Abstract
In education, the importance of effective and behavioral transfer besides cognitive information is a fact. In this sense, an educator is expected to be an example in terms of his behaviors as well as transferring his knowledge to the students. The best way to raise good students and form the desired behavior in them is the educators who personally touch the lives of their students being role models. In the Turkish academic world, M. Orhan Okay has a remarkable place not only with his scientific studies but also with his “human work” upbringing style. This study is carried out with document analysis which is one of the qualitative research methods. In this study, it is underlined that Okay is a role model/an ideal educator, further every aspect of his ideal educationalism, which complements his exemplary scientist identity, is emphasized. In this respect, besides being a well-equipped scientist, he showed his students and the whole academic environment how an example of an ideal / role model should be. In either way, he expected his students to do what he did personally (as an exemplary person in the academic and non-academic world). In conclusion, it is hoped that the educator deformation which has increased in recent years will disappear to a certain extent thanks to exemplary educators like Professor Okay.
Highlights
Educational activities provide the basis for the transfer of emotions, thoughts, and behaviors beyond the transfer of knowledge
The educator is expected to be a model in terms of behaviors as well as conveying the wealth of mind to his students
The term ‘‘role model’’ draws on two prominent theoretical constructs: the concept of role and the tendency of individuals to identify with other people occupying important social roles (Bell, 1970); and the concept of modeling, the psychological matching of cognitive skills and patterns of behavior between a person and an observing individual (Bandura, 1977; Wood & Bandura. 1989)
Summary
Educational activities provide the basis for the transfer of emotions, thoughts, and behaviors beyond the transfer of knowledge. In this context, the educator is expected to be a model in terms of behaviors as well as conveying the wealth of mind to his students. The first, role identification theories, emphasize the notion that individuals are attracted to people whom they perceive some similarity to, in terms of their attitudes, behaviors, goals, or the desirability of their status position, and are motivated to enhance that similarity through observation and emulation (Erikson, 1950; Foote, 1951; Kohlberg, 1963). Identification theories, place relatively more emphasis on the motivational and self-definitional aspects of role models (Flum, 2001; Foote, 1951), while modeling theories emphasize the learning aspects
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