Utilisation of literary products in education of values: Nasreddin Hodja narratives

YThe fact that the increase of crimes such as murder, use of violence and drug, robbery, sexual abuse all around the world, has raised the interest in the education of values, countries have begun to aim to educate new generations through system of education as a good citizen and a good person rather than as individuals equipped with knowledge. While the education of values are explicitly involved in curriculums belonging to some lessons prepared by Ministry of National Education, it is tried to be given to students by means of hidden curriculum in some other lessons. Values in Turkish education are transmitted to students through the messages of texts in themes as well.The literary products used in teaching Turkish have the quality of being a national and universal source for the education of values as well as the education of mother tongue with rich messages they contain. In this study, the importance of the utilization of literary products in the process of making students gain values, was emphasized, an evaluation study was conducted devoted to Nasreddin Hodja narratives, which are of the significant elements in our popular culture, as an instrument in the education of values. In this direction, the objective of the study is to determine and classify the elements of value in Nasreddin Hodja Narratives and to present their importance in Turkish education and teaching values. The descriptive analysis method was used in the study. The research was conducted through 124 narratives in the book of Nasreddin Hodja written by Sakaoglu and Alptekin (2009). The data of the research were gained by means of Schwarzt?s (1992) list of values that consists of ten dimensions. The document analysis method was used for the analysis of data obtained in the research. Quantitative analysis was made by using SPSS 13.0. At the end of the research, it is seen in the narratives that the value type of openness to innovation consisting of the dimensions of self-direction, stimulation, hedonism appears at most. The value type of self-transcendence which is formed of the dimensions of benevolence and universalism, and the value type of conservatism comprised of the confirmation, security and traditionalism dimensions, and then value type of self enhancement constituted by the dimensions of achievement, power, hedonism follow this value type. In this direction, it is inferred that Nasreddin Hodja narratives in terms of the fact that they reflect the national and universal values with their rich cultural elements, are the texts that can be used first in the trasmission of values in teaching Turkish, and in the activies of in and out of school in other lessons.Key words: Narrative, Nasreddin Hodja Narratives, Education of Values, Literary Products