{"id":19103,"date":"2026-10-27T22:08:17","date_gmt":"2026-10-28T02:08:17","guid":{"rendered":"http:\/\/cpsys.com\/?p=19103"},"modified":"2026-10-27T22:08:17","modified_gmt":"2026-10-28T02:08:17","slug":"bir-kultur-konusunu-tekrar-ele-alirken-egitim-ve-kultur-icin-calisma-yollari-2","status":"publish","type":"post","link":"http:\/\/cpsys.com\/?p=19103","title":{"rendered":"Bir k\u00fclt\u00fcr konusunu tekrar ele al\u0131rken E\u011fitim ve k\u00fclt\u00fcr i\u00e7in \u00e7al\u0131\u015fma yollar\u0131"},"content":{"rendered":"

Bir k\u00fclt\u00fcr konusunu tekrar ele al\u0131rken E\u011fitim ve k\u00fclt\u00fcr i\u00e7in \u00e7al\u0131\u015fma yollar\u0131<\/h1>\n

Sanat, tarih, dil ve toplumsal ya\u015famla kurulan ili\u015fki, e\u011fitimin sadece bilgi edinme s\u00fcreci olarak g\u00f6r\u00fclmemesini ve \u00f6\u011frenmenin farkl\u0131 anla\u015f\u0131lmas\u0131n\u0131 sa\u011flar. E\u011fitim, k\u00fclt\u00fcr\u00fcn kavramlara kazand\u0131rd\u0131\u011f\u0131 ba\u011flam i\u00e7inde birikimi sorgulama ve payla\u015fma olana\u011f\u0131 sunar. Bu iki alan\u0131n g\u00fcnl\u00fck \u00f6\u011frenme deneyiminde nas\u0131l bir arada i\u015fledi\u011fi, E\u011fitim ve k\u00fclt\u00fcr ba\u015fl\u0131\u011f\u0131yla ele al\u0131nabilecek temel konudur. Bir konudaki \u00e7evrim i\u00e7i kaynak ya da web sayfas\u0131 de\u011ferlendirilirken i\u00e7eri\u011fe, kaynaklar\u0131n belirtilmesine ve anlat\u0131m seviyesine birlikte bak\u0131lmal\u0131d\u0131r. B\u00f6ylece okur yaln\u0131zca bilgi toplamakla kalmaz, farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131 kar\u015f\u0131la\u015ft\u0131rmaya ve \u00f6\u011frendiklerini ya\u015fad\u0131\u011f\u0131 \u00e7evreyle ili\u015fkilendirmeye de y\u00f6nelir. Yakla\u015f\u0131m, \u00f6\u011frencilerle \u00f6\u011fretmenlerin yan\u0131 s\u0131ra kendi kendine \u00f6\u011frenen yeti\u015fkinler i\u00e7in de kullan\u0131labilir bir \u00e7er\u00e7eve sa\u011flar. Bir sanat eserini de\u011ferlendirirken malzemesini, \u00fcretildi\u011fi d\u00f6nemin ko\u015fullar\u0131n\u0131 ve g\u00fcn\u00fcm\u00fczdeki yorumlar\u0131n\u0131 ayr\u0131 ayr\u0131 incelemek, \u00f6rne\u011fin farkl\u0131 bilgi t\u00fcrlerini bulu\u015fturur. Bu yakla\u015f\u0131m, \u00f6\u011frenenin tek bir disiplinin a\u00e7\u0131klamas\u0131yla yetinmeden farkl\u0131 bilgi alanlar\u0131n\u0131 dikkate almas\u0131n\u0131 \u00f6\u011fretir.<\/p>\n

E\u011fitim ve k\u00fclt\u00fcr kapsam\u0131nda k\u00fclt\u00fcr ve \u00f6\u011frenme ili\u015fkisi<\/h2>\n

