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Contemporary Approaches in Education and Communication

Edited By Hasan Arslan, Mehmet Ali Içbay, Alejandro J. Gallard and S. Lizette Ramos

This book presents a collection of papers written by researchers, teachers, administrators, analysts and graduate students working and doing research in the field of social sciences. The scientific studies include a wide range of topics from the analysis of social science textbooks to the teacher image in newspapers, the relationship between self-efficacy and cognitive level and the role of organizational silence on the loneliness of academics in work life.

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Village Institutes and Their Management (Erkan Kiral / Vedat Aksoy)


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Erkan Kiral and Vedat Aksoy

Village Institutes and Their Management

1. Introduction

Organisations are one of the indispensable elements of social life. In fact, in modern societies, many activities which are essential for life are performed by organisations. The more powerful these structures are, the easier is it for these structures and people who form the structures to achieve their objectives. Thus, this situation is valid for both the minimum organised structure and the maximum organised structure. Continuing states’ existence, which are the biggest systematic organisations on earth, depends on achieving the objectives of the organisations which created them. Hence, the educational organisation is one of the biggest sub-organisations which the state created systematically and deliberately to protect its perpetuity and to continue itself by renewing. In general, the ones who govern the state and the ones who are governed expect educational organisations to fulfil the functions of education. However, the ones who govern the Republic of Turkey in the first years of the Republic did not only expect educational organisations to fulfil their educational functions. They also aimed educational organisations to describe the new order to the public in a systematic manner and to make them adopt this new order. However, the majority of the people who were governed did not even know that education had such a function. As the large part of them were formed by villagers who lived in villages.

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