THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE

EDITORS
P o . D . Amelie L. CHICO
Assoc. P o . D . Çe in TAN
THE HUMAN QUEST IN
EDUCATION:
FROM PHILOSOPHY TO
PRACTICE
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EDITORS: P o . D . Amelie L. CHICO • Assoc. P o . D . Çe in TAN
THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE
OPEN ACCESS
Sugges ed Ci a ion:
Chico, A. L., Tan, Ç. (2025). THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE. BZT
TURAN PUBLISHING HOUSE. DOI: h ps://doi.o g/10.30546/19023.978-9952-8610-2-0.2025.0031
Language: English
Publica ion Da e: Oc obe 2025
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DOI: h ps://doi.o g/10.30546/19023.978-9952-8610-2-0.2025.0031
iii
PREFACE
The ques ion o wha i means o be human has pe sis ed as one o
he mos endu ing inqui ies o philosophy, an h opology, and educa ion.
F om Max Schele ’s and Takiye in Mengüşoğlu’s e o s o ede ine
humani y h ough philosophical an h opology, o Ka l Jaspe s’s insis ence
on communica ion as he g ound o au hen ic exis ence, he sea ch o he
human essence con inues o in o m con empo a y in ellec ual li e. In he
wen ie h cen u y, hese inqui ies became inc easingly u gen as humani y
aced new challenges b ough by science, echnology, and mode n social
s uc u es—ye he cen al p oblem o he “human” emained imeless.
This olume seeks o ca y o wa d ha in ellec ual ajec o y by b inging
oge he s udies ha examine humani y no only om philosophical bu
also om psychological, educa ional, and applied pe spec i es. The i s
se o con ibu ions e isi s he ounda ions o philosophical an h opology,
analyzing Schele ’s on ological dis inc ion be ween he psycho- i al and he
spi i ual, alongside Mengüşoğlu’s on ology-based c i ique ha insis s on he
in eg i y o conc e e human exis ence. In doing so, hey highligh bo h he
p omise and he limi s o an h opological heo ies in cap u ing he essence
o humani y.
The ollowing chap e s ex end he discussion in o he ealm o educa ion
and communica ion. Jaspe s’s concep ion o dialogue, cen al o his
philosophy, is he e ein e p e ed in ligh o con empo a y pedagogical needs.
His claim ha he sel is ealized only h ough meaning ul encoun e s wi h
o he s si ua es communica ion a he hea o bo h philosophical e lec ion
and educa ional e o m, o e ing aluable insigh s in o oday’s deba es on
how educa ion can os e au hen ici y, esponsibili y, and sha ed humani y.
Complemen ing hese heo e ical e lec ions, he olume also explo es
empi ical and p ac ice-o ien ed app oaches. A s udy o mind ulness-based
psychoeduca ion add esses adolescen s’ i a ional belie s, nega i e a ec ,
and expe iences o pee bullying, showing how con empla i e adi ions
can be adap ed in o secula educa ional con ex s o cul i a e awa eness
and emo ional esilience. Resea ch conduc ed wi hin spo s sciences
examines how eading ac i i ies may enhance a en ion and eac ion ime,

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demons a ing he cogni i e bene i s o s uc u ed educa ional in e en ions.
Finally, he analysis o gami ied lea ning in in-se ice aining e eals how
he in eg a ion o game mechanics—poin s, badges, leade boa ds, and
collabo a i e asks—can ans o m adul lea ning, while also no ing he
cul u al and ins i u ional challenges ha mus be add essed o e ec i e
implemen a ion.
Taken oge he , hese con ibu ions illus a e he in e disciplina y ichness
o s udying humani y and educa ion in andem. By b idging philosophy,
psychology, pedagogy, and applied esea ch, he p esen wo k unde sco es
he con inuing ele ance o classical philosophical inqui ies o con empo a y
educa ional p ac ices. I also highligh s how inno a i e app oaches—
mind ulness, cogni i e in e en ions, and gami ica ion—can e i alize he
lea ning p ocess in bo h academic and p o essional se ings.
I is ou hope ha his olume will encou age u he dialogue ac oss
disciplines, inspi e u u e esea ch, and p o ide bo h schola s and p ac i ione s
wi h new pe spec i es on he imeless ques ion: Wha is he human, and how
can educa ion help us o become mo e ully ou sel es?
P o . D . Amelie L. CHICO
Assoc. P o . D . Çe in TAN
DR. AMELIE LATOG CHICO, inished he Doc o a e deg ee in Managemen
(Doc o o Managemen ) a Liceo de Cagayan Uni e si y, Pelaez S ee Cagayan de O o
Ci y and he Mas e al Deg ee in Managemen majo in Human Resou ce Managemen
a UM TAGUM College. She inished he deg ee in Bachelo o Science in O ice
Managemen a Mindanao S a e Uni e si y-Iligan Ins i u e o Technology (MSU-IIT).
As he o me P og am Chai o he College o he Business Adminis a ion
Educa ion in (Human Resou ce Managemen P og am) in he di e en campuses: UM
Tagum College and Uni e si y o Mindanao Main-Campus espec i ely, she sha es he
expe ise in he ield o business and esea ch no only o he s uden s bu also o he
p og am as a whole.
He accomplishmen s as o me Resea ch Coo dina o (RPC-UM PANABO
COLLEGE) b ings hono o he Uni e si y o Mindanao whe e she published and
p esen ed esea ches in he In e na ional A ena. She is also he Edi o -on-Chie o he
College Jou nal “TINUBDAN” wi h 18 olumes and 7 Volumes o compendium o
abs ac s. She is cu en ly an a ilia e o ganiza ion commi ee o BZT ACADEMY in
Tu kiye, Mode a ing In e na ional Academic Resea ch Cong esses in he ollowing
coun ies: Tu kiye, Alge ia, Albania, Aze baijan, India, Philippines, Vie nam,
Uzbekis an and Uni ed S a es o Ame ica.
Recen ly, she was in i ed o be he “Keyno e Speake ” empowe ing s uden by
se ing he one o he esea ch pa icipan s by “MAINTAINING MOTIVATION”
wi h SSC METHOD (key wo ds ha can help hem START/STOP/CONTINUE)
du ing he 7 h 8 h and 10 h INTERNATIONAL NEW YORK ACADEMIC RESEARCH
CONGRESS ON HUMANITIES AND SOCIAL SCIENCES. (New Yo k, Albany)
D . Amelie L. Chico is he au ho o he book en i led “Good Go e nance and
Co po a e Social Responsibili y” published las 2015 and Coope a i e Managemen
published 2019, espec i ely. She has been an ad oca e o Resea ch, Human Resou ce
Specialis and o me Na ional Sec e a y o he Council o Managemen Educa o s and
P ac i ione s in he Philippines and now and ac i e membe and Vice-P esiden o CY
2024-2025 PMAP (PEOPLE MANAGEMENT ASSOCIATION OF THE PHILIPPINES,
INC.) DAVNOR Chap e .
D . Amelie L. Chico is a well-g ounded pe son wi h a good hea and sense o
humo , au ho , w i e , consul an , HR specialis and a lo ing mo he and a simple wi e.
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A e comple ing his p ima y, seconda y, and high school educa ion in Pe ek,
Tunceli, Çe in Tan s udied a Fı a Uni e si y, School o Physical Educa ion and
Spo s, Depa men o Physical Educa ion Teaching be ween 1998 and 2002. In 2006,
he comple ed his Mas e ’s deg ee a he Ins i u e o Social Sciences o Fı a Uni e si y.
In 2008, he began his doc o al s udies in Educa ional Adminis a ion, Supe ision,
Planning, and Economics a he Ins i u e o Educa ional Sciences a Fı a Uni e si y
and success ully ob ained his PhD deg ee in 2012.
In he same yea , he s a ed his academic ca ee as an Assis an P o esso (D .
Öğ e im Üyesi) a Sii Uni e si y, Facul y o Educa ion, Depa men o Educa ional
Sciences. In 2016, he was appoin ed o he Depa men o Physical Educa ion and
Spo s Teaching a he Facul y o Spo Sciences o Fı a Uni e si y. On Ma ch 6,
2018, he ecei ed he i le o Associa e P o esso in he ield o Educa ional Sciences –
Educa ional Adminis a ion, and on May 26, 2023, he was awa ded he i le o Associa e
P o esso in he ield o Spo Sciences. He s ill con inues o wo k as an Associa e
P o esso a he same acul y and depa men .
D . Tan has nume ous pape s p esen ed a na ional and in e na ional cong esses,
book chap e s, p ojec s ca ied ou as a TÜBİTAK p ojec ad iso , as well as many
a icles indexed in na ional and in e na ional da abases.
He is ma ied and he a he o wo child en, and cu en ly se es as an Associa e
P o esso a Fı a Uni e si y, Facul y o Spo Sciences.
Assoc. P o . D . Çe in TAN
ii
CONTENTS
PREFACE .................................................................................................................... iii
CHAPTER 1
THE PROBLEM OF “HUMAN” IN MAX SCHELER AND TAKIYETTIN
MENGÜŞOĞLU: AN EXAMINATION IN THE CONTEXT OF
PHILOSOPHICAL ANTHROPOLOGY ................................................................... 1
D . Rabia Can Pamuk
CHAPTER 2
RECONSIDERING EDUCATION THROUGH DIALOGUE: KARL
JASPERS’S CONCEPT OF COMMUNICATION .............................................. 17
Zeh a Şeke ekin
CHAPTER 3
A MINDFULNESS-BASED PSYCHOEDUCATION PROGRAM TARGETING
ADOLESCENTS’ IRRATIONAL BELIEFS, NEGATIVE AFFECT, AND PEER
BULLYING ..................................................................................................................31
D . A akan Yiği
P o . D . Fik e Gülaç ı
CHAPTER 4
THE ROLE OF READING ACTIVITIES ON ATTENTION LEVELS IN
STUDENTS OF THE FACULTY OF SPORTS SCIENCES .............................. 73
Şeyma Sa ılmış
Nu ay Sa ılmış
THE PROBLEM OF “HUMAN” IN MAX SCHELER AND TAKIYETTIN MENGÜŞOĞLU: AN EXAMINATION
6
compa isons wi h animals, and ocusing on human ela ionships wi h o he s
and, acco dingly, hei his o ical exis ence (Kuçu adi, 2017). Acco ding
o Nie zsche, e e y hing ha exis s is becoming, and he e is no absolu e
o e e nal ac (Nie zsche, 2013). The e o e, Nie zsche’s unde s anding o
humani y is one ha ela es o eal li e, whe e no alue is absolu ized. A
his poin , Nie zsche called he pe son who can ejec all mo al alues— he
one who can say “no”— he “Übe mensch” (O e man). The Übe mensch is
he meaning o he wo ld and anscends all no ions o good and e il. Thus,
since his pe son is sel -de e mining, he concep o God also disappea s o
hem (Akdemi , 2016).
F om he pe spec i e o he his o y o philosophy, he e olu ion o hough
can na u ally be seen as he e olu ion o he unde s anding o humani y. The
g ea es di icul y o he sys ems o med by Ge man idealism and he sys em-
based philosophies ha ollowed in ep esen ing he human phenomenon was
hei endency o ame humans wi hin a spi i ual exis ence. A his poin , in
he 20 h cen u y—and e en ea lie , in he second hal o he 19 h cen u y—
he alidi y o iews ha saw humans as c ea ed by God o as a ional
beings diminished. In his con ex , he opposi ion o Ludwig Feue bach and
Nie zsche o sys em-based hinking, which led o he neglec o humani y,
became signi ican de elopmen s. Pa icula ly, Nie zsche’s challenge o all
illusions, including mo ali y, had a p o ound impac on he de elopmen o
he unde s anding o humani y and, na u ally, philosophical an h opology
(Ö nek, 2017).
2. The P oblem o Human in Max Schele and
Takiye in Mengüşoğlu
Philosophical an h opology was es ablished as an independen discipline
only in he 20 h cen u y. The human concep ions o ea ly hinke s, along wi h
mode n philosophy, ha e made philosophical an h opology a specialized
ield wi hin philosophy. In he las i y yea s o he 20 h cen u y, philosophy
ocused on human beings, he p oblems eme ging in hei exis en ial
s uc u e, and hei place in he uni e se. Un il his cen u y, bo h science
and philosophy conduc ed esea ch in a ious ields, ye humani y was no
di ec ly he subjec o hese inqui ies. In sho , he in es iga ion o human-
speci ic p oblems as a pa icula philosophical discipline ook shape wi hin
he pe spec i e o his e a (Mengüşoğlu, 2017).
Max Schele , h ough he lens o he 20 h cen u y, iden i ied ha he human
p oblem had become signi ican ly mo e complex and incomp ehensible.
He e en emphasized ha , wi hin known his o y, his e a ep esen ed he

RABIA CAN PAMUK
7
peak o di icul y in unde s anding he human p oblem. One o he mos
impo an easons o his si ua ion is he lack o a consensus iew ega ding
human pe spec i es. Acco ding o him, i an educa ed Eu opean oday we e
asked wha comes o mind when hey hink o a human, h ee comple ely
un ela ed hough s—scien i ic, philosophical, and heological—would
simul aneously occupy hei mind. Consequen ly, Schele poin s ou ha we
ha e h ee dis inc an h opologies: one scien i ic, one philosophical, and one
heological, wi h no ag eed-upon de ini ion o wha i means o be human
(Schele , 1998).
Schele ’s ee alua ion o he human p oblem wi h such a diagnosis is a
signi ican and aluable con ibu ion. His philosophical an h opology can be
assessed posi i ely o nega i ely, bu by examining humani y independen ly,
he has had a conside able impac on he ad ancemen o con empo a y
philosophy. In ac , p io o Schele , Kan in oduced he essence o humani y
in o philosophy by iewing one aspec o he human being as au onomous,
o ee. I Kan had de o ed mo e space o s udying hese p oblems and had
g ounded hem sepa a ely in his philosophy, he migh ha e been conside ed
he ounde o philosophical an h opology (Mengüşoğlu, 2014).
As p e iously men ioned, despi e ha ing philosophical, scien i ic, and
heological an h opologies, Schele a gues ha we s ill lack a consensus on
he na u e o humani y. Based on his a gumen , wha kind o unde s anding
o humani y did Schele in end o es ablish? His ounda ional wo k ha
answe s his ques ion and se es as a guide is he small ye p o ound book The
Human Place in he Cosmos. In his book, he asse s ha he h ee adi ional
pe spec i es on humani y a e shaken, and pa icula ly, he Da winian iew on
human o igins has been o e h own. His aim is o es ablish a philosophical
an h opology on he b oades ounda ion. Schele claims ha he concep o
‘human’ has wo meanings. The i s e e s o humans as a subclass wi hin
he e eb a e and mammalian o de in he sys ema ic amewo k o na u al
sciences. The second meaning opposes he concep wi hin na u al sciences
and e e s o he essence o quali a i e na u e o humans. Schele seeks o
examine whe he we ha e he igh o speak abou humani y in his second
sense (Schele , 1998). He explo es whe e in human na u e his essence, which
ele a es humani y abo e o he beings in he uni e se, esides. Ul ima ely,
will he philosophe , who speaks o a dualis ic human concep , g ound he
essence o humani y in a singula no ion ha elimina es his duali y?
Schele de ines philosophical an h opology as ollows: “I is he discipline
ha examines he essence o humani y, he essen ial s uc u es o human
na u e, and i s ela ions wi h na u e, as well as i s physical, psychic, spi i ual,
THE PROBLEM OF “HUMAN” IN MAX SCHELER AND TAKIYETTIN MENGÜŞOĞLU: AN EXAMINATION
8
and on ological quali ies, he powe s possessed by humans, he laws o
biological, cul u al, physical, and social e olu ion, he alidi y and scope o
hese laws” (Schele , 1958). Thus, Schele cen e s his inqui y on he concep
o he human essence. He explains his by di iding humani y in o wo dis inc
s uc u es o exis ence. The i s is he psycho- i al ealm, composed o
senso y impulses, ins inc s, associa i e memo y, and p ac ical in elligence.
The second s uc u e, which is no o his wo ld and e en con a y o li e
i sel , is he ‘spi i ual’ ealm, which he desc ibes as ano he wo ld in i sel .
Wi hin he psycho- i al ealm, humans exis wi hin he biopsychic domain,
and he e is no p inciple wi hin his ealm ha can e lec o dis inguish
he human essence. Acco ding o Schele , his p inciple lies ou side wha
we b oadly de ine as “li e.” This p inciple is en i ely opposed o li e and
ep esen s a uly new exis en ial phenomenon ha canno be g ounded in
na u al e olu ion. Schele a gues ha i i mus be based on any hing, i can
only be g ounded in he highes ounda ion o all hings (Schele , 1998).
As seen, Schele di ides human exis ence in o wo ealms and seeks a
p inciple disconnec ed om li e wi hin a me aphysical domain. The highes
ounda ion o hings, in his sense, is a spi i ual being—God. He suppo s
his idea wi h he s a emen ha humans exp ess some hing ha de ines hei
di ini y. Acco ding o him, human his o y is in e wo en wi h di ini y. In his
con ex , being human and being di ine mu ually necessi a e each o he in
Schele ’s iew (Aka su, 1998).
Wi hin he psycho- i al ealm, human in elligence does no di e en ia e
humans om animals, as in elligence me ely e lec s a deg ee di e ence. Fo
Schele , wha ele a es humans exis en ially is a s uc u al dis inc ion. This
s uc u al di e ence, o Schele , is a p inciple con a y o li e. Acco ding o
him, e en ancien G eek hough ecognized his p inciple, which hey called
“ eason.” Schele e e s o his p inciple, which encompasses eason, as
Geis . The cen e whe e spi i mani es s wi hin i s in ini e domain is dis inc
om any unc ional cen e o li e and is e e ed o as he “pe son” (Schele ,
1954). The spi i ual being is independen o i s en i onmen and open o he
wo ld; i possesses i s own domain. Wi hin his ealm, as a pe son, he human
can anscend hemsel es since hey ac om hei own essence, objec i ying
bo h hei body and soul. F om his pe spec i e, one canno iew humans
me ely as a pa o his wo ld. They exis solely wi hin he highes ounda ion
o being. A his poin , Schele e e ences Kan ’s doc ine o anscenden al
pe cep ion as a basis, no ing ha Kan was he i s o ele a e spi i abo e he
soul and demons a e ha i is no me ely a unc ion o wha is e med he
“spi i ual subs ance” (Schele , 1998). The pe son, as he cen e o he spi i ,
is nei he objec i ied no ans o med in o any hing else; i exis s h ough i s
RABIA CAN PAMUK
9
ac s. A his poin , Schele asse s an insepa able connec ion be ween ac s and
ideas, conside ing ideas as a dis inc ea u e o he spi i . The human abili y
o sepa a e essence om exis ence o ms he ounda ion o o he spi i ual
cha ac e is ics. Humans di e om animals because hey can dis inguish
be ween essence and eali y. Animals canno possess his abili y as hey li e
wi hin a conc e e eali y. In con as , humans a e beings capable o saying
“no” o his eali y (Schele , 1998). Acco ding o Schele , man was no only
an ins inc i e animal bu also a spi i ual being. Man’s cosmic du y was no o
subjec na u e o him, bu o spi i ualize na u e (S aude, 1967).
Fo Schele , wha makes a human uly human na u ally eme ges om he
concep o “Spi i .” As humani y e ol es, i s sel -awa eness also ad ances,
b inging humans o he ealiza ion o hei s uggle wi h and mu ual in luence
on di ini y. Acco ding o him, humans can pa icipa e in he li e and ac s o
such a being h ough an ac o placing hemsel es in he being’s posi ion
and iden i ying wi h i . In sho , he idea o God is ansmi ed o humani y
(Aka su, 1998). Despi e Schele ’s aluable a emp o examine humani y
independen ly, his spi i ual unde s anding o humani y, which explains
humans h ough a p inciple de ached om he eal wo ld, add esses humani y
no holis ically bu in a agmen ed manne . A his poin , Mengüşoğlu
a gues ha while Schele ounded philosophical an h opology, he also led
i in o a dead end by neglec ing he co po eal and soul ul dimensions o
he human being and using God as e idence o his a gumen s. Acco ding
o Mengüşoğlu, Kan app oached his ma e mo e cau iously by sepa a ing
eligion om philosophy and he ield o knowledge (Mengüşoğlu, 2014).
In his espec , Mengüşoğlu, who con ibu ed o philosophical an h opology
in he 20 h cen u y, ho oughly examined he human unde s andings o Kan
and Schele and de eloped his own philosophical an h opology by d awing
upon he “New On ology” pe spec i e o his men o , Nicolai Ha mann
(Kuçu adi, 2017).
Mengüşoğlu highligh s ha , o he i s ime in ou e a, humani y has
u ned owa d i sel , i s own p oblems and phenomena, hus inco po a ing
i sel in o he esea ch domain o a speci ic philosophical ield. He sees he
dis inguishing ea u e o his philosophical an h opology as being based on
on ological ounda ions (Mengüşoğlu, 2017). The p ima y cha ac e is ic
o on ologically g ounded philosophical an h opology is ha i explains
humani y holis ically, wi hou agmen a ion, s a ing om he conc e e human
being and he exis en ial condi ions ha a ise om his wholeness. F om
he pe spec i e o he his o y o philosophy, Mengüşoğlu’s unde s anding
o humani y is one o he no el iews ha app oaches he human being
holis ically, whe he om a scien i ic o philosophical s andpoin . In his
THE PROBLEM OF “HUMAN” IN MAX SCHELER AND TAKIYETTIN MENGÜŞOĞLU: AN EXAMINATION
10
con ex , Mengüşoğlu asse s ha iewing humans as dual beings—such as
mind-body o na u e- eason— ails o cap u e he conc e e cha ac e is ics o
eal indi iduals li ing in daily li e. Acco ding o him, human phenomena a e
he ue ounda ion ha mus be analyzed o esol e “human” p oblems. A
his poin , Mengüşoğlu a gues ha h oughou he his o y o philosophical
an h opology, nume ous an h opological heo ies ha e been p oposed, and
he common ea u e o hese heo ies is ha hey con ibu e o illumina ing
a speci ic aspec o he human being. Howe e , hese heo ies do no ully
p esen he essence o he concep o “human.” This is because he sui abili y
o a concep depends on i s compa ibili y wi h i s phenomena (Mengüşoğlu,
2017).
Based on his in o ma ion, Mengüşoğlu p o ides insigh s in o ce ain
key heo ies. Acco ding o him, one o he mos impo an cha ac e is ics o
hese heo ies is hei e o o unde s and and explain humans by compa ing
hem o animals. The heo y o de elopmen al psychology p oposes ha
he e is a deg ee o di e ence be ween humans and animals. In opposi ion
o his heo y, Schele de elops he Geis heo y and seeks an explana ion o
humani y ha alls ou side he scope o psychology o biology. La e , ano he
heo y, known as he biological heo y, eme ges, challenging he no ion ha
philosophical an h opology can ad ance h ough he Geis heo y. This heo y
is a ibu ed o A nold Gehlen. D awing om Kan ’s concep o he “being o
de iciencies,” his heo y a gues ha , when compa ed mo phologically wi h
animals, humans a e beings o de iciency. This is because humans lack all
kinds o biological ools. Howe e , hese de iciencies a e compensa ed o by
o he abili ies, such as in elligence and hands. Ye , acco ding o Mengüşoğlu,
al hough his heo y is mo e ealis ic han he Geis heo y, i s ill ails o
add ess he human being in hei conc e e wholeness (Mengüşoğlu, 2017).
E ich Ro hacke , who a gues ha philosophical an h opology should
examine human cul u e in a b oad sense, is a ep esen a i e o he cul u al
an h opology heo y. Ano he ep esen a i e o his iew, E ns Cassi e , s a s
om he ques ion “Wha is man?” and posi s ha he essence o he human
being is ha o an animal symbolicum. F om his pe spec i e, acco ding o
Cassi e , humans do no li e in he eal wo ld bu in a “wo ld o symbols”
(Mengüşoğlu, 2017). Cassi e asse s ha his de ini ion o he essence o
humani y should be unde s ood unc ionally. In his sense, humans canno
be de ined h ough a me aphysical o na u al p inciple. The dis inguishing
ea u e o humans is nei he me aphysical no physical bu unc ional.
Ac i i ies wi hin his unc ion include language, my h, eligion, a , science,
and his o y. The philosophy o humani y is hus he comp ehension o hese
ac i i ies and he unde s anding o hese s uc u es in hei en i e y (Cassi e ,
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11
1970). Acco ding o Mengüşoğlu, cul u al an h opology con ibu es o
illumina ing a pa icula aspec o humani y, bu i e eals no he exis en ial
s uc u e o wholeness o he human being, bu a he he cha ac e is ics
o na ions. The e o e, Mengüşoğlu seeks o es ablish philosophical
an h opology on a ounda ion ee om any alue judgmen . Acco ding o
him, he undamen al ques ion o philosophical an h opology is: “Wha is
common among all human g oups, wha is inhe en , dominan , signi ican ,
and ne e absen in any o hem?” (Mengüşoğlu, 2017).
The s a ing poin o philosophical an h opology, which is based on
on ological ounda ions, mus s em om phenomena wi hou eso ing o
any concep o alling in o cons uc s. Theo ies ha a e based on concep s
do no e lec he conc e e wholeness o he human being. The e o e,
Mengüşoğlu ega ds Kan ’s heo y as supe io o o he s. Whe e do we
encoun e he conc e e human as a whole? This ques ion is c ucial o
Mengüşoğlu because he human being eme ges conc e ely only h ough
ac ions and he achie emen s ealized h ough hese ac ions. Thus, humans
can be unde s ood h ough he phenomena e ealed by hese ac ions and he
successes hey b ing o h. A his poin , he phenomena ha e eal he human
in hei wholeness a e as ollows: knowing, ac ing, eeling alues, aking
s ances, o eseeing and p ede e mining, willing, being ee and his o ical
beings, idealizing, de o ing onesel o some hing, wo king, educa ing and
being educable, belie ing, being he c ea o o a and echnology, speaking,
being disha monic, and being a biopsychic being (Mengüşoğlu, 2017).
Mengüşoğlu app oaches hese phenomena no h ough a educ ionis
a i ude bu by s a ing om conc e e phenomena. A his poin , d awing
om Nicolai Ha mann’s on ology, Mengüşoğlu highligh s ha Ha mann,
he ounde o mode n on ology, places g ea e impo ance on phenomena
han Edmund Husse l does (Mengüşoğlu, 2020). This is because Ha mann’s
new on ology inhe en ly ega ds phenomena as p ima y da a and explains
exis ence i s by s a ing om hese phenomena. Acco ding o Ha mann, any
iew ha does no align wi h he laye s o exis ence absolu izes one o hese
laye s, leading o he loss o he human being (Wein, 2019). In his con ex ,
Ha mann’s on ological pe spec i e di ec ly in luences Mengüşoğlu’s iews.
F om his pe spec i e, Mengüşoğlu s a es ha con empo a y on ology has
eed i sel om me aphysical bu dens. This is because oday’s on ology
ega ds “being” and he “exis en i sel ” as he ul ima e eali y. In o he
wo ds, “appea ance” and “exis ence-in-i sel ” o m a uni y (Mengüşoğlu,
2013).

