Research Article
BibTex RIS Cite
Year 2020, Volume: 7 Issue: 1, 162 - 183, 19.02.2020
https://doi.org/10.17275/per.20.10.7.1

Abstract

References

  • Acun, İ. (2006). Effective use of information and communication technologies in teaching the republich of turkey history of revolution and kemalism course. Doğaner, Y. (Ed), in Atatürkism in Turkish Educational System and The Republic of Turkey History Teaching (p.151-157). Ankara: Hacettepe University.
  • Adalar, H. (2010). The review of the opinions of social studies teachers about the new curriculum of 8th grade the republic of turkey revlution history and atatürkism course. (Unpublished master's thesis), Gaziosmanpaşa University, Institute of Social Sciences, Tokat.
  • Akbaba, B. (2007). Students' views on the aims of atatürk's principles and history of turkish revolutions. Kastamonu Journal of Education, 15(1), 339-352.
  • Akbaba, B. (2008). Problems encountered in teaching of atatürk's principles and history of turkish revolution (gazi university example). Gazi Academic Review Journal, 1(2), 177-197.
  • Akbaba, B., Demirtaş, B., Birbudak, T.S. & Kılcan, B. (2014). Reviews of history teacher candidates on teaching of atatürk's principles and history of turkish revolution. Journal of World of Turks, 6(2), 207-226.
  • Akbaba, B., Demirtaş, B., Birbudak, T.S. & Kılcan, B. (2016). The views of pre-service social studies teachers regarding the teaching of the atatürk’s principles and history of revolution, Kastamonu Journal of Education, 24(3), 1343-1358.
  • Akbaba, B., Kaymakcı, S., Birbudak, T. S. & Kılcan, B. (2016). University students' views on atatürk principles and history of turkish revolution through distance education. Journal of Theoritical Education, 9(2), 285-309.
  • Akgün, S. K. (2004). The aim and scope of atatürk's principles and history of turkish revolution, B. Yediyıldız vd. (Ed.), Within Search for Methods in Atatürk's Principles and Turskih Revolution, (p.13-58). Ankara: Hacettepe University Institute of Atatürk’s Principles and History of Turkish Revolution.
  • Akman, S. (2015). Proposal for the methods and new subjects on turkish -armenian relations in th coursebooks of secondary schhol social studies and republic of turkey history of turskish revolution and atatürkism. (Unpublished master's thesis), Balıkesir University Institute of Social Sciences, Balıkesir.
  • Aksoy, İ. (2003). Teaching of Revolution History in Higher Education Institutions, (Unpublished doctorate thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Alperen, B.B. (2008). Various variables of the views of history teachers on teaching of the republic of turkey and history of turkish revolution and atatürkism (examination in terms of seniority, graduation, type of school and gender) (konya sample). (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Arsal, Z. (2015). Nationalism in secondary education history, republic of turkey history of turkish revolution and atatürkis courses' curriculum. Sakarya University Journal of Faculty of Education, 30, 1-16.
  • Babaoğlu, R. (2013). “atatürk’s principles and history of turkish revolution” course in higher education (in the lights of aim, scope and current discussions). Journal of History School, 6(16), 589-603.
  • Behar, B. E. (1996). Government and history, formation of the "formal history" thesis in turkey (1929-1937), İstanbul: Afa.
  • Bolat, M. (2012). The place and aims of atatürk’s principles and history of turkish revolution course in the process of establishment of the modern republic of turkey, The Journal of Academic Social Science Studies, 5(8), 249-264.
  • Cihan, E. A. (2006). Friedrich nietzsche's understanding of history. (Unpublished master's thesis), Atatürk University Institute of Social Sciences, Erzurum.
  • Creswell, J.W. (2013). Research design: qualitative, quantitative and mixed metods aproaches. S.B. Demir (Trans. Ed.). Ankara: Eğiten Kitap.
  • Çalık, M. & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.
  • Çencen, N. (2018). Opinions of the students of the faculty of medicine towards the subjects of atatürk’s principles and history of revolution (example of gazi university). Kastamonu Journal of Education, 26(1), 247-253. doi:10.24106/kefdergi.361826.
  • Çetin, A. (2009). Comparison of friedrich nietzsche and walter benjamin's understanding of history. (Unpublished master's thesis), Ankara University Institute of Social Sciences, Ankara.
  • Çevikbaş, S. (2004). Nietzsche and education, Journal of Kazım Karabekir Faculty of Education, 10, 60-80.
  • Delen, S. (2007). According to primary and secondary education teachers' views, the problems encountered in the teaching of the republic of turkey history of turkish revolutions course and solutions. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Doğan, N. (2008). The effectiveness of using historical evidences in teaching of primary school 8th grade republic of turkey history of turkish revolution and atatürkism course. (Unpublished master's thesis), Marmara University Institute of Educational Sciences, İstanbul.
  • Doğaner, Y. (2005). Problems and new approaches in theaching of atatürk’s principles and history of turkish revolution course in higher education, Journal of Atatürk Research Center, 21(62), 589-611.
  • Doyran, F. & Doyran, M. (2013). Opinions and suggestions of university studens on " should atatürk’s principles and history of turkish revolution course be a compulsory course?", Turkish Studies, 8(3), 163-177.
  • Eraslan, C. & Kaşkaya, A. (2011). The views of faculty members on the implementation of atatürk’s principles and history of turkish revolution course: problems and solutions. Journal of Atatürk Research Center, 27, 325-350.
  • Ezer, F., Ulukaya, Ü. & Kaçar, T. (2016). Attitudes of primary education 8th grade students towards the republic of turkey history of turkish revolution, Journal of Social Sciences, 6(11), 71-91.
