{"id":4,"date":"2025-12-12T23:17:41","date_gmt":"2025-12-12T23:17:41","guid":{"rendered":"https:\/\/www.mikroyeterlilik.com\/iletisim\/?p=4"},"modified":"2025-12-13T14:43:14","modified_gmt":"2025-12-13T14:43:14","slug":"introduction","status":"publish","type":"front-matter","link":"https:\/\/www.mikroyeterlilik.com\/iletisim\/front-matter\/introduction\/","title":{"raw":"Ama\u00e7 ve Kapsam","rendered":"Ama\u00e7 ve Kapsam"},"content":{"raw":"Bu b\u00f6l\u00fcm\u00fcn temel amac\u0131; insan ya\u015fam\u0131n\u0131n merkezinde yer alan [pb_glossary id=\"32\"]ileti\u015fimin [\/pb_glossary]ne oldu\u011funu, tarihsel k\u00f6kenlerini ve bir s\u00fcre\u00e7 olarak nas\u0131l i\u015fledi\u011fini kavramakt\u0131r. Okuyucunun; ileti\u015fimi sadece bir mesaj al\u0131\u015fveri\u015fi olarak de\u011fil, anlamlar\u0131n \u00fcretildi\u011fi, payla\u015f\u0131ld\u0131\u011f\u0131 ve toplumsal ba\u011flar\u0131n kuruldu\u011fu dinamik bir olgu olarak tan\u0131mas\u0131 hedeflenmektedir.\r\n\r\nAyr\u0131ca, ileti\u015fimi olu\u015fturan temel \u00f6gelerin (kaynak, al\u0131c\u0131, mesaj, kanal vb.) birbirleriyle olan ili\u015fkisini ve bu s\u00fcrecin sa\u011fl\u0131kl\u0131 i\u015flemesini sa\u011flayan veya engelleyen fakt\u00f6rleri (geri bildirim, g\u00fcr\u00fclt\u00fc, ba\u011flam) analiz edebilecek yetkinli\u011fe ula\u015fmas\u0131 ama\u00e7lanmaktad\u0131r.\r\n\r\nBu b\u00f6l\u00fcm, ileti\u015fim disiplininin temelini olu\u015fturan kavramsal \u00e7er\u00e7eveyi ve kuramsal altyap\u0131y\u0131 \u015fu ba\u015fl\u0131klar alt\u0131nda ele almaktad\u0131r:\r\n<ul>\r\n \t<li><strong>\u0130leti\u015fim Kavram\u0131: Tan\u0131mlar, Kapsam ve Tarihsel K\u00f6ken\r\n<\/strong>\u0130leti\u015fimin etimolojik k\u00f6keni (Latince\u00a0<em>communis<\/em>), tan\u0131mlar\u0131 ve insanl\u0131k tarihi boyunca ge\u00e7irdi\u011fi evreler (s\u00f6zl\u00fc, yaz\u0131l\u0131 ve elektronik k\u00fclt\u00fcr).<\/li>\r\n \t<li><strong>\u0130leti\u015fim S\u00fcreci ve Temel \u00d6geleri\r\n<\/strong>\u0130leti\u015fimi ba\u015flatan kaynak, aktar\u0131lan mesaj (ileti), mesaj\u0131 ta\u015f\u0131yan kanal, mesaj\u0131n hedefi olan al\u0131c\u0131, anlamland\u0131rma s\u00fcre\u00e7leri olan kodlama ve kod a\u00e7ma, s\u00fcrecin d\u00f6ng\u00fcsel olmas\u0131n\u0131 sa\u011flayan geri bildirim (d\u00f6n\u00fct) ve ileti\u015fimi olumsuz etkileyen g\u00fcr\u00fclt\u00fc kavramlar\u0131n\u0131n detayl\u0131 analizi.<\/li>\r\n \t<li><strong>\u0130leti\u015fimin \u0130\u015flevleri: Bireysel ve Toplumsal Boyutlar\r\n<\/strong>\u0130leti\u015fimin bireyin var olmas\u0131n\u0131, sosyalle\u015fmesini ve psikolojik dengesini sa\u011flamadaki rol\u00fc ile toplumun k\u00fclt\u00fcrel devaml\u0131l\u0131\u011f\u0131n\u0131, bilgi ak\u0131\u015f\u0131n\u0131 ve entegrasyonunu sa\u011flamadaki i\u015flevleri.<\/li>\r\n \t<li><strong>\u0130leti\u015fim Modelleri: S\u00fcre\u00e7 Okulu ve G\u00f6stergebilimsel Yakla\u015f\u0131m\r\n<\/strong>\u0130leti\u015fimi bir aktar\u0131m s\u00fcreci olarak g\u00f6ren S\u00fcre\u00e7 Okulu (do\u011frusal modeller) ile anlam \u00fcretimi olarak ele alan G\u00f6stergebilimsel Yakla\u015f\u0131m aras\u0131ndaki farklar ve temel ileti\u015fim modelleri.<\/li>\r\n<\/ul>\r\n<div id=\"yui_3_18_1_1_1765580946499_16\" class=\"box py-3 generalbox center clearfix\">\r\n<div id=\"yui_3_18_1_1_1765580946499_15\" class=\"no-overflow\">\r\n<div id=\"yui_3_18_1_1_1765580946499_14\">\r\n<div id=\"yui_3_18_1_1_1765580946499_21\">\r\n<div id=\"yui_3_18_1_1_1765580946499_22\"><strong>Not:<\/strong>\u00a0Bu kapsam, ileti\u015fimin hem bireysel hem de toplumsal d\u00fczeyde nas\u0131l ger\u00e7ekle\u015fti\u011fini anlamak i\u00e7in gerekli olan teorik zemini olu\u015fturmaktad\u0131r.<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div>\r\n\r\nHaydi gelin \u015fimdi e\u011flenceli bir ba\u015flang\u0131\u00e7 yapal\u0131m. L\u00fctfen a\u015fa\u011f\u0131daki videoyu izleyiniz.\r\n<div class=\"postbox h5p-sidebar\">\r\n<div class=\"h5p-action-bar-settings h5p-panel\"><code>[h5p id=\"1\"]<\/code><\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"postbox h5p-sidebar\"><\/div>\r\n<div>\r\n\r\nG\u00f6rd\u00fc\u011f\u00fcn\u00fcz gibi ileti\u015fim san\u0131ld\u0131\u011f\u0131 kadar kolay bir s\u00fcre\u00e7 olmayabiliyor. \u0130leti\u015fimin sa\u011fl\u0131kl\u0131 olabilmesi i\u00e7in baz\u0131 \u00f6gelerin sa\u011fl\u0131kl\u0131 \u00e7al\u0131\u015fmas\u0131 gerekir. \u015eimdi ileti\u015fim s\u00fcrecini ve bu s\u00fcre\u00e7teki temel \u00f6geleri inceleyelim ve b\u00f6ylece herhangi bir ileti\u015fimi par\u00e7alar\u0131na ay\u0131rarak sorun varsa bulabilelim.\r\n<div id=\"yui_3_18_1_1_1765622720443_15\" class=\"nice-page-context-header-container\">\r\n<div id=\"yui_3_18_1_1_1765622720443_14\" class=\"page-context-header\">\r\n<div id=\"yui_3_18_1_1_1765622720443_13\" class=\"page-header-headings\">\r\n<h1 id=\"yui_3_18_1_1_1765622720443_12\" class=\"h2\">1. \u0130leti\u015fim S\u00fcreci ve Temel \u00d6geleri<\/h1>\r\n<div id=\"yui_3_18_1_1_1765622720443_21\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765622720443_20\" class=\"no-overflow\">\r\n<p id=\"yui_3_18_1_1_1765622720443_19\">Bir mesaj zihninizden \u00e7\u0131k\u0131p kar\u015f\u0131 tarafa ula\u015fana kadar hangi filtrelerden ge\u00e7er? Bu mod\u00fclde ileti\u015fimin anatomisini ke\u015ffedeceksiniz. Kaynak ve al\u0131c\u0131 aras\u0131ndaki kodlama\/kod a\u00e7ma trafi\u011fini \u015fematize etmeyi \u00f6\u011frenecek; ileti\u015fimi sabote eden 'g\u00fcr\u00fclt\u00fc' engellerini (fiziksel, psikolojik, anlamsal) nas\u0131l tespit edip a\u015fabilece\u011finizi g\u00f6receksiniz.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765622720443_15\" class=\"nice-page-context-header-container\">\r\n<div id=\"yui_3_18_1_1_1765622720443_14\" class=\"page-context-header\">\r\n<div id=\"yui_3_18_1_1_1765622720443_13\" class=\"page-header-headings\">\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>\u0130leti\u015fim s\u00fcrecini olu\u015fturan temel \u00f6geleri tan\u0131mlayabilme.<\/li>\r\n \t<li>Bir ileti\u015fim durumunu analiz ederken kaynak, mesaj, kanal ve al\u0131c\u0131 aras\u0131ndaki s\u00fcrecin d\u00f6ng\u00fcsel yap\u0131s\u0131n\u0131 g\u00f6sterebilme.<\/li>\r\n \t<li>\u0130leti\u015fim s\u00fcrecinde ortaya \u00e7\u0131kabilecek fiziksel, psikolojik, anlamsal ve fizyolojik g\u00fcr\u00fclt\u00fc t\u00fcrlerini saptayabilme.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Anahtar s\u00f6zc\u00fckler<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div>\u0130leti\u015fim, Etkile\u015fim, Anlam\/Anlamland\u0131rma, S\u00fcre\u00e7, S\u00f6zl\u00fc K\u00fclt\u00fcr, Yaz\u0131l\u0131 K\u00fclt\u00fcr<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n\u0130leti\u015fim, dura\u011fan bir eylem de\u011fil; belirli unsurlar\u0131n bir araya gelerek i\u015fledi\u011fi dinamik, dairesel ve s\u00fcrekli bir s\u00fcre\u00e7tir. Bu s\u00fcre\u00e7, bir bilginin, duygunun veya d\u00fc\u015f\u00fcncenin bir zihinden di\u011ferine aktar\u0131lmas\u0131 ve orada bir anlam yarat\u0131lmas\u0131 eylemidir. S\u00fcrecin sa\u011fl\u0131kl\u0131 i\u015fleyebilmesi i\u00e7in kaynak, ileti, kanal, al\u0131c\u0131, kodlama, kod a\u00e7ma, geri bildirim ve g\u00fcr\u00fclt\u00fc gibi temel bile\u015fenlerin birbiriyle uyumlu bir etkile\u015fim i\u00e7inde olmas\u0131 gerekir.