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<\/div>\n\nK\u0131br\u0131s T\u00fcrk Tabipleri Birli\u011fi ve K\u0131br\u0131s T\u00fcrk Hekimler Sendikas\u0131, e\u011fitim kurumlar\u0131nda dini sembol ve k\u0131yafetlerin kullan\u0131m\u0131n\u0131n \u00e7ocuklar\u0131n geli\u015fimsel s\u00fcre\u00e7leri \u00fczerindeki etkilerine ili\u015fkin bilimsel g\u00f6r\u00fc\u015f a\u00e7\u0131klad\u0131.<\/p>\n
\u00c7ocuk ve ergen psikiyatri uzmanlar\u0131n\u0131n katk\u0131s\u0131yla haz\u0131rlanan a\u00e7\u0131klamada, e\u011fitim kurumlar\u0131n\u0131n yaln\u0131zca bilgi aktar\u0131m\u0131 yap\u0131lan yerler de\u011fil, ayn\u0131 zamanda bireyin kimlik geli\u015fiminin ve sosyal y\u00f6nelimlerinin \u015fekillendi\u011fi temel alanlar oldu\u011fu belirtildi. Bu nedenle e\u011fitim ortamlar\u0131n\u0131n t\u00fcm \u00e7ocuklar\u0131 kapsay\u0131c\u0131, tarafs\u0131z ve psikososyal geli\u015fimlerini destekleyici nitelikte olmas\u0131 gerekti\u011fi vurguland\u0131.<\/p>\n
\u00c7ocuklar\u0131n, bili\u015fsel ve sosyal geli\u015fim s\u00fcre\u00e7lerinde \u00e7evresel etkilere son derece a\u00e7\u0131k oldu\u011fu dile getirilen a\u00e7\u0131klama \u015f\u00f6yle s\u00fcrd\u00fc:<\/p>\n
\u201cBelirli geli\u015fim d\u00f6nemlerinde \u00e7ocuklar, aidiyet ve onay ihtiyac\u0131n\u0131 yo\u011fun olarak ya\u015farlar. Bu s\u00fcre\u00e7 \u00e7ocuklar\u0131n i\u00e7inde bulundu\u011fu etnik k\u00f6ken ve k\u00fclt\u00fcrel \u00f6zelliklere g\u00f6re farkl\u0131l\u0131klar g\u00f6sterir. \u00c7ocuklar\u0131n belirli geli\u015fim d\u00f6nemlerinde kar\u015f\u0131la\u015fabilecekleri farkl\u0131 k\u00fclt\u00fcrel \u00f6\u011feler ya da uygulamalar, kendi aile yap\u0131lar\u0131ndan ve inan\u00e7 sistemlerinden farkl\u0131ysa; \u00e7ocukta d\u0131\u015flanma, kayg\u0131 ve benlik karma\u015fas\u0131 yaratabilir. Farkl\u0131 kimliklerin bir arada bulundu\u011fu bir s\u0131n\u0131f ortam\u0131nda, bir grubun kendi k\u00fclt\u00fcr ve inan\u00e7lar\u0131n\u0131 belirli semboller ve uygulamalar arac\u0131l\u0131\u011f\u0131yla g\u00f6r\u00fcn\u00fcr k\u0131l\u0131nmas\u0131, di\u011fer \u00e7ocuklarda \u2018norm d\u0131\u015f\u0131\u2019 olma alg\u0131s\u0131n\u0131 tetikleyebilir.<\/p>\n
