Okuma Eğitimine Diyalojik Bir Bakış

Abstract

In this study, the adaptability of the views of the philosopher, cultural theorist, and linguist Bakhtin to reading education is questioned. Bakhtin, who had been a literature teacher for many years, emphasizes the importance of stylistics and dialogue in literature education in the article named Dialogic Origin and Dialogic Pedagogy of Grammar, which consists of a corpus of various notes, the main premise of this research. In the research, first, to indicate the Bakhtin’s views on education, the historical and theoretical background of dialogical pedagogy is given together with other educational philosophies. Then, dialogic pedagogies in the axis of thoughts of Freire, Bakhtin, and Buber are examined and discussed. Afterward, the concepts of text, text structure, and intertextuality are discussed, and the relevance of these concepts to reading education is questioned from the perspective of reading theories. Subsequently, Bakhtin's views on linguistics, aesthetics, and language teaching are examined intertwined with reading education. Finally, the model of “dialogic reading” has been tried to be clarified by analyzing the story of Refik Halid Karay’s “Eskici” and then a sample of lecture and activity line is also presented. In this context, basic qualitative research, one of the qualitative research designs, is used in the related research, the source scanning technique is used while collecting the data, and the collected data is analyzed with the document analysis method. Thus, an eclectic corpus of existing studies is presented, and an original interpretation is tried to be brought within the scope of the relevant literature.