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Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2026/r/bayburt/16029
  Thinking Through Russell’s Paradox: Logical, Epistemological, and Pedagogical Transformations in Pre-Service Teachers

  Aksakalli, Ayhan

  This study examines how the paradoxical structure of set theory introduced by Bertrand Russell affects the thinking skills and pedagogical awareness of pre-service teachers. Conducted within a qualitative research framework, the study involved 30 mathematics education students enrolled in the faculty of education at a public university. The participants engaged in a multilayered instructional process structured around Russell’s Paradox. Observation notes, individual reflection forms, group discussions, and focus group interviews were used as data collection tools, and the obtained data were analyzed through thematic analysis. The findings reveal that the paradox generated transformations in pre-service teachers at the levels of conceptual rupture, logical reorganization, and pedagogical awareness. It was observed that Russell’s Paradox became not only a theoretical logical construct but also a powerful learning tool that triggered epistemological inquiry. In this context, the study suggests that paradoxes may offer significant contributions to teacher education by fostering critical thinking, developing strategies for coping with contradiction, and supporting the construction of teacher identity.

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  İncele
• MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/11436
  Post-structuralist perspectives on global education: Reconstructing narratives and power dynamics in comparative education

  Aksakallı, Ayhan

  This article explores the transformative potential of post-structuralist theories in rethinking global education policies and comparative education practices. It critically examines the power dynamics underlying hegemonic narratives in education and highlights the ways in which these narratives marginalize local knowledge systems and reinforce inequalities. Using Foucault’s notions of regimes of truth and Deleuze and Guattari’s rhizomatic learning, the article demonstrates how post-structuralist frameworks challenge normative assumptions and propose alternative models based on equity, inclusion, and diversity. Local adaptations, counter-narratives, and strategies of resistance are analyzed as key mechanisms for negotiating and transforming global education policies in specific cultural and social contexts. The discussion emphasizes the importance of embracing epistemological pluralism and participatory governance to promote more equitable and inclusive educational practices. Concluding with directions for the future, the article underlines the relevance of post-structuralist approaches for advancing critical research and practice in comparative education.

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  AtıfOpenAlex2

  İncele
• MakaleYalnız künye2025Scopus SJRQ3/r/bayburt/14278
  Beyond the Third Way- Reconstructing Class Consciousness through Marxist Educational Theory

  Aksakalli, Ayhan

  This article explores how Third Way policies have weakened class consciousness in education and how a Marxist model of education offers a powerful alternative to this weakening. By blending neoliberal approaches with social democracy, the Third Way promotes individualistic and market-oriented reforms in education, which have been found to deepen class inequalities and weaken class consciousness. These policies make the education system an instrument of capitalist ideology and hinder the achievement of social justice. The article argues that the Marxist model of education has the potential to reverse this weakening and rebuild class consciousness in education. This model is built on collective consciousness, the importance of critical pedagogy and the need for democratization in education. Education should be transformed from a system that prioritizes individual achievement into a tool for social justice. The research analyzes in detail the destructive effects of neoliberal education policies on class structures and demonstrates that Marxist education offers an effective solution to these inequalities. As a result, it is emphasized that the education system should be restructured as a tool to strengthen class consciousness and ensure social transformation.

  AtıfWoS2

  İncele
• MakaleAçık Erişim2025/r/bayburt/16105
  The Pedagogical Power of Quantum Metaphors: Rethinking the Student as a Contextual Being

  Aksakalli, Ayhan

  This study examines how quantum metaphors such as wave-particle duality, observer effect, uncertainty principle, and superposition reframe the ontology of the learner in educational contexts. Using interpretative phenomenological analysis, the research explores how fifteen undergraduate physics students perceive their learning experiences through these metaphors. Findings reveal that learners do not possess fixed, measurable identities. Instead, they emerge as fluid, relational beings whose subjectivities are continuously shaped by contextual interactions. Wave-particle duality highlights the fragile multiplicity of student identity, while the observer effect shows how pedagogical environments reconstruct self-perception through observation. The uncertainty principle reflects students' epistemological disorientation and ontological instability, and superposition reveals the coexistence of conflicting roles and desires. The study critiques traditional assessment practices that reduce learners to standardized outcomes, advocating for formative and process-centered evaluations that acknowledge complexity and becoming. Through the notion of quantum pedagogy, the research proposes a dynamic, observer-dependent understanding of learner subjectivity. Ultimately, quantum metaphors are positioned not merely as explanatory devices but as critical tools for reimagining pedagogical existence, offering a framework attuned to the complexities of contemporary education.

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• MakaleAçık Erişim2025/r/bayburt/15830
  Eğitimin Merkezinde Ama Dışında: Öğrenci Sesinin Eğitim Politikalarında Görünmezliği Üzerine Fenomenolojik Bir Analiz

