17 Eylül 2014 Çarşamba

TURKEY'S INTEGRATION INTO EUROPEAN UNION

1.) THE BEGINNING OF THE PROGRESS AND MAIN PROBLEMS

The relation between European Union and Turkey began officially on 3rd October 2005. However, according to “Negotiation Framework”, this progress has been defined as open ended, whose result cannot be determined before. No matter how open ended this progress is, as a specialist stressed, no country has left the room of negotiation until they get a clear result or complete membership from the EU.


            Apart from the negotiation progress, there is another expectation of EU from Turkey. EU wants Turkey to be in good relation with all surrounding countries. Greece, Cyprus Rums and Armenian are the most important countries with which Turkey should be in good relation. Furthermore, what EU stress is, Ankara (Capital of Turkey) should take into consideration all possible rights of EU member countries.

            When we look back on the history, after World War I, after all Baltic countries began to declare their independence from Ottoman Empire, what remained for Turkey was only Anatolian territory. And, as the inhabitants of this territory was mostly Turkish people, modernization and westernization movement started from the II Selim, and was continued by II Mahmoud and was tried to make Turkish adopt this progress by new Ittihat Terakki ( Advancement of United Parties) via Young Turks “Jön Türkler”.


The movement of westernization and the nationalization of Ittihat Terakki  was started by Ataturk and his friends. Nationalization movement started on 19 May, 1919 with the leadership of Ataturk, and finally resulted after Independence war in 1923, which eventuated with “Lozan Agreement”, and after declaration of Republic. Before Ataturk founded the republic, respectively, Abdulmacid had declared The Administrative Reforms and Abdulhamid 1st and 2nd Monarchical system. However, these movements were not fulfilled because of the fact that the Sultanate was not suitable for the criteria of nationalism movement, as “Sultanate reign and republic cannot be thought together”.


Ataturk took the criteria of organic laws he founded from the European Countries, and his close relation with Europe began after the declaration of these laws in the form of “European Laws” by himself. Without changing the organic laws, Ismet Inonu, the second president of the Republic of Turkey, followed the path that Ataturk followed before, and the relation with Europe grew gradually. Furthermore, after rejection of the requests of (USSRUnited Soviet Socialist Republic, whose goal was to dominate the Bosporus pragmatically for its needs, and to claim the right upon Ardahan and Kars which are the cities in the territory of Turkey Republic, made Inonu closer to the Europe. However, the oligarchic system that started from Ataturk and continued by Inonu, was not acceptable for EU and, the proposal of EU “if you want to be on our side, you should be like us”, made the Turkey Republic to progress Multi-party system and after this development Turkey also progressed to NATO (North Atlantic Treaty Organization) membership and as a result of this, felt more secured. So, it is obvious that with the acceptance of European style legal and politic system, and USA (United States of America) style military system, Turkey is inseparably connected to Europe.


With the enlargement of EU, Turkey applied for the membership for EU in the era of Turgut Ozal the president, and this application was accepted by Europe, but then, EU put forward the rules and criteria of EU in order for Turkey not to violate and to be suitable for the membership of EU. These criteria are also known as politically, legally and economically development. And these rules were essentially about the problem of Kurdish people, Cyprus Rums, and the changing of organic laws. After the human rights came into prominence, religion and racism lost the popularity and fell behind, as a result of this progress humanistic movement gained popularity. Furthermore, and what is more important is, all these progress made the idea of nationalism disappear from the existence, which is among the biggest blocks of gaining the membership to EU. However, Turkey’s being late to eliminate the problem of nationalism made the nationalist political parties use it in favor of them, and provoke opposite parties to create conflicts. So, nationalism became not only an inner problem but also foreign affair by affecting the progress of EU in a negative way. With the spreading out of this event in Turkey, whose aim is mainly to collect all people live in Turkey under the roof of one flag and one religion, made other minorities and ethnic groups act against this idea severely. However, nationalism not only means to defend its own country and native people, it also means to be homogenous, to be indulgent and tolerant with other religions or ethnic groups.


The main reason of the war happened in Middle-East, for instance, stems from the late acceptance of eradicating nationalism idea. The conflicts of Shiites, Sunnis, Kurdish or Palestinians are all stem from this idea. If they get rid of this idea, and draw the certain borders for each country on the map, in the future there may be a Middle-east Union, just like European Union, but firstly, the idea of nationalism should be removed from the each individual’s brain. The only solution is that these countries should make the idea of one religion and one nation homogenous.


The idea of nationalism was originally transmitted from Europe to Turkey, but Europe succeeded to get rid of it with the founding of EU.  So, Turkey’s will to be the member of EU with the idea of nationalism created a conflict between EU and Turkey’s demand. So, the solution of all these conflicts depended upon the concordance of the criteria which were put forward by EU. For example, the 301st rule from the organic law of Turkey is like this: “Whoever, publicly, humiliates the organic laws of Turkey and the Republic of Turkey will be punished from six months to six years.” This rule must be removed from organic law of Turkey just as EU wanted it to, Kurdish people’s rights must be given to them and Turkey’s democratic development progress must be practiced properly, so that the progress of EU membership will take less time. As I mentioned at the beginning of the essay, Turkey’s acceptance of European style legal and politic system and USA style military system makes the membership a must for Turkey and it has not another way of development in the world.


