Sürdürülebilir Kalkınma Amaçları
Yazarlar
Yayınlar
- MakaleYalnız künye2026Scopus SJRQ1Reading intentions, not just behaviours: a NIKOM-informed pedagogical approach for religious education
Çinici, Murat
Religious education (RE) meets a recurring diagnostic problem: a pupil can recite doctrine, join in ritual talk, and give the ‘right’ moral answer while the underlying belief stays untouched. This article introduces the Intention Code Model (NIKOM; Niyet Kodu Modeli) to RE as a disciplined language for that problem. NIKOM is a mechanistic cognitive framework built on conditional IF→THEN ‘codes’ that probabilistically chain, activate, and align bodily and cognitive systems, and can be rewritten. Its central claim–a surface-compliance paradox, whereby observable behavioural change need not indicate code-level change–maps onto Kelman’s distinction between compliance and internalisation. The article sets out NIKOM for an RE readership, positions it among established RE pedagogies, distinguishes it from Gollwitzer’s implementation intentions, and derives a pedagogical stance, dialogue moves, and a developmental proposal for ‘code literacy’, with worked religious and non-religious vignettes for primary and secondary levels. The setting is non-confessional, educational RE; behaviour is no index of belief, and the affective and spiritual dimensions of learning are not reduced to cognition alone. NIKOM is offered as a theoretical synthesis awaiting validation, not a proven method; the article closes with an ethical analysis of ‘rewriting’ pupils’ codes and a research agenda.
- MakaleYalnız künye2025Scopus SJRQ3The Neuronal Determinism of Freedom in Education: Conditioned Cognition, Perceived Subjectivity and the Neuroscientific Paradox
Aksakallı, Ayhan
The paradox of education as both a space of cognitive freedom and a conditioning mechanism raises fundamental questions about intellectual autonomy. By examining the tension between neurological determinism and cognitive agency, this paper asks whether education encourages independent thought or directs individuals towards predefined ideological structures. Drawing on philosophical, psychological and neuroscientific perspectives, it explores how knowledge production, pedagogical frameworks and social conditioning shape cognition. While neuroplasticity suggests cognitive adaptability, institutionalized education often channels intellectual inquiry into rigid epistemological categories. Psychological theories emphasize how reinforcement mechanisms and implicit biases shape learning and reinforce norms rather than foster genuine intellectual emancipation. Consequently, this study argues that education needs to be restructured from being merely a means of ideological reproduction. A transformative model of education should center on critical inquiry, self-reflection and metacognitive adaptability. The hope is that education will cease to be a conditioning tool by encouraging independent thinking and become a space where individuals can critically explore and transform their cognitive worlds.