  • Gencer, H. (2007). Teachers' views on the success of realizing the aims in primary education the republich of turkey history of turkish revolution and atatürkism course, (Unpublished master's thesis), Dicle University Institute of Social Sciences, Diyarbakır.
  • Gülmez, N. (2003). The view of university youth on atatürk’s principles and history of turkish revolution course, Journal of Atatürk Research Center, 19(57), 1043-1088.
  • Gülnahar, F. (2012). Evaluation of the attitudes of social sciences teacher candidates towards the atatürk's principles and history of turkish revolution course they studied at university (erzincan university örneği), Erzincan University Institute of Social Sciences, Erzincan.
  • Hatipoğlu, M. (2004). Aims and scope of atatürk’s principles and history of turkish revolution course, B. Yediyıldız vd. (Ed.), Methods searches in Atatürk's Principles and History of Turkish Revolutio, (s.13-58). Ankara: Hacettepe University Institute of Atatürk’s Principles and History of Turkish Revolution.
  • İnan, S. (2012). Revolution courses at universities in turkey: hiistoraical perspective. Journal of Higher Education, 2(1), 52-55.
  • Kalelioğlu, O. (2017). How should the atatürk's principles and history of revolution course be at universities? International Journal of Humanities and Education, 3(12), 184-194. Accessed at http://www.ijhe.org/Published/201710_006_3_012.pdf.
  • Karademir, Y. (2015). examination of the problems encountered by 8th grade social sciences teachers in the republich of turkey history of turkish revolution and aatatürkism (sample of an exploratory research serial mix). (Unpublished master's thesis), Cumhuriyet University Institute of Educational Sciences, Sivas.
  • Kont, A. (2008). Evaluation of the interest and attitudes of 11th grade students towards the republic of turkey history of turkish revolution. (Unpublished master's thesis), Karadeniz Teknik University Institute of Social Sciences, Trabzon.
  • Kurat, Y. T. (1985). Teaching of atatürk's principles and history of turkish revolution middle east technical university, 1st Atatürk's Principles and History of Turkish Revolution Symposium, (p. 55-61). Samsun: Ondokuzmayıs University Printing House.
  • Merriam, S. B. (2013). Qualitative research: a guide ot the patterns and practice. S. Turan (Trans. Ed.). Ankara: Nobel.
  • Metin, C. (2006). Evaluation of teaching of the subjects of the republic of turkey history of turskih revolution and atatürkism in secondary education, Y. Doğaner (Ed.), Teaching of Atatürkism and The History of Republic of Turkey in Turkish Educational System, (p. 45-56). Ankara: Hacettepe University.
  • Namlı, İ. (2011). The reflection of ziya gökalp's thoughts in the course books or turkish revolution history. (Unpublished master's thesis), Mehmet Akif Ersoy University Institute of Social Sciences, Burdur.
  • Nietzsche, F. (2011). On the usefulness and uselessness of history for life, N. Bozkurt (Trans.), İstanbul: Say.
  • Özcan, A. (2011). Popular histogriography in Turkey, Ankara: TTK.
  • Özcanlı, İ. (2018). University students' level of interest and attituted towards atatürk principles and history of turkish revolution corse and their awareness about the importance of the course. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Özyurt, E. E. (2014). The role of the republic of turkey history of turkish revolution and atatürkism course in the formation of citizenship awareness, (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Özyurt, E. E. (2014). The role of the republic of turkey history of turkish revolution and atatürkism course in the formation of citizenship awareness. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Ritter, G. (1944). History and life, B. S. Baykal (Trans.), DTCF Journal, 2(2), 251-263.
  • Safran, M. (2004). Teaching of atatürk’s principles and history of turkish revolution in terms of educational science, B. Yediyıldız vd. (Ed.), Methods Search In Atatürk's Principles And History Of Turkish Revolutions, (p.111-122). Ankara: Hacettepe University Institute of Atatürk Principles and History of Turkish Revolutions.
  • Safran, M. (2006). History education articles and papers. Ankara: Gazi.
  • Sever, A. (2017). The curriculum and teachers' views of the secondary education republic of turkey and history of turkish reolution course which got into use in 2010 (samsun sample). (Unpublished master's thesis), Ondokuz Mayıs University Institute of Educational Sciences, Samsun.
  • Tabur, E. (2014). The concept of national idendity in students and the effect of the republic of turkey history of turkish revolution course to the identity acquisition. (Unpublished master's thesis), Abant İzzet Baysal University Institute of Educational Sciences, Bolu.
  • Taş, N.F. & Sanalan, A. (2004). Students' perception of atatürk’s principles and history of turkish revolution, Erzincan Journal of Faculty of Education, 6(2), 71-82.
  • Tüzün, H. (2008). Teaching the atatürkism section with visuals in the 8th grade republic of turkey history of turkish revolutiosns course book. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Webb, E. (2011). Resisting anamnesis: a nietzschean analysis of turkey's national history education, Journal of Contemporary European Studies, 19(4), 489-500.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences, Ankara: Seçkin.
  • Yılmaz, M. S. (2004). Evaluation of the content of primary education republic of turkey history of turkish revolution program. (Unpublished doctorate thesis), Hacettepe University Institute of Atatürk's Principles and History of Turkish Revolution, Ankara.
  • Yurteri, H. (2012). Use of materials in secondary education the republic of turkey history of turkish revolution and atatürkism coursebooks (1931-2008), (Unpublished master's thesis), Çanakkale Onsekiz Mart University Institute of Educational Sciences, Çanakkale.