2.) THE PROBLEM OF KURDISH PEOPLE

The Kurds are the ethnic group who inhabit around “Zagros Mountains” through Taurus Mountains, and who consist of between twenty and thirty million people. Kurdish people are very heterogeneous in the aspect of religion, and they are home for many different religious ethnic groups. However, most of them accepted Islam religion. Kurdish people in Turkey are spread out mostly in South East and East-Anatolian region and they live in these territories in an amount of fifteen million people as Turkish citizen. Throughout the time, Kurdish people have been in a very close relation with Turkish people and they adopted almost 70% of Turkish culture very soon. However, there is a big hatred between these two groups of people, who live in the same territories hand in glove for a long time, and as a result of this hatred, the dimension reached till hostility.


The cause of hostility stems from mostly PKK (Partiye karkere Kurdistan), which means Kurdistan Worker Party. PKK is a group of terrorists founded by Adbullah
Ocalan, whose essential aim is to be independent from Turkey and claim their rights against Turkish government. However, apart from these factious terrorism movements, there are no any cultural and religious differences between Kurds and other ethnic groups and also Turkish people. So, the only logical and simple answer to the question “why are they still hostile?” is that Turkey has so many highly nationalist group in its many regions. But, in such cases, if nationalism creates conflict and violate a nation, so we cannot say that the minorities living in Turkey has any fault in this respect. They should live together, or they should learn how to live together in peace. Yes, the answer is too simple. But, let’s think about a family. A family can have one child or more, and having more than one child can create problems among children, but these problems cannot be solved by bad parents, who all the time beat their children or use violence against children just to make them temper in the house they share commonly. Instead of this, they can be educated, and learn how to live together, because they have to learn this, as they share the same house and parents. But, as another solution for children, parents can put each of them in separate rooms to handle the conflict on condition that they cannot use the hall together. This will create another problem, they will be lonely and cannot share anything together, what is worse they will be grown up as a wild individuals and hate each other forever.


    All these conflicts are not the only problems for Turkey as inner problem, but it is a problem of foreign affairs, as well. Of course, if there is a conflict in a country, this will reflect outside in a negative way, because, the amount of Kurdish people living in Turkey is not so few and even little problem between these two people, can create a big chaos. As the first condition of EU “peace and human rights”, should be maintained in all countries, should also be maintained in Turkey, so that, the time of acceptance to EU for Turkey can be reduced to minimum.


3.) WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF TURKEY’S MEMBERSHIP TO EU FOR BOTH KURDS AND TURKS?

The case of what advantages or disadvantages Kurdish and Turkish people will have by uniting with EU is another subject of discussion, because neither Turks nor Kurds have a common idea about this progress. Almost each individual put their ideas forward according to their needs and lists their demands, and they define Europe in their own words.

It is normal that Turks define Europe according to themselves and develop their politics in favor of them in every condition. Because, the intention is not to be a European, it is contrarily, to benefit from the boon of European. Furthermore, as Turkey will lose the popularity of nationalism after taking part in Europe, this will cause a harsh reaction from nationalist region of Turkey. Another reaction from this region will be the difficulty to be obliged to gain back the official ideology of domination of Turkey for eighty years so far through the progress of EU. This means, they will share the domination of Turkey in a specific extent with the other ethnic groups in Turkey which they depreciated and externalized so far. Only because of these two reasons, the membership of EU can be delayed for a long time.


If Turkey accepts to be the member of EU, so it should also accept the Copenhagen Criteria in order to complete its democratic process. However, accomplishing these criteria means that Turkey must be in agreement with EU in some specific subjects and be in harmony in all conditions and even, accept the domination or control by EU itself. Firstly abasement of the army which is almost the highest authority in Turkey is inescapable, and also its being depended on and obey the European army-like system, which is politically controlled, is a disadvantage for Turkey. However, this subject is even now is very difficult to be accomplished, as there is some cases when government is inferior to army and controlled by it.


Turkey Central government will have to transfer the control of some authorities, which it controlled itself before, to the local governments, such as; education, health, economic and inner-security etc. and national income and investments will have to be fairer and the discrimination of regions will have to be abated. The national and religious minorities who live in Turkey, such as; Kurds, Laz people, Circassian, Armenian and Alevis, will have the right to think liberally and freely and develop their peculiar cultures. So, this means, everybody will have the right to name his or her children according to their own tradition and language and will also have the right to perform their cultural and traditional dance freely in public area. What is more important is that they will have the right to educate people in their own language and have the right to speak out publicly freely. All these processes will be completely against Turkish Republic and will affect it negatively in all cases.


EU approval of Turkey into their territory will be the biggest advantage for the people who need to live in a democratic system. Turkey’s integration to EU will remove many boundaries and will make it to be mingled with different cultures. But, of course, Kurdish and other ethnic groups also will have the same rights as Turkey. And this development will give all ethnic groups live in Turkey the chance to speak out in EU public.