\r\n\r\nS\u00fcreci ba\u015flatan unsur olan\u00a0<strong>[pb_glossary id=\"46\"]Kaynak (G\u00f6nderici)[\/pb_glossary],<\/strong>\u00a0iletmek istedi\u011fi duygu, d\u00fc\u015f\u00fcnce veya bilgiyi hedef kitleye aktarmak amac\u0131yla harekete ge\u00e7en ki\u015fi, grup veya kurumdur. Kaynak, zihnindeki d\u00fc\u015f\u00fcnceleri kar\u015f\u0131 taraf\u0131n anlayabilece\u011fi sembollere (dil, yaz\u0131, jestler) d\u00f6n\u00fc\u015ft\u00fcr\u00fcr ki bu i\u015fleme\u00a0<strong>[pb_glossary id=\"47\"]kodlama[\/pb_glossary]\u00a0<\/strong>denir. Kodlaman\u0131n sonucunda ortaya \u00e7\u0131kan \u00fcr\u00fcn <strong>[pb_glossary id=\"49\"]\u0130leti (Mesaj)[\/pb_glossary]<\/strong>\u2019dir. Mesaj, kayna\u011f\u0131n al\u0131c\u0131ya g\u00f6ndermek istedi\u011fi bilginin somutla\u015fm\u0131\u015f halidir ve s\u00f6zel olabilece\u011fi gibi beden dili veya semboller \u015feklinde de olabilir. Mesaj\u0131n kaynaktan al\u0131c\u0131ya ula\u015fmas\u0131n\u0131 sa\u011flayan fiziksel yol veya araca ise\u00a0<strong>[pb_glossary id=\"48\"]Kanal\u00a0[\/pb_glossary]<\/strong>ad\u0131 verilir; bu, y\u00fcz y\u00fcze ileti\u015fimde ses dalgalar\u0131 olabilece\u011fi gibi kitle ileti\u015fiminde gazete veya televizyon gibi teknolojik ara\u00e7lar da olabilir.\r\n\r\n<\/div>\r\n\u0130leti\u015fimin hedefi olan Al\u0131c\u0131, kanaldan gelen mesaj\u0131 duyu organlar\u0131yla alan ve zihninde yorumlayarak anlamland\u0131ran taraft\u0131r. Al\u0131c\u0131n\u0131n sembolleri tekrar d\u00fc\u015f\u00fcnceye d\u00f6n\u00fc\u015ft\u00fcrme i\u015flemine kod a\u00e7ma (decoding) denir. \u0130leti\u015fimin tek y\u00f6nl\u00fc bir iletimden \u00e7\u0131k\u0131p kar\u015f\u0131l\u0131kl\u0131 bir etkile\u015fime d\u00f6n\u00fc\u015fmesi ise <strong>[pb_glossary id=\"50\"]Geri Bildirim (D\u00f6n\u00fct)[\/pb_glossary]<\/strong> ile sa\u011flan\u0131r. Geri bildirim, al\u0131c\u0131n\u0131n mesaja verdi\u011fi tepkidir ve bu sayede kaynak, mesaj\u0131n do\u011fru anla\u015f\u0131l\u0131p anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 denetleme \u015fans\u0131 bulur. S\u00fcrecin herhangi bir a\u015famas\u0131nda mesaj\u0131n do\u011fru iletilmesini veya alg\u0131lanmas\u0131n\u0131 engelleyen fiziksel, psikolojik veya anlamsal fakt\u00f6rlerin tamam\u0131 ise G\u00fcr\u00fclt\u00fc olarak tan\u0131mlan\u0131r. Ba\u015far\u0131l\u0131 bir ileti\u015fim i\u00e7in kaynak ve al\u0131c\u0131n\u0131n ortak bir deneyim alan\u0131na veya referans \u00e7er\u00e7evesine sahip olmas\u0131, mesaj\u0131n do\u011fru kodlan\u0131p do\u011fru \u00e7\u00f6z\u00fcmlenmesi a\u00e7\u0131s\u0131ndan kritik \u00f6neme sahiptir.\r\n\r\nHaydi \u015fimdi buraya kadar olan bilgilerimizi k\u0131saca s\u0131nayal\u0131m.\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"postbox h5p-sidebar\">\r\n<div class=\"h5p-action-bar-settings h5p-panel\">\r\n\r\n<code>[h5p id=\"2\"]<\/code>\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"postbox h5p-sidebar\">\u015eimdi de a\u015fa\u011f\u0131daki etkile\u015fimli videoyu izlerken kar\u015f\u0131n\u0131za \u00e7\u0131kacak olan sorular\u0131 \u00e7\u00f6zelim.<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div>\r\n<div class=\"postbox h5p-sidebar\">\r\n<div class=\"h5p-action-bar-settings h5p-panel\"><code>[h5p id=\"3\"]\r\n<\/code><\/div>\r\n<div><\/div>\r\n<div>Yukar\u0131da \u00f6\u011frendiklerimizi peki\u015ftirecek bir senaryo etkinli\u011fi yapal\u0131m.<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div>\r\n<div class=\"postbox h5p-sidebar\">\r\n<div class=\"h5p-action-bar-settings h5p-panel\"><code>[h5p id=\"4\"]<\/code><\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"postbox h5p-sidebar\"><\/div>\r\n<div>\r\n<h3 id=\"yui_3_18_1_1_1765624827298_19\" class=\"main page-section-title-hide\">2. \u0130leti\u015fimin \u0130\u015flevleri: Bireysel ve Toplumsal Boyutlar<\/h3>\r\n<\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765624827298_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765624827298_13\" class=\"no-overflow\">\r\n<p id=\"yui_3_18_1_1_1765624827298_12\">\u0130nsan neden ileti\u015fim kurar ve bu s\u00fcre\u00e7 bireyin 'var olma' m\u00fccadelesinde nas\u0131l bir rol oynar? Bu mod\u00fclde, ileti\u015fimin sadece bilgi aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131; ayn\u0131 zamanda psikolojik dengeyi koruyan ve toplumsal yap\u0131y\u0131 bir arada tutan b\u00fct\u00fcnle\u015ftirici i\u015flevlerini ke\u015ffedeceksiniz. Bireysel benlikten toplumsal uyuma uzanan bu s\u00fcre\u00e7te, ileti\u015fimin hayat\u0131 \u015fekillendiren \u00e7ok y\u00f6nl\u00fc dinamiklerini inceleyeceksiniz.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"singlebutton\"><\/div>\r\n<div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>\u0130leti\u015fimin bireysel ve toplumsal i\u015flevlerini s\u0131n\u0131fland\u0131rabilme.<\/li>\r\n \t<li>\u0130leti\u015fimin, bireyin benlik alg\u0131s\u0131n\u0131n olu\u015fumundaki ve toplumun k\u00fclt\u00fcrel s\u00fcreklili\u011findeki rol\u00fcn\u00fc tart\u0131\u015fabilme.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Anahtar S\u00f6zc\u00fckler:<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div id=\"yui_3_18_1_1_1765624827298_39\"><span id=\"yui_3_18_1_1_1765624827298_41\">Var Olma, <\/span>Sosyalle\u015fme, Bilgi Edinme, <span id=\"yui_3_18_1_1_1765624827298_38\">\u0130kna ve Etkileme, <\/span>K\u00fclt\u00fcrel Aktar\u0131m, E\u011flendirme, B\u00fct\u00fcnle\u015ftirme<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<div><\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\u0130leti\u015fim, insan\u0131n sadece biyolojik varl\u0131\u011f\u0131n\u0131 s\u00fcrd\u00fcrmesi i\u00e7in de\u011fil, ayn\u0131 zamanda psikolojik dengesini korumas\u0131 ve toplumsal bir varl\u0131k olarak kendini ger\u00e7ekle\u015ftirmesi i\u00e7in de hayati i\u015flevlere sahiptir. \u0130leti\u015fim olmaks\u0131z\u0131n insan\u0131n ne d\u00fc\u015f\u00fcnebilmesi, ne karar verebilmesi ne de herhangi bir sosyal etkinlikte bulunabilmesi m\u00fcmk\u00fcnd\u00fcr. \u0130leti\u015fim, bireylerin kendi i\u00e7 d\u00fcnyalar\u0131ndaki anlam aray\u0131\u015flar\u0131ndan toplumlar\u0131n k\u00fclt\u00fcrel miraslar\u0131n\u0131 gelecek ku\u015faklara aktarmalar\u0131na kadar uzanan geni\u015f bir yelpazede g\u00f6revler \u00fcstlenir. \u0130leti\u015fim [pb_glossary id=\"63\"]bireysel boyutta[\/pb_glossary] ve [pb_glossary id=\"64\"]toplumsal boyutta[\/pb_glossary] bireylere katk\u0131lar sa\u011flar.<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765634990627_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765634990627_13\" class=\"no-overflow\">\r\n<p id=\"yui_3_18_1_1_1765634990627_12\">Bir mesaj zihninizden \u00e7\u0131k\u0131p kar\u015f\u0131 tarafa ula\u015fana kadar hangi filtrelerden ge\u00e7er? Bu mod\u00fclde ileti\u015fimin anatomisini ke\u015ffedeceksiniz. Kaynak ve al\u0131c\u0131 aras\u0131ndaki kodlama\/kod a\u00e7ma trafi\u011fini \u015fematize etmeyi \u00f6\u011frenecek; ileti\u015fimi sabote eden 'g\u00fcr\u00fclt\u00fc' engellerini (fiziksel, psikolojik, anlamsal) nas\u0131l tespit edip a\u015fabilece\u011finizi g\u00f6receksiniz.