Bir eseri ya da gelene\u011fi tan\u0131mak k\u00fclt\u00fcrel \u00f6\u011frenmenin tamam\u0131 de\u011fildir; \u00fcretildi\u011fi zaman\u0131, toplumsal ko\u015fullar\u0131 ve de\u011fi\u015fik yorumlar\u0131 kavramay\u0131 da kapsar. Okur, E\u011fitim ve k\u00fclt\u00fcr konusunu incelerken bir halk anlat\u0131s\u0131n\u0131n yaln\u0131zca olaylar\u0131n\u0131 de\u011fil, de\u011ferlerini ve tarihsel haf\u0131zas\u0131n\u0131 da g\u00f6z \u00f6n\u00fcnde bulundurabilir. Bilgiyi ba\u011flamland\u0131rmak, ezberlenen i\u00e7eri\u011fe yorum yapma imk\u00e2n\u0131 kazand\u0131r\u0131r. E\u011fitim s\u00fcrecindeki tart\u0131\u015fmalar, k\u0131yaslamalar ve yarat\u0131c\u0131 \u00fcretimler, k\u00fclt\u00fcrel i\u00e7eri\u011fi pasif t\u00fcketim yerine aktif \u00f6\u011frenmenin par\u00e7as\u0131 yapar. Kar\u015f\u0131la\u015ft\u0131rma yaparken gelene\u011fin sabit kald\u0131\u011f\u0131n\u0131 ve toplulu\u011fun t\u00fcm \u00fcyelerinin onu ayn\u0131 \u015fekilde ya\u015fad\u0131\u011f\u0131n\u0131 varsaymamak gerekir. Ayn\u0131 k\u00fclt\u00fcrel \u00fcr\u00fcn, farkl\u0131 ku\u015faklar, b\u00f6lgeler veya ki\u015fisel deneyimler a\u00e7\u0131s\u0131ndan farkl\u0131 bi\u00e7imlerde anlamland\u0131r\u0131labilir. Farkl\u0131l\u0131klar\u0131n g\u00f6r\u00fcn\u00fcr olmas\u0131, \u00f6\u011frencilerin genelleme yapmak yerine kan\u0131t ve \u00f6rneklere dayal\u0131 konu\u015fmas\u0131na yard\u0131mc\u0131 olur.<\/p>\n\n\n\n\n\n\n\n\n\n
Ele al\u0131nan yakla\u015f\u0131m<\/th>\n\u00d6\u011frenme s\u00fcrecine etkisi<\/th>\n<\/tr>\n<\/thead>\n
Tarihsel ba\u011flam, bir k\u00fclt\u00fcrel \u00fcr\u00fcn\u00fcn ortaya \u00e7\u0131kt\u0131\u011f\u0131 d\u00f6nemi a\u00e7\u0131klar.<\/td>\nOkur bug\u00fcnk\u00fc yorumlar\u0131 tarihsel \u015fartlarla k\u0131yaslama becerisi edinir.<\/td>\n<\/tr>\n
Sanat incelemesi, eserin bi\u00e7imini ve ifade tercihlerini belirginle\u015ftirir.<\/td>\nG\u00f6zlem yetene\u011fi geli\u015firken bireysel de\u011ferlendirmeler de kan\u0131tla desteklenir.<\/td>\n<\/tr>\n
Dil incelemesi, kelimelerin k\u00fclt\u00fcrel \u00e7a\u011fr\u0131\u015f\u0131mlar\u0131yla nas\u0131l kullan\u0131ld\u0131\u011f\u0131n\u0131 ele al\u0131r.<\/td>\n\u0130leti\u015fimdeki n\u00fcanslar\u0131 fark etmek ve anlam\u0131 do\u011fru kurmak kolayla\u015f\u0131r.<\/td>\n<\/tr>\n
Yerel haf\u0131za, topluluklar\u0131n deneyimleriyle de\u011fi\u015fen anlat\u0131lar\u0131n\u0131 bir araya getirir.<\/td>\nFarkl\u0131 ku\u015faklara ait perspektifler kar\u015f\u0131la\u015ft\u0131rma yoluyla incelenebilir.<\/td>\n<\/tr>\n
Yarat\u0131c\u0131 \u00fcretim sayesinde kavramlar yeni bir ifade bi\u00e7imi kazan\u0131r.<\/td>\n\u00d6\u011frenilen bilgi aktar\u0131lman\u0131n yan\u0131 s\u0131ra ki\u015finin kendi d\u00fc\u015f\u00fcncesiyle yeniden ele al\u0131n\u0131r.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

E\u011fitim ve k\u00fclt\u00fcr sayfalar\u0131n\u0131 incelerken nelere bak\u0131lmal\u0131?<\/h2>\n

