Empathy value and teaching in 2010/2018 IDKAB curriculum

Education systems should closely follow the changes and transformations required by the age and should be able to raise the ideal human model in line with social needs. The rapid social, cultural and technological changes experienced in the modern age and the rapid production of information necessitate the restructuring of current education systems in a way that will adapt to these changes. In this context, an educational approach that approaches individuals not only with traditional teaching methods but also with a holistic program covering cognitive, affective and psychomotor areas and based on respect and tolerance for different beliefs, thoughts and lifestyles is among the primary goals of today's educational approach. These ready-made programs offer a new perspective based on a moral restructuring, especially in line with the effects of globalization, in order to ensure that individuals internalize religious and spiritual values. In this context, the curriculum developed for Religious Culture and Moral Knowledge courses places special emphasis on teaching the value of "empathy" as one of the contemporary educational models in which religious and moral values are addressed with a new understanding and pedagogical approach. The concept of empathy, which is considered one of the cornerstones of global ethics, is a priority among the basic values in the Primary School Religious Culture and Moral Knowledge course curriculum. The phenomenon of globalization, changing value judgments and the necessity of living together with different beliefs and cultures necessitate the correct, effective and understandable acquisition of the value of empathy in the education process. In this context, the acquisition and effective use of empathy skills are of great importance in terms of individuals' understanding of religious values and developing attitudes in line with these values. This study aims to conduct an in-depth analysis on the extent to which the value of empathy and its teaching were included in the Primary School Religious Culture and Moral Knowledge curriculum implemented between 2010-2018; and how they were processed in the context of units, topics, achievements, activities and explanations. It is anticipated that the findings obtained as a result of the study will make significant contributions to the development of future curriculums.