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\"><\/div>\r\n<\/div>\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\"><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.26562em; word-spacing: normal;\">2.1. Kaynak (G\u00f6nderici) ve Kodlama S\u00fcreci<\/span><\/div>\r\n<\/div>\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n\r\n<strong>Kaynak (G\u00f6nderici)<\/strong>\r\n\r\n\u0130leti\u015fim s\u00fcrecini ba\u015flatan, bir mesaj\u0131 olu\u015fturan veya bir s\u00fcreci kurgulayan ki\u015fi, grup ya da kurum \"kaynak\" (g\u00f6nderici) olarak adland\u0131r\u0131l\u0131r. Kaynak, sahip oldu\u011fu duygu, d\u00fc\u015f\u00fcnce, bilgi veya iste\u011fi kar\u015f\u0131 tarafa aktarmak amac\u0131yla harekete ge\u00e7en taraft\u0131r.\r\n\r\n\u0130leti\u015fim, kayna\u011f\u0131n bir niyeti veya amac\u0131 ile ba\u015flar; kaynak gereksinimlerini belirtmek, bilgi aktarmak, ili\u015fki kurmak veya duygular\u0131n\u0131 payla\u015fmak gibi ama\u00e7larla ileti\u015fim giri\u015fiminde bulunur. Kayna\u011f\u0131n temel hedefi, uygun ara\u00e7lar\u0131 kullanarak kendi zihninde tasarlad\u0131\u011f\u0131 d\u00fc\u015f\u00fcnceyi hedefteki bireyde de olu\u015fturabilmektir.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<strong>Kodlama (Encoding)<\/strong>\r\n\r\nKayna\u011f\u0131n ileti\u015fimi ba\u015flatabilmesi i\u00e7in zihnindeki soyut d\u00fc\u015f\u00fcnceleri, al\u0131c\u0131 taraf\u0131ndan alg\u0131lanabilir hale getirmesi gerekir. Bu i\u015fleme kodlama (encoding) denir. Kodlama; bilginin, d\u00fc\u015f\u00fcncenin veya duygunun, al\u0131c\u0131 taraf\u0131ndan anla\u015f\u0131labilecek sembollere (dil, yaz\u0131, resim, jestler) d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi i\u015flemidir. Kod kavram\u0131, en temel anlam\u0131yla \"herhangi bir \u015feyin bir ba\u015fka \u015feyle temsil edilmesi\"dir.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Anahtar \u00e7\u0131kar\u0131mlar.<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<table style=\"border-collapse: collapse; width: 100%; height: 49px;\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 14px;\">\r\n<td style=\"width: 50%; height: 14px;\"><strong id=\"yui_3_18_1_1_1765634990627_26\">Dar Se\u00e7enekli Uzla\u015fma<\/strong><\/td>\r\n<td style=\"width: 50%; height: 14px;\"><strong id=\"yui_3_18_1_1_1765634990627_29\">Geni\u015f Se\u00e7enekli Uzla\u015fma<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 25px;\">\r\n<td style=\"width: 50%; height: 25px;\">Zihnimizdeki \"yuvarlak, plastik oyun arac\u0131\" kavram\u0131n\u0131 \"top\" kelimesiyle kodlamak gibi somut kavramlard\u0131r.<\/td>\r\n<td style=\"width: 50%; height: 25px;\">Jest ve mimiklerin kullan\u0131ld\u0131\u011f\u0131 s\u00f6zel olmayan kodlar (\u00f6rne\u011fin ba\u015f\u0131 sa\u011fa sola sallamak) gibi k\u00fclt\u00fcre g\u00f6re de\u011fi\u015febilen kavramlard\u0131r.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 10px;\">\r\n<td style=\"width: 50%; height: 10px;\"><\/td>\r\n<td style=\"width: 50%; height: 10px;\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<div class=\"textbox__content\"><\/div>\r\n<div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Temel \u00c7\u0131kar\u0131m<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">Bir yeti\u015fkinin ileti\u015fim s\u00fcrecinde kaynak; ileti\u015fim kurmak i\u00e7in bir amaca (edims\u00f6z) sahiptir ve bu amac\u0131 yerine getirmek i\u00e7in bir s\u00f6zce veya davran\u0131\u015ftan (d\u00fczs\u00f6z) yararlanarak kodlama yapar.<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>\u00d6rnek: Kod Uzla\u015fmas\u0131<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBir doktorun (kaynak), hastas\u0131na te\u015fhisini anlat\u0131rken t\u0131bbi terimleri zihninde sadele\u015ftirerek hastan\u0131n anlayaca\u011f\u0131 g\u00fcndelik dile \u00e7evirmesi bir kodlama i\u015flemidir. E\u011fer doktor, hastan\u0131n bilmedi\u011fi teknik terimlerle konu\u015fursa (hatal\u0131 kodlama), kaynak ve al\u0131c\u0131 aras\u0131ndaki \"kod uzla\u015fmas\u0131\" sa\u011flanamad\u0131\u011f\u0131 i\u00e7in ileti\u015fim ba\u015far\u0131s\u0131z olur.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<header class=\"textbox__header\"><\/header>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Kayna\u011f\u0131n Ba\u015far\u0131s\u0131 Nelere Ba\u011fl\u0131d\u0131r?<\/strong>\r\n\r\nKayna\u011f\u0131n ba\u015far\u0131s\u0131; bilgi d\u00fczeyi, ileti\u015fim becerisi, sosyo-k\u00fclt\u00fcrel seviyesi ve g\u00fcvenilirli\u011fine ba\u011fl\u0131d\u0131r. Kaynak ne kadar donan\u0131ml\u0131 ve g\u00fcvenilirse, mesaj\u0131n al\u0131c\u0131 taraf\u0131ndan kabul edilme olas\u0131l\u0131\u011f\u0131 o kadar artar.\r\n\r\n<\/div>\r\n&nbsp;\r\n<div id=\"yui_3_18_1_1_1765635683726_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765635683726_13\" class=\"no-overflow\">\r\n<p id=\"yui_3_18_1_1_1765635683726_12\"><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal; font-style: italic;\">2.2. \u0130leti (Mesaj)<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n\r\n\u0130leti veya mesaj; ileti\u015fim s\u00fcrecinin \u00f6z\u00fcn\u00fc olu\u015fturan, kayna\u011f\u0131n al\u0131c\u0131ya g\u00f6ndermek istedi\u011fi duygu, d\u00fc\u015f\u00fcnce, istek, bilgi veya kan\u0131n\u0131n uygun sembollerle kodlanm\u0131\u015f halidir. Kayna\u011f\u0131n zihnindeki soyut d\u00fc\u015f\u00fcncelerin somutla\u015fm\u0131\u015f fiziksel bir \u00fcr\u00fcn\u00fc olan ileti, ileti\u015fim s\u00fcrecinin d\u00fc\u011f\u00fcmlendi\u011fi noktad\u0131r.\r\n\r\nMesajlar sadece s\u00f6zel (konu\u015fma ve yaz\u0131) kodlardan olu\u015fmaz; ayn\u0131 zamanda beden dili, ses tonu, g\u00f6rseller, jestler ve hatta sessizlik gibi s\u00f6zel olmayan unsurlar\u0131 da kapsayan geni\u015f bir yelpazede kurgulanabilir.\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Anahtar \u00e7\u0131kar\u0131mlar.<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<table style=\"border-collapse: collapse; width: 100.532%; height: 48px;\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 48px;\">\r\n<td style=\"width: 50%; height: 48px;\"><strong>\u00a0\u0130\u00e7erik (Ne S\u00f6yledi?)<\/strong>\r\n\r\nMesaj\u0131n anlam boyutudur. Kayna\u011f\u0131n aktarmak istedi\u011fi \u00f6z bilgiyi ifade eder.<\/td>\r\n<td style=\"width: 50%; height: 48px;\"><strong>Yap\u0131 (Nas\u0131l S\u00f6yledi?)<\/strong>\r\n\r\nAnlam\u0131n hangi simgelerle ve \u00fcslupla d\u00fczenlendi\u011fidir. \u0130leti\u015fim \u00e7at\u0131\u015fmalar\u0131n\u0131n \u00e7o\u011fu buradan kaynaklan\u0131r.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>\u00d6rnek: \u00dcslubun G\u00fcc\u00fc<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBir y\u00f6neticinin \u00e7al\u0131\u015fan\u0131na\u00a0<em>\"Raporu yar\u0131na kadar bitir\"<\/em>\u00a0demesi i\u00e7eriktir. Ancak bu c\u00fcmlenin sert bir ses tonuyla (emir) veya yumu\u015fak bir ses tonuyla (rica) s\u00f6ylenmesi yap\u0131d\u0131r. \"Tatl\u0131 dil y\u0131lan\u0131 deli\u011finden \u00e7\u0131kar\u0131r\" atas\u00f6z\u00fc, mesaj\u0131n yap\u0131s\u0131n\u0131n \u00f6nemini vurgular.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<h3>Mesaj\u0131n Etkili Olma \u015eartlar\u0131<\/h3>\r\n<ul>\r\n \t<li>\u2713A\u00e7\u0131k, net, anla\u015f\u0131l\u0131r olmal\u0131 ve do\u011fru zamanda iletilmelidir.