However, Kurdish people are also not so advantageous after the membership, because, after the integration with EU, North-Kurdish people will lose the chance to declare their independence in the region. Even if they have this chance, this will not result in the way they wanted. So, it means that the ideology of having an independent country in Turkey will end for Kurdish people. Nevertheless, if we examine the subject from this perspective, Kurdish people seem to be more advantageous. Because, Kurds have never lived independently so far, they lived with Turkish people, adopted the culture, tradition etc, and either gaining independence or living with Turks in harmony and peace will be good for them, at least, they have another option. The most important benefit that they will have as EU member is to be free and liberal in cultural, educational and traditional aspects, and of course they will be free in the way of thinking.    


However, all these subjects are not the only problems, which blocks Turkey to be a member to EU. Of course, even in such a difficult condition, Turkey has already been accomplishing some of rules that put forward by EU. But, in spite of its success and desire towards EU membership, why does not EU accept Turkey into their territory? The problems are not only what I listed above, according to explanation of the magazine “The Economist”,
1.)                          Turkey is very large in population and because of the fact that it will affect the decisions given by EU in negative way.
2.)                          As the poor population is so crowded, Turkey will invade the Europe with its poor folks.
3.)                          Turkey has neighbors such as; IraqSyria and Iran, and these countries are problematic countries which create conflicts in the world.
4.)                          Turkey’s Muslim people will not be able to orientate themselves with a liberal and secular democracy system.          


All these problems above are also very important causes of Turkey’s not being a member of EU.





4.) SIMILARITIES AND DIFFERENCES BETWEEN KURDS AND KOSOVAR

            Kosovo was depended to Serbian kingdom until 1398 and after this period, after Ottoman Empire’s invasion, they were dominated by Ottoman Empire until Baltic Wars. After Baltic War, they became under domination of Serbian again until World War II. After World II they were dominated by Yugoslavian which was under domination of USSR, but after USSR and Socialism collapsed, ethnic groups in Yugoslavia, declared their rights of independence. The last group under the domination of Yugoslavia was Serbia, and they also declared independence with referendum, and collapsed Yugoslavia. After falling of Yugoslavia, Serbian attacked Kosovo and invaded. But, Kosovo still has the chance of being independence, with the protection of U.N. As Kosovo is divided into two different groups, Serbian and Albanian, their aim became to found a big Serbia or big Albania. But, for the Kurds it is very difficult to claim the right of founding a big and independent Kurdish country in the territory surrounded by TurkeyIranIraq and Syria.


            Kurds are the oldest people in Mesopotamia. Just like Kosovar, they were invaded by Arabian and became under the control of Arabs in the year 650. Having been dominated by Arabian, Kurdish people, after the invasion of Ottoman Emperor Yavuz Sultan Selim, transferred the domination to Ottoman Empire, like in Kosovo; Ottoman Empire dominated both Kurds and Arabs. Again, like in Kosovo, after Ottoman Empire collapsed, all countries depended to Ottoman Empire, declared their independence and separated. As Ottoman Empire fell, the winner of World War French and England invaded Middle-East, where the oil was abundant. With their early anticipation of the importance of oil, they wanted to change the direction of usage of oil to their benefits in the future. They drew the boundaries of Iraq and Syria, and signed the treaty. Arabs, the actual owner of the boundaries were not even taken into consideration. After smartly drawing the boundaries, English and French dispersed the Kurds in TurkeyIranIraq and Syria. And, as Kurds were not a nation, wherever they were dispersed, they created conflicts. Many revolts were stopped after these events in the countries where Kurds live. Saddam’s chemical bomb attack to Halepce (a village where Kurds were living close to Iraq) , approximately five or six thousand Kurdish people were murdered. After this slaughter, U.S and EU invaded Iraq with the aim of saving people from the tyranny of Saddam Hussein.


So far, we examined the similarities between Kurds and Kosovo. But, as to the differences, firstly, Kosovo is the name of a region, not the name given to the people living there, as there are not only Kosovar in the region, there are also, Serbian, Turks and Albanians. But, Mesopotamia is the region where Kurdish people were living and the equivalence for Kosovo should be like, Mesopotamian. Kosovo consist of Serbian and Albanian, and these two groups of people are different in nationality and religion. Serbians are Christian and Albanians are Muslim. In Balkan regions, they have separate countries as Albania and Serbia. However, Kurds are living together with Arabs, Turks and Persian and share the same religion with these people. But, ethnically, they are not similar, and Kurds have not got an independent country. Kosovo has frontier with Europe and it is under protection of U.S and EU, and also it has the opportunity to become the member of EU in the near future, as they live in the Europe continent. But, Kurds live in Middle-East.


In fact, both Turkey’s and underdeveloped countries in Balkan’s will to become the member of EU creates an accordance between Serbian and Albanian, and prepare basis for peace. But, Turkey’s being in the Middle-East where problematic countries located, will make EU think about the progress one more time, because Turkey’s being member of EU means to make also these problematic countries closer to Europe. But, Turkey’s being member of EU will help Turks and Kurds live in peace, because, the powerful human right system of Europe and the system which is closer to humanitarian legal, will handle and solve the conflicts that Turks and Kurds having. As the abundance of oil in Middle-East has big significance for industry of both Europe and U.S, this benefit is far beyond discussion for both continents. After Turkey’s integration into EU, EU may have plans to mix also Middle-East into its territory, this will help the sharing of oil income and to handle the Middle-East problem much closer, and in this aspect, EU will have a big opportunity to contribute peace in all over the world. By foregrounding human rights, EU is also an important factor in creating a perfect formula of agreement for conflicted countries such as, Turks and Kurds, Serbian and Albanian, and Arabs and Persian. As human rights are logically acceptable in all over the world, EU will be the biggest supporter of agreement and peace maker in the world in the near future.        