THE PROBLEM OF “HUMAN” IN MAX SCHELER AND TAKIYETTIN MENGÜŞOĞLU: AN EXAMINATION
12
Mengüşoğlu de ines he ask o on ological an h opology as ollows: “Wha
does i mean o examine an h opology in e ms o human achie emen s, ac s,
and elemen s o exis ence? I means examining all de e mina ions ela ed o
humans bo h indi idually and as a whole. The examina ion succeeds only
when concep s a e no imposed om he ou side. The ask o bo h gene al
on ology and an h opology is o s udy ‘wha exis s as i exis s’ (A is o le)
(Mengüşoğlu, 2013).” In ligh o all his in o ma ion, Mengüşoğlu’s mos
signi ican ea u e and o iginali y lie in his abili y o g asp humani y h ough
ac i i ies unique o he human species. This also ep esen s an impo an
con ibu ion o con empo a y human philosophy (Kuçu adi, 2017).
To summa ize, Schele ’s e o o es ablish philosophical an h opology as
an independen discipline and Mengüşoğlu’s holis ic app oach o humani y
wi hou agmen a ion a e bo h aluable con ibu ions o his ield. Looking
a philosophical an h opology om he pe spec i e o he 21s cen u y, i
becomes clea ha i is mo e necessa y han e e . Recognizing his eali y
equi es humans o u n owa d hei own eali y and unde s and hemsel es.
The pa h o his unde s anding is educa ion. Indeed, in his con ex , Kan
s a es ha “man can only become man h ough educa ion” (Kan , 2020).
In his sense, i is no heo ies bu li e i sel ha should go e n educa ion
(Nu ku, 2016). Since a human being who connec s wi h li e exis s in
ela ion o eali y, hey will lea n wha hey a e h ough li ed expe ience.
As Mengüşoğlu’s unde s anding o humani y is also based on he conc e e
eali y and exis en ial condi ion o he human being, i ocuses on he li ing
human being a he han heo ies.
Conclusion
When we look a he his o ical de elopmen o human philosophy, we
obse e ce ain conclusions. One o hese conclusions is he pe cep ion o
he human being as dualis ic, ha is, he unde s anding o analyzing he
human by di iding i in o pa s. Such an unde s anding means aliena ing
one side o he human being. In his ega d, Mengüşoğlu’s app oach o
philosophical an h opology has made a signi ican con ibu ion by o e ing
a holis ic pe spec i e on he human being. In his sense, i can be said
ha Mengüşoğlu is a s ep ahead o Schele , as he bases he possibili y o
unde s anding he human being holis ically on an on ologically g ounded
philosophical an h opology. Al hough Schele ’s independen conside a ion
o he human being is highly signi ican o he de elopmen o philosophical
an h opology, he ul ima ely explains he human by di iding i in o a dual
sphe e o exis ence.
RABIA CAN PAMUK
13
Since Schele and Mengüşoğlu a e hinke s close o ou e a, unde s anding
hei app oaches o human p oblems is impo an o comp ehending
philosophical an h opology and assessing i s impac on he 21s cen u y.
The human p oblem, iden i ied by Schele as a mo e p essing issue in he
20 h cen u y compa ed o p e ious e as, has oday become an e en mo e
se ious issue han i was in he 20 h cen u y. Thus, he ques ion ha mus
be asked is: Has he human p oblem been be e illumina ed and esol ed
compa ed o he pas ? This ques ion can also be asked om an e hical
pe spec i e. In his sense, ha ing an e hical s ance in he ields o science
and echnology is essen ial o discussing he human p oblem on he igh
g ounds. Fo he ad ancemen o philosophical an h opology, ields such
as science, echnology, economics, and law need o in e nalize an e hical
and an h opological unde s anding o he human being. A his poin ,
philosophical an h opology holds an in eg a i e and encompassing unc ion.
Indeed, when we conside Kan ’s ques ions—”Wha can we know? Wha
should we do? Wha may we hope o ? Wha is he human being?”—we see
ha he inal ques ion encompasses all he o he s. In doing so, Kan ac ually
es ablishes he ounda ional poin upon which philosophy i sel should be
based.
THE PROBLEM OF “HUMAN” IN MAX SCHELER AND TAKIYETTIN MENGÜŞOĞLU: AN EXAMINATION
14
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Yayınla ı.
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Uni e si y P ess.
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Yayınla ı.
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del). Sou he n Illınois Uni e si y P ess.
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Ye i”. (Ed . İoanna Kuçu adi). Yüzyılımızda İnsan Felse esi. Anka a: TFK Yayınla ı.
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Yayınla ı.
Mengüşoğlu, Takiye in. (2017). İnsan Felse esi. Anka a: Doğuba ı Yayınla ı.
Mengüşoğlu Takiye in. (2020). Fenomenoloji e Nicolai Ha mann, Anka a: Doğuba ı
Yayınla ı.
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Yayınla ı.
Nu ku, Uluğ. (2016). Va oluş e Ta ihsellik. İs anbul: Doğuba ı Yayınla ı.
Nuzzo, Angelica. (2005). Kan and Uni y o Reason. Pu due Uni e si y P ess.
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anna Kuçu adi). Yüzyılımızda İnsan Felse esi. Anka a: TFK Yayınla ı.
Pippin, Robe . (1991). Mode ni y as Philosophical P oblem. Basil Black Well.
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Pla on. (2000). De le . ( ans. Sebaha in Eyuboğlu& M. Ali Cimcoz). İs anbul: Kül ü
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Pla on. (2017). Diyalogla . ( ans. Teoman Ak ü el). İs anbul: Remzi Ki ape i.
Schele , Max. (1954). De Fo malismus in de E hik und die ma e iale We e hik, Ges. We ke
Bd.2, Be n.
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Beacon P ess.
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S aude, John Raphael. (1967). Max Schele . The F ee P ess, New Yo k.
Thılly, F ank. (2002). Yunan e O açağ Felse esi. ( ans. İb ahim Şene ). İs anbul:İzdüşüm
Yayınla ı.
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ces. Sage Publica ions.
RECONSIDERING EDUCATION THROUGH DIALOGUE: KARL JASPERS’S CONCEPT OF COMMUNICATION
22
communica ion, he indi idual encoun e s he possibili y o ealizing hei
own au hen ic po en ial (E dem, 2003, p. 177).
Wi h he s a emen , “Wha is no ealised in communica ion is no ye ,
wha is no ul ima ely g ounded in i is wi hou adequa e ounda ion. The
u h begins wi h wo” (Jaspe s, 1964, p. 124), Jaspe s unde sco es he
undamen al ole o communica ion in cons i u ing bo h exis ence and
knowledge. Acco ding o him, he indi idual can only es ablish a ounda ion
o he sel h ough communica i e engagemen . In he absence o such
engagemen , one lacks he g ounding necessa y o pe sonal de elopmen
and exis en ial p og ess. F om his pe spec i e, a key implica ion o
Jaspe s’s philosophy eme ges: as a hinking being, he human subjec
gene a es nume ous ideas, bu unless hese ideas a e communica ed—sha ed
wi h o he s, con on ed wi h di e en pe spec i es, and si ua ed wi hin a
b oade in e subjec i e con ex — hey emain abs ac and ung ounded.
Isola ed hough s, de ached om dialogue and communal alida ion, isk
ading in o i ele ance. Fo Jaspe s, communica ion is he e y ac h ough
which hough is ac ualized, ende ed conc e e, and made endu ing. This
unde sco es he dual esponsibili y o exp essing one’s ideas and lis ening
a en i ely o o he s, allowing o he in e ac ion and e olu ion o hough .
While ideas o igina e in indi idual e lec ion, hey a ain dep h h ough
dialogical engagemen wi h o he s. I is h ough his dialogical p ocess ha
ideas ind hei ounda ion, de elop meaning, and enable in ellec ual and
exis en ial g ow h. In his sense, Jaspe s main ains ha sel -unde s anding
and epis emic ce ain y a e possible only h ough communica ion (Jaspe s,
1981, p. 95).
Wha is no ealized in communica ion, acco ding o Jaspe s, does no ye
uly exis . Ul ima ely, ha which is no g ounded in communica ion lacks
a su icien ounda ion. In such cases, u h becomes agmen ed and begins
o dualize, losing i s cohe ence and exis en ial ele ance. Fo his eason,
Jaspe s a gues ha philosophy mus cons an ly seek communica ion, calling
o he cou age o engage openly and wi hou hesi a ion. I is h ough his
ongoing communica i e engagemen ha he indi idual li es wi h he hope
o being “gi en back” o onesel — ha is, o achie ing a enewed sense o
sel hood (Jaspe s, 2019, p. 110). Jaspe s hus links he econcilia ion o u h
wi h he edisco e y o he sel , emphasizing ha he sea ch o pe sonal
and philosophical u h necessa ily equi es a sus ained commi men o
communica ion. As E dem also no es, in Jaspe s’s philosophy, communica ion
unc ions as he e y “sign” h ough which he u h o exis ence is disclosed.
Exis ence, in i s mos p o ound sense, e eals i sel only wi hin and h ough
communica ion (E dem, 2007, p. 44).

