Akademik Veri Yönetim Sistemi
Erzincan Üniversitesi Eğitim Fakültesi Dergisi, cilt.28, sa.2026, ss.1-13, 2026 (TRDizin)
This research aims to analyze the 4th, 5th, 6th, and 7th-grade Social Studies curriculum, developed under the “Türkiye Yüzyılı Maarif Modeli” ("Türkiye Century Education Model"-TYMM), through the Philosophy for Children (P4C) approach using the works of Alain Serres. Employing a document analysis model, the data sources include the TYMM Social Studies curriculum and Alain Serres’ works, When We Have Eaten Up the Planet, and I Have the Right to Save My Planet. These works were selected through criterion sampling for their non-didactic style, their child-centered representation of sustainability literacy, and their alignment with the curriculum themes. The data were analyzed using a synthesis of deductive and inductive thematic analysis methods. The curriculum review also incorporated supportive skills such as information, citizenship, and cultural literacy, which serve as the pillars of sustainability awareness. Curriculum outcomes and philosophical stimuli were integrated through the lens of P4C’s critical, creative, caring, and collaborative thinking (4C) dimensions. Findings reveal that while sustainability literacy is explicitly present in certain learning areas at the 4th and 5th-grade levels, it is not directly addressed at the 6th and 7th-grade levels. Nevertheless, results indicate that learning outcomes at higher grade levels can be strongly associated with sustainability themes through P4C-based inquiry. The study demonstrates a significant potential for theoretical integration between the value and skill framework of the TYMM and the inquiry-based structure of P4C. This research provides a robust framework for structuring sustainability education through in-depth pedagogical approaches like philosophical inquiry rather than static information transfer.