Proplematic Pedagogical Paradigms Brought About by Squeezed and Accelerated Epistemologies: An Interdisciplinary Perspective

Authors : Mehmet Şirin Demir, Dündar Kerçin, Metin Taytaş

Pages : 129-135

Doi:10.53568/yyusbed.1679515

View : 96 | Download : 164

Publication Date : 2025-10-30

Article Type : Research Paper

Abstract :Educational systems characterized by accelerated and squeezed epistemological paradigms of the 21st century, increasingly widespread and evident on both national and global scales, and having some negative effects on individuals\\\' mental and physical processes, mechanisms and pedagogical well-being, have increasingly made the processes of effective epistemological access, acquisition and healthy epistemic construction problematic, made it difficult to understand digital information sources and repertoires, rapidly grew and expanded without digesting and utilizing from systemic reserves or manifestations, and prevented the healthy functioning of institutional, social and individual dialectical processes, and mediated the emergence of some blockages and disruptions in educational and training processes as well as the deterioration of educational well-being processes. As a result, individuals tend to consume knowledge in a short time without developing in-depth understanding and ways of thinking. This situation also prevents the knowledge from being constructed correctly and adapted to life and from going through a number of critical and analytical dialectical processes. In this study, in line with the postulates foreseen by the qualitative methodology and within the framework of a mixed method, the negative effects of compressed and accelerated epistemology on global pedagogies in general and national pedagogies in particular are examined.
Keywords : Pedagoji, Eğitim, Öğretim, Epsitemoloji

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