ZEHRA ŞEKERTEKIN
23
F om a philosophical s andpoin , Jaspe s unde sco es he indispensable
ole o communica ion in he sea ch o u h and wisdom. He asse s
ha philosophy, in i s essence, canno be p ac iced in isola ion; a he , i
equi es dialogical engagemen . In suppo o his claim, Jaspe s d aws on
Nie zsche’s asse ion ha “One is always w ong, bu wi h wo, u h begins”
(Jaspe s, 2013, p. 501), in e p e ing i as a con i ma ion o he inhe en ly
in e subjec i e na u e o u h. Like Nie zsche, Jaspe s main ains ha u h
eme ges no wi hin he isola ed sel bu in he encoun e be ween a leas wo
indi iduals. Communica ion wi h o he s becomes a necessa y condi ion o
he sea ch o u h.
Fo Jaspe s, u h is no me ely an epis emological conce n bu a
undamen al elemen in he enligh enmen o human exis ence. He a gues
ha one canno a i e a u h alone; a he , i is h ough exis en ial
communica ion ha indi iduals c ea e he condi ions o u h o mani es .
In his con ex , communica ion, along wi h eedom, cons i u es he basis
o he un olding o exis ence (E dem, 2007, p. 25). The sea ch o u h,
he capaci y o ee ac ion and hough , and he abili y o communica e a e,
he e o e, insepa able dimensions o he human e o o enligh en exis ence.
Jaspe s cap u es his in e ela ion wi h he s a emen : “E e y u h ealizes
i sel in communica ion; I am in u h, I do no jus li e, I gi e meaning o
my li e” (Jaspe s, 1981, p. 42). He e, he emphasizes ha he sea ch o u h,
which gi es li e i s meaning, is only possible h ough communica ion. I
ollows ha communica ion is no only a medium o u h-seeking bu also a
condi ion o exis en ial meaning.
In summa y, o Jaspe s, i is impossible o philosophize wi hou engaging
in communica ion. The de elopmen and exp ession o hough se e he
sea ch o u h only inso a as hey occu wi hin a communica i e con ex .
Dep i ed o dialogue, philosophical hinking isks de achmen om u h.
Philosophical u h is a ainable only h ough communica ion (Bochenski,
1982, p. 19).
Communica ion as a Co e Aspec o Jaspe s’s Li e
Jaspe s embodies he signi icance he a ibu es o communica ion in
his own li e, wi h his ela ionship wi h his s uden Hannah A end se ing
as a p ime example. Despi e li ing in di e en coun ies o much o hei
li es—Jaspe s in Swi ze land and A end in he Uni ed S a es du ing he
Nazi egime— hei communica i e engagemen pe sis ed. This exchange
was undamen ally in ellec ual, a ecip ocal p ocess h ough which bo h
philosophe s gained p o ound insigh s. Jaspe s lis ened a en i ely o A end ’s
RECONSIDERING EDUCATION THROUGH DIALOGUE: KARL JASPERS’S CONCEPT OF COMMUNICATION
24
pe spec i es, ecognizing he no me ely as a s uden bu as an in ellec ual
equal. In his ega d, hei in e ac ion anscended he adi ional eache -
s uden dynamic and can be unde s ood as a genuine iendship. P ecisely
as Jaspe s en isioned, hei dialogue was cha ac e ized by an egali a ian
engagemen on he sha ed sea ch o u h.
Acco ding o Nixon, he iendship ha exis ed be ween Hannah A end
and Jaspe s clea ly demons a es how hei in ellec ual de elopmen
as educa o s was sus ained by hei cons an dialogue, no despi e, bu
because o , di e ences in ci cums ances and pe sonali ies. She desc ibes
hei iendship as p oceeding wi h an open communica ion o di e en
pe spec i es, con inuing o lea n, and communica ing bo h wi h each o he
and abou he wo ld hey we e ying o unde s and (Nixon, 2015, p. 161).
The Nazi egime in Ge many se es as ano he example om his li e
ha ea i med o Jaspe s he p o ound impo ance o communica ion and
he in e pe sonal bonds i enables. He belie es ha he ho o s and mo al
up u es o such a pe iod could only be add essed h ough genuine dialogue.
In The Ques ion o Ge man Guil , Jaspe s explo es he ans o ma i e and
econcilia o y po en ial o communica ion in he a e ma h o poli ical
and e hical ca as ophe. Speaking di ec ly o pos -wa Ge man socie y, he
asse s ha only h ough open dialogue—by speaking wi h one ano he and
s i ing o mu ual unde s anding—could consensus be achie ed h ough
ole ance and, when necessa y, comp omise. Acco ding o Jaspe s, such
communica i e e o s a e essen ial o building a socie y ha s ands on
i m mo al and exis en ial g ound, a he han one held oge he me ely by
coe cion o passi e con o mi y (Jaspe s, 2015, p. 30).
Explo ing he Educa ional Po en ial o Ka l
Jaspe s’ Concep ion o Communica ion
Jaspe s iden i ies h ee dis inc and undamen al o ms o educa ion:
gene al school educa ion, oca ional educa ion, and Soc a ic educa ion. Each
e lec s a di e en concep ion o he educa ional p ocess and he oles o
eache and s uden . In gene al school educa ion—also e e s o as scholas ic
educa ion— he eache ’s p ima y ole is o ansmi knowledge. Ins uc ion
is based on a se o ex s and ecognized au ho i ies, and he eache does no
engage in o iginal esea ch. Ra he , knowledge is p esen ed in a sys ema ic
and o ganized manne . This o m o educa ion emphasizes he passi e
ecep ion o in o ma ion by s uden s. Voca ional educa ion is cha ac e ized
by a hie a chical ela ionship in which he eache assumes he ole o an
au ho i a i e igu e and is ega ded as he sole sou ce o knowledge. The
ZEHRA ŞEKERTEKIN
25
ansmission o p ac ical skills and p o essional expe ise is cen al o his
model, and he s uden is posi ioned p ima ily as a ecipien o his expe ise.
Soc a ic educa ion, howe e , depa s adically om hese wo models. I
is based on a ela ionship o equali y be ween eache and s uden . Bo h
pa icipan s a e ega ded as ee and ac i e con ibu o s in he educa ional
p ocess. Ra he han adhe ing o a igid, p e-de e mined cu iculum, his
model emphasizes a dialogical and explo a o y p ocess aimed a unco e ing
he limi s o one’s knowledge. Soc a ic educa ion places he highes alue
on pe sonal esponsibili y, as he indi idual is conside ed ully accoun able
o hei own educa ional de elopmen . The aim is no he acquisi ion o
in o ma ion, bu he ealiza ion o he lea ne ’s po en ial h ough c i ical
sel -inqui y. The eache , in his con ex , is no an au ho i y igu e bu a co-
inqui e who engages wi h he s uden in a sha ed sea ch o u h. Jaspe s
main ains ha scholas ic educa ion may be app op ia e h ough he end
o seconda y educa ion. Howe e , he con ends ha uni e si y educa ion
ough o adop he Soc a ic model. This posi ion is g ounded in he iew
ha uni e si y s uden s, as adul s, a e capable o assuming ull esponsibili y
o hei in ellec ual de elopmen , and ha p o esso s a e no expec ed o
p o ide hem wi h pe sonal guidance in he same manne as school eache s.
Consequen ly, uni e si y educa ion should no be con ined o he me e
ans e o knowledge, as is ypical in ea lie s ages o schooling (Jaspe s,
1959, pp. 49–52). Acco ding o Jaspe s, Soc a ic educa ion is p ominen
because in his ype o educa ion, he lea ne is included in he p ocess. This
is based on Jaspe s’s belie in he alue o in eg i y and he e o e he sea ch
o u h. Because o his belie , he ad oca es a eaching s yle ha is achie ed
h ough he de elopmen o he Soc a ic sys em a uni e si ies (Wya , 1982,
p. 23).
Jaspe s emphasizes he cen ali y o communica ion in his seminal wo k
The Idea o he Uni e si y, whe e he a icula es his ision o he uni e si y’s
ole in socie y. Acco ding o Jaspe s, communica ion is bo h necessa y and
ounda ional wi hin he academic en i onmen , pa icula ly as uni e si ies
se e as he cus odians o scien i ic inqui y and in ellec ual de elopmen .
He a gues ha meaning ul dialogue be ween academics and s uden s is
essen ial—no only among indi iduals wi hin each g oup bu also ac oss
hese g oups. Such communica ion cons i u es a i al componen o he
collec i e sea ch o u h, as i os e s he eme gence o a dynamic wo ld
o ideas h ough he exchange o di e se and e en opposing pe spec i es.
Jaspe s dis inguishes be ween wo o ms o in ellec ual exchange ha may
occu wi hin a uni e si y se ing, commonly ende ed in English as deba e
and discussion. In he o me , indi iduals p ima ily seek o asse and
RECONSIDERING EDUCATION THROUGH DIALOGUE: KARL JASPERS’S CONCEPT OF COMMUNICATION
26
de end hei own iewpoin s, aiming o pe suade o con ince o he s o hei
co ec ness. In con as , he la e o m—discussion in Jaspe s’s sense—
en ails a mo e open and ecip ocal mode o engagemen . He e, pa icipan s
p esen hei own ideas while simul aneously emaining ecep i e o he
pe spec i es o o he s, willing o econside o e ise hei posi ions in ligh
o new insigh s. Fo Jaspe s, such dialogical communica ion is indispensable
in he collec i e sea ch o u h. He ad oca es o his second o m o
discussion as essen ial o he uni e si y’s mission, emphasizing a p ocess
g ounded no in unila e al a gumen a ion, bu in mu ual unde s anding and
he sha ed sea ch o objec i e u h h ough genuine lis ening and exchange
(Jaspe s, 1959).
In Jaspe s’s philosophy, communica ion un olds as a “lo ing s uggle.”
Lo e se es as he ounda ional o ce o his communica i e p ocess. While
ideas may clash in he exchange, he exis en ial indi idual engages in his
s uggle no o dominance, bu in pu sui o cla i y and mu ual unde s anding.
This s uggle, howe e , is de oid o he ypical dynamics o supe io i y o
conques ; ins ead, i s essence lies in genuine conce n o he o he (Bochenski,
1982, pp. 18–19). In his o m o dialogue, bo h pa icipan s a e uni ed
in hei commi men o he u h a he han d i en by a p ide ul desi e o
p e ail. Thus, Jaspe s en isions a communica i e a mosphe e cha ac e ized
by empa hy, mu ual espec , and a sha ed exis en ial longing. He ad oca es
o a mode o discou se in which ecognizing he common g ound be ween
seemingly opposing ideas is mo e aluable han p ema u ely ixing hough
upon a igid conclusion (Jaspe s, 2015, p. 21). Jaspe s con ends ha i is
a undamen al e o o indi iduals o become ixa ed on pa icula ideas
wi hou emaining open o engaging wi h al e na i e pe spec i es. Jaspe s
(2001) a icula es his posi ion in he ollowing passage:
I is so easy o s and wi h emo ional emphasis on decisi e judgmen s;
i is di icul calmly o isualize and o see u h in ull knowledge o all
objec s. I is easy o b eak o communica ion wi h de ian asse ions;
i is di icul ceaselessly, beyond asse ions, o en e on he g ound o
u h. I is easy o seize an opinion and hold on o i , dispensing wi h
u he cogi a ion; i is di icul o ad ance s ep by s ep and ne e o
ba u he ques ioning (p. 21).
Be ween 1953 and 1968, an a emp was made o implemen a Soc a ic
model o educa ion a Ba d College in New Yo k, di ec ly inspi ed by he
educa ional philosophy o Ka l Jaspe s. This inno a i e ini ia i e was led by
Hein ich Blüche , a philosophy p o esso a Ba d and he husband o Hannah
A end . Blüche designed and di ec ed he “Common Cou se,” an ambi ious
ZEHRA ŞEKERTEKIN
27
p og am aimed a in oducing i s -yea s uden s o wha he desc ibed as he
“philosophical a i ude” and hei “capaci y o human eedom” (Bo s ein,
2018, p. 35). This ini ia i e ep esen s a conc e e ins i u ional ealiza ion o
Jaspe s’s concep o Soc a ic educa ion, embodying his ision o a dialogical
and sel - e lec i e app oach o lea ning.
Shi ing educa ion om a model cen e ed on he unidi ec ional
ansmission o knowledge o one ha p io i izes in e ac ion and dialogue
enhances no only cogni i e de elopmen bu also s uden s’ emo ional,
social, and psychological g ow h. Fu he mo e, econcep ualizing he ole o
he eache as a co-lea ne , a he han me ely a ansmi e o knowledge, can
alle ia e he p essu es adi ionally placed on educa o s while simul aneously
inc easing hei ac i e pa icipa ion in he lea ning p ocess. Lapsley and
Chalone (2020, as ci ed in Na ayanan, 2025) a gue ha he eache ’s ole
can shi as c ea o s o alida ing and sa e en i onmen s in which s uden s
emb ace ques ioning as a co e elemen o hei iden i y.
Conclusion
This s udy has examined Jaspe s’s concep o communica ion wi h a
iew o assessing i s ele ance and po en ial con ibu ion o con empo a y
educa ional heo y. Al hough Jaspe s p ima ily discusses Soc a ic model
wi hin he con ex o uni e si y educa ion, his b oade unde s anding o
communica ion is applicable ac oss all le els o educa ion. Wi h app op ia e
pedagogical guidance, bo h s uden s and educa o s can ha ness he
ans o ma i e po en ial o communica ion in he lea ning p ocess. Jaspe s’s
concep ion o communica ion o e s a aluable ounda ion o os e ing
dialogical engagemen in educa ional se ings.
Jaspe s’s concep ion o communica ion ma ks a signi ican depa u e om
adi ional educa ional pa adigms ha educe lea ning o he ansmission
o in o ma ion o he ein o cemen o p e ailing social no ms. In Jaspe s’s
iew, educa ion mus ex end beyond me e cogni i e de elopmen o suppo
he cul i a ion o inne eedom, he sea ch o exis en ial meaning, and
he o ma ion o au hen ic ela ionships wi h o he s. Educa ion mus se e
as a space whe e indi iduals come o unde s and hei own exis ence and
cul i a e au hen ic ela ionships wi h o he s. In his con ex , communica ion
assumes a cen al ole in he educa ional p ocess, as u h is no unco e ed
solely wi hin he con ines o indi idual consciousness bu a ises h ough
dialogue g ounded in mu ual openness, espec , and he sha ed pu sui o
unde s anding. Acco dingly, educa ion is eimagined as a undamen ally
dialogical p ocess—one o ien ed owa d pe sonal ans o ma ion and

RECONSIDERING EDUCATION THROUGH DIALOGUE: KARL JASPERS’S CONCEPT OF COMMUNICATION
28
ecip ocal unde s anding, a he han he unidi ec ional ansmission o
objec i e knowledge. This econcep ualiza ion also eshapes he eache –
s uden ela ionship. The eache is no longe solely an au ho i a i e igu e
asked wi h deli e ing con en , bu becomes a dialogical pa ne who
accompanies he s uden on a sha ed jou ney o in ellec ual and exis en ial
g ow h. Likewise, he s uden is no posi ioned as a passi e ecipien , bu as
an ac i e, e lec i e pa icipan in he lea ning p ocess.
F om Jaspe s’s pe spec i e, educa ion canno be unde s ood h ough
a unc ionalis lens. I s pu pose is no me ely o acili a e he indi idual’s
adap a ion o socie y, bu o enable he ealiza ion o one’s unique exis ence.
Fo Jaspe s, educa ion se es as a means h ough which indi iduals a ain
sel -awa eness and e hically econ igu e hei ela ionship wi h he wo ld.
His philosophy p esen s a c i ical al e na i e o he challenges acing
mode n educa ional sys ems—namely, he ins umen aliza ion o lea ning,
he s anda diza ion o cu icula, and he e osion o indi idual meaning. In
con as , Jaspe s p oposes an exis en ial concep ion o educa ion, one ha
os e s pe sonal eedom, cul i a es e hical esponsibili y, and suppo s he
sea ch o meaning in human li e. Such a ision o educa ion is a ainable
only wi hin a communica i e en i onmen cha ac e ized by au hen ici y,
ecip oci y, and equali y.
In his con ex , e hinking educa ion h ough dialogue necessi a es a
ans o ma ion o he eache –s uden ela ionship, he econs uc ion o he
class oom as a space dedica ed o he sea ch o u h, and he ecogni ion
o lea ning as no only a cogni i e bu also an e hical and on ological
p ocess. Such an app oach p o ides a p o ound philosophical ounda ion
o con empo a y pedagogical p ac ices by cen e ing communica ion—
bo h in ape sonal and in e pe sonal—wi hin he educa ional expe ience.
This pe spec i e add esses he o en-o e looked philosophical dimension
o educa ion, which is inhe en ly mul idimensional and canno be ully
unde s ood o o ganized solely h ough pedagogical amewo ks. Ins ead,
philosophy mus occupy a cen al ole, guiding and shaping educa ional aims
and p ocesses. Viewed h ough Jaspe s’s lens, a dialogical unde s anding
igh ly eme ges as a co e conce n o educa ional philosophy.
Consequen ly, Jaspe s’ concep ion o communica ion eminds us ha
educa ion anscends echnical o p agma ic conce ns; i is undamen ally an
endea o in e wined wi h meaning, eedom, and u h. When he exis en ial
dimension o educa ion is in eg a ed wi h he ans o ma i e powe o
dialogue, i holds he po en ial o os e bo h he inne de elopmen o he
indi idual and he e hical ans o ma ion o socie y.
ZEHRA ŞEKERTEKIN
29
Re e ences
Bochensky, I. M. (1982). Egzis ans else esi e Jaspe s. In M. Akalın (Ed.), Felse eye Gi iş
(pp. 7–24). Is anbul: De gâh Publishing.
Bo s ein, M. (2018). The Idea o he Uni e si y in P ac ice Ka l Jaspe s, Hein ich Blüche ,
and he Common Cou se a Ba d College., Exis enz, 13(2), 35-39.
E dem, H. H. (2003). Ka l Jaspe s else esinde insan p oblemi. The Philosophy Wo ld [Fel-
se e Dünyası], 37(1), 52-57.
E dem, H. H. (2004). P oblemle e düşüncele . Anka a: Odak Publishing House.
E dem, H. H. (2007). Ka l Jaspe s else esinde hakika , ile işim e siyase . Anka a: Ebabil
Publishing.
E dem, H. H. (2014). Ka l Jaspe s else esine gi iş. Anka a: Bilge Kül ü Sana .
Jaspe s, K. (1956). On my philosophy. In W. Kau mann (Ed.), Exis en ialism om Dos oe sky
o Sa e (pp. 131–158). New Yo k: Me idian Books.
Jaspe s, K. (1959). The idea o he uni e si y (T ans. H. A. T. Reiche & H. F. Vande schmid ).
Bos on: Beacon P ess.
Jaspe s, K. (1981). Felse eye gi iş. (T ans. M. Akalın). İs anbul: De gâh Publishing.
Jaspe s, K. (2003). Way o wisdom: An in oduc ion o philosophy. (T ans. R. Manheim). New
Ha en: Yale Uni e si y P ess.
Jaspe s, K. (2010). Felse e nedi ? (T ans. İ. Z. Eyuboğlu). İs anbul: Say Publishing.
Jaspe s, K. (2013). Nie zche nasıl else e yapıyo du? (T ans. M. Ba mankaya). İs anbul: Al a
Publishing.
Jaspe s, K. (2015). Suçluluk so unu. (T ans. E. Zeybekoğlu). İs anbul: İ haki Publishing.
Jaspe s, K. (2019). Felse e konuşmala ı (T ans. A. Aliy). İs anbul: Pinhan Publishing.
Ka a, N. (2022). İyi aile yok u . İs anbul: I haki Publishing.
Na ayanan, M. (2025). E ading a pos - u h wo ld: Ro y’s ounda ionless philosophy o an
accul u a ing educa ion. S udies in Philosophy and Educa ion, 44(3), 333–349. h -
ps://doi.o g/10.1007/s11217-024-09979-8
Nixon, J. (2015). Hannah A end and Ka l Jaspe s: The ime o iendship. Jou nal o Educa-
ional Adminis a ion and His o y, 48(2), 160–172. h ps://doi.o g/10.1080/0022062
0.2015.1018676
Ö nek, Y. (1985). Ka l Jaspe s: Va oluş else esi mi, akıl else esi mi?. Hace epe Jou nal o
Facul y o Le e s [Hace epe Edebiya Fakül esi De gisi], 3(2), 177–185.
Ö nek, Y. (1986). Bilimde, else ede e poli ikada Ka l Jaspe s. In I. Kuçu adi (Ed.) Tü k
else e a aş ı mala ında e üni e si e öğ e iminde Alman ilozo la ı (pp. 54–63). An-
ka a: Tü kiye Felse e Ku umu.
S ö ig, H. J. (2011). Dünya else e a ihi (T ans. N. Epçeli). İs anbul: Say Publishing.
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Wya , J.F. (1982). Ka l Jaspe s’s Idea o he Uni e si y: An Exis ensial A gumen o an Ins-
i u ion Conce ned Wi h F eedom. S udies in Highe Educa ion, 7(1), 21-34. h ps://
doi.o g/10.1080/03075078212331379281
31
CHAPTER 3
A MINDFULNESS-BASED
PSYCHOEDUCATION PROGRAM TARGETING
ADOLESCENTS’ IRRATIONAL BELIEFS,
NEGATIVE AFFECT, AND PEER BULLYING1
D . A akan Yiği 2
P o . D . Fik e Gülaç ı3
LITERATURE ON THE TOPIC
Abou Conscious Awa eness
The wo d “mind ulness” comes om Buddhism and has been desc ibed
as a basic bu impo an p ac ice ha is o en men ioned in Buddhis
insc ip ions. Howe e , his concep has now been combined wi h many o he
secula p ac ices such as Yoga, Zen and Medi a ion o achie e a s a e o mind
ha is bo h non-judgmen al and ex emely mind ul (Chen, 2020).
The o igins o he concep o mind ulness a e based on many con empla-
i e, cul u al and philosophical adi ions. Fo example, Buddhism con ains
1 This s udy was de i ed om A akan Yiği ’s wo k. “The E ec o a Mind ulness-Based
Psychoeduca ion P og am on Adolescen s’ I a ional Belie s, Nega i e A ec and Bull-
ying Beha io s.” Fik e Gülaç ı con ibu ed o he hesis as ad iso .
2 Amasya Suluo a Şeke Seconda y School, E-mail: [email p o ec ed]
ORDIC ID: 0000-0002-3893-3936
3 E zincan Binali Yıldı ım Uni e si y, Depa men o Guidance and Psychological
Counseling, E-mail: [email p o ec ed], ORDIC ID: 0000-0002-3200-1994
A MINDFULNESS-BASED PSYCHOEDUCATION PROGRAM TARGETING ADOLESCENTS’ IRRATIONAL
38
indi idual who ac s as a bully makes an o he ing wi h he idea ha he is
supe io o he pe son he has made in o a ic im.
The p ac ice o bullying is seen as a way o gain powe and in luence
among o he s. The ul ima e goal is o main ain a powe imbalance in which
he is s onge han o he s (Ladd & Chu chill, 2012).
Si ua ions ha occu h ough nega i e beha io , in en ional physical,
e bal, emo ional o sexual ha m o ano he indi idual, exclusion, e c.,
a e bullying. Bullying can be ca ied ou by a pe son o a g oup agains
an indi idual o a g oup (Gia imis, 2020; Menesini & Salmi alli, 2017;
Olweus, 1988; Olweus, 1994).
The s a egies used o bullying a y. Physical; I can be in he o m o
hi ing, punching, hi ing, kicking, bea ing, pushing, spi ing, as well as in
he o m o p ope y damage and he . Physical bullying is no he only
bullying. Ve bal; I can also be in he o m o easing, name /nickname
calling, acis , sexis and homophobic aun s. Emo ional/ ela ional; umo s,
social exclusion, gossiping, humilia ing in on o socie y, exclusion om
he g oup, aliena ion also occu s in he o m o . Cybe /elec onics; hu ul,
in en ional exclusion also occu s on he In e ne in he o ms o dissemina ing
in o ma ion, h ea ening by e-mail (Egan & Todo o , 2009; Flangan, e al.,
2013; Fenn & Beele , 2015; Guiney, 2015; Hymel, e al., 2008; Wong, e
al., 2008). O hese ypes o bullying, s uden epo s o anxie y ela ed o
physical and cybe bullying show ha i is expe ienced mo e o en han
social/ ela ional bullying (Hymel, e al., 2008). While physical and e bal
bullying occu s mo e in public, social/ ela ional bullying occu s mo e when
he ic im is no in he en i onmen and i is also a li le di icul o de ec
(Le , e al., 1999). In addi ion, ela ional bullying is mo e o en associa ed
wi h hose who a e in p e-adolescence and adolescence (Moul on, e al.,
2011).
PSYCHOEDUCATION SESSIONS
Con en o he Psychoeduca ion P og am
Psychoeduca ion g oups can be classi ied acco ding o hei main
objec i es as ollows: educa ion, sel -knowledge/sel -awa eness o skill
de elopmen (B own, 2018). The aim o his s udy is o inc ease he sel -
awa eness o he pa icipan s and o de elop skills ela ed o independen
a iables. The design o an e ec i e psychoeduca ional g oup begins wi h
a s ong heo e ical ounda ion. In his way, psychoeduca ion u ns in o a
highly in e ac i e expe ience ha encou ages he g ow h and de elopmen