An Evaluation on the Advantage and Disadvantage of Revolution History Teaching in Turkey in Light of Friedrich Nietzsche’s Views on the Advantage and Disadvantage of History for Life

Year 2020, Volume: 7 Issue: 1, 162 - 183, 19.02.2020
https://doi.org/10.17275/per.20.10.7.1

Abstract

The purpose of this study is to make an evaluation on the advantage and disadvantage of Revolution History teaching in Turkey in light of Friedrich Nietzsche’s views on the advantage and disadvantage of history for life. In this research, a screening model was used to identify a past or present situation as it exists. The universe of this research consists of Higher Education Council National Thesis Center, ULAKBIM, the scanning model thesis and scanning model articles regarding teaching of revolution history in Google Academic Database. Purposive sampling method was used considering the inclusion criteria. The inclusion criteria of the study for postgraduate thesis are they are on teaching revolution history, conducted in scanning model, published between 2004-2018 and conducted in Turkey and are in Turkish. For the articles, the criteria are being about teaching revolution history, conducted in scanning model and being published in a peer-reviewed journal in Turkish. Such data were subjected to descriptive analysis and content analysis. The analyses yielded descriptive statistics as well as codes and themes concerning the advantage and disadvantage of Revolution History teaching. The findings indicate that Revolution History teaching is a need in Turkey, which can be said to be consistent with Nietzsche’s views. On the other hand, that Revolution History teaching does not enhance student productivity is the primary problem on this matter. Descriptive research findings regarding Revolution History teaching in Turkey also reveal that approaching the past with a conception of monumental history would have a detrimental dominance over antiquarian and critical forms. The findings imply that critical form is needed in addition to monumental and antiquarian forms in Revolution History teaching, and this form (i.e. critical history) is not covered enough in practice.