 5.) THE POSITION OF TURKEY AMONG NEW MEMBERS OF EU

European Union was started with coal and steel factories, which gained value in economy and stipulated to be shared, in 1951. After Euro Atom, the community’s economical cooperation developed and until the beginning of 2007 it broadened its territories and has accepted twenty-seven countries in its own communal territory. With gaining more importance, coal and steel, and adding a plus value for economy, discovery of these valuable sources was seen that both sharing of these sources and productions will give a good benefit to the member countries. Continuing with Atom cooperation, sharing of these sources also resulted in sharing the same currency among all member countries. This community has developed a common foreign policy decision in agriculture and transportation. After economical cooperation, the member countries has also accepted to be cooperative in justice and law, as countries shared the same territory, the matters concerning crime, they took also a common decision for security in their land. EU, whose main aim is to be united socially, culturally, economically and in security, seems to be reaching its goal successfully.


The advantages of newly accepted countries to EU are that they are located in Europe continent and also they have so many common sides with Europe countries. So, it also seems almost certain that Balkan countries which are out of this community will soon be added to the list. However, Turkey has not so many advantages as newly accepted countries, nevertheless; Turkey is on the way of achieving its goal. Just as I mentioned before, when it was founded, Republic of Turkey laid its foundation in the same system of law with Europe and its military system with U.S, so it is impossible for Turkey to change its route, which is on the way of modern civilization since the beginning.


Turkey has aimed a contemporary target. But, as a disadvantage, being close to problematic countries, Turkey tries to form an example model for Middle-East countries, while at the same time trying to get rid of its own economical and political problems. The method, in the respect of being a model, is both the idea of EU and U.S. Turkey, being in a different level of development among the surrounding countries, should put its approaches for human rights into effect by changing the organic law. This will help the progress to EU much better, as from the beginning of this progress, EU has been asking for some changes in organic law, especially human rights. Until now, being close to Europe continent was really big chance of being a member to EU, but because of the globalization of the world, Europe has started to interest in the other countries’ problem. In this respect, Europe, as being a small model of globalization in the world, has been the first step of globalization by housing so many countries in its lands with common ideas. Living all together in this lands, has resulted the usage of sources more economically and has made the prices go down and down, and this process increased the living standards of human beings. As, the laws in Europe is based mainly on human rights, it becomes more conspicuous for all people in the world, and because of this development, nationalism and religion has lost popularity gradually. In this sense, there are no differences between the member countries and candidate countries. But, politically, economically and legally formed system of EU, makes it more careful about accepting candidate countries, which may violate the formed system of Europe. Because of this, Europe put some specific conditions forward to be able to make candidate countries harmonize themselves with its system and maintain EU in the same system as usual. EU also, tries to deal with the problems from any part of world, and makes them not only a problem of that country, but the problem for the whole world. Furthermore, it provides necessary helps and facilities in order to be able to democratize underdeveloped countries all over the world. And as the wars and conflicts between countries stems from unbalanced economy and unfair sharing of sources, EU tries to develop some programs to increase the level of welfare by stressing the importance of fair sharing, which will stop the conflicts and war, and also makes world accept its recommendations.


Other problems, such as; education, health and so on, are also has big significance for EU, and for peace in the world.  As Europe has already solved such problems, it also tries to implant the method of solving these problems to the other applicant countries, by this act, EU helps also countries develop faster. If other underdeveloped applicant countries do not increase and improve their living standards, this will also affect the continuing development of EU to slow down. For that reason, the countries that unable to harmonize themselves for improvements and changes, creates problem both for themselves and other developed countries, and they reach their goal late. So, in this fact, Turkey should go on developing itself faster than it can, because the development for other countries is not stable, so every single step to improvement for Turkey also means another step of other countries to development.


However, other EU member countries, compared to Turkey, have some negative aspects in some cases. Amsterdam, for instance, is a member of EU and taking many kinds of drugs in this country are almost legal. As an EU member, Amsterdam is known for its freedom of drugs almost by all people all over the world and this knowledge about this country has become almost the basic element that creates Amsterdam’s first image on people’s mind. So, this also affects the reaction of people’s manners against EU and its authority upon all over the Europe. However, while compared to Turkey, taking drugs is completely illegal. Furthermore, in Turkey, it is now being decided to ban smoking in public area and this law is almost put into effect, let alone taking drugs freely. So many people from other countries visit Amsterdam only for drug experimentation which is a big risk for human life and health. This aspect of Amsterdam is not only dangerous for its own country, but also it influences other countries in many negative ways. For example, lately, in Turkey so many drug sellers, who transport drugs from Amsterdam, have been caught by police. “According to narcotic police, 36 thousand pills of ecstasy were found which were ready to danger so many people’s life.” In this case, if EU can tolerate such actions in Europe, and if a country like this can be in an important part of Europe, so there should not be so many confusions or problems for this community, which is quite sensitive for human health, rights and security, not to take Turkey in its territory. While human life is in danger in Turkey by PKK, human health is in danger in Amsterdam by drugs almost officially. So, the only difference is that, former one is almost impossible to control as terrorists’ attacks is not depended to Turkey’s governmental authority, because terrorists fights for their affairs, but latter one is controllable by government, as the security of health and lives of so many people is in question.