ATAKAN YİĞİT • FİKRET GÜLAÇTI
39
o pa icipan s (Fu , 2000). Fo his eason, his psychoeduca ion p og am
has been p epa ed based on a conscious awa eness-based app oach. Skill
acquisi ion in psychoeduca ion g oups is achie ed h ough ac i i ies/exe cises
(Co ey, 2012; ansmi ing, Çi i çi, 2020). In addi ion o he ac i i ies and
exe cises de eloped by he esea che , he ollowing exe cises we e included
in his s udy: ”Relaxing wi h Conscious B ea hing Medi a ion“, ”Ge ing
used o body scanning“ (Alidina, 2019), ”My Body in 2-minu e Challenging
Emo ions“, ”3-minu e b ea hing space(3 DNA)“, ”(Raisin Exe cise“, ”My
Body in Challenging Emo ions” (A alay, 2019). In his way, i has been
ied o p o ide change in pe cep ion and beha io ins ead o jus gi ing
in o ma ion (Fu , 2000). In de e mining he ac i i ies, ca e has been aken o
ensu e ha hose ha will bene i he indi idual’s sel -disco e y he mos and
ha hese a e in such a way as o suppo he expec ed change in independen
a iables.
The g oup session du a ion is ecommended as 40-50 minu es o high
school s uden s (Çi i çi, 2020). In his con ex , he sessions a e planned as
40-45 minu es in his s udy. Psychoeduca ion g oups o be implemen ed
in schools a e p oposed in he o m o 6-8 sessions (Çi i çi, 2020). This
p og am is planned as 8 sessions. The age di e ence be ween he adolescen
pa icipan s should no be mo e han 1, which is sui able o ensu ing
homogenei y (Çi i çi, 2020). Fo his eason, he s udy is in he planning
s age 10. and 11. i was p epa ed in acco dance wi h he de elopmen pe iod
o he class oom s uden s and he wo k was ca ied ou in he s udy g oup.
This psychoeduca ion p og am was de eloped in he cou se o De eloping
and Implemen ing a Skills T aining P og am in G oups du ing he doc o al
cou se pe iod. A e he comple ion o he p og am, expe opinions we e
ob ained om i e expe s in he ield. The pilo implemen a ion o some
sessions was ca ied ou du ing he cou se pe iod. I has been de e mined ha
simpli ica ions should be made in some o he sessions and his a angemen
has been made. Since he numbe o pa icipan s in he g oup was 6, i was
seen ha he e should be mo e pa icipan s. The people who pa icipa ed in
he sessions exp essed posi i e opinions abou hei eac i i y and hough
s uc u e.
The di e ences o his p og am om he s udies conduc ed on simila
a iables a e as ollows:
• Coexis ence o a iables ela ed o hough , emo ion and beha io De-
coupling,
• P o iding indi idual insigh while being g oup-based,
A MINDFULNESS-BASED PSYCHOEDUCATION PROGRAM TARGETING ADOLESCENTS’ IRRATIONAL
40
• Ha ing in e ac i e ac i i ies,
• Using cogni i e es uc u ing echniques,
• In eg a ion o Ra ional Emo ional Beha io al The apy wi h Conscious
Awa eness,
• I has been c ea ed wi h he de elopmen pe iod in mind.
The gene al pu pose o he p og am is o enable adolescen s o educe
i a ional belie s, nega i e emo ions and bullying beha io s wi h a conscious
awa eness-based psychoeduca ion p og am. In addi ion, he sub-objec i es
o he p og am a e as ollows;
P og am Objec i es:
* To lea n abou conscious awa eness.
* Gaining knowledge and skills abou conscious awa eness-based
b ea hing exe cises.
* Gaining knowledge and skills abou conscious awa eness-based body
exe cises.
* To no ice he messages o he mind and o ecognize i a ional belie s.
* To p o ide awa eness ha he e a e di e en i a ional belie s and ha
hese belie s can change.
* To no ice he emo ions and bodily changes caused by i a ional belie s
and o p o ide he abili y o cope wi h hem.
* To ecognize emo ions.
* To gain conscious awa eness abou emo ions.
* To ecognize bullying beha io s and o be able o no ice he emo ions,
hough s and bodily changes ha occu in bullying beha io s.
* To gain conscious awa eness-based skills in coping wi h bullying
beha io s.
P ac ı ıone ’s Guıde
This p og am has been p epa ed o adolescen s o ecognize i a ional
belie s, nega i e emo ions and bullying beha io s based on a Conscious
Awa eness-based app oach and o suppo hem o acqui e heal hie skills
in hese subjec s. Psychological counselo s, psychologis s and psychia is s
who ha e heo e ical and concep ual knowledge can apply his p og am. I
ATAKAN YİĞİT • FİKRET GÜLAÇTI
41
is ecommended ha he g oup o be included in he applica ion should be
he e ogeneous. Recommenda ions o p ac i ione s:
• The p og am is aimed a indi iduals who ha e di icul ies in hese issues
wi h i a ional belie s, nega i e emo ions and bullying beha io s.
• I is aimed o aise awa eness o i a ional belie s, nega i e emo ions
and bullying beha io s o he membe s pa icipa ing in he p og am and o
p o ide heal hie skills on hese issues.
• Acco ding o he o ma ion o g oups, i is ecommended o c ea e and
implemen pa icipan s wi h homogeneous age- ela ed and he e ogeneous
gende - ela ed cha ac e is ics.
• The p og am has been p epa ed o s uden s who a e con inuing hei
educa ion a he high school le el. Fo his eason, i is ecommended ha
s uden s ha e a maximum one-yea di e ence in g ade le els when o ming
g oups. Fo example; 9.-10., 10.-11. and 11.-12. classes should be included
in he same g oups.
• The en i onmen in which psychoeduca ion will be applied should
be ca ied ou in educa ional ins i u ions i possible. I is hough ha
en i onmen s wi h ma e ials such as class oom blackboa d / sma boa d,
whe e app op ia e condi ions a e p o ided in e ms o hea , ligh and sound,
will p o ide mo e e iciency.
• In he p epa a ion o he p og am, he cha ac e is ics o he adolescen
g oup ha will pa icipa e and a conscious awa eness-based app oach ha e
been aken in o accoun . Fo his eason, he p og am consis s o 8 sessions
and each session is 45-50 minu es. i is p epa ed in a s uc u ed way.
• I is impo an o he s uden o olun ee o pa icipa e in he p og am
and o ob ain he pa en al consen o m.
• Each session is designed based on conscious awa eness and in connec ion
wi h he p e ious session. Fo his eason, hose who do no pa icipa e in
he i s session o hose who do no pa icipa e in any 2 sessions will be
sepa a ed om he g oup. This pa icipa ion obliga ion should be sha ed wi h
he pa icipan s be o e he p og am.
• I is ecommended ha he p ac i ione keep a sepa a e ile o each
s uden and keep ma e ials such as scales, schedules, o ms, assignmen s
used du ing he p og am p ocess in his ile.
A MINDFULNESS-BASED PSYCHOEDUCATION PROGRAM TARGETING ADOLESCENTS’ IRRATIONAL
42
SESSİONS
1. SESSION: Mee ing- C ea ing G oup Rules and Se ing
Indi idual Goals
Achie emen s: The band membe s mee .
The membe s ealize he g oup goals.
G oup membe s de e mine hei indi idual goals.
The g oup ules a e de e mined.
Ma e ial: G oup Rules Fo m, Pape -pencil, Colo ed pape s wi h adhesi e
P ocess: The g oup leade in oduces himsel .(He b ie ly men ions his
educa ion, p o ession, a ew hobbies). Then he band membe s a e also gi en
s icky colo ed pape s o in oduce hemsel es, e e yone w i es down he
hings hey hink will in oduce hemsel es in he ollowing o de ; (a- The
place he likes bes on his ace, b- Hai colo , c- Eye colo , d- He a o i e
colo , e- Wha is mos ob ious in he ou i on oday).
Then he g oup leade akes all he s icky pape s and hangs hem on he
class oom blackboa d. Respec i ely, he ells he membe s o come o he
boa d and ead he pape ha does no belong o him and make a guess. I
he canno make he co ec p edic ion, he p edic ions o o he membe s a e
aken. I i canno be explained who he is by p edic ions, he membe is asked
o explain himsel . Then he membe who he is comes o he boa d and all he
membe s a e in oduced in he o m o he p e ious ime. The eelings and
hough s o he g oup membe s a e asked abou his e en and hei da ing
li e.
The g oup leade exp esses o he g oup membe s ha in hese sessions,
in coope a ion and ha mony, hey ha e come oge he o conduc a skills
aining p og am aimed a gaining awa eness abou ou hough s, eelings
and beha io s. I is explained ha he main pu pose o hese awa eness-
gaining ainings is o ealize wha is happening in he cu en momen and
ha i is a gene al goal o ca y i in o e e yday li e. Al hough his is a e y
gene al goal, membe s a e old ha e e yone can also ha e di e en goals
om one ano he . I his is he case, some o us ca e abou ou eelings, some
o ou hough s, some o ou beha io s, o we a e eminded ha e e yone
ca es abou di e en eelings, hough s, and beha io s. Then, membe s a e
gi en a goal de e mina ion o m( Annex-1) o indica e hei gene al goals
and asked o w i e down hei goals (Membe s a e asked o w i e hei goals
o ha week on he o m when hey come o he sessions e e y week, so
ATAKAN YİĞİT • FİKRET GÜLAÇTI
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hey a e old no o ill in hose sec ions ha hey ha e on he o m in o he
weeks now). The o ms a e collec ed a e he g oup membe s sha e wha
hey ha e w i en wi h he g oup.
The g oup leade indica es ha e e yone seems o ha e goals he e, and
he e should be a se o ules o achie e he goals, and ells he membe s o
sha e hei eelings and hough s abou i .
The g oup leade hanks he membe s o hei sha ing and w i es down
he ules o be ollowed in hese sessions on he class boa d.
a- P i acy( wha is discussed in he sessions will only emain he e)
b- One oice ule( lis ening o o he s when one o he membe s o he
leade is speaking).
c- Equal igh s (e e yone has equal speaking ime he e, e c. ha he has
igh s)
d- Con inui y( making su e ha e e yone a ends he sessions on ime
unless hey ha e an excuse)
e-Time compliance( he impo ance o jus -in- ime pa icipa ion)
The ules a e w i en on he blackboa d by he g oup leade and he ules
ha he hinks should be ollowed by o he membe s a e asked, i any, hey a e
added. Then hey a e w i en o he g oup ules o m(Annex-2) and signed by
e e yone and pu in he g oup ile.
The g oup leade asks i he membe s ha e eelings and hough s abou
being in his g oup. A e ecei ing he answe s, he g oup leade makes
a summa y o he session. Membe s a e eminded o he ime o he nex
session. Membe s a e gi en an Annex-1- Goal De e mina ion Fo m o w i e
down wha hey ha e lea ned and a e asked o w i e down wha hey ha e
lea ned ha week. A e he membe s w i e, he o ms a e collec ed back and
pu in he ile. The session is e mina ed wi h good wishes.
2. SESSION: B ea hing and Body Exe cises
Achie emen s:G oup membe s know he connec ion be ween b ea hing
exe cises and conscious awa eness. G oup membe s p o ide awa eness o
b ea hing exe cises.
G oup membe s know he connec ion be ween body exe cises and
conscious awa eness. G oup membe s p o ide awa eness o physical
exe cises.

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Ma e ial: Sound eco ding-8. The Piece (Alidina, 2017). Sound
eco ding-9. The Piece (Alidina, 2017).
P ocess: The g oup leade asks i anyone would like o make a summa y
o he p e ious session. I no one wan s o do he summa y, he g oup leade
does he summa y and asks i he g oup membe s wan o add i .
The g oup leade ells he membe s o clasp hei hands and do his as
much as hey can squeeze wi h hei inge s. I is s opped in his way o a
pe iod o 1 min. he e is a 10 sec Dec b eak and he g oup leade asks he
membe s o aise hei a ms in he ai while clasping and squeezing hei
hands. In his way, i is s opped o 1 minu e and he membe s a e old o
elease hei hands and make hei body com o able. Then he leade asks
hem o ell espec i ely wha a e he eelings, hough s and changes in hei
bodies caused by his si ua ion. Then he ells hem ha hey will do b ea hing
exe cises and body scanning exe cises simila o hese oday.
The g oup leade i s o all s a es ha b ea hing is an ac ion ha we all
do cons an ly, bu mos ly we a e no awa e o ou b ea h, being awa e o ou
b ea h ac ually con ibu es o ou awa eness o he momen and he si ua ion
ha we a e expe iencing. Tha ’s why his ocusing on b ea hing in sessions
indica es ha i inc eases ou awa eness o he momen we a e expe iencing.
In his way, he g oup leade gi es in o ma ion abou he connec ion o
b ea hing exe cises and conscious awa eness. The g oup leade says ha
conscious, b ea hing exe cises will be pe o med by obeying he commands
he will gi e.
G oup leade The implemen a ion o he ac i i y ”Relaxing wi h Conscious
B ea hing Medi a ion” (Alidina, 2017) is s a ed. Sound eco ding-8. The
pa (Alidina, 2017) is used in he applica ion p ocess (Annex- 3). The g oup
leade asks he membe s o sha e hei eelings and hough s abou how
b ea hing exe cises c ea e awa eness.
A e he e en is comple ed, jus as b ea hing c ea es an awa eness
in ou body, i will bene i us o gain awa eness abou ou body and ou
o gans. Now he says le ’s do a body scan e en oge he . G oup leade The
implemen a ion o he ac i i y ”Ge ing used o body scanning” (Alidina,
2017) is s a ed. Sound eco ding-9. The pa (Alidina, 2017) is used in he
applica ion p ocess (Annex-4). The g oup leade asks he membe s o sha e
hei eelings and hough s abou how he body scan e en c ea es awa eness.
The g oup leade inally ge s his eelings and hough s abou he session.
The g oup leade summa izes he session. G oup membe s a e assigned o
do conscious b ea hing and body exe cises a leas once a day. Membe s a e
ATAKAN YİĞİT • FİKRET GÜLAÇTI
45
gi en an Annex-1- Goal De e mina ion Fo m o w i e down wha hey ha e
lea ned and a e asked o w i e down wha hey ha e lea ned ha week. A e
he membe s w i e, he o ms a e collec ed back and pu in he ile. The
session is e mina ed.
3. SESSION: No icing he Messages o he Mind
Achie emen s:G oup membe s p o ide awa eness o b ea hing exe cises.
G oup membe s know he cha ac e is ics o hough .
G oup membe s ealize he impo ance o hough .
G oup membe s become awa e o he emo ions gene a ed by hough s.
G oup membe s no ice he bodily eac ions gene a ed by hough s.
G oup membe s unde s and he di e ence in he cha ac e is ics o
dys unc ional belie s.
Ma e ial: The e a e no ma e ials
P ocess: The g oup leade asks i anyone would like o make a summa y
o he p e ious session. I no one wan s o do he summa y, he g oup leade
does he summa y and asks i he g oup membe s wan o add i . Feedback
is ecei ed abou he homewo k gi en. The nega i e aspec s and posi i e
aspec s o homewo k a e discussed. he 3-minu e b ea hing space(3 DNA)
exe cise (A alay, 2019;111) is pe o med o g oup membe s.
The g oup leade says, ” oday we a e going o do some wo k on hough s
and hough s ha make ou li e di icul .” He asks he g oup wha hey can
say abou he cha ac e is ics o ou hough s, w i es down he answe s he
ecei es on he blackboa d. He hen hanks he membe s o hei esponses.
The g oup leade makes he ollowing s a emen abou hough s: “Though s
a e ou pe cep ions, judgmen s abou he cu en si ua ion. Ou hough s
a e ou belie s ha also a ec ou eelings and beha io s. Mos o he ime,
ou hough s also a ec ou bodily eac ions. When we hink abou posi i e
si ua ions, he bodily ha occu s in ou body
We ha e also expe ienced com o , we ha e also expe ienced he
s e ching o ou body in ou nega i e hough s. Al hough we ha e ou
belie s a he momen expe ienced in ou hough s, hese belie s a e mos ly
he s a e o no belonging o ou cu en li e. He may say ha he ac ha ou
hough s do no belong o a ime ou side he momen p e en s us om li ing
in he momen .” says.
The g oup leade says, ” oday we will do some wo k on hough s and
hough s ha make ou li e di icul .” He asks he g oup wha hey can say
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abou he cha ac e is ics o ou hough s, w i es he answe s he ecei es on
he blackboa d. He hen hanks he membe s o hei esponses. The g oup
leade makes he ollowing s a emen abou hough s: “Though s a e ou
pe cep ions, judgmen s abou he cu en si ua ion. Ou hough s a e ou
belie s ha also a ec ou eelings and beha io s. Mos o he ime, ou
hough s also a ec ou bodily eac ions. We ha e also expe ienced he bodily
com o ha occu s in ou body when we hink abou posi i e si ua ions, and
we ha e also expe ienced he s e ching o ou body in nega i e hough s.
Al hough we ha e ou belie s a he momen expe ienced in ou hough s,
hese belie s a e mos ly he s a e o no belonging o ou cu en li e. He may
say ha he ac ha ou hough s do no belong o a ime ou side he momen
p e en s us om li ing in he momen .” says. The g oup leade says, “Now
we’ e going o do a li le ac i i y abou wha we’ e been elling you. He asks
hem o mo e o a com o able si ing posi ion and close hei eyes. He wan s
hem o imagine he hings he will say. You a e going on an ou -o - own ip
wi h you iends o he weekend. You jou ney s a s on he bus. You a e
wi h you a o i e iend, you a e going owa ds he ci y ha you eally wan
o isi . The wea he is e y nice, a clea sky, na u e welcomes you wi h
a iew as i i has o e ed all you gi s. You a o i e music on he adio.
E e y hing is exac ly as you wan ed, and you a e e y happy abou i . A ha
momen , i suddenly occu ed o you ha you we e e u ning o school wo
days la e and ha you had encoun e ed child en om he uppe class who
had mocked you be o e. Now you wan o ge away om hose child en, bu
as you ge away, hey come a e you and aise hei oice o annoy and upse
you. You a e sh inking inside, you a e becoming emo ionally ense, s essed,
a pain in you s omach, you a ms, legs a e con ac ing. Ins ead o eac ing
o hem because you’ e ang y, you s op o calm down, ying o igu e ou
wha ’s going on. You si down on he sea igh nex o you o ake a deep
b ea h. Wha is going h ough you mind igh now, wha a e you emo ions,
wha a e you going h ough physically. You a e hinking abou wha you
can do o ge ou o his si ua ion. You a e inding ha al e na i e hinking
ha will help you. Now you ha e al e na i es o he powe o cope wi h his
si ua ion in a heal hy way, and you ha e ull con idence in you sel . Now I
wan you o open you eyes.”
G oup membe s a e asked o sha e wha hey no iced in his imagina y
o ien a ion ac i i y. Thanks o he membe s o sha ing. La e , he g oup
leade ells us ha e en i we a e in a e y pleasan momen while going on
aca ion wi h his e en , ou hough s can ake us away om ha en i onmen
and p e en us om s aying in he momen . A en ion is d awn o how he
hough s and emo ions ha p e en us om s aying in he expe ienced
ATAKAN YİĞİT • FİKRET GÜLAÇTI
47
momen a ec us physically as well. I is poin ed ou ha when we a e
subjec ed o a bullying expe ience in imagina y o ien a ion, ou momen a y
eelings and hough s cause us o wa ch on au opilo , ins ead, a heal hie
assessmen can be made in he sea si ing expe ience and awa eness o he
inciden can be inc eased.
In addi ion, he g oup leade asks abou he eelings and hough s o
he membe s. La e , i is emphasized ha in ac , ou hough s ha e a g ea
in luence on all o ou li es.
We ha e seen he e ec s o ou dys unc ional hough s, and membe s
a e asked wha hey can do o inc ease ou awa eness o his issue. Thanks
a e gi en o he answe s ecei ed and he ollowing a e indica ed as an
al e na i e.
• Wha is he al e na i e s a e o he hough ha we ha e no iced o ha
causes us di icul y?
• We can a e whe he his idea is eal o no .(1 ep esen s he mos ealism,
10 ep esen s he leas ealism).
• Am I looking a hings one way?
• Wha could be my al e na i e solu ions ins ead o hese hough s?
The g oup leade ecei es he eelings and hough s o in e es in he
session om he membe s. The g oup leade summa izes he session. G oup
membe s a e old o do b ea hing exe cises and body scans as homewo k. He
gi es hem as homewo k o w i e down he hough s and solu ions ha make
hei li es di icul ha hey ha e no iced un il he nex session. Membe s
a e gi en an Annex-1- Goal De e mina ion Fo m o w i e down wha hey
ha e lea ned and a e asked o w i e down wha hey ha e lea ned ha week.
A e he membe s w i e, he o ms a e collec ed back and pu in he ile. The
session is e mina ed wi h good wishes.
4. SESSION: I Face My Though s
Achie emen s:G oup membe s p o ide body exe cise awa eness.
G oup membe s unde s and ha he same si ua ion c ea es di e en
belie s o e e yone.
G oup membe s exp ess hough s c ea i ely.
Ma e ial: Pic u e pape , S a ion hough ca ds
P ocess: The g oup leade asks i anyone would like o make a summa y
o he p e ious session. I no one wan s o do he summa y, he g oup leade
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Belie ing ha you can cope wi h his nega i e beha io .
Ge ing away om he en i onmen .
To explain his discom o o he o he side.
Doing b ea hing exe cises.
Wai ing o calm down by coun ing down o 10 om inside.
To u n o o he ac i i ies such as en e ainmen , spo s, games.
To suppo he ic im o bullying.
I you ha e encoun e ed bullying, y o espond wi h humo .
To apologize i you no iced ha you we e bullied.
I you eelings spoke in bullying beha io , wha would hey ell you o
hink abou i .
Don’ pe sonalize bullying beha io /bullying is no you, i ’s jus a
beha io .
The g oup leade di ides he membe s in o g oups o 3. The s udy ha
each g oup will do abou he bullying beha io ha will be gi en o hem in
w i ing is explained. One o he membe s is assumed o be exposed o he
bullying beha io ha is p ima ily w i en and si s in he middle chai . Fi s
o all, he membe si ing in he chai o his/he igh asks he membe in he
middle he ques ions gi en in w i ing abou he posi i e a i ude. Then he
membe in he chai o his le asks he ques ions abou he nega i e a i ude.
In u n, all membe s o he same g oup expe ience he assump ion ha hey
a e being bullied. In case o Bullying, he o m in My A i ude(Annex-14)
is used.
A e his s udy, one o he g oup membe s who olun ee ed ells abou he
alleged bullying hey ha e encoun e ed and sha es hei expe iences abou
he si ua ion wi h o he g oups. The leade hanks all he g oups o hei
wo k. The posi i e aspec s o he coping skills expe ienced by he membe s
a e highligh ed and i is poin ed ou ha he di icul ies caused by nega i e
a i udes can make bullying wo se.
Membe s a e gi en an Annex-1- Goal De e mina ion Fo m o w i e down
wha hey ha e lea ned and a e asked o w i e down wha hey ha e lea ned
ha week. A e he membe s w i e, he o ms a e collec ed back and pu in
he ile. Membe s a e eminded ha he nex session is a e mina ion. G oup
membe s a e asked abou hei emo ional hough s abou he session and he
session is ended wi h good wishes.