References

  • Acun, İ. (2006). Effective use of information and communication technologies in teaching the republich of turkey history of revolution and kemalism course. Doğaner, Y. (Ed), in Atatürkism in Turkish Educational System and The Republic of Turkey History Teaching (p.151-157). Ankara: Hacettepe University.
  • Adalar, H. (2010). The review of the opinions of social studies teachers about the new curriculum of 8th grade the republic of turkey revlution history and atatürkism course. (Unpublished master's thesis), Gaziosmanpaşa University, Institute of Social Sciences, Tokat.
  • Akbaba, B. (2007). Students' views on the aims of atatürk's principles and history of turkish revolutions. Kastamonu Journal of Education, 15(1), 339-352.
  • Akbaba, B. (2008). Problems encountered in teaching of atatürk's principles and history of turkish revolution (gazi university example). Gazi Academic Review Journal, 1(2), 177-197.
  • Akbaba, B., Demirtaş, B., Birbudak, T.S. & Kılcan, B. (2014). Reviews of history teacher candidates on teaching of atatürk's principles and history of turkish revolution. Journal of World of Turks, 6(2), 207-226.
  • Akbaba, B., Demirtaş, B., Birbudak, T.S. & Kılcan, B. (2016). The views of pre-service social studies teachers regarding the teaching of the atatürk’s principles and history of revolution, Kastamonu Journal of Education, 24(3), 1343-1358.
  • Akbaba, B., Kaymakcı, S., Birbudak, T. S. & Kılcan, B. (2016). University students' views on atatürk principles and history of turkish revolution through distance education. Journal of Theoritical Education, 9(2), 285-309.
  • Akgün, S. K. (2004). The aim and scope of atatürk's principles and history of turkish revolution, B. Yediyıldız vd. (Ed.), Within Search for Methods in Atatürk's Principles and Turskih Revolution, (p.13-58). Ankara: Hacettepe University Institute of Atatürk’s Principles and History of Turkish Revolution.
  • Akman, S. (2015). Proposal for the methods and new subjects on turkish -armenian relations in th coursebooks of secondary schhol social studies and republic of turkey history of turskish revolution and atatürkism. (Unpublished master's thesis), Balıkesir University Institute of Social Sciences, Balıkesir.
  • Aksoy, İ. (2003). Teaching of Revolution History in Higher Education Institutions, (Unpublished doctorate thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Alperen, B.B. (2008). Various variables of the views of history teachers on teaching of the republic of turkey and history of turkish revolution and atatürkism (examination in terms of seniority, graduation, type of school and gender) (konya sample). (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Arsal, Z. (2015). Nationalism in secondary education history, republic of turkey history of turkish revolution and atatürkis courses' curriculum. Sakarya University Journal of Faculty of Education, 30, 1-16.
  • Babaoğlu, R. (2013). “atatürk’s principles and history of turkish revolution” course in higher education (in the lights of aim, scope and current discussions). Journal of History School, 6(16), 589-603.
  • Behar, B. E. (1996). Government and history, formation of the "formal history" thesis in turkey (1929-1937), İstanbul: Afa.
  • Bolat, M. (2012). The place and aims of atatürk’s principles and history of turkish revolution course in the process of establishment of the modern republic of turkey, The Journal of Academic Social Science Studies, 5(8), 249-264.
  • Cihan, E. A. (2006). Friedrich nietzsche's understanding of history. (Unpublished master's thesis), Atatürk University Institute of Social Sciences, Erzurum.
  • Creswell, J.W. (2013). Research design: qualitative, quantitative and mixed metods aproaches. S.B. Demir (Trans. Ed.). Ankara: Eğiten Kitap.
  • Çalık, M. & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.
  • Çencen, N. (2018). Opinions of the students of the faculty of medicine towards the subjects of atatürk’s principles and history of revolution (example of gazi university). Kastamonu Journal of Education, 26(1), 247-253. doi:10.24106/kefdergi.361826.