Bir web sayfas\u0131n\u0131n e\u011fitim ya da k\u00fclt\u00fcr i\u00e7eri\u011fi de\u011ferlendirilirken yazar, yay\u0131mlanma zaman\u0131 ve ba\u015fvurulan kaynaklar \u00f6ncelikle ara\u015ft\u0131r\u0131lmal\u0131d\u0131r. Ayn\u0131 genel okuma \u00f6l\u00e7\u00fctleri edugaleria . com<\/a> ad\u0131yla sunulan i\u00e7eriklere de uygulanabilir; bu ad tek ba\u015f\u0131na i\u00e7erik kalitesini do\u011frulamaz. Yaz\u0131 olgular\u0131 yorumlardan ay\u0131r\u0131yor, al\u0131nt\u0131lar\u0131n izini s\u00fcrmeye imk\u00e2n veriyor ve kimlere hitap etti\u011fini a\u00e7\u0131kl\u0131yor mu? Yan\u0131tlar, s\u00f6z konusu sayfan\u0131n ara\u015ft\u0131rma, ders planlama veya bireysel \u00f6\u011frenme i\u00e7in kullan\u0131m uygunlu\u011funu de\u011ferlendirmeyi sa\u011flar. \u0130ddialar\u0131 do\u011frulamak amac\u0131yla metinde an\u0131lan belgeye, esere veya ara\u015ft\u0131rmaya do\u011frudan ula\u015fmak yararl\u0131 olabilir. Kaynaklar birbirini tutmad\u0131\u011f\u0131nda, durumu do\u011frudan hata olarak nitelendirmeden \u00f6nce y\u00f6ntem ve kapsam ayr\u0131mlar\u0131na bak\u0131lmal\u0131d\u0131r.<\/p>\n\n\n\n\n\n\n\n\n\n
Kaynak inceleme ba\u015fl\u0131\u011f\u0131<\/th>\nSorulabilecek soru<\/th>\n<\/tr>\n<\/thead>\n
Yazarl\u0131k bilgisi, i\u00e7eri\u011fi kimin haz\u0131rlad\u0131\u011f\u0131n\u0131 ve uzmanl\u0131k alan\u0131n\u0131 a\u00e7\u0131klar.<\/td>\nYazar\u0131n ad\u0131, ba\u011fl\u0131 oldu\u011fu kurum ya da katk\u0131 bi\u00e7imi sayfada yer al\u0131yor mu?<\/td>\n<\/tr>\n
Kaynak listesi, ba\u015fl\u0131ca savlar\u0131n dayand\u0131\u011f\u0131 belgeleri ortaya koyar.<\/td>\nKaynaklar\u0131n eri\u015filebilirli\u011fi ve metindeki savlarla uygunlu\u011fu kontrol edilmi\u015f mi?<\/td>\n<\/tr>\n
\u0130\u00e7eri\u011fin tarih bilgisi, g\u00fcncelli\u011fi konuya g\u00f6re tartmay\u0131 sa\u011flar.<\/td>\nBilginin de\u011fi\u015fme olas\u0131l\u0131\u011f\u0131 ve i\u00e7eri\u011fin g\u00fcncelleme tarihi dikkate al\u0131nm\u0131\u015f m\u0131?<\/td>\n<\/tr>\n
Sayfan\u0131n kapsam\u0131 ve anlat\u0131m bi\u00e7imi, hedef kitlesini ve s\u0131n\u0131rl\u0131l\u0131klar\u0131n\u0131 belli eder.<\/td>\nMetnin amac\u0131 bilgi sunmak m\u0131, yorum yapmak m\u0131; ikisi ayr\u0131 bi\u00e7imde belirtilmi\u015f mi?<\/td>\n<\/tr>\n
G\u00f6rsel a\u00e7\u0131klamalar\u0131, materyalin ne ifade etti\u011fine ve nereden geldi\u011fine dair bilgi verir.<\/td>\nG\u00f6rselin ba\u011flam\u0131, sahibi ve metinle ili\u015fkisi anla\u015f\u0131l\u0131r bi\u00e7imde a\u00e7\u0131klanm\u0131\u015f m\u0131?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

E\u011fitim ve k\u00fclt\u00fcr \u00e7al\u0131\u015fmalar\u0131nda dijital kaynaklardan yararlanmak<\/h2>\n

