn b\u00f6l\u00fcmlerinde kar\u015f\u0131l\u0131kl\u0131 sevgi, sayg\u0131n\u0131n g\u00f6sterildi\u011fi, herkesin nezaket kurallar\u0131na uygun davrand\u0131\u011f\u0131, olumlu insan ili\u015fkilerinin, erdemin h\u00e2kim oldu\u011fu birer ortama d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi i\u00e7in azami gayret g\u00f6stermek \u015fartt\u0131r.<\/p>\n
Rus ve Bat\u0131l\u0131 devletlerin gizli servislerinde \u201cT\u00fcrkiye masas\u0131\u201d oldu\u011fu s\u00f6ylenir. Prof. Dr. \u0130smet Miro\u011flu, bir yaz\u0131s\u0131nda ABD \u201cD\u00fcnya Milletleri Ara\u015ft\u0131rma Enstit\u00fcs\u00fc\u201dn\u00fcn 1980\u2019lerde d\u00fczenledi\u011fi bir raporda: \u201cHedef ald\u0131\u011f\u0131m\u0131z b\u00fct\u00fcn milletleri ahlaki y\u00f6nden \u00e7\u00f6kerttik. T\u00fcrkiye sa\u011flam aile yap\u0131s\u0131yla direniyor. T\u00fcrk aile yap\u0131s\u0131n\u0131 bozmak i\u00e7in medya \u00f6zellikle televizyon ele ge\u00e7irilmelidir.\u201d yaz\u0131ld\u0131\u011f\u0131n\u0131 yazm\u0131\u015ft\u0131.<\/p>\n
\u201c1917 \u0130htilaliyle Rusya\u2019da sosyalizm devreye girdi. Sosyalizmin umdeleri gere\u011fi aile kald\u0131r\u0131lacakt\u0131. \u00c7\u00fcnk\u00fc, Engels\u2019in ailenin k\u00f6kenine ait eserinde; aile, tamam\u0131yla burjuva gelene\u011finin bir yans\u0131mas\u0131 olarak kabul edildi\u011fi i\u00e7in ortadan kald\u0131r\u0131lacakt\u0131. Aile kald\u0131r\u0131ld\u0131, 1935-1936 y\u0131llar\u0131nda 15-16 ya\u015f\u0131ndaki \u00e7ocuklar, Domi\u00e7 Volga kenarlar\u0131nda trenleri kesmeye ba\u015flar, \u00e7alma ve h\u0131rs\u0131zl\u0131k… Stalin, bunun ailenin yok edilmesinden kaynakland\u0131\u011f\u0131n\u0131 kabullendi, 1938\u2019de Anayasaya aile kavram\u0131n\u0131 tekrar koydular.\u201d (T\u00fcrkdo\u011fan,1994, s.138) Stalin, ailenin \u00f6nemini \u0131srarla savunan Makarenko\u2019nun g\u00f6r\u00fc\u015flerini dikkate almak mecburiyetinde kald\u0131.<\/p>\n
Toplumsal de\u011fi\u015fme h\u0131zl\u0131 bir ivme kazanm\u0131\u015ft\u0131r, kontrol edilmeyen de\u011fi\u015fim istendik y\u00f6ne gitmez. D\u00fcn birka\u00e7 y\u00f6nden, bilhassa kuzeyden esen r\u00fczg\u00e2rlar de\u011ferleri savurmakta epey tesirli olmu\u015ftu. \u015eimdi ise, Atlantik \u00f6tesinden etnik-mezhep \u00e7at\u0131\u015fmalar\u0131n\u0131 k\u0131\u015fk\u0131rtan k\u00fcresel fesatlar, yerli ve mill\u00ee de\u011ferleri tahrip etmektedir. Bo\u015fanmalar\u0131n h\u0131zla art\u0131\u015f\u0131yla aileler da\u011f\u0131lmakta, par\u00e7alanm\u0131\u015f ailelerin \u00e7ocuklar\u0131 ve k\u0131rsaldan kentlere g\u00f6\u00e7en vas\u0131fs\u0131z y\u0131\u011f\u0131nlar kentleri kalabal\u0131kla\u015ft\u0131rmaktad\u0131r. Her \u015feyiyle insana yabanc\u0131la\u015fan do\u011fup b\u00fcy\u00fcd\u00fc\u011f\u00fc kent, problemler sarmal\u0131nda insan\u0131 bunaltmaktad\u0131r.<\/p>\n