Another approach in favor of Turkey’s integration into EU is that almost all members and candidates of EU, was once under domination of Ottoman Empire, whose country is Turkey and whose capital was Istanbul then, after approximately four-hundred years of domination. And also, four-hundred years of domination gave Turkey the experiences of culture, politic, social and legal of EU. And, starting at the middle of 1960s, so many Turkish workers continued to go toward the west to be closer to Europe, and now they are almost two-and-half million Turkish populations, that is to say, European Turks in Western Europe. Furthermore, Turkey has already signed many treaties with Europe. So, after all these improvements, we can say that Turkey has accomplished many conditions of Europe and with the experiences before, it has so many common aspects with Europe, so in that case the membership of Turkey to EU should be inescapable in the future.



To conclude, in order for the relation between Turkey and EU be good, Turkey needs to wait for a long time with so many problems it has. EU is a community that, logically, does not want to mingle itself with others’ problems, while living in peace now. Turkey is a weak country both economically and politically, and these are very important factors for EU to maintain its power and speed-up its development. With Turkey’s acceptance to EU, European most probably will lose its power in a serious degree, as; first of all, Turkey is not a small country. Furthermore, if Turkey is accepted to EU, it will be the largest European country and that means the people even all over the Europe will not be able to benefit from possibilities and facilities of Europe more than Turkey. The problem is not only political and economical, but also Turkey, geographically is located far from Europe and close to many problematic countries. In this respect, the waiting time for Turkey to integrate into EU will most probably be more than twenty years, and the only solution to shorten the this time is that Turkey, with all its power and determination, will have to solve its main problems and improve its economy and politic soon.

5 Mart 2014 Çarşamba

Pedagophobia Among Young English Learners (Pedagogical)

