e-International Journal of Educational Research

Abstract

Introduction: Ideal education model of the Renaissance was a creative and multi-dimensional humanistic education approach. Humanistic education approach had also similar characteristics with the Renaissance because both the Renaissance and Humanist Movements (Approach) were considered identical. With these renaissance and reform movements, and later on, with the Industrial Revolution, quality and effective education started to become widespread among all levels of society. The development of industry required more trained employees. It forced the crowds to work for long hours in difficult/stiff conditions. Yet some utopian philosophers, among whom were also industrialists, struggled to make education period longer and more effective. They also urged all individuals to attend basic education and improve their mental, physical and productive skills. Polytechnical education which aimed at incorporating individual's professional training with their physical, mental and moral improvements was an alternative model. With the contributions of socialist philosophers and educators, it became popular in some countries. According to the philosophical, political and economic structure of these countries, various applications were seen in different countries.
Method: The aim of this study is to examine the philosophical thoughts behind the emergence of polytechnical education and to investigate its practices in its historical development process. This is a descriptive study. The emergence and practices of polytechnic education have been investigated through relevant literature search. During the literature search it was seen that Turkish resources were insufficient. All information gained in the study were interpreted and reported accordingly.
Findings: In the time of the Renaissance and Reform Movements, some utopian philosophers emphasized the need for education to begin at an earlier age and to be more widely available. Later socialist educators believed that individuals would have a kind of education which greatly increases their physical, mental and productive capacities. It would be a kind of multi-dimensional education, not only for employee training but also for humanistic improvement. It could be said that polytechnic education emerged as result of these philosophical thoughts and economic needs. When it became popular and widespread, a third of the world's children were having an education of that model which was also known as Marxian education approach. While polytechnic education was applied as work and professional education in some countries, some East-Block countries had a more multi-dimensional version of the model and they made it their basic education model in their countries. Socialist philosopher Karl Marx was one of the effective advocates of polytechnic education. Combining schooling with productive work was genuinely Marxian educational concept (Small, 2005). The basic principle of Marxian thought on education was the unity of theory and practice and fully developed individuals. In our country, a similar model of polytechnic education was applied in village institute in 1940s. The main objectives of those institutes were to train teachers for villages. It aimed at educating and training fully developed teachers so that they could be helpful and effective to teach villagers in a multi-dimensional way. Those candidate teachers would have all kinds of skills and knowledge which was necessary for villagers and they would improve them in all ways; physical education, music, literacy, cultivating fields, raising animals, building houses, etc.
Results and Suggestions: The principal function of education is to improve individuals' capacities in a multidimensional way and to make them productive, adaptable members for their society. Among different educational models and approaches, it could be claimed that polytechnic education was the most appropriate one to these objectives. Polytechnic education based on training and production; developing mental and physical skills and improving the students' ability to enjoy their free time by social activities. These are also needed at our present day. Therefore, a similar model could be developed and applied in our vocational and technical high schools.
Key words: Philosophy of education, Polytechnic education, Socialist Education, Work school, Marxian education, Village institutes