Educational & Cultural Reformers: The Extraordinary Teacher the late Orhan Seyfi Ari

"For our feelings, he took us quietly to us" (Metiner, poetry, Birlik, January 29, 1993), a teacher's teacher (Late Orhan Seyfi) Ali was born on December 12, 1918 in Lapitio (Pozzarin) of Paphos, British Dominion of Cyprus, the youngest of two brothers and two sisters. Ari 's parents Emete and Huseyin Avni Ahmet are landowners of vineyards and olive groves, and Professor Orhan Ari grew up with fathers' liberal ideas. Just by teaching the history of the Ottoman Empire the existence of his son ensures the teaching of other subjects

ORHAN SEYFI ARI (1918-1992) His Educational and Educational Philosophy Philosophers and Philosophers Late Orhan Seyfi Ari is named as a philosopher and educator, a teacher named teacher teacher, a teacher. And the principal is welcomed by socio - cultural educational reforms, columnist and poet, some philosophers and philosophers of philosophy, education and education philosophy of formal education is essential to the modern world. Education forms a way for individuals to think about reason and make important decisions in everyday life. From the kindergarten to the career, the quality of education the student receives is very important. Guidance of high quality tools, high quality educational environment, high quality guidance are the main determinants of high quality education.

Education and school education are beyond the cultural boundaries of all children and young people, so cultural differences are an important part of early childhood education reform movement. Therefore, teacher educators need to help teachers learn how to adapt to the new needs of culturally diverse student groups. But, of course, there are only a few teacher education programs that provide training on cultural diversity, not to mention cultural ability, so where does the source of training for this avalanche of cultural diversity come from? Indeed, in the 1997 survey, at the educational school's National Teacher Education Accreditation Council (NCATE) accredited audit, it turned out that only 56% of the institutions fully considered cultural diversity in specialized education programs ( Goodwin, 1997). ))