Üniversitlerdeki Araştırmalar ile Lisans Eğitimi Arasındaki Etkileşim

1997′den bu yana, web sitemde (ve açtığım günden bugüne dek bu blogun başlığında) hep Karl Jaspers‘in şu ifadesi yer alır:

“Üniversitenin anlamı, gerçekliğin bütün ulaşılabilir kapsamı ile araştırılması ve öğretilmesidir. [...] Üniversite, araştırma ile öğretimi birleştirir. Hazır bir bilgi stoku öğretilmez [öğrenciye]; tersine, araştırmacılar gençlerin gerçeğin aranmasına katılmalarına izin verirler. Öte yanda, öğretim görevi de araştırmayı kanatlandırır.”

Akademisyenlerin araştırmalarının lisans eğitimi ile ilişkisinin teoride olduğu kadar pratikte de güçlü olup olmadığı hakkında iki makale* geçti son günlerde elime:

1. Simons, M. (2006): “‘Education Through Research’ at European Universities: Notes on the Orientation of Academic Research“, Journal of Philosophy of Education, 40(1): 31 – 50.

Abstract: Traditionally, ‘education through research’ is understood to be a main characteristic of education at the university. In this article we will explore how ‘education through research’ is argued to be of major importance for the European knowledge society, how there is still a reference to the idea of Bildung or liberal education, and what research is presumed to be like if it is to have this edifying potential. It will be argued that the edifying potential of research is related to a normative component in the research activity and that this normative orientation and its presuppositions are problematic today. This lays the way for the exploration of alternative approaches to the edifying potential of research (with reference especially to Jürgen Mittelstrass and Jacques Derrida) and for the discussion of what could be at stake for ‘education through research’.

2. Prince, M. J. et. al. (2007): “Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies“, Journal of Engineering Education, 96(4): 283-294.

Abstract: Academicians have been arguing for decades about whether or not faculty research supports undergraduate instruction. Those who say it does—a group that includes most administrators and faculty members—cite many ways in which research can enrich teaching, while those on the other side cite numerous studies that have consistently failed to show a measurable linkage between the two activities. This article proposes that the two sides are debating different propositions: whether research can support teaching in principle and whether it has been shown to do so in practice. The article reviews the literature on the current state of the researchteaching nexus and then examines three specific strategies for integrating teaching and scholarship: bringing research into the classroom, involving undergraduates in research projects, and broadening the definition of scholarship beyond frontier disciplinary research. Finally, ways are suggested to better realize the potential synergies between faculty research and undergraduate education.

Konuyla ilgilenenlerin mutlaka okumasını tavsiye ederim bu makaleleri, çünkü burada makalelerin bulgu ve saptamaları hakkında herhangi bir ipucu vermeyeceğim.**

* İkinci makaleden beni haberdar eden İEL‘li ağabeyim Erol Sayın‘a teşekkür ederim.

** Araştırma-öğretim ilişkisi hakkındaki başka inceleme ve değerlendirmeler için buraya tıklayabilirsiniz.