  • Çetin, A. (2009). Comparison of friedrich nietzsche and walter benjamin's understanding of history. (Unpublished master's thesis), Ankara University Institute of Social Sciences, Ankara.
  • Çevikbaş, S. (2004). Nietzsche and education, Journal of Kazım Karabekir Faculty of Education, 10, 60-80.
  • Delen, S. (2007). According to primary and secondary education teachers' views, the problems encountered in the teaching of the republic of turkey history of turkish revolutions course and solutions. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Doğan, N. (2008). The effectiveness of using historical evidences in teaching of primary school 8th grade republic of turkey history of turkish revolution and atatürkism course. (Unpublished master's thesis), Marmara University Institute of Educational Sciences, İstanbul.
  • Doğaner, Y. (2005). Problems and new approaches in theaching of atatürk’s principles and history of turkish revolution course in higher education, Journal of Atatürk Research Center, 21(62), 589-611.
  • Doyran, F. & Doyran, M. (2013). Opinions and suggestions of university studens on " should atatürk’s principles and history of turkish revolution course be a compulsory course?", Turkish Studies, 8(3), 163-177.
  • Eraslan, C. & Kaşkaya, A. (2011). The views of faculty members on the implementation of atatürk’s principles and history of turkish revolution course: problems and solutions. Journal of Atatürk Research Center, 27, 325-350.
  • Ezer, F., Ulukaya, Ü. & Kaçar, T. (2016). Attitudes of primary education 8th grade students towards the republic of turkey history of turkish revolution, Journal of Social Sciences, 6(11), 71-91.
  • Gencer, H. (2007). Teachers' views on the success of realizing the aims in primary education the republich of turkey history of turkish revolution and atatürkism course, (Unpublished master's thesis), Dicle University Institute of Social Sciences, Diyarbakır.
  • Gülmez, N. (2003). The view of university youth on atatürk’s principles and history of turkish revolution course, Journal of Atatürk Research Center, 19(57), 1043-1088.
  • Gülnahar, F. (2012). Evaluation of the attitudes of social sciences teacher candidates towards the atatürk's principles and history of turkish revolution course they studied at university (erzincan university örneği), Erzincan University Institute of Social Sciences, Erzincan.
  • Hatipoğlu, M. (2004). Aims and scope of atatürk’s principles and history of turkish revolution course, B. Yediyıldız vd. (Ed.), Methods searches in Atatürk's Principles and History of Turkish Revolutio, (s.13-58). Ankara: Hacettepe University Institute of Atatürk’s Principles and History of Turkish Revolution.
  • İnan, S. (2012). Revolution courses at universities in turkey: hiistoraical perspective. Journal of Higher Education, 2(1), 52-55.
  • Kalelioğlu, O. (2017). How should the atatürk's principles and history of revolution course be at universities? International Journal of Humanities and Education, 3(12), 184-194. Accessed at http://www.ijhe.org/Published/201710_006_3_012.pdf.
  • Karademir, Y. (2015). examination of the problems encountered by 8th grade social sciences teachers in the republich of turkey history of turkish revolution and aatatürkism (sample of an exploratory research serial mix). (Unpublished master's thesis), Cumhuriyet University Institute of Educational Sciences, Sivas.
  • Kont, A. (2008). Evaluation of the interest and attitudes of 11th grade students towards the republic of turkey history of turkish revolution. (Unpublished master's thesis), Karadeniz Teknik University Institute of Social Sciences, Trabzon.
  • Kurat, Y. T. (1985). Teaching of atatürk's principles and history of turkish revolution middle east technical university, 1st Atatürk's Principles and History of Turkish Revolution Symposium, (p. 55-61). Samsun: Ondokuzmayıs University Printing House.
  • Merriam, S. B. (2013). Qualitative research: a guide ot the patterns and practice. S. Turan (Trans. Ed.). Ankara: Nobel.