\u00c7evrim i\u00e7i kayna\u011f\u0131 verimli kullanmak, \u00f6\u011frenme amac\u0131n\u0131 \u00f6nce belirginle\u015ftirmeyi gerektirir; sanat ak\u0131mlar\u0131n\u0131, tarih kavramlar\u0131n\u0131 veya dil de\u011fi\u015fimlerini ara\u015ft\u0131r\u0131rken farkl\u0131 bi\u00e7imlerde okumak gerekir. Daha sonra sayfan\u0131n ba\u015fl\u0131klar\u0131, alt b\u00f6l\u00fcmleri ve kaynaklar\u0131 g\u00f6zden ge\u00e7irilerek yararl\u0131 k\u0131s\u0131mlar se\u00e7ilir. K\u0131sa notlar\u0131 \u201cana iddia\u201d, \u201ckan\u0131t\u201d ve \u201ca\u00e7\u0131k soru\u201d \u015feklinde d\u00fczenlemek, E\u011fitim ve k\u00fclt\u00fcr \u00e7al\u0131\u015fmas\u0131nda bilgiyi yorumdan ay\u0131rmay\u0131 kolayla\u015ft\u0131r\u0131r. Bir ba\u011flant\u0131y\u0131 a\u00e7mak ya da web sitesini ziyaret etmek tek ba\u015f\u0131na ara\u015ft\u0131rma de\u011fildir; i\u00e7erik belirlenmeli, ba\u015fka kaynaklarla kar\u015f\u0131la\u015ft\u0131r\u0131lmal\u0131 ve hedefle ba\u011flant\u0131s\u0131 kurulmal\u0131d\u0131r. M\u00fczedeki bir nesneyi anlatan metnin ard\u0131ndan \u00f6\u011frenci, nesnenin hangi d\u00f6neme ait oldu\u011funu ba\u015fka bir kaynaktan ara\u015ft\u0131rabilir. \u00d6\u011fretmen, g\u00f6rsel ve k\u0131sa metni tart\u0131\u015fma sorusuyla birle\u015ftirerek ayn\u0131 konuyu farkl\u0131 \u00f6\u011frenme bi\u00e7imlerine uygun h\u00e2le getirebilir. \u00c7evrim i\u00e7i okumay\u0131 b\u00f6yle d\u00fczenlemek, geli\u015fig\u00fczel dola\u015fmay\u0131 \u00f6nleyerek hedefli \u00e7al\u0131\u015fmay\u0131 sa\u011flar. Bir uzun metnin her b\u00f6l\u00fcm\u00fc i\u00e7in ayr\u0131 bir ana soru belirlemek, okuma s\u0131ras\u0131nda \u00f6nemli bilgileri se\u00e7meyi kolayla\u015ft\u0131r\u0131r. Sayfan\u0131n ad\u0131n\u0131 ve incelenen k\u0131sm\u0131 notlara kaydetmek, kan\u0131t\u0131n daha sonra izlenebilmesini kolayla\u015ft\u0131r\u0131r.<\/p>\n

E\u011fitim materyali se\u00e7erken hangi farklara dikkat edilmeli?<\/h2>\n

Materyal se\u00e7imi, bir konunun yaln\u0131zca ilgi \u00e7ekici g\u00f6r\u00fcnmesine dayanmamal\u0131d\u0131r. Baz\u0131 kaynaklar giri\u015f d\u00fczeyinde kavramlar\u0131 tan\u0131t\u0131r, baz\u0131lar\u0131 uzmanl\u0131k gerektiren ayr\u0131nt\u0131lara y\u00f6nelir; metnin derinli\u011fi okurun bilgisiyle e\u015fle\u015fmezse \u00f6\u011frenme g\u00fc\u00e7le\u015fir. E\u011fitim ve k\u00fclt\u00fcr materyallerini planlarken a\u00e7\u0131klay\u0131c\u0131 yaz\u0131lar ile birincil kaynaklar aras\u0131ndaki fark\u0131 g\u00f6zetmek gerekir. \u00d6rne\u011fin tarih\u00ee bir belge d\u00f6nemin dilini ve bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131 do\u011frudan yans\u0131t\u0131r, ancak toplumun tamam\u0131n\u0131 tek ba\u015f\u0131na temsil etmez. Bir inceleme geriye d\u00f6n\u00fck olarak daha geni\u015f ba\u011flam sa\u011flayabilir; yine de yazar\u0131n yorumunu ve kan\u0131tlar\u0131n\u0131 ayr\u0131ca g\u00f6zden ge\u00e7irmek gerekir. Farkl\u0131 kaynaklar kullanmak, ayn\u0131 olay hakk\u0131ndaki ortak g\u00f6r\u00fc\u015fleri ve ayr\u0131\u015fmalar\u0131 not etmeye imk\u00e2n verir. Bu yakla\u015f\u0131m tek bir anlat\u0131ya ba\u011fl\u0131 kalmak yerine, kan\u0131tlar\u0131n farkl\u0131 sonu\u00e7lara g\u00f6t\u00fcrebilece\u011fini g\u00f6r\u00fcn\u00fcr k\u0131lar. Metinlerde oldu\u011fu gibi g\u00f6rsel ve i\u015fitsel i\u00e7eriklerin de ba\u011flama ihtiyac\u0131 vard\u0131r; foto\u011fraf\u0131n nerede ve ne zaman \u00e7ekildi\u011fi yorumunu etkileyebilir. Hangi ama\u00e7la \u00f6\u011frenildi\u011fi belli olursa materyalin format\u0131n\u0131, uzunlu\u011funu ve ayr\u0131nt\u0131lar\u0131n\u0131 daha dikkatli belirlemek m\u00fcmk\u00fcn olur.<\/p>\n