  Aksakalli, Ayhan

  Bu araştırma, eğitim politikalarında sıkça dile getirilen “öğrenci merkezlilik” söyleminin, öğrencilerin gün-lük okul deneyimlerinde nasıl karşılık bulduğunu anlamayı amaçlamaktadır. Nitel araştırma deseni çerçe-vesinde, fenomenolojik yaklaşımla yapılandırılan çalışmada, Türkiye’nin bir ilinde yer alan üç farklı lise tü-ründen (Anadolu, fen ve meslek lisesi) toplam 15 on ikinci sınıf öğrencisiyle yarı yapılandırılmış derinleme-sine görüşmeler gerçekleştirilmiştir. Elde edilen veriler tematik analiz yöntemiyle çözümlenmiş ve dört ana tema belirlenmiştir: “Sözümüzü Bize Bırakın”, “Bizimle İlgili Ama Bizsiz”, “Bize Değil, Bizim Üzerimize” ve “Sadece Başarılıysan Varsın”. Bulgular, öğrencilerin eğitim politikalarına yönelik süreçlerden sistemli biçimde dışlandığını; katılım, temsil ve değer atama mekanizmalarının büyük ölçüde sembolik düzeyde kal-dığını göstermektedir. Araştırmanın bulguları, öğrenci sesinin bastırılmasının yalnızca pedagojik düzeyde değil; aynı zamanda politik ve ideolojik yapılarla ilişkili olabileceğine işaret etmektedir. Elde edilen sonuç-lar, öğrencilerin edilgen alıcılar değil, karar süreçlerinin etkin ve meşru özneleri olarak kabul edilmesi ge-rektiğini vurgulamaktadır.

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• MakaleAçık Erişim2025/r/bayburt/15615
  Theological Authority, Critical Reason, and The Epistemological Disintegration of Belief Systems

  Aksakalli, Ayhan

  This study examines the transformation of theological authority in an era shaped by epistemological skepticism, capitalist structures, and digital technologies. While traditional metaphysical frameworks once positioned God as the foundation of knowledge and morality, modernity has fractured this certainty, leading to competing structures of belief. The decline of divine authority has not eradicated the need for transcendence, but has instead redirected it into economic ideologies, algorithmic governance, and digital utopias. Capitalism now dictates human behavior with quasi-theological force, while artificial intelligence and transhumanism offer new visions of omniscience and immortality. This study argues that secularization has not resulted in the disappearance of belief but in its reconfiguration. As theological structures dissolve, they are continuously reinvented, raising the fundamental question: Has metaphysics truly ended, or has it simply been displaced into new ideological and technological domains?

  İncele
• MakaleYalnız künye2025Scopus SJRQ2/r/bayburt/12726
  Pedagogical spectacle: performativity, platform capitalism, and the aesthetic capture of critique

  Aksakallı, Ayhan

  This text is not merely a study of pedagogy but an intervention in pedagogy as spectacle. Structured in seven scenes, it examines how education in the digital age becomes a performance of visibility, an algorithmic rhythm, and a commodified production of knowledge. Drawing on critical theory, poststructuralist thought, and radical pedagogy, it refuses conventional academic form through fragmentation, rhythmic rupture, and narrative interruption. The text reveals how the student is shaped into a marketable subject, how critique is aestheticized into consumable content, and how the classroom functions as the stage of algorithmic flows. Each scene—from the commodified image of Freire to the pornographization of knowledge—produces opacity and resistance against smooth circulation. The central claim is radical: authentic pedagogical resistance lies not in teaching, performing, or concluding, but in silence, delay, and withdrawal as deliberate acts of opposition.

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  AtıfScopus1·OpenAlex1

  İncele
• MakaleAçık Erişim2025Scopus SJRQ2/r/bayburt/11417
  From Marx to the classroom: Understanding teacher alienation in policy contexts

  Aksakalli, Ayhan

  This article examines the phenomenon of teacher alienation through the lens of Marxist theory, exploring how capitalist and bureaucratic structures inherent in educational policies contribute to feelings of disconnection and disenfranchisement among educators. Drawing upon Marx’s concept of alienated labor, the study delves into the ways in which teachers experience alienation within the context of modern education systems. By tracing the historical roots of alienation in capitalist societies, the article highlights the pervasive influence of market-oriented reforms and accountability measures on teacher autonomy and professional agency. Furthermore, the study examines the implications of teacher alienation for both educators and students, emphasizing the detrimental effects on teacher well-being, job satisfaction, and instructional effectiveness. It explores how feelings of alienation can hinder collaboration, innovation, and collective efficacy within educational communities, perpetuating cycles of disengagement and disaffection among educators and students alike. Ultimately, the article calls for a reimagining of education that prioritizes the empowerment and well-being of educators, challenging dominant paradigms and policies that perpetuate teacher alienation. By centering the voices and experiences of teachers, policymakers can work toward creating more supportive, inclusive, and equitable learning environments that foster a culture of collaboration, creativity, and social justice in education.

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  AtıfScopus7·WoS6·OpenAlex10

  İncele
• MakaleYalnız künye2025Scopus SJRQ3/r/bayburt/11226
  The 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.

  İncele
• MakaleAçık Erişim2024/r/bayburt/16283
  Non-Abelian Gauge Theories and Emerging Space-Time Structures: A New Approach to Quantum Gravity

  Aksakalli, Ayhan

  This paper examines the impact of non-Abelian gauge theories on space-time structures within the context of quantum gravity theory. The study explores the intricate effects of the non-perturbative properties of gauge fields on the topological and geometric structures of space-time, analyzing how these effects align with or differ from the current understanding of quantum gravity theory. The simulations conducted in this study visually model the dynamic effects of gauge fields on the microstructures of space-time, illustrating the role these structures play in quantum gravity theory. The findings suggest the potential for developing new approaches to experimentally test quantum gravity theory. Recommendations for future research include more comprehensive simulations involving different gauge groups and a more detailed investigation of the energetic contributions of these structures. This paper contributes to a broader understanding of quantum gravity theory, offering new insights into its potential applications in the physical world.

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