Masallar, yapılan çalışmalarda birer kültür taşıyıcısı, kültür öğesi olarak vurgulanmaktadır. Tüm masalların iç yapısında kendiliğinden oluşan bir estetik yapısı vardır. Çalışmanın amacı, edebiyatın estetikle olan ilişkisini ve masallarda estetik algının değişimini ortaya koymaya çalışmaktır. Estetik değerler ve edebi metin estetik özelliklerin tanımlanması ve bu doğrultuda bir masal okunurken, anlatılırken hangi estetik değerler nasıl dikkate alınmalıdır? Sorusunun cevabı aranarak estetik ile masal ilişkisi üzerinde durmaktır. Estetik değerler farklı yaklaşımlarla incelenerek masala hangi açılardan bakılması gerektiği hususunda değerlendirmeler yapılacaktır. Estetik değerlerle, güzelle ve iyi olanla edebi bir metnin örtüşmesi sağlanmaya çalışılmıştır. Yöntem olarak, sanat ve estetiğin birbiri ile olan ilişkisi anlatıldıktan sonra sanat ve estetik ayrı ayrı anlatılmış, estetik değerler üzerinde çalışma ve uygulamaya ağırlık verilmiştir. Sanat, estetik ve estetik değerlerin geçmişten günümüze kadar yapılan tanımları üzerinde durularak masalla ilişkisi irdelenmiştir. Estetiğin temel kavramları masal üzerinden değerlendirilmiştir. Estetiğine öznel bir yaklaşımla, bir sanat eserinden ya da bir tabiat manzarasından haz duyulmasının masala ve masaldaki kişilere nasıl yansıdığı üzerinde durulmuştur. Bir sanat eserini değerlendirmek, ondan zevk duymak ancak belirli kişilere özgüdür. Bu eylemleri yapmak için insanın belirli bir bilgi birikimine sahip olması gerekir. Estetiğin temel öğesi beğenme yargısıdır. İnsanlar hiçbir pratik amaç gözetmeden, yalnızca hayranlık duygusuyla doğayı seyrettikleri gibi masal okurken de bu durum ön plana çıkar. Çocuğun görme, duyma, duyumsama, düş kurma, düşünme ve sezme yetilerinin harekete geçmesi, hayalde canlanan resimlere bakması, kendilerince yeni masallar oluşturabilmesi, çocuğun renkli ve hareketli dünyasına resmin anlatım diliyle girmesini sağlar, buradan hareketle masalların içerisindeki yaratıcı unsurların ortaya çıkarılmasıyla çocukların dil gelişimlerini destekleyen unsurlara dikkat çekilecektir.
Since the beginning of mankind, games, as multi-purpose activities, have taken place and will continue to function as so in many fields, such as cultural transmission, recognition of traditions, education etc. Traditional games widely adapted by each society are quickly abandoned under the threat of modern technological developments and some are completely forgotton. Some of these traditional games, however, are of particular importance and still preserve their educational values. Particularly the conscious and volitional efforts put into preventing their existence will help the new generations develop contemporary skills which cannot be adapted particularly by electronic games. The aim of this study is to raise suggestions to indicate the educational values and the proper application of some of the child games with exceptional importance among the all.
IntroductionSharing cultural values in this digital age for young generations who are digital natives is highly important and, in this respect, the aims of this study are to evaluate experts’ opinions on sharing cultural values in this digital age based on their experience, the roles of educators and families with respect to the sharing of cultural values through storytelling in the digital age, and also capture how cultural values can be explained with metaphors.MethodsA focus group interview was conducted with teachers and vice headmasters from public primary and secondary schools in the Northern part of Cyprus within the age range of 30-50 years that are considered to be experts based on their 10 years and above of teaching experience. Data were analyzed through line-by-line coding to create themes.ResultsFindings revealed that cultural values are eroding, and in sharing cultural values with storytelling in the digital age, the roles of educators and families are essential. Cultural values are the treasures and mirrors of society that should be preserved and transmitted to the younger generations and this can be accomplished through participation in digital platforms, and when such participatory cultural heritage projects are planned with a community-oriented background and human-centered computing concentration.DiscussionThis research sheds a light to indicate the importance of the storytelling approach for sharing cultural values and heritage. It is significant to address the merits of technology in transferring cultural values and heritage. In addition to this, this study is limited to one specific context that can be further explored as a cross-cultural analysis.
The people representing Servet-i Fünun do not attend to social issues. They lock themselves in the house and are mostly interested in the nature and people they feel sorry about. The poets and writers of Servet-i Fünun literatures adapted Western literature and influenced many writers and poets of their time and later times by some changes in style, theme, and wording. The best sample of this interaction in literary periods can be observed in the comparative Works by the same community in different areas. In this study, a theme comparison will be done between the Work by Tevfik Fikret and the Turkish Cypriot writer and the theme interaction in Turkish Literature will be finalized. Tevfik Fikret is appointed as the Editor-in-chief of the Scientific and Science Journal. Then he converts the journal into Literature Journal and gathers young people around it. The Servet-i Fünun people use an arty language, peculiar to them, in expressing feelings and thoughts down to the last detail with ample images and characters. Most of the Servet-i Fünun writers and poets were raised in the same educational institutions, experienced the same political, social, and financial conditions, were engaged in the same issues, were almost at the same age generation from the middle-class, were educated in Western schools and with good knowledge of foreign languages. Naturally, these similarities created a common joy and culture among them. These writers and poets believed in strong family bonds and would take up the same motives when they were together to talk about literature issues. They influenced many writers and poets. Pessimism and tediousness, the basis of literature, became the main starting points for the whole literature. In his many poems, Tevfik Fikret treated compassion and reflected the grief of many poor and lonely people. In the 1970s Turkey adapted Western Literature type but this type of literature was introduced to Cyprus late, not before the 1890s. Even though, the Servet-i Fünun followers began to influence the literateurs and their Works in Cyprus. Soon after the British era in 1878 in Cyprus, tension between Moslem Turk and Christian Greek communities started to increase. In 1901, Ahmet Tevfik published the “Mir’at-ı Zaman” and in 1909 the “Kokonoz” newspapers. A fundamental change in the literature came about particularly when these newspapers were published in Cyprus. Tevfik Fikret brought up his views and his feelings about life in an allergoric and symbolic way. In both Works, the themes were full of pessimism and melancholy. While T. Fikret emphasized the fantasy-reality contradictions and the difference between thoughts and personalities of two lovers, the melancholy-pessimism theme was the priority in Ahmet Tevfik Efendi’s work. In both works, the nature was explained with pessimism and melancholy and was symbolized as the place of love. The Servet-i Fünun followers were a family. Even more, it is emphasized that, in some Works the main characters are the writers and poets themselves. The Servet-i Fünun followers were effective in Abdülhamid II era, during which there was a pressure on the poets and writers. The pressure and censure took the writers and poets away from social issues and made them busy with an individual, pessimistic and sickly literature. This is why, melancholy and its analysis was amply mentioned in their Works. Turkish Story-writing started in 1897 in Cyprus. Ahmet Tevfik, who was in Istanbul then, was influenced by the Servet-i Fünun followers and took them as a model in his Works. They were strongly bound to the principles of arts. Although everything could be a topic for poems, but due to the political pressure of the day, they limited their Works to love, nature, family-life, and simple current issues. As the aim, the themes by the two writers will be compared and important parts of comparative studies in Turkish literature will be dealt with, to open a way to different comparisons.
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