Bir web sayfas\u0131ndan \u00f6\u011frenmeye ge\u00e7i\u015f i\u00e7in uygulanabilir ad\u0131mlar<\/h2>\n
    \n
  • \u00d6nce \u00f6\u011frenme sorunuzu belirleyin, ard\u0131ndan konu kapsam\u0131n\u0131 y\u00f6netebilece\u011finiz \u00f6l\u00e7\u00fcde daralt\u0131n.<\/li>\n
  • Metnin ba\u015fl\u0131klar\u0131n\u0131 ve b\u00f6l\u00fcm d\u00fczenini g\u00f6zden ge\u00e7irip gerekli bilgilerin konumunu bulun.<\/li>\n
  • \u0130ddialar\u0131 kaynaklar\u0131yla e\u015fle\u015ftirin; do\u011frudan kan\u0131tlar\u0131 yazar\u0131n yorumlar\u0131ndan ayr\u0131 not edin.<\/li>\n
  • Yeni s\u00f6zc\u00fck ve terimleri k\u0131sa a\u00e7\u0131klamalarla not edin; anlamlar\u0131n\u0131 ba\u011flam i\u00e7inde g\u00f6zden ge\u00e7irin.<\/li>\n
  • \u0130\u00e7eri\u011fi farkl\u0131 bir kaynakla k\u0131yaslayarak ortak noktalar\u0131, ayr\u0131\u015fan g\u00f6r\u00fc\u015fleri ve yetersiz kan\u0131tlar\u0131 belirleyin.<\/li>\n
  • \u00d6\u011frendiklerinizi kendi s\u00f6zlerinizle anlatan k\u0131sa bir \u00f6zet ya da soru olu\u015fturun.<\/li>\n<\/ul>\n

    Bu ad\u0131mlar sayesinde i\u00e7erik yaln\u0131zca okunup b\u0131rak\u0131lmak yerine \u00fczerinde \u00e7al\u0131\u015f\u0131l\u0131r. \u201c\u0130lgili sayfa\u201d ba\u011flant\u0131lar\u0131 ve ek i\u00e7erikler aras\u0131nda ilerlerken, a\u00e7\u0131lan her kayna\u011f\u0131n hangi soruyu yan\u0131tlad\u0131\u011f\u0131n\u0131 not etmek i\u015fe yarar. Bir kayna\u011fa g\u00f6z atmak, daha fazla bilgi edinmek veya ba\u015fka bir b\u00f6l\u00fcm\u00fc incelemek, ancak ara\u015ft\u0131rma hedefine hizmet etti\u011finde anlam kazan\u0131r. B\u00f6yle bir ama\u00e7 yoksa, \u00e7ok say\u0131da sayfan\u0131n a\u00e7\u0131lmas\u0131 \u00f6\u011frenilen bilgileri d\u00fczenlemeyi zorla\u015ft\u0131rabilir. \u00c7al\u0131\u015fma bitince notlar\u0131 bir kavram haritas\u0131nda toplamak, \u00f6rneklerle ana fikirler aras\u0131ndaki ba\u011f\u0131 belirginle\u015ftirir. Yeni bir soru ortaya \u00e7\u0131kt\u0131\u011f\u0131nda sonraki okuma bu konuya odaklan\u0131r ve ara\u015ft\u0131rma ad\u0131mlar\u0131 ama\u00e7 do\u011frultusunda devam eder.<\/p>\n

