As we know that scientific knowledge can no longer be treated as some asocial, privileged account of nature. Sociologists and historians of science have shown that the general shape and direction of science is influenced by social processes. However, while there is a general agreement about this, sociologists have differed over the way this process is to be understood and the methodological implications it has. In general, all agree that one ought to adopt a position towards science which calls epistemic relativism. It means that knowledge is rooted in a particular time and culture and that knowledge does not just mimic nature. Then the relativist accounts imply that nature does not play such an adjudicating role, favouring some rather than other interpretations of its character. In this article, we will debate this approach to scientific knowledge and deny it. I want to defend the notion of science as a cognitive and autonomous endeavor seeking objective knowledge about the external world. Although goal of science (to find how things really are) will always be incompletely achieved, I also insist that science is making progress in that direction.

Value appears through true action and a value judgment emerges as a result of the action. Value comes into being in connection with the doer of the action, the realized by the action and the evaluator. Apart from the epoch or the cultural cycle that he lives in, human being constitutes himself in the world of values. The fact of “culture” is his success and any products –materialistic or spiritual- he adds to the nature are the results of this succes. He constantly is in interaction with himself and the others. This interaction continues between these two worlds forever: Created objective world and the world of culture created from the world of objects. Human being is both the subject and the object of this world and “the conscious of I, is the basis of any sort of appreciation in the subject”. Products of thought and materialistic products (guns, goods, tools, beliefs, ideas and opinions ) created by him are integrated and sometimes influence each other. That is why we encounter some values in all cultures in any era. These values can be established structurally immanent and transcendent. Some of the values are the ones that emerge from the conscious -as a subject of evaluation- in relation with goods (technical values). Some of them are artistic values that emerge from things we comprehend through our internal and external feelings and the others are values of thought (knowledge) directly based on data of conscious. Objectivation of value is possible only through the relations conducted with other people. Values based on these relations are transcendent since they are generated from the interaction. In short, these values are established on believing instead of knowledge. Transcendent values are moral and religion.

The purpose of this study is to develop a scale to measure school principals’ tendencies toward change. Having reviewed the earlier literature about openness to change, a five factor had been pre-established and items were written accordingly. The scale was administered to 284 administrators working at primary and secondary schools. Exploratory factor analysis revealed four factors: Enterprenurship in change, believe in the usefulness of change, resistance to change, and keeping the status quo, which were supported by the confirmatory factor analysis. The reliability alpha scores changed from .67 to .91.

Globalization has not absolutly containes negative values as such in positive. Globalization has been the more contentious, because it has effects both good and bad, there is another domain of globalization, that of culture and identity. Globalization has increased contacts between people and their values, ideas and ways of life in unprecedented ways. The main purpose of this study is to focus on the concept of Turkish culture whose essential nature and functions are forced to change with the influence of globalization. The effects of globalization on the Turkish culture will be discussed in the framework of national culture.

The purpose of this study was to investigate the elementary school teachers’ perceptions about the principals’ practice for the distributed leadership. In the study, the general survey model was used to collect the quantitative data from the participants. Data were collected by a liker-type questionnaire developed by Kouzes ve Posner (2001) named as “Leadership Practices Inventory” (LPI). The results of the study indicated that the participants in this study reported that they have generally positive opinions about the principals’ practice of distributed leadership. Most of the teachers think that the principals develop cooperative relationships among the people, praise people for a job well done, actively listen to diverse points of view, treats others with dignity and respect, and build consensus around a common set of values for running the organization. According to the comparison there was not a statistically significant difference between the elementary school teachers’ ideas about the principal’s practice for the distributed leadership based on teachers’ gender, educational status, educational status-other, age, the time that they worked in the school, major, and major-other. However, there was a statistically significant difference between the principals’ time of the school.

In today’s world, interculturality is considered as an important point of view. It is known that with the increase of communication possibility, the interaction of existing culture over the World is increasing too. Along with teaching their own culture and identity this situation has brought the teaching of other cultures and identities. In order to make the youth more tolerant towards other cultures and give them a democratic point of view and to make possible for different life styles to co – exist; reforming the education by intercultural approach is seen as a social necessity. In this research the point of views of high school students those study in Canadian High School Diploma Program have been surveyed in according to terms of history education. With 19 students from 9, 10, 11 and 12th grades, their diversity of history education was questioned, the students were from a private school in Istanbul. Data has been gathered from semi-structured interview which were selected purposeful sample. Descriptive analysis method was favored in the research. It has been observed that the students that attended the research have found the Canadian history education to be more flexible, peaceful, definite and easier. It can be said that this profession has improved the high school grade Turkish students’ ascribing to general view history education in a positive fashion.

In the legislative decree over Special Education with a number of 573 enacted in 1997 and in the “Regulation of Special Education Services” enacted in 2006, registering the children with special needs into the mentioned increased the problems the preschool teachers with no adequate experience had over special education and mainstreaming with making the preschool education compulsory for these children. Therefore, the challenges in this issue showed that these problems had a reverse effect on the behaviours of preschool education and that children with special needs and those with a normal development were not able to benefi t from mainstreaming education. In this sense, the current study aimed at determining the views of preschool teachers par ticipating in the educational activity of “Mainstreaming Education at Preschool Education” and having experience with a child of special need registered into his/her class at least one year over; a) mainstreaming education and b)in-service training program of “Mainstreaming Education at Preschool Education”. The participants of the current study are made up of nine preschool teachers included in the in service training of preschool mainstreaming education. In current study, which is a qualitative case research, the data needed were gathered through an interview form developed by the researchers including 13 items. In conclusion, it was found those preschool teachers pointed out that In-service Programs of Mainstreaming Education should be designed depending on the challenges they have had in the application and that they need special education consultancy, an assistant teacher and a resource room in the class.