Mahmut Deniz

Pedagophobia Among Young English Learners
Effects of Ex-Teachers and Pedagophobia on Young English Learners
Abstract
            Teaching a language to children could be really hard due to the problems they faced in the past. According to 90 out of 120 teenage students, the discontentment and reluctance with English classes was due to their bad experiences with their ex-teachers. Students were psychologically affected and thus automatically reacted every situation in biased way in classrooms as most of the students who took the survey were still feeling timid against their teachers despite friendly approach of the teacher towards students. The students' situation turned out to be closely related to "Pedagophobia" which, in psychology, means "Fear of Teachers". Embarrassment, fear and, in some cases, misunderstanding were the reasons for the participants students to have the effects of pedagophobia. Besides, most of the students believed that their teachers were a role model for them, thus teachers' behaviors in class were crucial for the students, so they were also affected by the acts of their teachers in the class which brought them one step closer to the pedagophobia.   Although their perspective may change over the time by meeting new and adaptable teachers in the future, this might take a very long time which may eventually cause students to lose their time by accommodating themselves with the new conditions. To understand if the participant students had the effects of pedagophobia and in order to basically find out the problem and comprehend the cause of pedagophobia, an interview was held along with some questionnaire. 90 chosen students who took the survey confirmed that they were afraid of their teachers for a number of reasons. "The Oracle Education Foundation" prepared a worldwide online survey including one specific in-school survey  to find the "fear in kids". In their surveys, they found out that teachers had an essential role in children's fear. Furthermore, in-school survey proved that children had the fear because they were "being scolded by their teachers"(Appendix 3). The results of the surveys by "The Oracle Education Foundation" provided the study solid examples that students indeed experienced fear and were affected by it in the classrooms.
Introduction
            Pedagophobia or "Fear of Teachers" is kind of symptom that is developed within students overtime as they are mistreated, insulted or harassed by their teachers. "Fear of Teachers" was mostly considered as a must in most of the underdeveloped countries in Africa back in "Colonial times". Prof. Maathai claims in an interview found in a magazine Kenya National Assembly Official Record that "the way we were introduced into schools and into the education system, was to instill fear of teachers and authority in us"(Kenya National Assembly Official Record 2007). With the help of this approach students were meant to be kept under control and obey their teachers or authorities while their freedom of thinking and speaking totally restricted. The idea of the "Fear of Teachers" was used as a secret weapon which legalized the situation of being restricted and dominated in classroom, that is, Prof. Maathai adds "Until very recently, teachers used that approach to instill what they said was discipline into children by caning them" (Kenya National Assembly Official Record 2007). This might seem very reasonable to some of us, as the discipline is thought to be necessary to maintain the order in the classroom to be able to give children what is necessary. However, discipline could also make students easily fade their education background away and let them manage to leave the school graduated with only desired knowledge and grades because, this phobia that rooted in children psychology through discipline is not easy to eradicate and leaves a bad impression in students' mind.  Besides, it is thought to have serious negative consequences on children, because "There is no reason why children should have fear of teachers or authority because fear kills creativity"( Kenya National Assembly Official Record 2007).
            According to Prof. Maathai the key point for students to benefit from the education sufficiently is that they "need to be able to communicate and dialogue with their teachers"( Kenya National Assembly Official Record 2007) and children who are taught through discipline and fear of teacher "whether in primary or secondary" (Kenya National Assembly Official Record 2007) consent to handle their problems on their own and "they act in mobs when they are dissatisfied, whether with food, the way they are being taught or the dormitories" (Kenya National Assembly Official Record 2007) while, at this stage, they are expected to consent or communicate their teachers.
            The method that was used throughout the history to keep the student under the control forcibly caused the students to think that lessons are to be learnt only by force, and the knowledge that is aimed to instill into the children is lost, because they learn only because their teachers want them to. According to the interview,  Pedagophobia or "Fear of Teachers, is mostly caused by mistreating teachers. Students are mostly afraid their teachers may bully them in front of the class, which is also considered to be kind of violence by students. Furthermore, the base fear, which is " Fear of Teachers" gives birth to other problems along with it which are " fear of examination, and fear of talking before the class" (Yadav 159). As it is pointed out "None of these is necessary, all are destructive to either progress in school or normal personal development, and all are learned from experiences in school"(Yadav 159).  The solution for this problem is claimed to be that "a good teacher should be able to eliminate this fear by making class work informal and by giving special help to those who are apprehensive" (Yadav 159).
            The aim of this assignment was to find out if the participant students have the effect of pedagophobia and respectively find what could possibly caused them to fear their ex-teachers and English lessons. 120 young English learners at a language school attended the study but 90 of them were found relevant to the subject through the questionnaire. Students age group were chosen generally between 10-12 to keep the study intact and not cause the age difference affect the result of the study. All 90 students had at least 4 years of English past and could speak and understand English at PET (Preliminary English Test) level provided by Cambridge International Test. The design and analysis of the survey is given in detail with their effects under the study part, and finally, at the end, the result of the study is given in the conclusion part.
Hypothesizing
Participants were observed to be afraid of their teachers mainly due to their experiences with their ex-teachers in the past. Based on this fact, students displayed disinterested, shy and nervous feelings in the classroom no matter who their new teachers were. So, this situation brought up something inside students called "pedagophobia" meaning "Fear of Teachers" and always haunted the them.
Research Question
            The study was intended to find out whether the chosen young English learners had the effects of pedagophobia and, in this respect, what may have caused students to have the effects of pedagophobia in classrooms. To examine this study, two following research questions were asked:
1. Do young English learners have the effects of pedagophobia?
2. Why do students fear their English teachers in classrooms?
  The Study
            In this study six interview questions (Appendix 2) and ten questionnaire questions(Appendix 1) were used. Furthermore, the study was supported by a worldwide survey and an in school survey(Appendix 3) observing the causes of fear in children. Both surveys were prepared by "The Oracle Education Foundation" and resulted in April 2012. With the help of these surveys, questionnaire and the interview the intention was to find out if the students had fear of teachers or in psychology, pedagophobia, and eventually what were the reasons behind it. For this study, 90 students out of 120 who were closely related to the problem were chosen to shed light on the subject confirming that they felt timid in English classes. The rest of the 30 students were found irrelevant to our subject and were eliminated. Along with the students, 3 English teachers participated to interview students privately. The students were first given the questionnaire and then interviewed. The interview of 90 students took one week starting in October 2013. All the students were first given a questionnaire for 15 minutes to be able to find out the ones relevant to the subject and then chosen students were interviewed one by one in a private room without any interruption. Students were interviewed by their own classroom teachers privately so that they would feel comfortable to answer all the questions. Students' gender were also taken into consideration and 54 female and 36 male students were shared into three groups, each group having 18 female and 12 male students. As mentioned above, specific kind of students were chosen into the survey for the following reasons:
According to the questionnaire results:
·         They were closely related to our observed problem so their opinion would be utmost important in resolving the issue.
·         We could focus on our subject and not have any distractions by irrelevant answers.
·         They were young students aging from ten to twelve so that their answers would not be too different from one another, so the students age were kept as close as possible.
·         They were the students who had problem with especially English classes and English teachers themselves.
Questionnaire
Assessment Scale:    
  Strongly Agree          Agree              Undecided                  Disagree         Strongly Disagree
             1                       2                          3                                 4                            5
            The questionnaire works as above assessment scale system. In the questionnaire I 5-point Likert type scale method was used (see Appendices 1). The method is ranging from the lowest which is “Strongly Disagree” to highest “Strongly Agree”. 120 students were allowed to answer the questionnaire freely and comfortably. The aim of the questionnaire was to approach the situation more objectively as all the statements in the questionnaire are the same and thus creating a "quantitative research method" which tried to get the answer of the whole group easily, quickly and objectively.
The Result of the Study
In terms of violence Gartrell explains in his work A Guidance Approach for the Encouraging Classroom "Physical violence results in debasement of the child's self-concept and impairment of healthy brain development"(464). While most of the teachers may think a bit of violence could moderate and make the students obey their teacher, it is actually getting worse as the time goes, because the students lose their healthy condition to teacher's violence never to recover it. By violence, not only physical violence is meant but also shouting is a type of violence in the classroom. In the survey, mostly boys showed courage to rate their ex-teachers sharply as violent, but the girls were milder in their decision, nevertheless, the results generally showed us there were violence in the classroom as of 56% of 9-12 years old students were more afraid of their teachers due to violence in the classroom.  (see fig. 1.) Most of the participated students have experienced verbal violence, such as being bullied in front of the class by their ex-English teachers.

