Comparison of Turkish, Germen, Balkan and Russian tales in terms of values education

Fairy tale, an unknown emerges; a verbal narrative of the group, society or nation, including the desirable lifestyle style as well as universal value judgments. The fairy-tale heroes who perform extraordinary events that manifest in the fairy tale are the ones who never endure difficulties, focus on the ideal, and who are there to help the existence with their kind and honest demeanor. The bad guys show it when they manifest supreme justice. There is a moral dilemma in the mind that reads listens to the tale and now comes the life of the the person. Because of these features, fairy tales were clearly seen before and under the conditions of formal education and assumed the task of adapting individuals to the difficulties of life. From this perspective, one of the most valuable literary genres that can be used in the realization of education is the tale. Under the influence of developing technology, it becomes more and more important for global generations, national protection and future generations on a global scale, and it becomes a necessity to engineer a generation familiar with standard value judgments in general. In the last century in the world and the world-wide perspective multiplying your knowledge and formation based on your situation and the development process of our processes are clear in our goal-oriented goal, accordingly all our systems in our affiliated trainings, in the development / acquisition of our Values It was developed by means of punishment methods and I tried to encourage us to adopt a new understanding of education here. Literary works whose culture and value transfer are still accepted according to important qualifications are among those fairy tales in the history of first-class genres in the realization of those among them. Fairy tales are some of the most appropriate types to show children how to turn value into behavior, and not to use the explanation of moral dilemmas as a case study. In addition to Turkish tales, tales of different nations were emphasized in generalized common value judgments. In addition, the comparative perspective of the study is based on the different values of national nationalities. In the studies, the root values given in the 2018 curriculum were evaluated with similar and different aspects of fairy tale analysis with extraordinary motifs of equal value belonging to four different nationalities. In this way, it is aimed to observe different cultural perspectives, as well as to understand the differences and open consensus. In the study, the most found values in the fairy tales in the root values in the 2018 curriculum were found in the places where the values were found. If separate calculations can be made for a 25th fairy tale of Turkish, German, Russian and Balkan origin, there is room for findings on which values in these nations have come to the forefront and how the values have been inculcated in the content of the text. In this way, when it comes to universal values, the idea that the fairy tales inventories of different nations can be used can be used in an observable way while choosing from fairy tale language appropriate to the nature of the values to be given in English classes. The study was conducted on the subject of u the values of the fairy tales are in education yapılan and not on national tales and a comparative study on the subject. Key words: Fairy tale, Values Education, Turkish Education, Root Values