<\/li>\r\n \t<li>\u2713Hedef kitlenin bilgi d\u00fczeyine, de\u011ferlerine ve toplumsal yap\u0131s\u0131na uygun sembollerle kodlanmal\u0131d\u0131r.<\/li>\r\n \t<li>\u2713Kaynak ve al\u0131c\u0131 aras\u0131nda\u00a0<strong>\"ortak referans \u00e7er\u00e7evesi\"<\/strong>\u00a0olu\u015fturulmal\u0131d\u0131r. Aksi takdirde mesaj \"g\u00fcr\u00fclt\u00fc\"ye d\u00f6n\u00fc\u015ferek etkisini yitirir.<\/li>\r\n<\/ul>\r\n<div id=\"yui_3_18_1_1_1765635895959_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765635895959_13\" class=\"no-overflow\">\r\n<p id=\"yui_3_18_1_1_1765635895959_12\"><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal; font-style: italic;\">2.3. Kanal (Ara\u00e7) ve Ortam<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n<div class=\"box py-3 contents\">\r\n<div class=\"no-overflow\">\r\n<div>\r\n<div>\r\n<h3>Kanal Nedir?<\/h3>\r\n\u0130leti\u015fim s\u00fcrecinin \u00f6nemli bir \u00f6gesi olan kanal, mesaj\u0131n kaynaktan al\u0131c\u0131ya ak\u0131\u015f\u0131n\u0131 sa\u011flayan fiziksel yol, k\u00f6pr\u00fc veya ortamd\u0131r. Kaynak taraf\u0131ndan zihinde kodlanan duygu ve d\u00fc\u015f\u00fcnceler, bo\u015flukta kendi ba\u015flar\u0131na hareket edemezler; \u0131\u015f\u0131k dalgalar\u0131, ses dalgalar\u0131, telefon kablolar\u0131 veya sinir sistemi gibi fiziksel ta\u015f\u0131y\u0131c\u0131lara ihtiya\u00e7 duyarlar.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Anahtar \u00e7\u0131kar\u0131mlar.<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Akademik Ayr\u0131m: Kanal vs. Ara\u00e7 <\/strong>\r\n\r\nLiterat\u00fcrde bu iki kavram bazen ayr\u0131\u015ft\u0131r\u0131l\u0131r:\r\n<ul>\r\n \t<li><strong>Kanal<\/strong>, sinyalin ge\u00e7ti\u011fi fiziksel ortamken (\u00f6rn. ses dalgas\u0131);<\/li>\r\n \t<li><strong>Ara\u00e7<\/strong>, mesaj\u0131 sinyale d\u00f6n\u00fc\u015ft\u00fcren teknik veya fiziksel nesnedir (\u00f6rn. telefon veya ses telleri).<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<p id=\"yui_3_18_1_1_1765635895959_25\">\u0130leti\u015fim ara\u00e7lar\u0131, mesaj\u0131 iletme bi\u00e7imlerine g\u00f6re genel olarak \u00fc\u00e7 grupta s\u0131n\u0131fland\u0131r\u0131l\u0131r:<\/p>\r\n\r\n<div><\/div>\r\n<div>\r\n<table style=\"border-collapse: collapse; width: 100%;\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 33.3333%;\"><strong>Sunumsal Ara\u00e7lar<\/strong>\u0130nsan\u0131n sesi, y\u00fcz\u00fc ve bedeni gibi do\u011fal varl\u0131\u011f\u0131n\u0131 kullanan ara\u00e7lard\u0131r. \"\u015eimdi ve burada\" olmay\u0131 zorunlu k\u0131lar.\r\n\r\n<em>\u00d6rn: Y\u00fcz y\u00fcze ileti\u015fim, jest ve mimikler.<\/em><\/td>\r\n<td style=\"width: 33.3333%;\"><strong>Temsili Ara\u00e7lar<\/strong>K\u00fclt\u00fcrel ve estetik uzla\u015f\u0131mlar\u0131 kullan\u0131r. \u0130leti\u015fimci orada olmasa bile varl\u0131\u011f\u0131n\u0131 s\u00fcrd\u00fcrebilen eserler yarat\u0131r.\r\n\r\n<em>\u00d6rn: Yaz\u0131, resim, foto\u011fraf, heykel.<\/em><\/td>\r\n<td style=\"width: 33.3333%;\"><strong>Mekanik Ara\u00e7lar<\/strong>Di\u011fer ara\u00e7lar\u0131 m\u00fchendislik kanallar\u0131yla zaman ve mek\u00e2n s\u0131n\u0131rlar\u0131n\u0131 a\u015farak ileten teknolojik ara\u00e7lard\u0131r.\r\n\r\n<em>\u00d6rn: Telefon, radyo, TV, internet.<\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765625433798_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765625433798_13\" class=\"no-overflow\">\r\n<h3>Kanal Se\u00e7imi Neden \u00d6nemlidir?<\/h3>\r\nKanal se\u00e7imi, ileti\u015fimin ba\u015far\u0131s\u0131n\u0131 ve mesaj\u0131n al\u0131c\u0131 \u00fczerindeki etkisini do\u011frudan belirler. Kaynak; hedef kitlenin \u00f6zelliklerine, mesaj\u0131n aciliyetine ve maliyetine en uygun kanal\u0131 se\u00e7melidir.\r\n<ul>\r\n \t<li><strong>Duygusal ve Karma\u015f\u0131k Mesajlar:<\/strong>\u00a0Geri bildirimin anl\u0131k oldu\u011fu y\u00fcz y\u00fcze ileti\u015fim (Sunumsal) tercih edilmelidir.<\/li>\r\n \t<li><strong>Resmi ve Kal\u0131c\u0131 Mesajlar:<\/strong> Kesinlik ve hukuki ba\u011flay\u0131c\u0131l\u0131k i\u00e7in yaz\u0131l\u0131 kanallar (Temsili) tercih edilmelidir.<\/li>\r\n<\/ul>\r\n<div id=\"yui_3_18_1_1_1765635895959_23\" class=\"box py-3 contents\">\r\n<div id=\"yui_3_18_1_1_1765635895959_22\" class=\"no-overflow\">\r\n<div id=\"yui_3_18_1_1_1765635895959_21\">\r\n<div id=\"yui_3_18_1_1_1765635895959_33\">\r\n<div id=\"yui_3_18_1_1_1765635895959_34\">\r\n<div class=\"textbox\">\r\n\r\n\u0130pucu:\u00a0\u0130leti\u015fim s\u00fcrecinde tek bir kanal yerine birden fazla duyuya (g\u00f6rme, i\u015fitme vb.) ayn\u0131 anda hitap eden\u00a0<strong>\u00e7oklu kanallar\u0131n kullan\u0131lmas\u0131<\/strong>, mesaj\u0131n hat\u0131rlanma oran\u0131n\u0131 ve etkisini art\u0131rmaktad\u0131r.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<h6><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">2.4. Al\u0131c\u0131 (Hedef) ve Kod A\u00e7ma (Decoding)<\/span><\/h6>\r\n<span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">Al\u0131c\u0131 Kimdir?<\/span>\r\n<div id=\"yui_3_18_1_1_1765636102351_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765636102351_13\" class=\"no-overflow\">\r\n<div class=\"box py-3 contents\">\r\n<div class=\"no-overflow\">\r\n\r\n\u0130leti\u015fim s\u00fcrecinin tamamlanabilmesi i\u00e7in mesaj\u0131n sadece g\u00f6nderilmesi yetmez; bu mesaj\u0131n bir hedef taraf\u0131ndan al\u0131nmas\u0131 ve anlamland\u0131r\u0131lmas\u0131 gerekir. Al\u0131c\u0131 (hedef); kayna\u011f\u0131n g\u00f6nderdi\u011fi mesaj\u0131n ula\u015fmas\u0131 ama\u00e7lanan, bu mesaj\u0131 duyu organlar\u0131yla alan, alg\u0131layan ve zihinsel s\u00fcre\u00e7lerden ge\u00e7irerek yorumlayan ki\u015fi, grup ya da kitle olarak tan\u0131mlan\u0131r.\r\n<div>\u0130leti\u015fim s\u00fcrecinde kaynak ve al\u0131c\u0131 olmak \u00fczere iki temel taraf bulunmakla birlikte,\u00a0<strong>\"hedef\"<\/strong>\u00a0(mesaj\u0131n ula\u015fmas\u0131 arzu edilen ki\u015fi) ile\u00a0<strong>\"al\u0131c\u0131\"\u00a0<\/strong>(mesaj\u0131 fiilen alan ki\u015fi) aras\u0131nda bir ayr\u0131m yapmak gerekebilir; zira mesaj her zaman hedeflenen ki\u015fiye ula\u015fmayabilir veya hedeflenmeyen ki\u015filerce de al\u0131nabilir.<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">Kod A\u00e7ma (Decoding)<\/span><\/div>\r\n<div>\r\n\r\nAl\u0131c\u0131n\u0131n ileti\u015fim s\u00fcrecindeki en kritik i\u015flevi, kaynaktan gelen sinyalleri (s\u00f6z, yaz\u0131, i\u015faret) anlaml\u0131 bir bilgiye d\u00f6n\u00fc\u015ft\u00fcrmektir. Bu i\u015fleme kod a\u00e7ma (decoding) ad\u0131 verilir. Kod a\u00e7ma; ses veya \u0131\u015f\u0131k dalgalar\u0131 arac\u0131l\u0131\u011f\u0131yla gelen fiziksel iletilerin, beyinde tekrar fikirlere, duygulara ve anlamlara d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi eylemidir.\r\n\r\nAl\u0131c\u0131 bu s\u00fcre\u00e7te pasif bir dinleyici konumunda de\u011fildir; aksine kendi bilgi birikimi, tutumlar\u0131, inan\u00e7lar\u0131, ge\u00e7mi\u015f deneyimleri, \u00f6nyarg\u0131lar\u0131 ve i\u00e7inde bulundu\u011fu duygusal duruma g\u00f6re mesaj\u0131 s\u00fczer ve aktif bir \u015fekilde yorumlar.