 Figure 1. The result that shows verbal violence rate in the classrooms.                                               (The Oracle Education Foundation 2012)



A more general question was directed to students to find out who they were afraid the most, and the result showed again that students were afraid of their teachers most among the others.  Besides, when it comes to expressing their fear and overcoming it, the teachers were not favored again. Although  67% percent of the participants students were afraid of their mother and father, 68% of students answered that they were scared of their teachers most. (see table 1)
Table 1.  A table showing students scared of their teachers most among others around.                 (The Oracle Education Foundation 2012)



Problem of being shy in the classroom was another subject that lead students to feel timid in the classroom. The reason was mostly because teacher would bully students before the classroom in case they make a mistake. Of course not letting the students make any mistakes, results in shyness with the students, and they are not only "at risk of losing face in public"(Hjörne, Aalsvoort and Abreu 151) but also becoming ineffective in the classrooms. Contrarily, one of the philosophy teacher claims that "I wanted to raise students who would always try to grow from their mistakes and who know that they're not dumb if they make mistakes..."(Kosnik et al. 70) because, she adds: "I was scared to do and say something that might be stupid."( Kosnik et al. 70) This idea was kind of obsession to her as she "was not allowing herself to be less than perfect"( Kosnik et al. 70). However, her mistakes helped her finally decide in her work that one should make mistakes to find the right. "My main stance in my teaching philosophy had been the idea of letting students make mistakes and to learn from them" (Kosnik et al. 70). This approach does not only let students feel comfortable and self-confident in the classroom to speak without feeling any stress or pressure but also let them perfect their knowledge on the subject, because when students are free to make mistakes they would not have anything to fear consequently.  
            Table 2.  The result of the question "Do you feel shy while speaking English in front of the class?"


As mentioned before, most of the students comprehended the idea of discipline as a kind of violence method in the classes and when asked if the discipline is important in the classroom for students, almost all students "strongly disagreed" with the idea and they believe that discipline is just a way of punishing naughty students and nothing more.. So, the subject of discipline which is quite important in the classes is known wrong by the students, thus scares the kids no matter when and where mentioned. Most of them answered about the subject that "Our teacher used to scare us with discipline" If any of us made a mistake, teacher would punish us with the discipline" (see table 3)
                        Table 3.  Students responding to issue of discipline in the English classes.


Discussion
                The findings of the study revealed that both teachers' acts towards their students and students misunderstandings about some terms caused them to fear their teachers. While being asked the question about the discipline, 78% of female students and 68% of male students answered "Strongly Agree" (see table 3) believing that the discipline means just punishment and should not be applied in schools. However, the idea of discipline  is not "instilling fear of punishment" (Progressive Education Association 272) inside students' mind and keep them under control that way, but it is actually to teach them the order that should be followed in an educational institute to create as effective learning process as possible. The reason of pedagophobia, thus, may have possibly come from the misunderstood term, "Discipline", as in this case, what students had in mind did not match their teachers' definition of the term and let them believe that not only the discipline is bad but also the sole reason of the discipline is the teacher's intentional decision, that is, students and teachers somehow was not able to manage to share the same meaning of the term "Discipline" which caused them to be in disagreement with each other.
            However, because students' ex-teachers were verbally violent (see Fig. 1) and intolerant to their students' mistakes in classroom, participants students were unable to find their teachers innocent enough for the claims about the discipline, as teachers, according to students, scolded and bullied students (Appendix 3) which led students into the belief that teachers were doing it deliberately. Thus, these  particular acts by teachers in the classroom caused students to find a way to escape from their teachers' bullying and scolding, so  they preferred to stay embarrassed and shy instead of answering the questions asked by their teachers, which, as a result, formed pedagophobia in kids.           
Conclusion
            Throughout the study the main idea was to find the "Fear of Teachers" in 9-12 years old English-learning students. According to results, students were being verbally violated and bullied in front of the classroom, which makes up the main problem and the reason students complained about. Besides, due to some misunderstanding of the term "Discipline" their fear has grown bigger as they always thought they were going to be punished whenever teachers mentioned the word "Discipline". The students, also, believed that their teacher was mainly responsible for all their failure and success (Appendix 1) and they were actually their teachers' reflection in the classroom. So, in one hand actually students take their teachers as a great example, so they would also follow their teachers willingly if the students were guided correctly, on the other hand, they do not feel ready to approach their teachers and confining themselves off them.  All in all, young English learners are very sensitive on how their teachers behave in the class. Thus, the results of the study showed us that that teachers' attitude in the classroom may affect and change all students' life very effectively which may or may not be able to be recovered again. As role models for children, teachers are sole leaders for a large number of students and as long as they are good leader, the students will be able to adjust and become as their teachers taught them to be.