    K\u00fclt\u00fcrel \u00f6\u011frenmede tekrar ve ili\u015fkilendirme<\/h2>\n

    K\u00fclt\u00fcrel bilgi, okur kendi \u00e7evresinden \u00f6rneklerle ba\u011flant\u0131 kurdu\u011funda daha anlaml\u0131 h\u00e2le gelir. Metinde ge\u00e7en gelenek, mimari unsur veya sanat bi\u00e7imini yerel bir \u00f6rnekle kar\u015f\u0131la\u015ft\u0131rmak, ayr\u0131l\u0131k ve ortakl\u0131klar\u0131 somutla\u015ft\u0131r\u0131r. \u00d6\u011frenilenleri hat\u0131rlamak i\u00e7in k\u0131sa bir a\u00e7\u0131klama yaz\u0131labilir, zaman \u00e7izelgesi olu\u015fturulabilir veya iki yorum t\u00fcr\u00fc kar\u015f\u0131la\u015ft\u0131r\u0131labilir. E\u011fitim ve k\u00fclt\u00fcr ile ili\u015fkilendirilen e\u011fitim-k\u00fclt\u00fcr yakla\u015f\u0131m\u0131nda as\u0131l mesele, bilgiye ula\u015fman\u0131n \u00f6tesinde onu gerek\u00e7elerle yorumlamak ve payla\u015fmakt\u0131r. Okur kulland\u0131\u011f\u0131 kaynaklar\u0131n adlar\u0131n\u0131 ve hangi d\u00fc\u015f\u00fcnceyi desteklediklerini kaydederse \u00e7al\u0131\u015fmas\u0131n\u0131 daha sonra g\u00f6zden ge\u00e7irebilir. B\u00f6ylece web sayfas\u0131 ara\u015ft\u0131rmaya ba\u015flang\u0131\u00e7 sa\u011flar, \u00f6\u011frenme de kar\u015f\u0131la\u015ft\u0131rma, sorular ve ki\u015finin kendi a\u00e7\u0131klamas\u0131n\u0131 olu\u015fturmas\u0131yla ilerler. \u00d6\u011frenileni birka\u00e7 g\u00fcn sonra k\u0131sa bir notla yeniden anlatmak, hangi noktalar\u0131n ak\u0131lda kald\u0131\u011f\u0131n\u0131 ve hangilerinin tekrar incelenmesi gerekti\u011fini g\u00f6sterir. Bilgi, tekrar s\u0131ras\u0131nda yeni \u00f6rneklerle peki\u015ftirildi\u011finde tek bir metinden ba\u011f\u0131ms\u0131z olarak kullan\u0131labilir.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Bir k\u00fclt\u00fcr konusunu tekrar ele al\u0131rken E\u011fitim ve k\u00fclt\u00fcr i\u00e7in \u00e7al\u0131\u015fma yollar\u0131 Sanat, tarih, dil ve toplumsal ya\u015famla kurulan ili\u015fki, e\u011fitimin sadece bilgi edinme s\u00fcreci olarak g\u00f6r\u00fclmemesini ve \u00f6\u011frenmenin farkl\u0131 anla\u015f\u0131lmas\u0131n\u0131 sa\u011flar. E\u011fitim, k\u00fclt\u00fcr\u00fcn kavramlara kazand\u0131rd\u0131\u011f\u0131 ba\u011flam i\u00e7inde birikimi sorgulama ve payla\u015fma olana\u011f\u0131 sunar. Bu iki alan\u0131n g\u00fcnl\u00fck \u00f6\u011frenme deneyiminde nas\u0131l bir arada i\u015fledi\u011fi, E\u011fitim […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-19103","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"http:\/\/cpsys.com\/index.php?rest_route=\/wp\/v2\/posts\/19103","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/cpsys.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/cpsys.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/cpsys.com\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/cpsys.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=19103"}],"version-history":[{"count":1,"href":"http:\/\/cpsys.com\/index.php?rest_route=\/wp\/v2\/posts\/19103\/revisions"}],"predecessor-version":[{"id":19104,"href":"http:\/\/cpsys.com\/index.php?rest_route=\/wp\/v2\/posts\/19103\/revisions\/19104"}],"wp:attachment":[{"href":"http:\/\/cpsys.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=19103"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/cpsys.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=19103"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/cpsys.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=19103"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}