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55
8. SESSION: To No ice he Comple ion and Achie emen s
Achie emen s: G oup membe s p o ide body exe cise awa eness.
The g oup leade e alua es he changes o he membe s du ing he
psychoeduca ion sessions. G oup membe s e alua e and exp ess hei own
awa eness.
G oup membe s unde s and how hey can use he awa eness hey p o ide
in he sessions a e ha .
G oup membe s exp ess how a hey ha e achie ed hei goals.
On he e mina ion o he sessions, membe s p o ide awa eness o
eelings and hough s.
Ma e ial: The e a e no ma e ials
P ocess:The g oup leade asks i anyone would like o make a summa y
o he p e ious session. I no one wan s o do he summa y, he g oup leade
does he summa y and asks i he g oup membe s wan o add i . Feedback
is ecei ed abou he homewo k gi en. The nega i e aspec s and posi i e
aspec s o homewo k a e discussed.
Then, My Body (A alay, 2019;112) exe cise in Challenging Emo ions o
2 minu es is pe o med o he g oup membe s. The g oup leade e alua es
be o e he session wha he membe s aim by using he ANNEX-1- Goal
Se ing Fo m and wha hey ha e lea ned a he end o each session. Annex.1.
The g oup leade e alua es be o e he session wha he membe s aim and
wha hey ha e lea ned a he end o each session. By aking ad an age o
his e alua ion and obse a ions, he makes cons uc i e and encou aging
e alua ions o each membe .
The g oup leade asks he membe s o sha e wha hey lea ned du ing he
sessions, wha hey gained awa eness abou , hei awa eness o hei eelings
and hough s, s a ing wi h he olun ee s. All membe s a e hanked.
The g oup leade asks he membe s o sha e wha hey lea ned du ing he
sessions, wha hey gained awa eness abou , hei awa eness o hei eelings
and hough s, s a ing wi h he olun ee s. All membe s a e hanked. G oup
leade membe s a e asked o sha e how hey will use he gains hey ha e
achie ed om he sessions in hei li es, s a ing wi h hose who olun ee .
All membe s a e hanked.
The g oup leade asks he membe s how much hey ha e achie ed hei
goals when hey s a ed he sessions and asks hem o indica e hei a ing(1
minimum 10 maximum). All membe s’ sha es a e aken om he membe s
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s a ing om he olun a y one. All membe s a e hanked. The g oup leade
asks he membe s how hey will use wha hey ha e lea ned du ing he g oup
p ocess in hei u u e li es, and he pa icipa ion o all membe s is ensu ed,
s a ing wi h he olun ee membe . The g oup leade hanks all he membe s
o hei pa icipa ion.
The g oup leade hanks all he membe s o hei pa icipa ion in he
sessions, a endance, cou esy, and compliance wi h he ules. I is s a ed ha
non-g oup iendship ela ionships can be igh e i hey wan due o he end
o he g oup p ocess. Howe e , i is emphasized ha he con iden iali y ule
in he g oup p ocess will con inue.
Membe s a e gi en an Annex-1- Goal De e mina ion Fo m o w i e down
wha hey ha e lea ned and a e asked o w i e down wha hey ha e lea ned
ha week. A e he membe s w i e, he o ms a e collec ed back and pu in
he ile. The session ends wi h good wishes.
The g oup leade ends he g oup by saying o he membe s ha we a e
awa e o ou own eelings, hough s, I wish you o ha e a li e in which we can
li e i o he ulles , you can exp ess i . He ells all he membe s ha he can
say goodbye wi hou dis u bing he o he membe s in ha way, o wha e e
kind o goodbye is going on igh now. The g oup leade says goodbye o he
membe s one by one.
FORMS USED IN PSYCHOEDUCATION SESSIONS
PROVIDED AS AN ATTACHMENT
ADDS
Annex-1- PURPOSE DETERMINATION FORM
The conscious awa eness-based psychoeduca ion p og am aims o
de elop awa eness and de elop skills ega ding i a ional belie s, nega i e
emo ions, and bullying beha io . Based on his gene al objec i e, indi idual.
MY GOAL.............................................………………………………...
1. A The End O The Week................................................. i ound ou .
2. A The End O The Week................................................. i ound ou .
3. A The End O The Week................................................ i ound ou .
4. A The End O The Week..................................................i ound ou .
5. A The End O The Week.................................................i ound ou .
6. A The End O The Week..............................................i ound ou .
ATAKAN YİĞİT • FİKRET GÜLAÇTI
57
7. A The End O The Week..................................................i ound ou .
8. A The End O The Week.................................................i ound ou .
Annex-2: GROUP RULES FORM
a- P i acy( wha is discussed in he sessions will only emain he e)
b- One oice ule( lis ening o o he s while one o he membe s o he
leade is speaking).
c- Equal igh s (e e yone has equal speaking ime he e, e c. ha he has
igh s)
d- Con inui y( making su e ha e e yone a ends he sessions on ime
unless hey ha e an excuse)
e-Time compliance( he impo ance o jus -in- ime pa icipa ion)
-
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
Name
Su name
Signa u e
G oup Leade
Name Su name
Signa u e
Annex-3- RELAXING WITH CONSCIOUS BREATHING
MEDITATION” (ALIDINA, 2017)
This wo k ocuses you a en ion on you b ea h and gen ly di ec s you
back o you b ea h when you a e dis ac ed. This is a sound eco ding o
medi a ion (8. i is also a ailable as a ack). She shows you how o do he
en-minu e conscious medi a ion exe cise:
1.Find a com o able pos u e. You may be si ing on he couch, si ing
c oss-legged on he loo , o lying down (see he “Finding he igh pos u e
o you” sec ion la e ). Close you eyes i you wan . I possible, pu a cu e
li le smile on you ace. This exe cise is an oppo uni y o be wi h wha e e
you expe ience is, momen by momen . This is a ime ese ed o you. You
don’ ha e o achie e any hing in his ime ame. You don’ ha e o y so
ha d. You jus need o be wi h e e y hing as much as you can, momen o
A MINDFULNESS-BASED PSYCHOEDUCATION PROGRAM TARGETING ADOLESCENTS’ IRRATIONAL
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momen , he way hey a e. I possible, i you ha e a p onounced physical
ension, elax i .
2.Be awa e o he sensa ions associa ed wi h b ea hing. Feel he b ea h
coming in and ou o you nos ils o passing h ough you h oa , o you
ches o abdomen descending and ising. When you ind a place whe e you
can eel you b ea h com o ably, y o keep you a en ion he e. You mind
will pick you up in a sho ime and ake you o hough s, ideas, d eams,
an asies and plans. This is ex emely no mal and absolu ely ine. Only when
you ealize ha his is happening, smile gen ly and b ing you a en ion back
o you b ea h. T y no o c i icize you sel o being dis ac ed. Ins ead,
celeb a e being he e and now again. Unde s and ha hey a e all pa o you
conscious awa eness p ocess. I you ha e no iced ha you a e c i icizing
you sel o eeling blocked, you should say o you sel , “Okay... no p oblem
... gen ly e u n o you b ea hing.” say.
3.Con inue o s ay wi h he medi a ion wi hou ying o con ol he
dep h o speed o you b ea hing. I you b ea hing changes, i ’s ine. I you
b ea hing s ays he same, i ’s ine again. E e y hing is ine!
4.A e en minu es, open you eyes sligh ly.
No e o he p ac i ione : All he du a ions I sugges in his book a e jus o
guide you. You can be lexible and inc ease o dec ease he amoun o ime
you medi a e depending on you ci cums ances. Decide how long you will
p ac ice be o e each medi a ion, hen s ick o you decision. You can use a
sligh ly inging ala m o you wa ch’s s opwa ch o le you know when you
will inish. This allows you o a oid keeping you eyes open o look a he
clock.
Annex-4 - TO DO A BODY SCAN EXERCISE” (ALIDINA, 2017)
You no mally do he body scan lying down, so ha you immedia ely eel
he eeling o le ing go. Se aside a leas hal an hou o a body scan.
Find a place and ime whe e you will no be dis u bed, whe e you eel
com o able and sa e. Tu n o you phone. This is a ime ese ed o you o
be comple ely wi h you sel . A ime ese ed o enewal, es and healing.
I ’s a ime dedica ed o nu u ing you heal h and well-being. Remembe ,
conscious awa eness is o be wi h e e y hing as i appea s o you igh now.
So pu aside ideas such as sel -imp o emen and pe sonal g ow h. Le go
o you endency o wan hings o be di e en om wha hey a e now and
le hem be exac ly as hey a e. Gi e you sel he space o be who you a e.
You don’ e en ha e o y o elax. Relaxa ion may o may no occu . The
pu pose o body scanning is no elaxa ion. I i has a pu pose, i may be ha
ATAKAN YİĞİT • FİKRET GÜLAÇTI
59
you a e awa e o you expe ience, wha e e i is. Do wha eels igh o you.
The body scan exe cise is e y sa e. Bu i eelings occu ha you can’ cope
wi h, s op and ge help om a conscious awa eness eache o a p o essional
he apis . Bu i you can, open you sel up o hese sensa ions and eelings
and app oach hem; you can see ha hey a e sel -dissipa ing by gi ing hese
eelings a chance o alk o you. In he audio eco ding (9. ack) ollow he
ound s eps:
1.Loosen you igh clo hes, especially a ound you neck o wais . You
may also wan o ake o you shoes.
2.Lie down on you bed o on a ma , open you a ms o bo h sides, aise
you palms up, sp ead you legs apa . I you don’ eel com o able, pu
a pillow unde you knees o aise you knees. Do an expe imen in his
posi ion; you may also p e e o si . You can pu a blanke o e you sel
because you body empe a u e may d op because you s ay s ill o a long
ime. Keep a gen le smile on you ace h oughou his exe cise. This eminds
you o be kind o you sel and no ake any expe ience oo se iously.
3.S a he exe cise by eeling you weigh on he ma , bed, o so a.
Deciphe he poin o con ac be ween you body and wha you a e s anding
on. E e y ime you exhale, bu y you sel a li le mo e in o he bed o he so a.
4.Become awa e o he sensa ions o you b ea h. You may eel you
b ea h coming in and ou o you nos ils, o passing h ough you h oa ,
o you ches o abdomen ising and alling. No ice whe e you b ea hing is
mos e ec i e and mos com o able o you. Con inue his o a ew minu es.
5.When you a e eady, place you awa eness on you le leg, mo e o
you knee and ankle, and land on he big oe o you le oo . No ice he
sensa ions on you humb wi h a eeling o cu iosi y. Is you inge cold o
ho ? Can you eel he con ac o you socks o he b eeze? Now expand you
awa eness o you pinkie inge and hen o he o he inge s in be ween.
How a e hey? I you don’ eel any sensa ions, i ’s ine. Jus be awa e ha
you a e no eeling sensa ions.
6.As you b ea he, imagine ha you b ea h goes down you body, up on
you oes, down. As you b ea he ou , imagine ha you b ea h comes ou o
you body h ough you nose. Con inue o apply his b ea hing s a egy o he
pa s o you body o which you di ec you a en ion (see he i le “B ea hing
o di e en pa s o you body”).
7.Expand you awa eness o you heel. Focus on you heel and he cu e
o you oo . The weigh o you heel. To he sides and op o you oo . On