14 Eylül 2013 Cumartesi

The Out-cry of Women in The Yellow Wallpaper and Rip Van Winkle

Mahmut Deniz
21 June 2013

The Out-cry of Women in The Yellow Wallpaper and Rip Van Winkle

            In the stories, The Yellow Wallpaper by Charlotte Perkins Gilman and Rip Van Winkle by Washington Irving, the women inferiority is given as inner psychological problem in The Yellow Wallpaper and in Rip Van Winkle by ignoring to focus on woman character, the actual oppressed and victimized character was left background. So, on one hand, the stories show the reader, Rip's notorious wife and on the other hand insane wife of a husband. The sign of oppression by the men in The Yellow Wallpaper is clear but the facts are hidden in the story Rip Van Winkle as the story is focused on the man and does not show the female issues in detail, thus she is left in the background. I will try to explain the victimization and oppression that women character face in these two stories by giving examples from the stories themselves and other outer sources.  
            At the beginning of the story, one could easily understand that in Rip Van Winkle, Rip is a "simple good natured fellow"(Irving 3) who is constantly being mistreated by his "witch" wife who thinks he is useless and idle. However, the focus is never on wife's herself, because of Rip's good nature. The story is focused on Rip and we only know by narrator that his wife is a devil-incarnate who drives her poor husband mad and she is all responsible for her husband's escape and grief. But what is a husband without his paternity duties? Rip is the man who is actually responsible for the couple's poor marriage because of his own mistakes and behaviors. In truth, Rip's domestic situation is "configured in terms of simple stereotypes"(Smith and Sage 92) which is to say, Dame Van Winkle is victimized by stereotypes as the story was written from a traditional point of view, actually it is Rip himself that is responsible for his wife's troubles, because, throughout the story, we know Rip the way we are supposed to by the author.
            Throughout the story, the wife might be "nagging" too much but not without reason as Irving himself claims in the story that "his patrimonial estate had dwindled away under his management"(Irving 5) and "his children too, were as ragged..."(Irving 5). As for Dame Van Winkle, it seems that she "has kept her part of the matrimonial bargain, for she has born Rip children and has, by his own admission, 'always kept the house in neat order' "(Smith and Sage 92). After all, the wife is generally on the right path throughout the story however, it is Rip who could not maintain stability in his family. Besides, Irving " could easily have inserted a sentence to establish that even when the marriage was new and the economic decline was slight, she had demanded what Rip could not provide"(Smith and Sage 92).
            In The Yellow Wallpaper the out-cry of woman is out-loud throughout the story, and this time it is actually maddening. It is woman's freedom that is being restricted by her lovely husband who thinks what he is doing is the best for his wife and of course expects no explanation for this from somebody else. Everything happens gradually in the story and the narrator (woman) confronts the oppression by her husband which makes her feel as a prisoner in her house by her husband. She is unable to speak out and express her own ideas thus the more she gets mad the braver she gets because she is losing her obedient and traditional-self. So, it is clearly expressed that the story is about "woman's loss of freedom and humanity within the institution of marriage"(Chi 80).
            For some authors, the situation is interpreted as "the struggle of women writers to free themselves in the male-dominant literary realm"(Chi 80). As both her husband and doctor, John always knows what's best for his wife and makes her do whatever he wants and prohibits things such as, writing and going out. Although the story does not focus on hatred between husband and wife, it surely shows the inner conflict of the woman against emotionless husband who thinks he is always right. The out-cry of the woman here raises from inside where John is unable to see, because according to him she "looks" happy because he only knows his wife superficially. The woman oppression is at such a high level in the story that the narrator could speak only when she totally loses her mind which makes her actually not herself, so at the end she speaks what her heart desires but as another person where she asks upon her husband's collapse : "Now why should that man have fainted?"(Gilman 33).
            To conclude, both stories include the effect of oppression and false victimization within their meanings but not in a clear way. The details are hidden in the stories to be discovered, especially in the Rip Van Winkle where the man looks the oppressed one rather than woman. The male character John in The Yellow Wallpaper as well looks innocent to many readers due to his love for his wife, but in a conventional way, which looks right from outside but wrong from inside. Nevertheless, the situation could easily be understood other way around as we know that the women oppression in nineteenth century was also very common as "Female oppression was determined by birth, 'like the skin of black'. The unequal social relationship between men and women meant that man could 'brand' women with 'mental incapacity' and call it 'nature' "(Rowbotham 41).    
              

                                                                        Works Cited
Chi, Hsin Ying. Artist and Attic: A Study of Poetic Space in Nineteenth-century Women's Writing. Lanham, MD: University of America, 1999. Print.
Cole, Alan R. Mothers and Sons in Chinese Budhism. California: Stanford UP, 1998. Print.
Gilman, Charlotte Perkins. The Yellow Wallpaper and Other Stories. [Minneapolis, Minn.]: Filiquarian Pub., LLC, 2007. Print.
Irving, Washington. "Rip Van Winkle." Rip Van Winkle and Other Selected Stories. New York: TOR, 1993. 1-21. Print.
Rowbotham, Sheila. Hidden From History: 300 Years of Women's Oppression and the Fight Agai. 3rd ed. N.p.: Pluto, 1977. Print.

Smith, Allan Lloyd., and Victor Sage. Gothick Origins and Innovations. Amsterdam: Rodopi, 1994. Print.