A PHILOSOPHICAL QUESTIONING INTO THE ONTOLOGY OF THE STATE AND THE INDIVIDUAL WITHIN THE CONTEXT OF TURKISH STATE APARATUS AND TURKISH EDUCATION SYSTEM (TES)

Abstract

In recent years, paradigmatic changes have been observed in the formulation and restructuring of a quintessential state aesthetics and epistemology as well as in the establishment of a foundational state aparatus and ontology in the Turkish context. These moves have been deemed necessary and considered as important since the historical context of the last half century has been marked with challenging epistemologies in almost all areas, as well as by very rapid changes and breakthroughs in the field of science and technology, thus requiring indispensable urge to design brand-new educational curricula to be compatible with the ever-increasing and varying demands of the new pedagogical paradigms of the 21stcentury, which can be considered to be antithetical to the geopolitical and educational conjuncture of the past century, since the geopolitical landscape of the first half of that century lost any congruence to the new milieu in which the means and modes of the education system have fundamentally undergone paradigmatic changes and since new approaches are being adopted and implimented for the development and implementation of the new pedagogical paradigms in Turkey named as 2023 Educational Vision, which made the means and modes of educational paradigms in the 20th century obsolete and out-of-dated, thus requiring revolutionary changes to be made in all areas of education. Thus, the chief focus of our concern in conducting this research has been to inculcate an awareness and demonstrate an urgent need as well placing greater emphasis on promising improvements and modifications to be put into practice urgently in the context of the well-being of education at national and global levels, facilitating inalienable right to equal opportunities and access to education in relation to the satisfaction of the criteria of various ontological, mental, cognitive and intellectual well-beings of the individuals in an appropriate civilizational process as well as in the ever-accelerating progress of science and technology. Likewise, it would be tempting to say that education systems lacking adequate means and modes to keep pace with innovative approaches and paradigm shifts in various fields on multiple levels of development should be revised and improved in the light of their philosophical and ideological foundations.