UNESCO\u2019nun \u201cInclusion and Equity in Education\u201d raporuna g\u00f6re, kapsay\u0131c\u0131 e\u011fitimin temel unsurlar\u0131ndan birinin de e\u011fitim ortam\u0131n\u0131n dinsel ve ideolojik a\u00e7\u0131dan tarafs\u0131z olmas\u0131 oldu\u011fu kaydedilen a\u00e7\u0131klamada, \u201c\u00c7ocuklar\u0131n kendilerini ifade edebildi\u011fi, e\u015fit kabul edildi\u011fi ve herhangi bir bask\u0131dan uzak bir \u00f6\u011frenme atmosferi olu\u015fturulmas\u0131, t\u00fcm modern e\u011fitim yakla\u015f\u0131mlar\u0131n\u0131n \u00f6ncelikli hedefidir. Bu anlamda dini sembollerin ve k\u0131yafetlerin okul ortam\u0131na ta\u015f\u0131nmas\u0131, pedagojik tarafs\u0131zl\u0131\u011f\u0131 zedeleme riski ta\u015f\u0131maktad\u0131r\u201d denildi.<\/p>\n
Jean Piaget ve Michael Tomasello gibi geli\u015fim psikologlar\u0131n\u0131n, \u00e7ocuklar\u0131n kendi kararlar\u0131n\u0131 verebilecek bili\u015fsel olgunlu\u011fa ancak ge\u00e7 ergenlik d\u00f6neminde ula\u015fabildiklerini vurgulad\u0131\u011f\u0131 ifade edilen a\u00e7\u0131klamada \u201cDolay\u0131s\u0131yla \u00e7ocuk ya\u015fta dini k\u0131yafet ya da sembollerle okula gitmek, \u00f6zg\u00fcr irade ile yap\u0131lm\u0131\u015f bir tercih de\u011fil; \u00e7o\u011funlukla ailesel y\u00f6nlendirme veya toplumsal bask\u0131n\u0131n sonucu olabilir. Bu durum, \u00e7ocu\u011fun inan\u00e7 \u00f6zg\u00fcrl\u00fc\u011f\u00fc kadar, inanmama ve n\u00f6tr kalma hakk\u0131n\u0131 da g\u00f6lgede b\u0131rakmaktad\u0131r.\u201d ifadeleri kullan\u0131ld\u0131.<\/p>\n
Sek\u00fcler e\u011fitimin, hi\u00e7bir inanc\u0131 ya da inan\u00e7s\u0131zl\u0131\u011f\u0131 \u00fcst\u00fcn ya da eksik g\u00f6rmeden, t\u00fcm bireyleri e\u015fit kabul etti\u011fi belirtilen a\u00e7\u0131klamada laiklik ilkesinin, bireyin de\u011fil; kamusal alan\u0131n tarafs\u0131zl\u0131\u011f\u0131na i\u015faret etti\u011fi kaydedildi. A\u00e7\u0131klamada, bu y\u00f6n\u00fcyle dini sembollerin okul gibi kamusal alanlarda g\u00f6r\u00fcn\u00fcr olmas\u0131n\u0131n, e\u011fitim sisteminin \u00e7o\u011fulcu yap\u0131s\u0131na zarar verme potansiyeli ta\u015f\u0131d\u0131\u011f\u0131 dile getirildi.<\/p>\n
A\u00e7\u0131klaman\u0131n sonunda; \u201cOkullar\u0131n n\u00f6tr ve kapsay\u0131c\u0131 bir yap\u0131da kalmas\u0131. Dini sembollerin ve k\u0131yafetlerin okul ortam\u0131nda kurumsal olarak te\u015fvik edilmemesi. \u00c7ocuklar\u0131n psikososyal geli\u015fimlerinin \u00f6ncelenerek, \u00f6zg\u00fcr bireyler olarak yeti\u015fmelerine alan a\u00e7\u0131lmas\u0131\u201d \u00e7a\u011fr\u0131s\u0131 yap\u0131ld\u0131.<\/p>\n
A\u00e7\u0131klaman\u0131n, hi\u00e7bir inan\u00e7 grubunu hedef almad\u0131\u011f\u0131; \u00e7ocuk haklar\u0131n\u0131, pedagojik ilkelere dayal\u0131 laik e\u011fitimi ve sosyal bar\u0131\u015f\u0131 \u00f6nceledi\u011fi vurguland\u0131.<\/p>\n<\/p><\/div>\n