Educational elements in folk tales derived from Aşık Şevki Halıcı

The purpose of this research is to describe the ideal human model of Âşık Şevki Halıcı, starting from the educational elements in folk tales compiled from Âşık Şevki Halıcı. In accordance with this purpose, the folk tales compiled from Âşık Şevki Halıcı were handled in an educational dimension. In the study, first of all, the tradition of minstrel, folk storytelling, concepts of education and educational elements, Âşık Şevki Halıcı's life, art and the aspect of education are discussed. In the study based on the interpretive paradigm, a document review was used as a data collection technique. The study is of a theoretical quality and analyzed by means of content analysis technique. For this purpose, 15 folk tales told by Âşık Şevki Halıcı were summarized and 79 educational elements identified in the study were card-indexed. The relationship between the educational elements in coded form has been examined and the elements have been classified under five main categories and embodied with examples from the texts. These categories are: Religious and Sufi Educational Elements, Social and Cultural Educational Elements, Moral Educational Elements, National Educational Elements and Scientific Educational Elements. Tables showing the distribution and frequency of the classified educational elements to stories were formed. All of these categories have been combined under the theme of "Educational Elements in Folk Stories Derived from Âşık Şevki Halıcı". Mostly referring to the more religious and mystical elements, findings in Halıcı's works such as socially accepted traditions and customs, the characteristics of good moral owners, the main themes providing national unity and solidarity and some elements of scientific content were attained. In the evaluation of the findings obtained, the possible contributions of Âşık Şevki Halıcı to the education process and the talent power of the told stories are touched upon. It has been reached that the ideal human model described in the sample of Âşık Şevki Halıcı is versatile and contains positive messages in almost the whole of the stories. For this reason, it was envisaged that it would be useful to include the parts taken from Halıcı's stories and poems in the content of Turkish Language and Literature lessons. It has been suggested that education should be a complementary process supporting the development of individuals in religious, moral, social, cultural, national and scientific dimensions. Keywords: Turkish Language and Literature Teaching Process, Âşık Şevki Halıcı, Folk Tale, Educational Element