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you ankle. B ea he in o you whole le oo . Then, when you a e eady,
elease you le oo .
8.Repea his gen le, gen le, cu ious accep ance awa eness p ocess o he
uppe pa o you le leg as well. Feel how you le leg is di e en om
you igh leg.
9.Gen ly b ing you awa eness o you igh leg and oes. Then aise you
awa eness o he op o you igh leg in he same way. Then le go.
10.Become awa e o you hip bone, highs, ough lesh and all you
delica e o gans he e. Imagine b ea hing in o hem and illing hem wi h
nou ishing oxygen.
11.Come ou owa ds he lowe pa o you ches , abdomen and wais .
No ice how you s omach goes down and up as you b ea he in and ou .
No ice all he emo ions you eel he e. See i you can disco e and accep
you eelings as hey a e.
12.Tu n you a en ion o you ches and back. Feel you ib cage ising
and alling as you b ea he in and ou . I possible, pay a en ion o you
hea bea . Be g a e ul ha all you i al o gans a e wo king. Pay a en ion
o all he emo ions ising om you hea a ea. Gi e you emo ions space o
exp ess hemsel es.
13.Focus on you wo a ms. S a a you inge ips and go up o you
shoulde s. I his seems o wo k, b ea he in and ou o all you body pa s
be o e mo ing on o he nex one.
14.Focus on you neck. Then shi you conscious a en ion o you chin
and pay a en ion o whe he you a e clenching you jaw. Feel you lips,
he inside o you mou h, cheeks, nose, eyelids and eyes, emples, o ehead,
eyes, he back o you head and inally he op o you head. Take ime o be
wi h all he pa s o you head, o eel he physical sensa ions wi h cu iosi y
and wa m h.
15.Imagine a place abo e you head and unde you ee . Imagine ha
you b ea h goes and goes in you body while you b ea he in and ou . Feel
you b ea h mo ing h ough you body, e e y cell in you body is being ed
wi h ene gy and oxygen. Con inue his o a ew minu es.
16. Now s op all you e o s o p ac ice conscious awa eness. Feel you
whole body. Feel you sel ully wi h he eeling ha you a e. Peace ul wi h
he eeling ha you a e. Remembe ha his eeling o being is p esen a
e e y momen when you need i . Res in a s ill way.
ATAKAN YİĞİT • FİKRET GÜLAÇTI
61
17. No ice he ime you ake o nou ish you body and mind. No ice ha
you a e slowly mo ing ou o medi a ion and in o wha you need o do. Make
an e o o ans e his awa eness o you nex ac i i y.
Annex-5 - Annex-5 THOUGHTS THAT COME TO MIND
Though s a e w i en on he blank page
Annex-6 -THOUGHT CARDS
1- I should be lo ed by my eache .
2- I ha e o be success ul in ma h class.
3- My happiness depends on my iends ea ing me well.
4- I I join a g oup, I can achie e my goals mo e easily.
5- I’d a he un away han ake on esponsibili ies.
6- People’s p oblems and di icul ies make me e y sad.
7- D eaming can b ing happiness.
8- I e-e alua e my hough s ha upse me.
9- I can communica e wi h hose a ound me.
10- I can pa icipa e in ac i i ies such as a , spo s as much as possible.
11- I can change my hough s.
12- Li e cons an ly p o ides me wi h new oppo uni ies.
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Annex-7 CIRCLE OF EMOTIONS
Annex-8- EMOTION EXPRESSION FORM
EMOTION EXPRESSION FORM
Ta ge ed
Emo ion
Emo ion
Achie ed
Wha is el i
he a ge is
no eached?
Reason o
selec ing
he a ge
emo ion
Emo ion
hough o
ha e been
expe ienced
mos
in ensely in
he las week
ATAKAN YİĞİT • FİKRET GÜLAÇTI
63
RAISIN EXERCISE( Annex-9)
Jus h ee aisins a e enough o his exe cise. Take he i s aisin in you
hand.
Touch i as i you we e encoun e ing a aisin o he i s ime. E en close
you eyes and ouch i . Feel he so ness, ex u e, shape—e e y hing—wi h
you inge s.
B ing i o you nose and smell i . Compa e you smells wi h you igh
and le nos ils. Is he smell he same be ween hem?
Then open you eyes and look a he aisin. Hold i up o he ligh and
obse e i . No ice he pa s ha le in ligh and he pa s ha don’ . Compa e
how i looks in you palm wi h how i looks when held agains he ligh .
Touch i o you lips. No ice how i eels on you lips. Hold he aisin
be ween you inge s and b ing i o you ea , mo ing you inge s. No ice
wha sound i makes! T y i wi h bo h ea s. Is he e a di e ence? Hea i !
Now, b ing he aisin o you mou h and ouch i wi h you ongue. No ice
he ex u e on i s su ace. No ice i you can as e any hing. Touch he on
and back su aces o you ongue as well. Follow and explo e he di e en
la o s de ec ed on each su ace!
Ligh ly bi e he aisin. Don’ ea i ye !
No ice he a oma ha eme ges his way. Focus on he as e o his a oma
in you h oa as you swallow. Mo e he bi en aisin a ound you ongue and
mou h again. T ack he changing sensa ions.
Now begin o chew slowly. Then swallow, and don’ s op wa ching i as
you swallow. Feel i pass h ough you h oa . Feel he sensa ions i c ea es
in you.
Then mo e on o he second aisin, his ime explo ing i h ough you
senses, building on you i s expe ience. Place he hi d aisin in you mou h,
as you always do, wi hou hinking, and ea i .
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73
CHAPTER 4
THE ROLE OF READING ACTIVITIES ON
ATTENTION LEVELS IN STUDENTS OF THE
FACULTY OF SPORTS SCIENCES
Şeyma Sa ılmış1
Nu ay Sa ılmış2
Abs ac
The pu pose o his s udy is o examine he e ec o a eading ac i i y
on a en ion le el and eac ion ime among s uden s o spo s sciences. A
o al o 20 olun a y pa icipan s om he Facul y o Spo s Sciences we e
included in he s udy, di ided in o an expe imen al g oup 10 and a con ol
g oup 10. The expe imen al g oup engaged in a eading ac i i y o a leas
40 minu es, h ee imes a week. Pa icipan s we e adminis e ed a Pe sonal
In o ma ion Fo m, he Visual A en ion Tes , and he d2 A en ion Tes .
Acco ding o he indings, a s a is ically signi ican educ ion in eac ion ime
was obse ed in bo h he expe imen al and con ol g oups. While he con ol
g oup showed a signi ican inc ease in accu acy a e, no such inc ease was
ound in he expe imen al g oup. Signi ican imp o emen s we e obse ed in
bo h g oups’ TN and TN-E sco es in a o o he pos - es . Simila ly, he CP
a iable showed a s a is ically signi ican inc ease in pos - es sco es o bo h
1 PhD S uden , Niğde Öme Halisdemi Uni e si y, Ins i u e o Social Sciences, Tu key,
[email p o ec ed] o cid:0000-0003-0060-8289
2 Assoc. P o . D ., Alanya Alaaddin Keykuba Uni e si y, Facul y o Spo s Sciences, Tu -
key, nu ay[email p o ec ed] o cid:0000-0002-2086-1436
THE ROLE OF READING ACTIVITIES ON ATTENTION LEVELS IN STUDENTS OF THE FACULTY OF SPORTS
74
g oups. Howe e , no signi ican di e ences we e ound be ween he g oups
in he FR and E1 a iables. Rega ding he E2 a iable, a signi ican inc ease
was obse ed only in he con ol g oup’s pos - es sco es.In conclusion,
he indings indica e ha he implemen ed p ocess had a posi i e e ec on
a en ion pe o mance and eac ion ime.
In oduc ıon
Reading is a complex p ocess ha in ol es a ious unc ions o he eyes,
oice, and b ain, including isual pe cep ion, comp ehension, ocaliza ion,
in e p e a ion, and men al ep esen a ion (Millî Eği im Bakanlığı [MEB],
2009). Reading is a complex language skill in which bo h physical and
cogni i e p ocesses play a join ole in he de elopmen o comp ehension
abili y (Özbay, 2011). Acco ding o Güneş (2014), abili ies such as sensi i i y
o sounds, ecognizing and dis inguishing he sounds o wo ds, and combining
sounds and syllables ep esen signi ican physical dimensions essen ial o
he ac o eading. Reading is a undamen al ac o ha con ibu es o an
indi idual’s success in a ious aspec s o li e, sel -ac ualiza ion, in e p e a ion
o he wo ld, abili y o es ablish connec ions be ween e en s, and app oach
si ua ions om di e en pe spec i es. The skill o eading plays a c ucial
ole in ans o ming li e, adding dep h o one’s expe iences, and enhancing
an indi idual’s le el o knowledge and cul u al awa eness. Fo his eason,
eading s ands ou as a skill whose alue is inc easingly ecognized o e ime
(Öz ü k and Aydemi , 2012). Mo eo e , i is a phenomenon ha enhances
indi iduals’ quali y o li e by inc easing hei le el o eading mo i a ion.
Va ious esea ch esul s indica e ha eading ac i i ies ha e a signi ican
impac on enhancing indi iduals’ a en ion le els. In pa icula , a egula
eading habi suppo s he de elopmen o selec i e a en ion and con ibu es
o he s eng hening o cogni i e unc ions (Small, 2021).
A en ion is a p ocess in which awa eness is consciously o unconsciously
di ec ed owa d a speci ic objec , ac ion, ac i i y, si ua ion, e en , o
phenomenon, he eby in luencing he quali y and e iciency o pe cep ion,
decision-making, and pe o mance (Sche ke and G onek, 2010). In e ms o
a hle ic pe o mance, he concep s o a en ion and concen a ion a e among
he undamen al componen s. Pe o mance is no solely a physical a ibu e
bu also encompasses a psychological dimension. A en ion is a men al
abili y ha enables indi iduals o selec and ocus on speci ic s imuli among
nume ous ones in hei en i onmen , playing a c i ical ole in a ious a eas
such as lea ning, decision-making, and he execu ion o mo o skills (Posne
and Pe e sen, 1989). Selec i e a en ion, in pa icula , e e s o he abili y o
ŞEYMA SATILMIŞ • NURAY SATILMIŞ
75
ecognize and dis inguish a ge s imuli om a s eam o in o ma ion, and
his skill plays a signi ican ole in a wide ange o domains, om academic
achie emen o a hle ic pe o mance (Pa asu aman, 1984).
Nume ous neu opsychological and expe imen al s udies ha e
demons a ed a clea and s ong ela ionship be ween a en ion le el and
eac ion ime. Reac ion ime e e s o he du a ion i akes o an indi idual
o espond o a gi en s imulus, and he e iciency o a en ion mechanisms
plays a decisi e ole in de e mining his du a ion (Wel o d, 1980).
Reac ion ime is one o he mos undamen al c i e ia used o e alua e
a hle ic pe o mance (Günay e al. 2013). I s impo ance has been
inc easingly emphasized due o i s con ibu ion o a hle ic success and
pe o mance imp o emen . Among a hle es wi h simila echnical skills
and physical capaci ies, hose wi h sho e eac ion imes a e mo e likely o
achie e success. The signi icance o eac ion ime may a y depending on he
cha ac e is ics o di e en spo s disciplines. Pa icula ly om a pe cep ual
s andpoin and in e ms o esponding o s imuli, he abili y o an a hle e o
ini ia e mo emen be o e hei opponen plays a c i ical ole, making he
leng h o eac ion ime a c ucial ac o (Panca e al. 2016).
Reading is a cogni i e ac i i y ha encompasses mul i ace ed men al
p ocesses and equi es in ense a en ion. A sus ained eading habi suppo s
he enhancemen o indi iduals’ abili y o main ain a en ion and ocus,
he eby con ibu ing o an o e all imp o emen in cogni i e pe o mance
(Mangen e al. 2013).
In his s udy, i is aimed o in es iga e he e ec o book eading ac i i y
o Spo s Sciences Facul y s uden s on a en ion le el and eac ion ime. I
is expec ed ha he esul s ob ained in his s udy will con ibu e o de elop
high quali y me hods o suppo men al pe o mance o spo smen.
Me hod
Resea ch G oup: A o al o 20 s uden s om he Facul y o Spo s
Sciences o Alanya Alaaddin Keykuba Uni e si y olun a ily pa icipa ed
in he s udy, consis ing o a con ol g oup (n=10) and an expe imen al g oup
(n=10). The expe imen al g oup engaged in a book eading ac i i y o 40
minu es, h ee imes pe week h oughou he academic semes e .
Da a Collec ion Ins umen s: Volun ee s we e adminis e ed he “Visual
A en ion Tes ” and he “d2 A en ion Tes .” Addi ionally, an h opome ic
measu emen s including heigh , weigh , Body Mass Index (BMI), and Body
Fa Pe cen age (BFP) we e eco ded. Regula pa icipa ion in he book

THE ROLE OF READING ACTIVITIES ON ATTENTION LEVELS IN STUDENTS OF THE FACULTY OF SPORTS
76
eading ac i i y was de ined as eading o a leas 40 minu es on h ee o
mo e days pe week.
An h opome ic Measu emen s: Heigh measu emen s we e pe o med
using a s adiome e (Chonde HM200P) wi h an accu acy o ±1 mm.
Heigh s we e measu ed in cen ime e s wi h pa icipan s s anding ba e oo
in an ana omical pos u e: heels oge he , b ea h held, head posi ioned in he
F ank o ho izon al plane, and he e ex ouching he headpiece o he
s adiome e .
Body a pe cen age was measu ed using a Bioelec ical Impedance
Analysis de ice (Tani a MC-980, 1000 kHz). Pa icipan s we e ins uc ed o
a oid s enuous physical ac i i y and consump ion o diu e ic be e ages such
as ea and co ee o 24 hou s p io o measu emen . Pa icipan s who did no
comply wi h hese condi ions we e excluded om he s udy. Measu emen s
we e conduc ed ba e oo . Du ing he p ocedu e, pa icipan s we e asked o
s and up igh , place hei ee on he de ice’s me al elec odes, and hold he
hand elec odes. Any me al accesso ies (e.g. wa ches, ings, necklaces) we e
emo ed p io o measu emen . Following he assessmen , muscle mass o
he igh and le a ms ob ained om body composi ion da a was eco ded.
Visual A e ion Tes
The expe imen al ocus poin consis ed o an a ow and colo ed squa e
shapes p esen ed agains a whi e backg ound. Twel e colo s (yellow, o ange,
ligh g een, da k g een, black, beige, ligh pink, da k pink, ed, pu ple, g ay,
u quoise) we e selec ed om a colo pool o c ea e he colo ed squa es.
The a ow, displayed a he cen e o he sc een, di ec ed pa icipan s’ gaze
o he indica ed side ( igh o le ). Colo ed squa es we e p esen ed on bo h
he igh and le sides in equal numbe s, anging om a minimum o wo
o a maximum o eigh squa es. Successi e p esen a ions o colo ed squa es
in ol ed ei he a colo change in only one squa e o no change a all. The
expe imen balanced he numbe o “same” and “di e en ” ials h oughou
he p ocedu e (A az, 2021).
The isual wo king memo y ask using colo ed squa es was de eloped
based on he Visual Wo king Memo y (VWM) pa adigm in oduced by Vogel
and Machizawa (2004), aiming o measu e pa icipan s’ VWM pe o mance.
Each ial began wi h a ixa ion poin p esen ed o 200 ms, ollowed
immedia ely by a di ec ional a ow abo e i , indica ing which side ( igh
o le ) he pa icipan s should a end o o changes in he colo ed squa es.
The a ow poin ed ei he o he igh o le side. A e he ixa ion poin and
a ow disappea ed, a memo y a ay consis ing o one o ou squa es was
ŞEYMA SATILMIŞ • NURAY SATILMIŞ
77
p esen ed o 100 ms on bo h sides o he ixa ion poin . Pa icipan s we e
ins uc ed o memo ize he colo s o he squa es on he side indica ed by he
a ow. Subsequen ly, a 900 ms e en ion in e al was p o ided du ing which
he ixa ion poin emained isible.
Finally, a es a ay was p esen ed, simila o he memo y a ay, wi h one
o ou colo ed squa es displayed on bo h sides o he ixa ion poin . The
numbe o squa es in he es a ay was equal o ha in he p eceding memo y
a ay. Th oughou he expe imen , 50% o he ials in ol ed a change in colo
in one o he squa es in he es a ay. Pa icipan s we e asked o espond by
p essing he “C” key i hey de ec ed a change o he “M” key i no change
was p esen . Following a co ec esponse, he ixa ion poin u ned g een o
95 ms, whe eas an inco ec esponse esul ed in he ixa ion poin u ning
ed o he same du a ion (A az, 2021).
S imulus p esen a ions and ial sequences we e p og ammed using
OpenSesame 3.3.8 so wa e (Ma hô e al. 2012). Pa icipan s comple ed he
ask on he same desk op compu e used o he change de ec ion ask. Visual
s imuli we e p esen ed a a iewing dis ance o 50 cm, sub ending a isual
angle o 31.57º by 29.48º, and esponses we e eco ded ia he compu e
keyboa d. P io o he main ask, pa icipan s pe o med a p ac ice block
consis ing o 16 ials, a e which a eedback sc een displaying eac ion
imes and accu acy a es was p esen ed. The main ask consis ed o 160
andomized ials di ided in o 10 blocks o 16 ials each. Feedback was
also p o ided a e he main ask, simila o he p ac ice session. The o al
du a ion o he expe imen was app oxima ely 10–15 minu es.
The isual wo king memo y ask was adminis e ed i s o hal o he
pa icipan s in bo h he expe imen and con ol g oups. The o he hal
pe o med he change de ec ion ask i s o con ol o possible o de e ec s
a ising om ask adminis a ion sequence.
d2 A e ion Tes
The d2 A en ion Tes was de eloped by B ickenkamp in (1962) and can
be adminis e ed o indi iduals aged 9 o 60 yea s. The es o m consis s
o 14 ows, each con aining 47 igu es, o aling 658 igu es. These igu es
a e le e s ma ked wi h one, wo, h ee, o ou do s ei he abo e o below
hem. The le e s appea in 16 di e en con igu a ions based on he numbe ,
posi ion, and a angemen o he do s. The p ima y objec i e o he es is o
iden i y he le e “d” ma ked wi h wo do s.
THE ROLE OF READING ACTIVITIES ON ATTENTION LEVELS IN STUDENTS OF THE FACULTY OF SPORTS
78
The es sco ing includes he ollowing measu es: TN, E1, E2, CP, TN-E,
and E%.
TN (To al Numbe ): The o al coun o all ma ked le e s, ega dless o
accu acy. I e lec s he indi idual’s psychomo o speed.
E1 (E o s o Omission): The numbe o co ec le e s ha we e no
ma ked. A high coun indica es educed selec i e a en ion.
E2 (E o s o Commission): The numbe o inco ec ly ma ked le e s. A
high sco e may indica e speci ic lea ning di icul ies, ina en ion, o de ici s
in isual disc imina ion.
CP (Concen a ion Pe o mance): Calcula ed by sub ac ing he
numbe o inco ec ly ma ked le e s om he numbe o co ec ly ma ked
le e s, ep esen ing he indi idual’s concen a ion pe o mance.
TN-E (To al Numbe Minus E o s): Rep esen s es pe o mance by
sub ac ing o al e o s om he o al ma ked le e s. This alue is highly
eliable and e lec s he balance be ween speed and accu acy. Howe e ,
TN-E ends o weigh quan i y o e quali y, po en ially in la ing o al sco es.
The e o e, o a oid o e es ima ion, e o sco es o concen a ion sco es
should also be conside ed in he e alua ion.
E% (E o Pe cen age): Indica es he p opo ion o o al e o s ela i e
o all esponses. As he e o pe cen age dec eases, a en ion and decision-
making accu acy inc eases.
Fluc ua ion Ra e (FR): This pa ame e is conside ed a weake aspec in
e ms o es eliabili y. I is he di e ence be ween he ow wi h he highes
numbe o i ems and he ow wi h he lowes numbe o i ems ma ked du ing
he es . A high luc ua ion a e may indica e inconsis ency in esponse speed
and po en ially low mo i a ion (B ickenkamp and Zillme , 1998; Çağla and
Ko uç, 2006; Ka aduman, 2004; Yaycı, 2013).
ŞEYMA SATILMIŞ • NURAY SATILMIŞ
79
Figu e 1. Sample o he d2 A en ion Tes
S a is ical Analysis
All s a is ical analyses we e conduc ed using SPSS e sion 22.0.
A i hme ic means and s anda d de ia ions o he da a we e calcula ed.
Al hough some da a appea ed o ollow a no mal dis ibu ion based on
no mali y es s, non-pa ame ic es s we e p e e ed due o he small sample
size. The da a we e analyzed using he Wilcoxon Signed-Rank Tes (WIST).
A signi icance le el o p < 0.05 was accep ed o all analyses.
Resul s
The demog aphic cha ac e is ics o he s uden s pa icipa ing in he s udy,
along wi h ele an in e p e a ions, a e p esen ed below.
Table 1. An h opome ic Cha ac e is ics o he S uden s
G oup Gende N Age
(yea s)
Heigh
(cm)
Weigh
(kg)
BKI (kg/
cm2)
VVY (%)
x
ss x
ss x
ss x
ss x
Ss
Con ol Female 420 1 157,7 4,6 56,5 9,5 22,63 2,77 26,8 7,1
Male 6 21 1 170,9 1,4 78,0 8,8 26,70 3,06 19,4 5,5
Expe imen al Female 6 20 1 164,3 7,5 58,7 11,3 21,59 2,84 25,5 7,1
Male 420 1 180,9 9,5 86,3 12,4 26,23 1,66 19,1 3,3
Pa icipan s Female 10 20 1 161,7 7,1 57,8 10,1 22,00 2,70 26,0 6,7
Male 10 20 1 174,9 7,6 81,3 10,6 26,51 2,49 19,3 4,6
THE ROLE OF READING ACTIVITIES ON ATTENTION LEVELS IN STUDENTS OF THE FACULTY OF SPORTS
86
eading, he inclusion o cogni i e aining games, men al exe cise p og ams,
and mind ulness-based p ac ices is ecommended o educe a en ional e o s
and u he suppo cogni i e enhancemen .
Ano he inding o his s udy e eals ha a signi ican inc ease in he E2
a iable was obse ed only in he con ol g oup (p < 0.05). This esul sugges s
ha he eading in e en ion may se e as a balancing mechanism agains
en i onmen al ac o s ha could nega i ely impac cogni i e pe o mance.
This implies ha eading-based ac i i ies no only con ibu e o cogni i e
de elopmen bu may also play a ole in sus aining and s abilizing men al
p ocesses (Ka aduman, 2004).
In conclusion, he indings o his s udy sugges ha de eloping a egula
eading habi can ha e posi i e e ec s on cogni i e unc ions. Howe e , he
s udy also has ce ain limi a ions. Fi s , he small sample size (n = 20) and
he ac ha he pa icipan s we e exclusi ely s uden s om he Facul y o
Spo s Sciences limi he gene alizabili y o he esul s. In addi ion, a iables
such as he ypes o books ead, he du a ion o eading sessions, pa icipan s’
indi idual in e es s, and hei p io eading habi s we e no con olled,
making i di icul o ully assess he unde lying ac o s con ibu ing o he
obse ed ou comes. Fu u e esea ch should inco po a e long- e m ollow-up
s udies and mo e di e se pa icipan g oups in o de o explo e he subjec
in g ea e dep h.

