%0 Journal Article
%T Parents' Rights in Determining Children's Education Style
%A Davut OK£¿U
%J -
%D 2018
%X As the world enters the new millennium, the concepts of 'democracy', 'pluralism' and 'human rights and freedoms' have gained importance as the common values of mankind. As in many fields, it is discussed in the field of education as well whether the criteria of democracy and human rights are followed or not. One of the discussion topics is the degree of initiative that has been provided to the parents in determining their children's education style. In many international conventions, especially in the Universal Declaration of Human Rights and the Convention on the Rights of the Child, it is resolved that the right to determine the education style of children belongs to parents. Turkey has accepted the International Conventions regulating human rights and has signed some parts of the items regulating right to education by making reservations. The provision of providing the parents the initiative in determining the education style of children is also among the items that are made a reservation. However, the degree of initiative that has been provided to the parents in determining their children's education style leads to debate. The fact that various thoughts and tendencies are accepted as worthy, protected and have the right to be represented can be called as 'pluralism'. Just as in every case, respecting the principle of ¡®pluralism¡¯ in the right to education, which is a basic human right, is a requirement of democracy. The fact that the parents have not enough initiative in determining the National Education Policies causes problems in the implementation of the "pluralism" principle, which is the sine qua non of democracy. Also, the fact that parents' preferences are not taken into consideration in the preparation of curricula that determine the style of education gives rise to the danger of 'monotype'. Mono-type curriculum implementation also prevents the development of new theories, methods, and techniques in the field of curriculum development. The satisfaction level of the parents who are not included in the decision-making process is also limited. In this context, international standards should be adhered to and the drawbacks should be removed step by step in the determination of National Education Policies. Undoubtedly, the application of an education policy in accordance with the international standards on the basis of democracy, human rights and pluralism will enable the rise of standards both in the academic and values education
%K Ebeveyn
%K E£¿itim Hakk£¿
%K E£¿itim Tarz£¿
%K £¿o£¿ulculuk
%U http://dergipark.org.tr/yyuefd/issue/40566/497620