\r\n\r\n<\/div>\r\n<h3>Etkin \u0130leti\u015fim ve Referans \u00c7er\u00e7evesi<\/h3>\r\nEtkili bir ileti\u015fimden s\u00f6z edebilmek i\u00e7in, kayna\u011f\u0131n kodlad\u0131\u011f\u0131 anlam ile al\u0131c\u0131n\u0131n kodunu a\u00e7t\u0131\u011f\u0131 anlam\u0131n \u00f6rt\u00fc\u015fmesi gerekir; buna \"etkin ileti\u015fim\" denir. Bu \u00f6rt\u00fc\u015fmenin sa\u011flanmas\u0131, kaynak ve al\u0131c\u0131n\u0131n ortak referans \u00e7er\u00e7evesine (deneyim alan\u0131na) sahip olmalar\u0131na ba\u011fl\u0131d\u0131r. E\u011fer al\u0131c\u0131, kayna\u011f\u0131n kulland\u0131\u011f\u0131 kodu (dili, jargonu veya k\u00fclt\u00fcrel sembolleri) bilmiyorsa veya bu sembollere farkl\u0131 bir anlam y\u00fckl\u00fcyorsa, mesaj fiziksel olarak iletilse bile ileti\u015fim anlamsal olarak ger\u00e7ekle\u015fmez.\r\n\r\n\u0130leti\u015fimde \u00e7o\u011fu zaman \"niyetten\" ziyade \"yorumlama\" \u00f6n plana \u00e7\u0131kar. Al\u0131c\u0131n\u0131n bir davran\u0131\u015f\u0131 veya s\u00f6z\u00fc nas\u0131l yorumlad\u0131\u011f\u0131, kayna\u011f\u0131n ne anlatmak istedi\u011finden daha belirleyici olabilir ve sonraki ileti\u015fim s\u00fcrecini bu yorum \u015fekillendirir.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">\u00d6rnek<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBir turistin kendi k\u00fclt\u00fcr\u00fcnde \"her \u015fey yolunda\" anlam\u0131na gelen bir el i\u015faretini (kodlama) kullanmas\u0131, bu i\u015faretin \"hakaret\" kabul edildi\u011fi bir k\u00fclt\u00fcrdeki yerel halk (al\u0131c\u0131) taraf\u0131ndan sald\u0131rganl\u0131k olarak yorumlanabilir (hatal\u0131 kod a\u00e7ma). Bu durum, kaynak ve al\u0131c\u0131n\u0131n k\u00fclt\u00fcrel referans \u00e7er\u00e7evelerinin farkl\u0131 olmas\u0131ndan kaynaklanan bir ileti\u015fim kazas\u0131d\u0131r.\r\n\r\n<\/div>\r\n<\/div>\r\n<span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">2.5. Geri Bildirim (D\u00f6n\u00fct)<\/span>\r\n\r\nD\u00f6ng\u00fcsel S\u00fcre\u00e7 ve Kontrol\r\n\r\n\u0130leti\u015fim s\u00fcrecinin son ve tamamlay\u0131c\u0131 halkas\u0131 olan geri bildirim (d\u00f6n\u00fct veya yans\u0131ma), al\u0131c\u0131n\u0131n kayna\u011f\u0131n g\u00f6nderdi\u011fi mesaja verdi\u011fi tepki veya yan\u0131tt\u0131r. Bu tepki, ileti\u015fimi tek y\u00f6nl\u00fc bir bilgi aktar\u0131m\u0131 (monolog) olmaktan \u00e7\u0131kar\u0131p, kaynak ve al\u0131c\u0131 aras\u0131nda kar\u015f\u0131l\u0131kl\u0131 bir etkile\u015fime ve dairesel bir s\u00fcrece d\u00f6n\u00fc\u015ft\u00fcren en hayati unsurdur.\r\n\r\n&nbsp;\r\n<div><strong>Kontrol Mekanizmas\u0131 \u0130\u015flevi: <\/strong>Geri bildirim sayesinde kaynak, g\u00f6nderdi\u011fi mesaj\u0131n al\u0131c\u0131 taraf\u0131ndan al\u0131n\u0131p al\u0131nmad\u0131\u011f\u0131n\u0131, do\u011fru bir \u015fekilde anla\u015f\u0131l\u0131p anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 kontrol etme \u015fans\u0131 bulur; bu y\u00f6n\u00fcyle geri bildirim, s\u00fcrecin ba\u015far\u0131s\u0131n\u0131 \u00f6l\u00e7en bir \"kontrol mekanizmas\u0131\"d\u0131r.<\/div>\r\n<div><\/div>\r\n<div>\r\n<table style=\"border-collapse: collapse; width: 100%;\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 50%;\"><strong>S\u00f6zel Geri Bildirim<\/strong>Al\u0131c\u0131n\u0131n tepkisi; bir soru sormak, onaylamak veya itiraz etmek gibi konu\u015fma yoluyla (cevap vermek) ger\u00e7ekle\u015fir.<\/td>\r\n<td style=\"width: 50%;\"><strong>S\u00f6zel Olmayan Geri Bildirim<\/strong>Ba\u015f sallamak, g\u00fcl\u00fcmsemek, ka\u015f \u00e7atmak, alk\u0131\u015flamak, bak\u0131\u015flar\u0131 ka\u00e7\u0131rmak veya sessiz kalmak gibi jest ve mimiklerle ger\u00e7ekle\u015fir.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765625433798_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765625433798_13\" class=\"no-overflow\">\r\n<div class=\"box py-3 branchbuttoncontainer horizontal\">\r\n<div class=\"singlebutton\">\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>\u00d6rnek: Anl\u0131k D\u00fczenleme<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBir \u00f6\u011fretmenin ders anlat\u0131rken \u00f6\u011frencilerin g\u00f6zlerindeki \u015fa\u015fk\u0131nl\u0131k ifadesini veya sessizle\u015fmelerini (s\u00f6zs\u00fcz geri bildirim) fark edip, mesaj\u0131n anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 d\u00fc\u015f\u00fcnerek konuyu tekrar anlatmas\u0131, geri bildirimin s\u00fcreci nas\u0131l anl\u0131k olarak d\u00fczenledi\u011fini ve kayna\u011fa d\u00fczeltme imk\u00e2n\u0131 verdi\u011fini g\u00f6sterir.\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Roller ve Zamanlama<\/h3>\r\n<ul>\r\n \t<li><strong>\ud83d\udd00 Rol De\u011fi\u015fimi: <\/strong>Geri bildirim verildi\u011fi anda ileti\u015fimdeki roller de\u011fi\u015fir; ilk mesaj\u0131n al\u0131c\u0131s\u0131 art\u0131k kaynak, ilk kaynak ise al\u0131c\u0131 konumuna ge\u00e7er ve s\u00fcre\u00e7 d\u00f6ng\u00fcsel olarak devam eder.<\/li>\r\n \t<li><strong>\ud83d\udc4d\ud83d\udc4e Olumlu ve Olumsuz: <\/strong>Geri bildirim olumlu (mesaj\u0131n anla\u015f\u0131ld\u0131\u011f\u0131n\u0131\/desteklendi\u011fini g\u00f6steren) veya olumsuz (anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131\/reddedildi\u011fini g\u00f6steren) olabilir.<\/li>\r\n \t<li><strong>\u23f3 Zamanlama (Kitle \u0130leti\u015fimi vs Dijital): <\/strong>Y\u00fcz y\u00fcze ileti\u015fimde geri bildirim e\u015f zamanl\u0131d\u0131r. Geleneksel kitle ileti\u015fiminde s\u00fcre\u00e7 dolayl\u0131 ve gecikmeli olabilirken (okuyucu mektuplar\u0131), g\u00fcn\u00fcm\u00fcz dijital medya ortamlar\u0131 bu gecikmeyi ortadan kald\u0131rarak anl\u0131k geri bildirimi m\u00fcmk\u00fcn k\u0131lm\u0131\u015ft\u0131r.<\/li>\r\n<\/ul>\r\n<h5><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">3.\u0130leti\u015fimin \u0130\u015flevleri: Bireysel ve Toplumsal Boyutlar<\/span><\/h5>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n\r\n\u0130nsan neden ileti\u015fim kurar ve bu s\u00fcre\u00e7 bireyin 'var olma' m\u00fccadelesinde nas\u0131l bir rol oynar? Bu mod\u00fclde, ileti\u015fimin sadece bilgi aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131; ayn\u0131 zamanda psikolojik dengeyi koruyan ve toplumsal yap\u0131y\u0131 bir arada tutan b\u00fct\u00fcnle\u015ftirici i\u015flevlerini ke\u015ffedeceksiniz. Bireysel benlikten toplumsal uyuma uzanan bu s\u00fcre\u00e7te, ileti\u015fimin hayat\u0131 \u015fekillendiren \u00e7ok y\u00f6nl\u00fc dinamiklerini inceleyeceksiniz.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n\u0130leti\u015fimin i\u015flevlerini tan\u0131mlayabilme\r\n\r\n\u0130leti\u015fimin insan\u0131n ki\u015filik \u00f6zellikleri \u00fcst\u00fcndeki etkisini belirleyebilme\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Anahtar s\u00f6zc\u00fckler:<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\u0130leti\u015fimin i\u015flevleri, Ki\u015filik,<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.42425em; font-style: italic; word-spacing: normal;\">3.1. Bireysel \u0130\u015flevler: Var Olma, \u0130li\u015fki Kurma ve Ki\u015filik Geli\u015fimi<\/span><\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765625433798_25\" class=\"box py-3 contents\">\r\n<div id=\"yui_3_18_1_1_1765625433798_24\" class=\"no-overflow\">\r\n<div id=\"yui_3_18_1_1_1765625433798_23\">\r\n<div>\r\n<p id=\"yui_3_18_1_1_1765625433798_20\">\u0130leti\u015fim, bireyin sadece biyolojik devaml\u0131l\u0131\u011f\u0131 i\u00e7in de\u011fil, ayn\u0131 zamanda psikolojik ve toplumsal varolu\u015fu i\u00e7in de vazge\u00e7ilmez bir s\u00fcre\u00e7tir. \u0130leti\u015fim olmaks\u0131z\u0131n insan\u0131n ne d\u00fc\u015f\u00fcnebilmesi, ne karar verebilmesi ne de herhangi bir sosyal etkinlikte bulunabilmesi m\u00fcmk\u00fcnd\u00fcr.