ŞEYMA SATILMIŞ • NURAY SATILMIŞ
87
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Fı a Üni e si esi, Elazığ.
B ickenkamp, R. (1962). Au me ksamkei s-Belas ungs-Tes (Tes d2). 1s ed.
B ickenkamp, R. & Zillme , E. (1998). Tes d2: concen a ion-endu ance es . Go ingen ge .
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Çağla , E. & Ko uç, Z. (2006). D2 dikka es inin spo cula da gü eni liği e geçe liği. Spo
Bilimle i De gisi, 17(2), 58-80.
Günay, M., Tame , K., & Cicioğlu, İ. (2013). Spo Fizyolojisi e Pe o mans Ölçümü, Anka a,
Gazi Ki ape i, 3. Baskı.
Güneş, E. (2004). Dikka mekanizmala ı. Anka a Üni e si esi Tıp Fakül esi Mecmuası, 57(2),
34-37.
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cile inin dikka oplama düzeyi, benlik algısı e başa ı düzeyle ine e kisi (Yayımlan-
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Öz ü k, E. & Aydemi İ. Z. (2012). Başlangıç Düzeyi Okuyucula ının Okuma Mo i asyonla-
ının, Günlük Ki ap Okuma Sü ele i e Ailenin Okuma Du umuna Gö e Değe lendi-
ilmesi. Kas amonu Eği im De gisi, 21(3), 1105-1116.
Panca , Z., Özdal, M., Panca , S. & Biçe , M. (2016). In es iga ion o isual and audi o y
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man pe o mance, edi ed by J.S. Wa m, pp. 61-101. London:Wiley.
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Sche ke, T., & G onek, P. (2010). Imp o ing A en ional P ocesses in Spo : De ining A en-
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89
CHAPTER 5
GAMIFIED LEARNING IN IN-SERVICE
TRAINING: OPPORTUNITIES AND
CHALLENGES
Ta kan Düzgünçına 1
1. In oduc ion
The mo e c ucial he ole adul s play in educa ion, he mo e complex i
is o add ess hei new needs and expec a ions. To espond o his complex
si ua ion, di e en ools o educa ion ha e been o mula ed. Among hese a e
gami ied lea ning which is an e ec i e me hod o eaching, ein o cemen ,
and long- e m engagemen wi h he lea ne s. The s a egic in eg a ion
o game elemen s in o non-game con ex s de ines gami ied lea ning.
In educa ion, i is o en used in inc easing pa icipa ion a es as well as
enhancing engagemen and mo i a ion (Diche a e al., 2015; Duggal e al.,
2021). The lea ning p ocess becomes a ac i e and in ol es le e aging
inna e human inclina ions owa d achie emen , compe i ion, au onomy, and
ecogni ion h ough applying a p inciple ha makes lea ning eel like playing
a game. In in-se ice aining, gami ied lea ning in ol es he in en ional
and sys ema ic app oach o inse ing game mechanics in o educa ional
se ings o elici he beha io s o lea ne s and academic pe o mance (Li e
al., 2023). Gami ied lea ning inspi es a ela i ely s onge mo i a ion o
lea ning because i combines bo h pe sonal and socie al ac o s ha ensu e
1 D .(Ph.D.),Uni e si à degli S udi di Ve ona, a kan.duzguncna @uni .i , ORCID: 0000-
0002-9607-0489
GAMIFIED LEARNING IN IN-SERVICE TRAINING: OPPORTUNITIES AND CHALLENGES
90
a comp ehensi e lea ning en i onmen (Loos & C osby, 2017). Unlike
passi e eaching me hods, he inco po a ion o elemen s o a game such as
ewa ds, leade boa ds, le els, and challenges ins ills eelings o achie emen
and ul ilmen owa d lea ne s so ha hey can be mo i a ed o ad ance in
hei jou ney o lea ning (Ja amillo-Media illa e al., 2024).
Gami ied lea ning can b ing ad an ages o in-se ice aining such as
imp o ing engagemen and be e lea ning p ocesses, howe e , he d awbacks
ha i may p esen equi e ca e ul design and igilan implemen a ion. While
i is ue ha adding game elemen s o non-game con ex s makes lea ning
mo e engaging, his can lead o p oblems ela ed o pe cei ed lack o
se iousness, o e simpli ica ion, cul u al mis i , echnological limi a ion, and
ocus on ex insic mo i a ion which does no allow he educa ional bene i s
expec ed o be ealized ully. Thus, o e coming hese ba ie s equi es cul u al
sensi i i y, a lea ne -cen e ed design, and pedagogical alignmen in such
coun ies whe e collec i is and hie a chical cul u al no ms a e p edominan
like Tü kiye. The e o e, his chap e discusses he p os and cons o gami ied
lea ning in educa ion abou hei con ex ual impac based on challenges ha
we e ou lined oge he wi h s a egies p oposed owa d add essing hem.
By co e ing bo h he heo e ical ounda ions in addi ion o he p ac ical
applica ions o gami ied lea ning, his sec ion p o ides a comp ehensi e
pe spec i e on how i can be u ilized o ans o m adul lea ning ou comes. By
emphasizing cul u al sensi i i y and lea ne -cen ed app oaches, he sec ion
seeks o p o ide educa o s, human esou ce p ac i ione s and ins uc ional
designe s wi h a good no ion o how o use gami ied lea ning in p ac ice wi h
he aim o enhancing adul lea ning p ocesses.
2. Theo e ical Founda ions
Fo gami ied lea ning o be success ully applied in adul educa ion, i mus
be designed and implemen ed based on sound educa ional and psychological
p inciples. Supe icial app oaches can esul in a loss o mo i a ion o
c ea e a hollow ‘suga -coa ing’ e ec among adul lea ne s (Buckley e al.,
2018). An e ec i e gami ied lea ning s a egy should be p ima ily based
on Malcolm Knowles’ and agogical p inciples o sel -di ec ion, u ilising
expe ience, ele ance o li e and in insic mo i a ion. To os e in insic
mo i a ion, i should also inco po a e mechanics ha add ess he need o
compe ence (meaning ul eedback and app op ia ely challenging asks),
au onomy (choice and pe sonalisa ion op ions) and ela edness (social
in e ac ion, collabo a ion and pee ecogni ion). Ex insic ewa ds (e.g.
poin s o badges) should be used cau iously o symbolise meaning ul p og ess
TARKAN DÜZGÜNÇINAR
91
wi hou unde mining in insic mo i a ion. Ideally, hey should be p o ided
a unexpec ed imes o as a na u al pa o he lea ning p ocess. In e ms o
echnical design, game elemen s should a oid c ea ing excessi e cogni i e
load ha dis ac s om he lea ning con en , and in e aces should be simple
wi h clea mechanics and seamless in eg a ion wi h con en . Addi ionally,
a balance mus be main ained be ween he lea ne ’s skills and he le el o
challenge o achie e a ‘ low’ s a e (whe e ime seems o pass unno iced),
which is suppo ed by pe sonalised challenge le els and egula p og ess
eedback. Finally, he design should inco po a e collabo a i e asks, pee
e alua ion, achie emen sha ing and men o ship sys ems ha s eng hen
social lea ning dynamics.
2.1 Knowles’ and agogy heo y: The A and Science o
Adul Lea ning
Malcolm Knowles and his colleagues (2005) coined he e m ‘and agogy’
o highligh he di e ences be ween adul and child lea ning, and hey
de eloped a co esponding heo y and model. The esea che s p oposed six
co e p inciples ha dis inguish adul lea ning and should in o m e ec i e
educa ional in e en ions:
• Sel -di ec ed lea ning: Adul s p e e o con ol hei lea ning p oces-
ses. They a e mo e mo i a ed when hey ha e con ol o e he pace,
con en and me hods o ins uc ion.
• Li e expe ience: Adul s ha e a weal h o pe sonal, p o essional and
cul u al expe iences ha in luence hei lea ning p ocesses. Lea ning
becomes mo e aluable when i connec s o and builds upon hese
expe iences.
• Goal-o ien ed: Adul lea ne s a e usually d i en by speci ic goals,
such as ca ee ad ancemen , pe sonal g ow h, o acqui ing new skills.
They wan o see he di ec applicabili y o wha hey lea n.
• Rele ance and p ac icali y: Lea ning should be applicable o eal-li-
e asks o challenges immedia ely. Theo ies ha lack angible appli-
ca ions may seem i ele an .
• P oblem-cen ed app oach: Adul s lea n mo e e ec i ely when le-
a ning is iewed as a means o sol ing eal p oblems, a he han me-
ely s o ing knowledge o u u e use.
• In insic mo i a ion: While ex insic ewa ds (e.g. ce i ica es o
p omo ions) a e no insigni ican , adul s a e s ongly mo i a ed by in -
insic ac o s such as sel -es eem, con idence and pe sonal ul ilmen .

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2.2 Sel -de e mina ion heo y (SDT): The Psychology o
Mo i a ion
De eloped by Ryan and Deci (2000), SDT is a widely ecognised heo y
o mo i a ion in educa ional psychology. SDT posi s ha indi iduals a e
mos mo i a ed when hei h ee co e psychological needs a e me :
• Au onomy: A sense o con ol o e ac ions and decisions.
• Compe ence: A sense o being capable o p oducing desi ed ou co-
mes and being e ec i e.
• Rela edness: A sense o belonging and connec ion wi h o he s and
wi h a communi y.
These undamen al needs a e essen ial o sus aining in insic mo i a ion,
pa icula ly in lea ning con ex s. Gami ied lea ning echniques can be
designed o suppo he ollowing Sel -De e mina ion Theo y (SDT)
p inciples:
• Au onomy is os e ed h ough a a a cus omisa ion, b anching lea -
ning expe iences and he abili y o choose challenges o ac i i ies.
• Compe ence is suppo ed by p o iding clea goals, p og essi e chal-
lenges, immedia e eedback and celeb a ing achie emen s (e.g. lea-
de boa ds and badges).
• Rela edness is acili a ed h ough eam-based challenges, collabo a i-
e asks, social leade boa ds and pee ecogni ion.
I is pa icula ly c ucial o suppo in insic mo i a ion in adul lea ning,
whe e pa icipan s o en ha e o balance wo k demands. By aligning wi h
SDT p inciples, gami ied lea ning c ea es an emo ionally and psychologically
imme si e expe ience ha sus ains a en ion and engagemen in he long
e m.
2.3 Beha iou al app oaches
B.F. Skinne ’s beha iou al app oach (ope an condi ioning) posi s ha
beha iou is shaped by i s consequences. The app oach ocuses on he
sys ema ic use o ewa ds ( ein o ce s) and punishmen s o s eng hen
o diminish speci ic beha iou s du ing he lea ning p ocess. The co e
mechanisms include:
• Posi i e ein o cemen : P esen ing a pleasan s imulus a e a desi ed
beha iou o inc ease i s likelihood o ecu ence.
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• Nega i e ein o cemen : Remo ing an unpleasan s imulus a e a
desi ed beha iou (e.g. comple ing a ask o elimina e a ‘penal y’ h-
ea ).
• Punishmen : In oducing an unpleasan s imulus o wi hd awing a
pleasan one a e an undesi able beha iou o educe i s likelihood.
• Ex inc ion: The weakening o disappea ance o a p e iously ein o -
ced beha iou when ein o cemen is wi hheld.
• Rein o cemen schedules: The ules ha de e mine how o en and
unde wha condi ions ewa ds a e gi en (con inuous, ixed- a io, a-
iable- a io, ixed-in e al o a iable-in e al).
Beha iou al p inciples a e used in he design o ex insic mo i a ional
elemen s, such as poin s, badges, leade boa ds and i ual ewa ds
(Pe chamé e al., 2021). Howe e , in adul educa ion, hese mechanics mus
be applied ca e ully. Rewa ds should symbolise meaning ul p og ess o skill
acquisi ion, and should be dis ibu ed in a meaning ul way. Excessi e o
supe icial use can c ea e a ‘suga -coa ing’ e ec , educing in insic in e es
in lea ning. Va iable- a io ein o cemen schedules (whe e ewa ds a e gi en
a unp edic able imes) can enhance engagemen h ough he elemen o
su p ise and delay ex inc ion. Poin s and badges should se e as angible
indica o s o lea ne s’ o e all p og ess.
2.4 Cogni i e Load Theo y
De eloped by John Swelle , Cogni i e Load Theo y (CLT) ocuses on
he limi ed capaci y o human wo king memo y and in o ma ion p ocessing
(Swelle e al., 2019). Du ing lea ning, men al esou ces a e di ided among
h ee ypes o cogni i e load:
• In insic cogni i e load: The inhe en di icul y a ising om he na-
u e o he ma e ial being lea n (e.g. complex concep s).
• Ex aneous cogni i e load: Unnecessa y men al e o caused by po-
o ly designed ins uc ional ma e ials o en i onmen s (e.g. clu e ed
g aphics, i ele an sounds o complex ins uc ions).
• Ge mane cogni i e load: The bene icial men al e o in ol ed in ac-
i ely p ocessing in o ma ion o c ea e meaning ul schemas in long-
e m memo y (e.g. p oblem sol ing and analysis).
The p ima y objec i e o designing gami ied lea ning should be o
minimise ex aneous cogni i e load while suppo ing ele an cogni i e
load. Game mechanics and in e aces should be in ui i e and simple o
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94
ensu e hey do no dis ac om he lea ning con en . Game elemen s (e.g.
poin s, badges and le els) mus be meaning ully in eg a ed wi h he con en
and no me ely added o deco a ion. Complex anima ions, sound e ec s
o isual clu e ha do no con ibu e o he lea ning objec i es should be
a oided. Complex asks should be b oken down in o smalle s eps wi h
clea ins uc ions. Visual and audi o y in o ma ion should be p esen ed in a
balanced and complemen a y manne .
2.5 Flow Theo y (Csikszen mihalyi)
Csikszen mihalyi’s low heo y desc ibes an op imal s a e o expe ience
in which indi iduals a e ully imme sed, lose ack o ime and pe o m a
hei bes (Csikszen mihalyi e al., 2014). The key condi ions o achie ing
a low s a e a e:
• Clea goals: A clea unde s anding o wha needs o be done.
• Focused a en ion: Comple e and unin e up ed concen a ion on he
ask.
• Balance: A balance be ween he indi idual’s pe cei ed skill le el and
he pe cei ed di icul y o he ask (di icul y g ea e han skill leads o
anxie y; di icul y less han skill leads o bo edom).
• Immedia e and di ec eedback: Clea and immedia e isibili y o
he ou comes o ac ions.
• Sense o con ol: A eeling o con ol o e he si ua ion (i.e. an absen-
ce o anxie y).
• Al e ed sense o ime: a subjec i e expe ience whe e ime seems o
pass quickly o slow down.
Gami ied lea ning p o ides an ideal amewo k o igge ing he low
expe ience. Design conside a ions should include c ea ing adap i e sys ems
ha dynamically assess pa icipan s’ cu en skill le els and o e sligh ly
challenging bu no o e whelming asks. P og ess ba s, le el ansi ions,
achie emen no i ica ions and pe o mance analy ics p o ide pa icipan s
wi h con inuous and meaning ul eedback. Clea ly de ined small and la ge
goals along he lea ning pa h, wi h p og ess ackable isually (e.g. h ough
maps o le el ees), a e essen ial. The use expe ience should minimise
dis ac ions and acili a e ask ocus, o e ing pe sonalisa ion op ions such as
allowing pa icipan s o make choices and se hei own pace (Bea d, 2015).
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2.6 Social Lea ning Theo ies
Albe Bandu a’s social lea ning heo y emphasises ha lea ning occu s
h ough di ec expe ience, obse a ion (modelling) and social in e ac ion
(Schunk e al., 2020). I s co e componen s include:
• Obse a ional lea ning (modelling): Lea ning by obse ing he be-
ha iou s, ou comes and cha ac e is ics o o he s.
• Imi a ion and modelling: Adop ing and applying obse ed beha i-
ou s.
• Vica ious ein o cemen and punishmen : Lea ning which beha-
iou s a e ewa ded o punished by obse ing he consequences o
o he s’ ac ions.
• Sel -e icacy: An indi idual’s belie in hei abili y o success ully
pe o m a ask, shaped by obse a ion, social pe suasion and pas ex-
pe iences o success.
• Recip ocal De e minism: The con inuous in e ac ion be ween an in-
di idual’s beha iou s, en i onmen al ac o s and pe sonal cha ac e is-
ics (e.g. cogni ions and belie s).
Gami ied lea ning can inco po a e a ious mechanisms o enhance social
lea ning. Making p og ess and achie emen s isible o pee s os e s heal hy
compe i ion and modelling. Collabo a i e challenges ha equi e eamwo k
can s eng hen social bonds and encou age knowledge sha ing. Pee
e alua ion and eedback can con ibu e posi i ely o success in he p ocess.
Social alida ion is p o ided h ough pee -gi en ‘likes’, commen s o special
badges (e.g. ‘Help ul’, ‘Men o ’). Oppo uni ies a e c ea ed o obse e and
imi a e he beha iou s o expe ienced use s o expe s. Social p oo , such
as ‘X people comple ed his ask’ o ‘Y iends liked his con en ’, is also
u ilised. The e ec i eness o gami ied lea ning in in-se ice aining elies
on he syne gis ic applica ion o mul idimensional heo e ical ounda ions.
Knowles’ and agogy p inciples and Sel -De e mina ion Theo y’s (SDT)
psychological needs (au onomy, compe ence, and ela edness) p o ide a
amewo k cen ed on adul lea ne s’ sel -di ec ion and in insic mo i a ion.
The measu ed use o beha iou al mechanics ha symbolise meaning ul
p og ess is suppo ed by cogni i e load heo y.
The balance o skill and challenge in Flow Theo y, combined wi h he
pee in e ac ion dynamics o Social Lea ning Theo y, c ea es an imme si e
and con ex ual expe ience. This in eg a ed app oach elimina es he isk o
a ‘suga -coa ing’ e ec , ans o ming gami ied lea ning in o a p o ound,
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and dynamic isual designs, whe eas olde lea ne s may p e e simplici y,
cla i y and adi ional eedback sys ems.
5. Challenges in gami ica ion
Gami ied lea ning is a highly aluable ool in in-se ice aining, b inging
signi ican bene i s o bo h pa icipan s and educa o s (Dahalan e al., 2024).
Howe e , i also p esen s a ange o challenges ha mus be unde s ood and
add essed. To implemen success ul gami ied lea ning s a egies, educa o s,
ins uc ional designe s and HR p o essionals mus an icipa e ba ie s,
apply e idence-based design p inciples and cul i a e a suppo i e lea ning
en i onmen (Ch is opoulos & Mys akidis, 2023). Adul lea ne s, who a e
accus omed o adi ional lea ning me hods, may be eluc an o engage
wi h game-like elemen s (e.g. a a a s o asks) i hey a e no clea ly linked
o lea ning ou comes. In in-se ice aining en i onmen s, adhe ence o
adi ional eaching me hods is common. I gami ied lea ning is no explici ly
connec ed o lea ning ou comes, i may be pe cei ed as i olous, which
could educe ins i u ional suppo and lea ne engagemen . Adul lea ne s
ypically alue long- e m lea ning goals. I gami ied lea ning ocuses solely
on sho - e m ewa ds, lea ne s may lose mo i a ion once hese cease.
5.1. Ba ie s o adop ing gami ica ion
The challenges encoun e ed when implemen ing gami ied lea ning in in-
se ice aining a e di e se and a e o en oo ed in adul lea ning psychology,
p ac ical ba ie s and design conside a ions. The p ima y and pe haps mos
c i ical ba ie is he p ejudice ha he concep o ‘games’ e okes in adul s. Due
o hei age o posi ion, many adul lea ne s may pe cei e games as childish
o i olous, which can lead o eluc ance o e en esis ance o pa icipa ion.
They may eel ha hey a e ‘playing a game’ and hus unde alue he lea ning
p ocess. Mo i a ional di e si y poses ano he signi ican challenge. Adul
lea ne s ha e di e en mo i a ions o lea ning (e.g. ca ee ad ancemen ,
pe sonal g ow h o social in e ac ion) and di e en p e e ences o games
(e.g. compe i i e, collabo a i e o explo a ion- ocused). A one-size- i s-all
gami ied lea ning design may ail o add ess his di e si y, which can esul
in some pa icipan s eeling aliena ed. Addi ionally, meaningless mechanics
(e.g. poin s, badges o leade boa ds ha a e disconnec ed om he con en )
can seem a i icial and unde mine mo i a ion. Pa icipan s may iew such
elemen s as i ele an o lea ning objec i es and dismiss he sys em as an
‘emp y spec acle’. A he design le el, he e is a isk ha he game may
o e shadow he lea ning objec i es. Pa icipan s may ocus on ea ning poin s

