BEING LEARNER IN THE CORONA DAYS

It is certain that learning is not a static process. This journey, which consists of various stops
throughout the life and based on permanent progress, aims to provide a versatile
equipment. Dozens of lessons are taught by dozens of teachers in different ways. Well, is it
necessary to have a teacher when it comes to learning? What is the role of the teacher in
modern learning? These and similar questions already existed in my mind, and the
perception that the school created a “learning space” was in fact disturbing my mind.

Gündüz Vassaf says in an essay in his rare work, Praise to Hell: “During the day, the
relationships that people will engage with each other are organized. In schools, young
people have to live in the same classes with the same people for years just because they are
of the same age. ” The work titled Totalitarianism in Everyday Life, opposes programming
our life and subjecting it to an order of obedience. In particular, it emphasizes the
educational systems uniformity of individuals. Indeed, a student at school will either behave
in a similar manner to those in that group, and will hide his original-free thoughts or face
exclusion. As such, it is necessary to question the quality of education. For very long hours
we put dozens of different students into four walls with different learning methods and
perspectives, perceptions, and concentration thresholds, and expect them to learn this or
that concept, a "guided truth" given within certain limits. When we evaluate the definition of
learning within the limits of psychology, we can say that there is a “constant change in
behavior”. Can we give this in our schools? The learning environment where concepts are
blunted is stifling, standardized and based on knowledge imposition. As a result, it can be
said that there will be only memorization. While it is clear that this approach, which is
organized by recalling the information held in memory in the short term, will be only one
step of basic learning, and relying on it and praising it is a separate quirk. Once a student
asked, "Why is this?" I remember him saying that he was losing his last spark of curiosity by
taking the answer "What are you going to do? That’s it, just memorize it, you won’t have it
on the exam"

When examining the 11th grade Philosophy textbook - which I do not refuse to see the field
of philosophy as the cradle of questioning - it will be seen that the whole book consists of
answering the "specific" questions asked about "determined" sections. It is evident that the
“preparation questions” given at the beginning of each unit are asked randomly and that
they are in the mood of “what can we ask to pass this part immediately” rather than being
questioned. “Can a relationship be established between religion and philosophy? Why is
innovation needed? How can social changes affect philosophy? ” questions selected from
some units. It can be observed that these questions, which do not prepare for the next level,
do not contain a depth for the content of the unit, deny the essence of philosophy, and
which can be passed with short and sloppy answers, can be observed throughout the book. I
think we will make a profit even if we do “works that will lead to the inference we want” in
our schools, but the situation is the opposite. “What are the philosophical trends of 18-19
centuries that stand out in the 21st century philosophy on knowledge? ” Who can benefit
from the memorization answer to the question? The entire education system is full of
memorization, a conceptual stack of information. It is known that a handful of students who
object to these, if any, are considered incompatible and lazy. We should always ask new
questions, we should ask more. This is the way to reach more qualified questions and to
internalize learning.

For students who did not leave the house during the corona days, a self-learning situation
began for the first time. Of course, schools offer flashy online learning opportunities and
prefer to fix the student in front of the camera, but at least students have a more free
environment in terms of learning. I think this will put an end to traditional education. I want
to hope so. What is the role of the “teacher” in the education system? Is it to be a "teacher
who has memorized better" by studying the memorized information a few lessons in
advance? As a teacher, we must free ourselves from this arrogant adjective and become
“learners”. The IB Diploma Program differs greatly in this framework. It centers the learning
action and points to the learners. There are no teachers, there are learners including the
teacher. It is important to share the taught lesson with the learners (no students anymore)
and to provide expectations before the lesson. Life does not like surprises. If I know that
there is a drama work in the last lesson of the week, I will prepare myself accordingly and
feel comfortable. If there is a writing practice, I observe my surroundings, gather material.
Giving responsibility to learners is another stage. Every action in the lesson plan must have a
meaning. During the distance education, I started to pay more attention to this part.
Determining the learning intention, establishing a local-international connection (as we see
that there is no escape from Corona. We cannot say, "I don't care about the disaster on the
other side of the world.") , establishing the Theory of Knowledge connection, and directing
each inquiry question. If necessary, the course should be continued on this questioning axis.
Learning-Teaching approaches (ATT-ATL) are part of the actual lesson plan rather than a
fancy unit plan element. Including as much differentiation as possible and compliance with
taxonomic steps. (Here is the famous Bloom Taxonomy) I think it is possible to follow these
processes, to share them with the learners in advance and to learn in feedback based
environment. In my opinion, IB DP is in a structure that offers it, but it comes to the concept
of ethics, to turn around and do it in a qualified way. "Only free people know each other's
fate," said Spinoza. "They only benefit each other and are firmly connected to each other
through a very strong bond of friendship." To have ethics, a free mind, and a free mind
requires a questioning approach that is free from excuses.

I see that the distance education process has begun to transform learners. Teachers
unaware of technology (necessarily going back to the traditional expression) started using
applications such as Zoom, Google Meet. They were surprised to learn that they could
communicate on Google Classroom. They are familiar with Web 2.0 tools. But of course
these are not enough to know, I believe that the action that is not in a plan is "just fake". Just
like the so-called philosophy book unit preparation questions. Everyone has a big job here.
It's time for students to take responsibility for their own learning process. It is time to
question what you have been presented (not believing in Google first) and thinking about it,
developing new thoughts, and asking why. To the judgment “Turkish Literature is studied in
three periods”, Isn't it time to ask like “Stop, wait a minute, why not four instead of three?
Why is it divided into periods? Who determines this? Is literature such a divisible thing? ”
Distance Education is a chance to achieve this. If the teacher learns, he should stop making
excuses and providing mediocre memorization information. More effort, more self-inquiry,
more feedback. There is no other way. These quarantine days will also be a medicine to this.
Now, slowly turn into yourself. Ask yourself three difficult questions. To find new questions,
not answers. Let yourself be confused. You're confused. Arthur Rimbaud whispers to you:
"As a result, I find the confusion in my head sacred." Let yourself be confused. Learn the
value of that confusion. Do not memorize. Learn, for the first time. Do not memorize.

Do you think that you still memorize the truth?

ÖNDER ŞİT

IB DP Coordinator, Zafer College-Turkey

Turkish A: Literature & TOK teacher
ondersitib@gmail.com