<\/p>\r\n\u0130nsan\u0131n kendi varl\u0131\u011f\u0131n\u0131n bilincine varmas\u0131, d\u00fc\u015f\u00fcnmesi, duygular\u0131n\u0131n fark\u0131nda olmas\u0131 ve ki\u015fisel ihtiya\u00e7lar\u0131n\u0131 tan\u0131mlamas\u0131 ancak ileti\u015fim sayesinde ger\u00e7ekle\u015fir. Bu kapsamda ileti\u015fimin bireysel i\u015flevleri; var olma m\u00fccadelesi, ili\u015fkilerin geli\u015ftirilmesi ve ki\u015fili\u011fin in\u015fas\u0131 olmak \u00fczere \u00fc\u00e7 temel boyutta incelenebilir.\r\n<h5 id=\"yui_3_18_1_1_1765625433798_30\">3.1.1. Var Olma ve Temel Gereksinimlerin Giderilmesi<\/h5>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n<p id=\"yui_3_18_1_1_1765625433798_32\">Sosyal bir varl\u0131k olan insan, di\u011ferlerinden yal\u0131t\u0131lm\u0131\u015f bir \u015fekilde uzun s\u00fcre ya\u015fam\u0131n\u0131 s\u00fcrd\u00fcremez. Sosyal ya\u015fam\u0131n i\u015fleyi\u015fi, insan\u0131n di\u011fer insanlarla ileti\u015fimini zorunlu k\u0131lar. Birey i\u00e7in var olman\u0131n temel amac\u0131, bir yandan toplumla b\u00fct\u00fcnle\u015firken di\u011fer yandan d\u00fc\u015f\u00fcnce, duygu ve davran\u0131\u015flar\u0131 ile kabul edilmi\u015f bir insan kimli\u011finin sayg\u0131nl\u0131\u011f\u0131n\u0131 elde etmektir.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div>\u0130nsanlar\u0131n [pb_glossary id=\"66\"]fizyolojik ihtiya\u00e7lar\u0131[\/pb_glossary] ve [pb_glossary id=\"67\"]psiko-sosyal ihtiya\u00e7lar\u0131[\/pb_glossary] bulunmaktad\u0131r.<\/div>\r\n<div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\"><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765625433798_31\">\r\n<p id=\"yui_3_18_1_1_1765625433798_35\">Birey, ileti\u015fim kurarak bu ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lar ve fizyolojik ile psiko-sosyal doyuma ula\u015f\u0131r. \u00d6rne\u011fin, bir bireyin zorunlu veya yarat\u0131lm\u0131\u015f gereksinimlerini gidermesi, arzular\u0131n\u0131 yerine getirmesi ve kendisini tan\u0131mlamas\u0131 ileti\u015fim sayesinde m\u00fcmk\u00fcn olur.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<h6><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.26562em; word-spacing: normal;\">3.1.2. \u0130li\u015fki Kurma ve Geli\u015ftirme<\/span><\/h6>\r\n<div>\r\n<p id=\"yui_3_18_1_1_1765625433798_38\">\u0130nsanlar\u0131n en temel gereksinimlerinin ba\u015f\u0131nda sevmek, sevilmek ve sayg\u0131 duymak gelir. Ki\u015fileraras\u0131 ileti\u015fim kurman\u0131n temelinde bu ihtiya\u00e7lar\u0131n kar\u015f\u0131lanmas\u0131 yatar. Bireyler kurduklar\u0131 ileti\u015fim yoluyla yaln\u0131zl\u0131k, gerginlik ve soyutlanm\u0131\u015fl\u0131k duygular\u0131n\u0131 azaltmakta; sa\u011flad\u0131klar\u0131 payla\u015f\u0131mlarla \u00e7aresizliklerini gidermektedirler. Bu noktada [pb_glossary id=\"69\"]ili\u015fkilerin s\u00fcrd\u00fcr\u00fclebilirli\u011fi[\/pb_glossary] de \u00f6nemli bir konudur.<\/p>\r\n\r\n<\/div>\r\n<h3 id=\"yui_3_18_1_1_1765625433798_41\">3.1.3. Ki\u015filik Geli\u015fimi ve Benlik Alg\u0131s\u0131<\/h3>\r\n<p id=\"yui_3_18_1_1_1765625433798_43\">\u0130leti\u015fimin en kritik bireysel i\u015flevlerinden biri, bireylerde sa\u011fl\u0131kl\u0131 bir ki\u015filik geli\u015ftirme s\u00fcrecine katk\u0131 sa\u011flamas\u0131d\u0131r. Bireyin toplum i\u00e7inde kimlik kazanmas\u0131, di\u011ferleriyle nas\u0131l ve hangi y\u00f6nde ileti\u015fim kurdu\u011funa ve bu s\u00fcre\u00e7te hangi rolleri \u00fcstlendi\u011fine ba\u011fl\u0131d\u0131r. Ki\u015filik geli\u015fimi, bireyin kendisiyle kurdu\u011fu ileti\u015fim (i\u00e7sel ileti\u015fim) ile ba\u015flar.<\/p>\r\n\r\n<div><\/div>\r\n<div>[pb_glossary id=\"71\"]Benlik tasar\u0131m\u0131[\/pb_glossary] kavram\u0131 burada \u00f6nemli bir rol \u00fcstlenir.<\/div>\r\n<div><\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765625433798_25\" class=\"box py-3 contents\">\r\n<div id=\"yui_3_18_1_1_1765625433798_24\" class=\"no-overflow\">\r\n<div id=\"yui_3_18_1_1_1765625433798_23\">\r\n<div id=\"yui_3_18_1_1_1765625433798_22\">\r\n<div id=\"yui_3_18_1_1_1765625433798_42\">\r\n<p id=\"yui_3_18_1_1_1765625433798_46\">\u0130nsan, sosyal ve fiziksel \u00e7evre ile ili\u015fkisi s\u0131ras\u0131nda elde etti\u011fi geri bildirimler yoluyla kendini tan\u0131r ve anlamland\u0131r\u0131r. Sa\u011fl\u0131kl\u0131, mutlu ve ba\u015far\u0131l\u0131 bir birey i\u00e7in ger\u00e7ek\u00e7i ve i\u00e7sel odakl\u0131 bir benlik tasar\u0131m\u0131 gereklidir. \u0130leti\u015fim, bireyin kendi yeteneklerini, de\u011fer yarg\u0131lar\u0131n\u0131, ama\u00e7lar\u0131n\u0131 ve ideallerini tan\u0131mas\u0131na olanak tan\u0131yarak ki\u015fili\u011fin in\u015fas\u0131nda merkezi bir rol oynar.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"singlebutton\"><\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765628183587_14\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765628183587_13\" class=\"no-overflow\">\r\n<p id=\"yui_3_18_1_1_1765628183587_12\">\u0130nsan neden ileti\u015fim kurar ve bu s\u00fcre\u00e7 bireyin 'var olma' m\u00fccadelesinde nas\u0131l bir rol oynar? Bu mod\u00fclde, ileti\u015fimin sadece bilgi aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131; ayn\u0131 zamanda psikolojik dengeyi koruyan ve toplumsal yap\u0131y\u0131 bir arada tutan b\u00fct\u00fcnle\u015ftirici i\u015flevlerini ke\u015ffedeceksiniz. Bireysel benlikten toplumsal uyuma uzanan bu s\u00fcre\u00e7te, ileti\u015fimin hayat\u0131 \u015fekillendiren \u00e7ok y\u00f6nl\u00fc dinamiklerini inceleyeceksiniz.<\/p>\r\n\r\n<h5 id=\"yui_3_18_1_1_1765628183587_19\" class=\"main page-section-title-hide\">3.2. Toplumsal \u0130\u015flevler: K\u00fclt\u00fcr Aktar\u0131m\u0131 ve Sosyalle\u015fme<\/h5>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<div id=\"yui_3_18_1_1_1765628183587_21\">\r\n<p id=\"yui_3_18_1_1_1765628183587_20\">\u0130leti\u015fim, sadece bireylerin anl\u0131k ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamakla kalmaz, ayn\u0131 zamanda toplumlar\u0131n s\u00fcreklili\u011fini ve birli\u011fini sa\u011flayan temel mekanizmad\u0131r. Bir toplumun varl\u0131\u011f\u0131n\u0131 s\u00fcrd\u00fcrebilmesi, sahip oldu\u011fu maddi ve manevi de\u011ferleri, bilgi birikimini ve ya\u015fam bi\u00e7imini yeni ku\u015faklara aktarabilmesine ba\u011fl\u0131d\u0131r. \u0130leti\u015fim sayesinde k\u00fclt\u00fcr ku\u015faktan ku\u015fa\u011fa aktar\u0131l\u0131r ve birey, biyolojik bir varl\u0131k olmaktan \u00e7\u0131karak toplumsal bir varl\u0131k haline gelir.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<h5 id=\"yui_3_18_1_1_1765628183587_26\">3.2.1. K\u00fclt\u00fcrel Miras\u0131n Aktar\u0131m\u0131 ve S\u00fcreklilik<\/h5>\r\n<\/div>\r\n<div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n<p id=\"yui_3_18_1_1_1765628183587_28\">K\u00fclt\u00fcr, insano\u011flunun do\u011faya kar\u015f\u0131 yaratt\u0131\u011f\u0131 maddi ve manevi her \u015feydir. Biyolojik bir miras de\u011fildir; genetik olarak aktar\u0131lmaz, sonradan \u00f6\u011frenilir. Bu s\u00fcre\u00e7 ancak ileti\u015fim ile m\u00fcmk\u00fcnd\u00fcr. K\u00fclt\u00fcrde [pb_glossary id=\"72\"]dilin rol\u00fc[\/pb_glossary] de yads\u0131namaz.