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o ewa ds ins ead o acqui ing knowledge and skills, which unde mines he
co e pu pose o gami ica ion. Fu he mo e, designing and main aining an
e ec i e gami ied lea ning sys em equi es signi ican ime, c ea i i y, and
pedagogical expe ise. Simply ‘adding game elemen s’ does no ensu e deep
lea ning — i demands a complex design p ocess. P ac ical ba ie s canno
be o e looked. When digi al ools a e used, issues ela ed o echnology
access and digi al li e acy, especially ac oss di e en age g oups, can limi
pa icipa ion.
Ano he c i ical ba ie is ime cons ain s: adul s’ busy wo k and
pe sonal li es make i challenging o mee he addi ional ime demands o
gami ica ion. Pa icipan s may pe cei e p olonged ac i i ies as a ‘bu den’.
The psychological e ec s o ewa d sys ems mus also be an icipa ed.
O e eliance on ex insic ewa ds (e.g. poin s o ce i ica es) can unde mine
adul s’ in insic mo i a ion (e.g. cu iosi y o pe sonal sa is ac ion). When hese
ewa ds cease, he lea ning p ocess may hal . Addi ionally, gami ica ion’s
“no el y e ec ” may ade o e ime as mechanics become ou ine, leading o
a decline in engagemen . Finally, misalignmen wi h o ganisa ional cul u e
and measu emen di icul ies mus be conside ed. Some o ganisa ions may
s uggle o iew gami ied lea ning as compa ible wi h ‘se ious’ educa ion.
Fu he mo e, i is challenging o measu e gami ica ion’s ac ual con ibu ion
o lea ning ou comes beyond supe icial me ics such as badges o poin s.
5.2 Me hods o O e come Ba ie s
Fi s ly, i is c ucial o ans o m adul s’ pe cep ion o ‘games’. I is impo an
o emphasise ha gami ied lea ning is no jus a o m o en e ainmen , bu
an oppo uni y o p ac ise eal-wo ld job skills. Fo example, a ole-playing
ac i i y in sales aining could be p esen ed as an oppo uni y o y ou
cus ome pe suasion echniques in a sa e en i onmen . O e ing olun a y
pa icipa ion o ial op ions can also help o o e come ini ial esis ance.
Design lexibili y is key o add essing mo i a ional di e si y. Fo example,
pe sonalised pa hways could be c ea ed, such as leade boa ds o hose who
enjoy compe i ion, eam badges o collabo a o s, o ‘unlocked con en ’ o
hose d i en by cu iosi y. I adul s’ in insic mo i a ion (au onomy, mas e y
and pu pose) is no nu u ed, he sys em will quickly lose i s e ec i eness.
I adul lea ne s canno es ablish a meaning ul connec ion be ween game
mechanics and lea ning con en , he desi ed impac will no be achie ed.
Pa icipan s may enjoy hemsel es bu ail o mee educa ional objec i es.
Badges o poin s should be di ec ly ied o acqui ed compe encies. Fo
ins ance, a ‘C isis Managemen Expe ’ badge should only be awa ded o
indi iduals who demons a e success ul decision-making in a simula ion. A
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na a i e based on eal-wo ld job scena ios will make abs ac mechanics
mo e conc e e and engaging, e ec i ely imme sing pa icipan s.
To o e come p ac ical ba ie s, physical gami ied lea ning ac i i ies such
as ole-playing, ca d games and boa d games can be o e ed o g oups wi h
limi ed access o echnology. Time cons ain s can be add essed h ough
mic o-gami ica ion. Sho -du a ion ac i i ies such as 5–10 minu e case
s udies, ins an - eedback quizzes o daily ‘puzzle asks’ enable pa icipa ion
e en wi hin busy schedules. To ensu e sus ainabili y, he sys em mus emain
dynamic. This can be achie ed h ough g adual inc eases in di icul y (simple
asks o beginne s and complex scena ios o ad anced lea ne s) and su p ise
elemen s (hidden asks and li e sessions wi h gues expe s). Fos e ing a
sense o communi y is also essen ial: eam leagues, knowledge-sha ing
o ums and ‘uni ed agains a common challenge’ dynamics nu u e a sense
o belonging. The isks associa ed wi h ewa d sys ems (e.g. unde mining
in insic mo i a ion o c ea ing dependency) can be mi iga ed by aking a
balanced app oach. Ex insic ewa ds (e.g. poin s o ce i ica es) should be
used spa ingly, wi h he ocus p ima ily on p o iding meaning ul eedback
and unexpec ed ecogni ion. To o e come ins i u ional esis ance, leade ship
suppo is essen ial. Ac i e leade ship in ol emen , linking gami ied lea ning
o angible business ou comes and e u n on in es men (ROI) epo ing will
es ablish gami ied lea ning as a ‘se ious’ in es men .
Ul ima ely, he way in which adul lea ne s engage wi h gami ied lea ning
ools should be shaped acco ding o hei needs. Educa o s bea signi ican
esponsibili y in his ega d. Ra he han aking a one-size- i s-all app oach,
a s a egy in ol ing pa icipan s in he design p ocess and con inuously
imp o ing he sys em h ough egula eedback will enhance educa ional
success. This app oach should ne e neglec he ‘human side o lea ning’,
such as cu iosi y, a sense o achie emen and social in e ac ion. Success ul
gami ied lea ning in eg a es wi h con en , empowe s pa icipan s and os e s
ans e able skills. Gami ied lea ning is no me ely a game, bu a ool o
beha iou al change (Hama i e al., 2014).
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Table 3. Ba ie s o gami ied lea ning in in-se ice aining and bes
p ac ices
Ba ie o Adop ing
Gami ica ion Bes P ac ice
Lea ne Resis ance P o ide o ien a ion and clea ly highligh he bene i s.
Misalignmen wi h
Lea ning Objec i es Link game elemen s di ec ly o compe encies and ou comes.
Cul u al Misalignmen Cus omize ewa ds, language, and isuals o e lec cul u al
no ms.
Limi ed Engagemen Sus ain mo i a ion by combining s o y elling, compe i ion,
and collabo a ion.
Weak Feedback
Mechanisms
In eg a e eal- ime eedback and pe o mance acking in o
he lea ning expe ience.
5.3 The ole o ins uc ional designe s and HR
p o essionals
The e ec i eness o gami ied lea ning p og ammes depends la gely on
collabo a ion be ween ins uc ional designe s (o de elope s), educa o s
and ins i u ional manage s (HR p o essionals). Ins uc ional designe s
align gami ied lea ning s a egies wi h lea ning objec i es. This in ol es
in eg a ing educa ional con en wi h game mechanics, such as poin s, badges
and leade boa ds, o c ea e engaging and ein o cing lea ning expe iences
(Halli ax e al., 2019). They analyse he needs o he a ge audience, selec
app op ia e gami ied lea ning elemen s and ensu e ha he lea ning p ocess
is e ec i e, mo i a ing and measu able. They also es ablish eedback
mechanisms o ack pa icipan s’ p og ess and op imise he design. They
ans o m lea ning objec i es in o in e ac i e, game-like expe iences; selec
and implemen sui able gami ied lea ning pla o ms o lea ning managemen
sys ems (LMS) o he a ge audience; and apply i e a i e design and es ing
o e ine gami ied ma e ials based on lea ne eedback.
HR p o essionals ensu e ha gami ied lea ning aligns wi h o ganiza ional
goals. They suppo gami ied lea ning p ojec s o enhance employee
compe encies, c ea e ewa d sys ems o incen i es o encou age pa icipa ion,
and de elop s a egies ha align wi h company cul u e. They p omo e he
adop ion o gami ied lea ning in he co po a e sec o by linking i o ca ee
ad ancemen , compe ency models, and pe o mance ou comes (Lande s
e al., 2017). They os e a lea ning cul u e ha encou ages expe ience,
con inuous lea ning, and eam success. They moni o he impac o
gami ied lea ning using key pe o mance indica o s (KPIs) such as aining
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comple ion a es, lea ne sa is ac ion, and on- he-job pe o mance ou comes.
Addi ionally, hey collabo a e wi h designe s by conside ing employees’
demog aphics and mo i a ion sou ces. HR p o essionals moni o employee
adap a ion du ing gami ied lea ning implemen a ion, add ess esis ance
when encoun e ed, and e alua e he impac o aining ou comes on job
pe o mance. Bo h oles wo k closely oge he o ensu e gami ied lea ning is
bo h engaging and unc ional. The opic o gami ied lea ning in in-se ice
aining should be app oached wi h a s a egic, lea ne -cen e ed pe spec i e
ha balances engagemen and pedagogical in eg i y. Wi h p ope design,
cul u al awa eness, and ins i u ional suppo , gami ied lea ning has he
po en ial o ans o m adul lea ning in o dynamic, pa icipa o y, and esul s-
o ien ed ecosys ems (Jayala h & Esichaikul, 2022).
6. The u u e o gami ied lea ning in-se ice
aining
As he digi al ans o ma ion o educa ion and p o essional de elopmen
accele a es, gami ied lea ning is eme ging as a c i ical ool in shaping he
u u e o in-se ice aining. The con e gence o new echnologies, e ol ing
lea ne demands and shi ing pedagogical pa adigms is eimagining
engagemen , mo i a ion and success in li elong lea ning (Ga cia-I uela e
al., 2021).
6.1 Adap abili y o Eme ging Technologies
The u u e o gami ied lea ning lies no in isola ed game elemen s bu in
i s in eg a ion in o a b oade echnological ecosys em. A i icial In elligence
(AI)-based lea ning pla o ms can moni o lea ne beha io in eal ime,
adap ing challenges and eedback o indi idual skill and p og ess le els.
In elligen u o s and i ual men o s can be powe ed by AI o p o ide
con ex ual sugges ions wi hin gami ied en i onmen s (Abbes e al., 2024).
Vi ual and Augmen ed Reali y (VR/AR) o e adul lea ne s imme si e,
gami ied expe iences such as isk- ee i ual labs o simula ed wo kplaces.
AR can o e lay gami ied ins uc ions o challenges on o he eal wo ld,
applicable in sec o s like manu ac u ing, heal hca e, o logis ics. Blockchain
and digi al c eden ials enable lea ne s o ea n e i iable mic o-c eden ials o
badges ha can be sha ed ac oss pla o ms and wi h employe s. Blockchain-
based ce i ica ion enhances he c edibili y and anspa ency o hese
c eden ials, making he lea ning p ocess mo e e ec i e and ecognized
(Allam e al., 2023).
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6.2 Da a-D i en and Pe sonalized Lea ning
Fu u e gami ied lea ning sys ems will p io i ize hype -pe sonaliza ion
o e one-size- i s-all app oaches. Pa icipan s will p og ess h ough adap i e
pa hways ailo ed o hei pe o mance, in e es s, and goals. Beha io al
analy ics will enable mo e sophis ica ed dashboa ds, acking no only
comple ion bu also cogni i e esponses, emo ional engagemen , and
collabo a ion da a. Da a models will le e age p edic i e insigh s o iden i y
lea ne s a isk o disengagemen and sugges in e en ions.
6.3 Gami ied lea ning in li elong lea ning and mic o-
lea ning
In a wo ld whe e eskilling is an ongoing p ocess, gami ied lea ning
will acili a e li elong lea ning in bi e-sized, on-demand o ma s (Saile &
Homne , 2020).
• Mic o-lea ning modules: These a e deli e ed in 5- o 10-minu e
bu s s and a e ideal o busy p o essionals o mobile use s.
• P og essi e skill ees: Lea ne s can unlock mo e complex knowled-
ge as hey comple e simple asks, in a manne simila o le elling up
in games.
• Habi - o ming sys ems: S eak coun e s, daily challenges and lea -
ning asks ensu e he ool emains engaging o mon hs o e en yea s.
6.4 C oss-indus y and in e na ional g ow h
Gami ied lea ning will con inue o g ow ac oss indus ies and bo de s.
Lea ning and De elopmen (L&D) will inco po a e gami ied lea ning in o
e e y s age, om ec ui men o leade ship aining. Public and p i a e
ins i u ions, as well as non-p o i o ganisa ions, will use gami ied aining
o p omo e ci ic engagemen , heal h li e acy, and communi y building.
Gami ied pla o ms will be mul ilingual and cul u ally sensi i e, ocusing
on adul lea ne s in de eloping economies whe e mobile- i s lea ning is
essen ial (Alsawaie , 2018).
6.5 E hical and Cul u al Conside a ions
As gami ied lea ning e ol es and expands, e hical and cul u al issues
will ine i ably a ise. To ensu e equi y, sys ems mus be inclusi e o people
o all ages, abili ies, languages, and socioeconomic backg ounds. Designe s
should a oid manipula i e o addic i e mechanics ha p io i ise ewa d

GAMIFIED LEARNING IN IN-SERVICE TRAINING: OPPORTUNITIES AND CHALLENGES
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loops o e lea ning, as his can lead o exploi a ion (Rod igues e al., 2020).
Game mechanics and na a i es mus be sensi i e o he alues, adi ions and
communica ion s yles o he socie y in which he aining is implemen ed, as
well as hose o he pa icipan s.
6.6 Vision in he Tu kish Con ex
In Tü kiye, gami ied lea ning has signi ican po en ial in a coun y whe e
educa ional e o m and digi al inno a ion a e na ional p io i ies. Pa ne ships
be ween echnology companies, uni e si ies and go e nmen ins i u ions
p o ide a means o scaling up gami ied lea ning pla o ms na ionwide.
Gami ied lea ning elemen s ha align wi h Tu kish cul u al aes he ics,
s o y elling and socie al no ms can c ea e mo e e ec i e and widely adop ed
expe iences. Fu he mo e, success ul gami ied lea ning models de eloped
in Tü kiye can be expo ed o o he de eloping coun ies wi h simila
cul u al and social dynamics, he eby c ea ing a global impac (Kabilan e
al., 2023). Gami ied lea ning in in-se ice aining is digi al, pe sonalised,
imme si e, cul u ally d i en and li elong. As lea ning becomes mo e luid
and bo de less, gami ied lea ning will se e as a mo i a ional ool and
design philosophy, ans o ming educa ion in o a pa icipa o y, dynamic and
empowe ing p ocess o adul lea ne s wo ldwide. To ealise his ision ully,
howe e , s akeholde s mus commi o human-cen ed design, con inuous
inno a ion, and equi able access. Nex -gene a ion gami ied lea ning will
educa e, mo i a e, engage and ans o m.
7. Conclusion
Gami ied lea ning has ans o med he ield o in-se ice aining, b idging
he gap be ween adi ional eaching me hods and he dynamic, pe sonalised
lea ning ha oday’s adul lea ne s demand (Zainuddin e al., 2020). Based
on obus heo e ical amewo ks, gami ied lea ning add ess many o he
in insic needs o adul s, such as au onomy, compe ence and he ele ance
o lea ning. When implemen ed e ec i ely, gami ied lea ning en i onmen s
empowe adul lea ne s o abso b mo e in o ma ion, e ain i mo e e ec i ely,
and engage mo e ac i ely (Legaki e al., 2019). Academic ci cles widely
ecognise ha gami ied lea ning is no a supe icial o lee ing app oach,
bu a he a well-conside ed pedagogical s a egy ha is aligned wi h he
eali ies o adul educa ion. U ilising in e ac i e sys ems and ea u es such as
poin s, badges, leade boa ds, asks and na a i e-based challenges mo i a es
adul lea ne s o engage in sel - egula ion, collabo a ion and pe se e ance
in complex con en a eas. Gami ied aining p og ammes a e pa icula ly
TARKAN DÜZGÜNÇINAR
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e ec i e in en i onmen s ha equi e skill de elopmen o p o essional
g ow h and o ganisa ional alignmen (Za ic e .al.,2021). When enhanced by
cul u ally sensi i e designs and app op ia e in eg a ion, hese p og ammes
yield measu able imp o emen s in engagemen , comple ion a es and lea ne
sa is ac ion.
Al hough gami ied lea ning is a highly p omising educa ional inno a ion,
i also p esen s ce ain challenges. These include echnological ba ie s,
i ialising games, poo ly s uc u ed ewa d sys ems and o e simpli ying
complex lea ning h ough excessi e aining ac i i ies (Toda e al., 2017).
O e coming hese challenges equi es ins uc ional designe s, ins i u ional
leade s and educa o s o collabo a e in c ea ing meaning ul, pu pose ul and
inclusi e game-based lea ning expe iences. Bes p ac ice in ol es aligning
game elemen s wi h lea ning objec i es, ensu ing cul u al app op ia eness,
p io i ising accessibili y and inco po a ing lea ne eedback o e ine designs.
The u u e o gami ied lea ning in in-se ice aining is p omising. T ends
such as AI-powe ed adap i e gami ica ion, VR/AR-suppo ed simula ions
and da a analy ics will make lea ning mo e imme si e. Addi ionally, he
ise o emo e and hyb id wo king expands he possibili ies o scalable,
gami ied solu ions ha suppo li elong lea ning ac oss geog aphical
loca ions. Gami ied lea ning is a ans o ma i e mindse ha changes how
in-se ice aining is deli e ed, ecei ed and alued. When used hough ully,
i p o ides educa ional expe iences ha a e aligned wi h he mo i a ional
needs o adul lea ne s. This esul s in no only knowledge acquisi ion, bu
also lea ning enjoymen , meaning and sel -e icacy (Mo schheuse e al.,
2017). As in-se ice aining con inues o e ol e, gami ied lea ning will
emain a powe ul ool o mo i a ing people ac oss cul u es and p o essions,
maximising engagemen and achie ing aluable lea ning ou comes.
GAMIFIED LEARNING IN IN-SERVICE TRAINING: OPPORTUNITIES AND CHALLENGES
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ANALYSIS OF THE PROBLEMS FACED BY TEACHERS IN THE PROCESS OF INCLUSIVE EDUCATION
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in as uc u e, and lack o amily coope a ion hinde he p ocess. In addi ion,
adminis a o s’ a i udes, e ec i e use o esou ces, and he cla i y o
educa ion policies di ec ly in luence he success o inclusion.
All hese indings e eal ha inclusi e educa ion is no me ely an
educa ional policy bu a p ac ice equi ing a mul idimensional and holis ic
app oach. A success ul inclusion p ocess necessi a es he collabo a ion
o eache s, adminis a o s, amilies, and socie y, suppo ed by su icien
esou ces, in as uc u e, and aining oppo uni ies.
Recommenda ions
• In-se ice aining p og ams can be expanded, and eache s’ knowled-
ge and skills in he ield o special educa ion can be u he de eloped.
• Awa eness p og ams on special educa ion and inclusion can be o ga-
nized o school adminis a o s.
• The physical in as uc u e o schools can be adap ed o mee he nee-
ds o s uden s wi h special needs.
• Families can be encou aged o ac i ely pa icipa e in he p ocess, wi h
mo e widesp ead in o ma ion mee ings and suppo p og ams.
• Suppo i e educa ion se ices can be expanded, p o iding inc eased
oppo uni ies o one-on-one ins uc ion and expe suppo .
• Class sizes can be educed, enabling eache s o p o ide mo e e ec i-
e guidance o s uden s.
• Scien i ic esea ch on inclusi e educa ion can be encou aged, wi h
g ea e emphasis on solu ion-o ien ed p ac ices.
• Awa eness- aising ac i i ies can be conduc ed o os e posi i e a i u-
des owa d indi iduals wi h special needs in socie y.

ÇETIN TAN • NAZLI YAYLACI
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