  • Metin, C. (2006). Evaluation of teaching of the subjects of the republic of turkey history of turskih revolution and atatürkism in secondary education, Y. Doğaner (Ed.), Teaching of Atatürkism and The History of Republic of Turkey in Turkish Educational System, (p. 45-56). Ankara: Hacettepe University.
  • Namlı, İ. (2011). The reflection of ziya gökalp's thoughts in the course books or turkish revolution history. (Unpublished master's thesis), Mehmet Akif Ersoy University Institute of Social Sciences, Burdur.
  • Nietzsche, F. (2011). On the usefulness and uselessness of history for life, N. Bozkurt (Trans.), İstanbul: Say.
  • Özcan, A. (2011). Popular histogriography in Turkey, Ankara: TTK.
  • Özcanlı, İ. (2018). University students' level of interest and attituted towards atatürk principles and history of turkish revolution corse and their awareness about the importance of the course. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Özyurt, E. E. (2014). The role of the republic of turkey history of turkish revolution and atatürkism course in the formation of citizenship awareness, (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Özyurt, E. E. (2014). The role of the republic of turkey history of turkish revolution and atatürkism course in the formation of citizenship awareness. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Ritter, G. (1944). History and life, B. S. Baykal (Trans.), DTCF Journal, 2(2), 251-263.
  • Safran, M. (2004). Teaching of atatürk’s principles and history of turkish revolution in terms of educational science, B. Yediyıldız vd. (Ed.), Methods Search In Atatürk's Principles And History Of Turkish Revolutions, (p.111-122). Ankara: Hacettepe University Institute of Atatürk Principles and History of Turkish Revolutions.
  • Safran, M. (2006). History education articles and papers. Ankara: Gazi.
  • Sever, A. (2017). The curriculum and teachers' views of the secondary education republic of turkey and history of turkish reolution course which got into use in 2010 (samsun sample). (Unpublished master's thesis), Ondokuz Mayıs University Institute of Educational Sciences, Samsun.
  • Tabur, E. (2014). The concept of national idendity in students and the effect of the republic of turkey history of turkish revolution course to the identity acquisition. (Unpublished master's thesis), Abant İzzet Baysal University Institute of Educational Sciences, Bolu.
  • Taş, N.F. & Sanalan, A. (2004). Students' perception of atatürk’s principles and history of turkish revolution, Erzincan Journal of Faculty of Education, 6(2), 71-82.
  • Tüzün, H. (2008). Teaching the atatürkism section with visuals in the 8th grade republic of turkey history of turkish revolutiosns course book. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
  • Webb, E. (2011). Resisting anamnesis: a nietzschean analysis of turkey's national history education, Journal of Contemporary European Studies, 19(4), 489-500.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences, Ankara: Seçkin.
  • Yılmaz, M. S. (2004). Evaluation of the content of primary education republic of turkey history of turkish revolution program. (Unpublished doctorate thesis), Hacettepe University Institute of Atatürk's Principles and History of Turkish Revolution, Ankara.
  • Yurteri, H. (2012). Use of materials in secondary education the republic of turkey history of turkish revolution and atatürkism coursebooks (1931-2008), (Unpublished master's thesis), Çanakkale Onsekiz Mart University Institute of Educational Sciences, Çanakkale.
There are 55 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Bülent Akbaba 0000-0002-1335-3919

Publication Date February 19, 2020
Acceptance Date January 27, 2020
Published in Issue Year 2020 Volume: 7 Issue: 1

Cite

APA Akbaba, B. (2020). An Evaluation on the Advantage and Disadvantage of Revolution History Teaching in Turkey in Light of Friedrich Nietzsche’s Views on the Advantage and Disadvantage of History for Life. Participatory Educational Research, 7(1), 162-183. https://doi.org/10.17275/per.20.10.7.1