<\/p>\r\n\r\n<\/div>\r\n<div id=\"yui_3_18_1_1_1765628183587_36\">\r\n<p id=\"yui_3_18_1_1_1765628183587_35\">\u0130leti\u015fim, hem teknolojiyi ve eserleri i\u00e7eren\u00a0<strong>maddi k\u00fclt\u00fcr\u00fcn<\/strong>\u00a0hem de inan\u00e7, ahlak, hukuk ve gelenekleri i\u00e7eren\u00a0<strong>manevi k\u00fclt\u00fcr\u00fcn<\/strong>\u00a0aktar\u0131m\u0131n\u0131 sa\u011flar. \u00d6rne\u011fin, bir mimari eserin yap\u0131m tekni\u011fi veya bayramla\u015fma rit\u00fcelleri ileti\u015fim yoluyla \u00f6\u011frenilerek s\u00fcrd\u00fcr\u00fcl\u00fcr.<\/p>\r\n\r\n<\/div>\r\n<div id=\"yui_3_18_1_1_1765628183587_27\">\r\n<blockquote>\r\n<p id=\"yui_3_18_1_1_1765628183587_37\">Not: K\u00fclt\u00fcr tarihsel bir olgudur. S\u00f6zl\u00fc k\u00fclt\u00fcrde bellek ile aktar\u0131l\u0131rken, yaz\u0131n\u0131n icad\u0131yla kay\u0131t alt\u0131na al\u0131nm\u0131\u015f ve de\u011fi\u015fmeden aktar\u0131labilir hale gelmi\u015ftir.<\/p>\r\n<\/blockquote>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<h3 id=\"yui_3_18_1_1_1765628183587_38\">3.2.2. Sosyalle\u015fme (Toplumsalla\u015fma) S\u00fcreci<\/h3>\r\n<\/div>\r\n<div>\r\n\r\nSosyalle\u015fme, bireyin i\u00e7inde do\u011fdu\u011fu topluma adaptasyonu ve o toplumun bir par\u00e7as\u0131 olabilmesi s\u00fcrecidir. Bu s\u00fcre\u00e7, bireyin sadece biyolojik bir canl\u0131 olmaktan \u00e7\u0131k\u0131p toplumsal bir ki\u015filik kazanmas\u0131n\u0131 sa\u011flar ve iki temel a\u015famada incelenir:\r\n<ul id=\"yui_3_18_1_1_1765628183587_41\">\r\n \t<li id=\"yui_3_18_1_1_1765628183587_40\"><strong>1. Birincil Sosyalle\u015fme (Aile)<\/strong>Bireyin d\u00fcnyaya g\u00f6zlerini a\u00e7t\u0131\u011f\u0131 andan itibaren, genellikle aile i\u00e7inde ger\u00e7ekle\u015fen en temel evredir. \u00c7ocuk, anadilini, temel de\u011ferleri ve duygusal tepkileri ailesinden \u00f6\u011frenir (\u00d6rn: Sofra adab\u0131, sayg\u0131).<\/li>\r\n \t<li><strong>2. \u0130kincil Sosyalle\u015fme (Kurumlar)<\/strong>Bireyin aile d\u0131\u015f\u0131ndaki kurumlara (okul, i\u015f yeri) kat\u0131lmas\u0131yla ba\u015flar. Birey, toplum i\u00e7indeki farkl\u0131 rolleri (\u00f6\u011frenci, \u00e7al\u0131\u015fan) ve bu rollere uygun davran\u0131\u015f bi\u00e7imlerini \u00f6\u011frenir.<\/li>\r\n<\/ul>\r\n<div id=\"yui_3_18_1_1_1765628183587_39\">\r\n<blockquote>\r\n<div id=\"yui_3_18_1_1_1765628183587_42\"><strong>Vygotsky\u2019nin Yakla\u015f\u0131m\u0131:<\/strong> Bireydeki y\u00fcksek zihinsel i\u015flevlerin kayna\u011f\u0131 sosyal s\u00fcre\u00e7lerdir. Bireysel geli\u015fim, sosyal ve k\u00fclt\u00fcrel ba\u011flamdan ba\u011f\u0131ms\u0131z de\u011fildir.<\/div><\/blockquote>\r\n<\/div>\r\n<div>\r\n<h5 id=\"yui_3_18_1_1_1765628183587_43\">3.2.3. Kitle \u0130leti\u015fim Ara\u00e7lar\u0131n\u0131n Rol\u00fc<\/h5>\r\n<\/div>\r\nG\u00fcn\u00fcm\u00fcz modern toplumlar\u0131nda k\u00fclt\u00fcr aktar\u0131m\u0131 ve sosyalle\u015fme s\u00fcrecinde kitle ileti\u015fim ara\u00e7lar\u0131 (medya) merkezi bir rol oynamaktad\u0131r. Medya, bireyleri ya\u015fad\u0131klar\u0131 toplumun bir par\u00e7as\u0131 haline getirme i\u015flevini \u00fcstlenir.\r\n<div>\r\n<div>\r\n\r\n<strong>Toplumsal Normlar\u0131n \u00d6\u011fretilmesi<\/strong>Medya, bireyin ya\u015fad\u0131\u011f\u0131 \u00e7evreyi, k\u00fclt\u00fcr\u00fc ve yasalar\u0131 tan\u0131mas\u0131n\u0131 sa\u011flar; toplumla b\u00fct\u00fcnle\u015fmesine katk\u0131da bulunur.\r\n\r\n<\/div>\r\n<div>\r\n\r\n<strong>Ortak Bilin\u00e7 ve B\u00fct\u00fcnle\u015fme<\/strong>Farkl\u0131 co\u011frafyalardaki bireyler ayn\u0131 g\u00fcndemi ve k\u00fclt\u00fcrel \u00fcr\u00fcnleri (diziler, haberler) t\u00fcketerek ortak bir k\u00fclt\u00fcr zemininde bulu\u015furlar.\r\n\r\n<\/div>\r\n<div>\r\n\r\n<strong>K\u00fclt\u00fcrel De\u011fi\u015fim<\/strong>Medya sadece var olan\u0131 aktarmaz; yeni davran\u0131\u015f kal\u0131plar\u0131n\u0131 ve d\u00fc\u015f\u00fcnce ak\u0131mlar\u0131n\u0131 yayg\u0131nla\u015ft\u0131rarak k\u00fclt\u00fcr\u00fcn de\u011fi\u015fimine \u00f6nc\u00fcl\u00fck eder.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\"><\/div>\r\n<\/div>\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\u015eimdi bu noktada yine bir ka\u00e7 etkinlik yapal\u0131m ve \u00f6\u011frendiklerimizi s\u0131nayal\u0131m.<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div>\r\n<div class=\"postbox h5p-sidebar\">\r\n<div class=\"h5p-action-bar-settings h5p-panel\"><code>[h5p id=\"5\"]<\/code><\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"postbox h5p-sidebar\"><\/div>\r\n<div><\/div>\r\n<div>\r\n<div class=\"postbox h5p-sidebar\">\r\n<div class=\"h5p-action-bar-settings h5p-panel\"><code>[h5p id=\"6\"]<\/code><\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"postbox h5p-sidebar\"><\/div>\r\n<div>\r\n<h4 id=\"yui_3_18_1_1_1765631418350_12\" class=\"h2\">4. \u0130leti\u015fim Modelleri: S\u00fcre\u00e7 Okulu ve G\u00f6stergebilimsel Yakla\u015f\u0131m<\/h4>\r\n<div id=\"yui_3_18_1_1_1765631418350_21\" class=\"activity-header\" data-for=\"page-activity-header\">\r\n<div id=\"intro\" class=\"activity-description\">\r\n<div id=\"yui_3_18_1_1_1765631418350_20\" class=\"no-overflow\">\r\n<p id=\"yui_3_18_1_1_1765631418350_19\">Bir mesaj\u0131n kar\u015f\u0131 tarafa ula\u015fmas\u0131 ileti\u015fim i\u00e7in yeterli midir, yoksa as\u0131l mesele o mesaj\u0131n zihinde nas\u0131l bir anlam yaratt\u0131\u011f\u0131 m\u0131d\u0131r? Bu mod\u00fclde, ileti\u015fimi teknik bir aktar\u0131m s\u00fcreci olarak g\u00f6ren 'S\u00fcre\u00e7 Okulu' ile onu bir anlam \u00fcretimi olarak ele alan 'G\u00f6stergebilimsel Yakla\u015f\u0131m' aras\u0131ndaki temel farklar\u0131 ke\u015ffedeceksiniz.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"container-fluid tertiary-navigation\">\r\n<div class=\"d-flex\">\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\"><\/div>\r\n<\/div>\r\n<div class=\"navitem\">\r\n<div class=\"singlebutton\">\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>\u0130leti\u015fimi bir mesaj iletimi olarak g\u00f6ren \"S\u00fcre\u00e7 Okulu\" ile anlam \u00fcretimi olarak g\u00f6ren \"G\u00f6stergebilimsel Yakla\u015f\u0131m\" aras\u0131ndaki temel farklar\u0131 kar\u015f\u0131la\u015ft\u0131rabilme.<\/li>\r\n \t<li>Aristo, Lasswell, Shannon-Weaver gibi temel ileti\u015fim modellerinin \u00f6zelliklerini ve ileti\u015fim bilimindeki yerini a\u00e7\u0131klayabilme.<\/li>\r\n \t<li>G\u00f6sterge, g\u00f6steren ve g\u00f6sterilen kavramlar\u0131n\u0131 kullanarak basit bir g\u00f6rsel veya metni g\u00f6stergebilimsel a\u00e7\u0131dan yorumlayabilme.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n<div><\/div>\r\n<div><\/div>\r\n<div><\/div>\r\n<div class=\"postbox h5p-sidebar\"><\/div>\r\n<div><\/div>","rendered":"<p>Bu b\u00f6l\u00fcm\u00fcn temel amac\u0131; insan ya\u015fam\u0131n\u0131n merkezinde yer alan <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_32\">ileti\u015fimin <\/a>ne oldu\u011funu, tarihsel k\u00f6kenlerini ve bir s\u00fcre\u00e7 olarak nas\u0131l i\u015fledi\u011fini kavramakt\u0131r. Okuyucunun; ileti\u015fimi sadece bir mesaj al\u0131\u015fveri\u015fi olarak de\u011fil, anlamlar\u0131n \u00fcretildi\u011fi, payla\u015f\u0131ld\u0131\u011f\u0131 ve toplumsal ba\u011flar\u0131n kuruldu\u011fu dinamik bir olgu olarak tan\u0131mas\u0131 hedeflenmektedir.