A government may profess that educating children is a high priority, but if it slashes education funding, then clearly educating children is not a primary purpose of that government. If a cat catches a lizard, but then bats it around and plays with it, then its primary function was not to hunt the lizard for food. We figure out the purpose or function of a system from the way it behaves, not from our expectations or the purpose the system says it has.
The majority of the teachers did not approve of the substantial reductions in the content load due to concerns about students’ academic success, the nationwide examinations, the increasing demand for private tutoring, and the deepening educational inequalities. (…) The revised curriculum might aggravate social inequalities, since children who have better access to cultural, economic, and social resources are placed in an advantageous position. (…) The new curriculum appears to have the consequence of reproducing or even aggravating existing social and economic inequalities rather than helping to ameliorate them.
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The government’s share in educational funding has decreased gradually, while household’s share has increased. Between 2002 and 2011, parents’ annual spending on education for their children in primary school increased four times. Among the Organization for Economic Cooperation and Development (OECD) countries, Turkey spends the least amount per student.
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According to the popular concept, Coquettes are consummate teases, experts at arousing desire through a provocative appearance or an alluring attitude. But the real essence of Coquettes is in fact their ability to trap people emotionally, and to keep their victims in their clutches long after that first titillation of desire. This is the skill
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Cultural Complicities
School can take the place of the family milieubut it depends on which school, of course. Éva Thomassin, as we have seen, daughter of a rich family originally from Argentina, boarder at a Lausanne school frequented by royal children and heirs of great international fortunes, shows that these exceptional private schools replicate this relationship of complicity with the cultural universe. "We took a trip to Italy, from Milan to Naples; all of Italyvisiting museums. I will never forget that trip! The marvelous trains of that era, the paintings I saw in museums. We must have been very, very well escorted, to have succeeded in getting us to like Fra Angelicos at that point. . . Unforgettable! to the point that when I see a picture today, I immediately recognize it. The other day I said: Ah! that is a Filippo Lippi. You don't forget these things." This cultural training always has as a social dimension: it is a question of mastering the culture necessary to efficiently manage the social capital. "They prepared us to go into a salon and know how to converse intelligently, in a cultivated manner." In any case, what characterizes the schools favored by the great families resides in the complementary fashion with which they assure the transmission of all forms of capital: academic, cultural, and also social, symbolic and even physical, by the importance granted to the body and sports. In sum, a complete education for a complete person.
If we explore Turkish culture through the lens of the 6-D Model, we can get a good overview of the deep drivers of Turkish culture relative to other world cultures.
Power Distance: This dimension deals with the fact that all individuals in societies are not equal – it expresses the attitude of the culture towards these inequalities amongst us.
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