K\u00f6t\u00fc niyet veya cehaletle aktar\u0131lan bilgilerle zihinleri bulan\u0131kla\u015ft\u0131r\u0131lm\u0131\u015f ve yabanc\u0131 ideolojilerle beyinleri y\u0131kanm\u0131\u015f, dilinden, dininden, tarihinden, devletinden ve insanl\u0131ktan so\u011futulmu\u015f gen\u00e7lerin hangi sloganlara sar\u0131ld\u0131klar\u0131, masum \u00e7ocuklara kur\u015fun ya\u011fd\u0131ran canilere d\u00f6n\u00fc\u015ft\u00fckleri ibretle g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/p>\n
E\u011fitimde \u00e7a\u011f\u0131n durumu, d\u00fcnyadaki geli\u015fmeler, d\u0131\u015f g\u00fc\u00e7lerin tesirleri, ya\u015fad\u0131\u011f\u0131m\u0131z co\u011frafya, insan\u0131m\u0131z ve mill\u00ee yap\u0131m\u0131z gibi \u00f6nemli hususlar\u0131n dikkate al\u0131nmas\u0131 \u015fartt\u0131r. \u00d6yle insanlar yeti\u015ftirmeliyiz ki; b\u00fct\u00fcn bu olay\/olgular\u0131 de\u011ferlendirebilsin, i\u00e7 ile d\u0131\u015f ak\u0131mlar\u0131 ve geli\u015fmeleri takip ederek, mill\u00ee varl\u0131\u011f\u0131n devam\u0131na katk\u0131 sa\u011flayabilsin ve \u00fclkeye faydal\u0131 i\u015fleri yapabilsin. Hedef, bu niteliklere sahip insan\u0131 yeti\u015ftirebilmek olmal\u0131d\u0131r.<\/p>\n
T\u00fcrkdo\u011fan, O, (1994). \u201cMilli E\u011fitim Sisteminde Mill\u00ee kimlik Aray\u0131\u015f\u0131\u201d, T\u00fcrkiye I. E\u011fitim Felsefesi Kongresi, Van.<\/p>\n
Yavuzer, H. (1998) \u00c7ocuk Psikolojisi, Remzi Kitapevi \u0130stanbul.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
\u00d6yle insanlar yeti\u015ftirmeliyiz ki; b\u00fct\u00fcn bu olay\/olgular\u0131 de\u011ferlendirebilsin, i\u00e7 ile d\u0131\u015f ak\u0131mlar\u0131 ve geli\u015fmeleri takip ederek, mill\u00ee varl\u0131\u011f\u0131n devam\u0131na katk\u0131 sa\u011flayabilsin ve \u00fclkeye faydal\u0131 i\u015fleri yapabilsin.<\/p>\n","protected":false},"author":228,"featured_media":19734,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_ef_editorial_meta_date_first-draft-date":"","_ef_editorial_meta_paragraph_assignment":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[62],"tags":[1412,328,3359,1133,351,382],"coauthors":[3356],"class_list":["post-19732","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-egitim-kultur","tag-ahlak","tag-egitim","tag-egitimde-siddet","tag-siddet","tag-sosyal-adalet","tag-toplum"],"_links":{"self":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts\/19732","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/users\/228"}],"replies":[{"embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/comments?post=19732"}],"version-history":[{"count":1,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts\/19732\/revisions"}],"predecessor-version":[{"id":19733,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts\/19732\/revisions\/19733"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/media\/19734"}],"wp:attachment":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/media?parent=19732"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/categories?post=19732"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/tags?post=19732"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/coauthors?post=19732"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}