<\/p>\n<p>Ayr\u0131ca, ileti\u015fimi olu\u015fturan temel \u00f6gelerin (kaynak, al\u0131c\u0131, mesaj, kanal vb.) birbirleriyle olan ili\u015fkisini ve bu s\u00fcrecin sa\u011fl\u0131kl\u0131 i\u015flemesini sa\u011flayan veya engelleyen fakt\u00f6rleri (geri bildirim, g\u00fcr\u00fclt\u00fc, ba\u011flam) analiz edebilecek yetkinli\u011fe ula\u015fmas\u0131 ama\u00e7lanmaktad\u0131r.<\/p>\n<p>Bu b\u00f6l\u00fcm, ileti\u015fim disiplininin temelini olu\u015fturan kavramsal \u00e7er\u00e7eveyi ve kuramsal altyap\u0131y\u0131 \u015fu ba\u015fl\u0131klar alt\u0131nda ele almaktad\u0131r:<\/p>\n<ul>\n<li><strong>\u0130leti\u015fim Kavram\u0131: Tan\u0131mlar, Kapsam ve Tarihsel K\u00f6ken<br \/>\n<\/strong>\u0130leti\u015fimin etimolojik k\u00f6keni (Latince\u00a0<em>communis<\/em>), tan\u0131mlar\u0131 ve insanl\u0131k tarihi boyunca ge\u00e7irdi\u011fi evreler (s\u00f6zl\u00fc, yaz\u0131l\u0131 ve elektronik k\u00fclt\u00fcr).<\/li>\n<li><strong>\u0130leti\u015fim S\u00fcreci ve Temel \u00d6geleri<br \/>\n<\/strong>\u0130leti\u015fimi ba\u015flatan kaynak, aktar\u0131lan mesaj (ileti), mesaj\u0131 ta\u015f\u0131yan kanal, mesaj\u0131n hedefi olan al\u0131c\u0131, anlamland\u0131rma s\u00fcre\u00e7leri olan kodlama ve kod a\u00e7ma, s\u00fcrecin d\u00f6ng\u00fcsel olmas\u0131n\u0131 sa\u011flayan geri bildirim (d\u00f6n\u00fct) ve ileti\u015fimi olumsuz etkileyen g\u00fcr\u00fclt\u00fc kavramlar\u0131n\u0131n detayl\u0131 analizi.<\/li>\n<li><strong>\u0130leti\u015fimin \u0130\u015flevleri: Bireysel ve Toplumsal Boyutlar<br \/>\n<\/strong>\u0130leti\u015fimin bireyin var olmas\u0131n\u0131, sosyalle\u015fmesini ve psikolojik dengesini sa\u011flamadaki rol\u00fc ile toplumun k\u00fclt\u00fcrel devaml\u0131l\u0131\u011f\u0131n\u0131, bilgi ak\u0131\u015f\u0131n\u0131 ve entegrasyonunu sa\u011flamadaki i\u015flevleri.<\/li>\n<li><strong>\u0130leti\u015fim Modelleri: S\u00fcre\u00e7 Okulu ve G\u00f6stergebilimsel Yakla\u015f\u0131m<br \/>\n<\/strong>\u0130leti\u015fimi bir aktar\u0131m s\u00fcreci olarak g\u00f6ren S\u00fcre\u00e7 Okulu (do\u011frusal modeller) ile anlam \u00fcretimi olarak ele alan G\u00f6stergebilimsel Yakla\u015f\u0131m aras\u0131ndaki farklar ve temel ileti\u015fim modelleri.<\/li>\n<\/ul>\n<div id=\"yui_3_18_1_1_1765580946499_16\" class=\"box py-3 generalbox center clearfix\">\n<div id=\"yui_3_18_1_1_1765580946499_15\" class=\"no-overflow\">\n<div id=\"yui_3_18_1_1_1765580946499_14\">\n<div id=\"yui_3_18_1_1_1765580946499_21\">\n<div id=\"yui_3_18_1_1_1765580946499_22\"><strong>Not:<\/strong>\u00a0Bu kapsam, ileti\u015fimin hem bireysel hem de toplumsal d\u00fczeyde nas\u0131l ger\u00e7ekle\u015fti\u011fini anlamak i\u00e7in gerekli olan teorik zemini olu\u015fturmaktad\u0131r.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div>\n<p>Haydi gelin \u015fimdi e\u011flenceli bir ba\u015flang\u0131\u00e7 yapal\u0131m. L\u00fctfen a\u015fa\u011f\u0131daki videoyu izleyiniz.<\/p>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/p>\n<div id=\"h5p-1\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-1\" class=\"h5p-iframe\" data-content-id=\"1\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"\u0130leti\u015fim mi \u0130leti\u015fememe mi\"><\/iframe><\/div>\n<\/div>\n<p><\/code><\/div>\n<\/div>\n<\/div>\n<div class=\"postbox h5p-sidebar\"><\/div>\n<div>\n<p>G\u00f6rd\u00fc\u011f\u00fcn\u00fcz gibi ileti\u015fim san\u0131ld\u0131\u011f\u0131 kadar kolay bir s\u00fcre\u00e7 olmayabiliyor. \u0130leti\u015fimin sa\u011fl\u0131kl\u0131 olabilmesi i\u00e7in baz\u0131 \u00f6gelerin sa\u011fl\u0131kl\u0131 \u00e7al\u0131\u015fmas\u0131 gerekir. \u015eimdi ileti\u015fim s\u00fcrecini ve bu s\u00fcre\u00e7teki temel \u00f6geleri inceleyelim ve b\u00f6ylece herhangi bir ileti\u015fimi par\u00e7alar\u0131na ay\u0131rarak sorun varsa bulabilelim.<\/p>\n<div id=\"yui_3_18_1_1_1765622720443_15\" class=\"nice-page-context-header-container\">\n<div id=\"yui_3_18_1_1_1765622720443_14\" class=\"page-context-header\">\n<div id=\"yui_3_18_1_1_1765622720443_13\" class=\"page-header-headings\">\n<h1 id=\"yui_3_18_1_1_1765622720443_12\" class=\"h2\">1. \u0130leti\u015fim S\u00fcreci ve Temel \u00d6geleri<\/h1>\n<div id=\"yui_3_18_1_1_1765622720443_21\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765622720443_20\" class=\"no-overflow\">\n<p id=\"yui_3_18_1_1_1765622720443_19\">Bir mesaj zihninizden \u00e7\u0131k\u0131p kar\u015f\u0131 tarafa ula\u015fana kadar hangi filtrelerden ge\u00e7er? Bu mod\u00fclde ileti\u015fimin anatomisini ke\u015ffedeceksiniz. Kaynak ve al\u0131c\u0131 aras\u0131ndaki kodlama\/kod a\u00e7ma trafi\u011fini \u015fematize etmeyi \u00f6\u011frenecek; ileti\u015fimi sabote eden &#8216;g\u00fcr\u00fclt\u00fc&#8217; engellerini (fiziksel, psikolojik, anlamsal) nas\u0131l tespit edip a\u015fabilece\u011finizi g\u00f6receksiniz.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765622720443_15\" class=\"nice-page-context-header-container\">\n<div id=\"yui_3_18_1_1_1765622720443_14\" class=\"page-context-header\">\n<div id=\"yui_3_18_1_1_1765622720443_13\" class=\"page-header-headings\">\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>\u0130leti\u015fim s\u00fcrecini olu\u015fturan temel \u00f6geleri tan\u0131mlayabilme.<\/li>\n<li>Bir ileti\u015fim durumunu analiz ederken kaynak, mesaj, kanal ve al\u0131c\u0131 aras\u0131ndaki s\u00fcrecin d\u00f6ng\u00fcsel yap\u0131s\u0131n\u0131 g\u00f6sterebilme.<\/li>\n<li>\u0130leti\u015fim s\u00fcrecinde ortaya \u00e7\u0131kabilecek fiziksel, psikolojik, anlamsal ve fizyolojik g\u00fcr\u00fclt\u00fc t\u00fcrlerini saptayabilme.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Anahtar s\u00f6zc\u00fckler<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div>\u0130leti\u015fim, Etkile\u015fim, Anlam\/Anlamland\u0131rma, S\u00fcre\u00e7, S\u00f6zl\u00fc K\u00fclt\u00fcr, Yaz\u0131l\u0131 K\u00fclt\u00fcr<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>\u0130leti\u015fim, dura\u011fan bir eylem de\u011fil; belirli unsurlar\u0131n bir araya gelerek i\u015fledi\u011fi dinamik, dairesel ve s\u00fcrekli bir s\u00fcre\u00e7tir. Bu s\u00fcre\u00e7, bir bilginin, duygunun veya d\u00fc\u015f\u00fcncenin bir zihinden di\u011ferine aktar\u0131lmas\u0131 ve orada bir anlam yarat\u0131lmas\u0131 eylemidir. S\u00fcrecin sa\u011fl\u0131kl\u0131 i\u015fleyebilmesi i\u00e7in kaynak, ileti, kanal, al\u0131c\u0131, kodlama, kod a\u00e7ma, geri bildirim ve g\u00fcr\u00fclt\u00fc gibi temel bile\u015fenlerin birbiriyle uyumlu bir etkile\u015fim i\u00e7inde olmas\u0131 gerekir.<\/p>\n<p>S\u00fcreci ba\u015flatan unsur olan\u00a0<strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_46\">Kaynak (G\u00f6nderici)<\/a>,<\/strong>\u00a0iletmek istedi\u011fi duygu, d\u00fc\u015f\u00fcnce veya bilgiyi hedef kitleye aktarmak amac\u0131yla harekete ge\u00e7en ki\u015fi, grup veya kurumdur. Kaynak, zihnindeki d\u00fc\u015f\u00fcnceleri kar\u015f\u0131 taraf\u0131n anlayabilece\u011fi sembollere (dil, yaz\u0131, jestler) d\u00f6n\u00fc\u015ft\u00fcr\u00fcr ki bu i\u015fleme\u00a0<strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_47\">kodlama<\/a>\u00a0<\/strong>denir. Kodlaman\u0131n sonucunda ortaya \u00e7\u0131kan \u00fcr\u00fcn <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_49\">\u0130leti (Mesaj)<\/a><\/strong>\u2019dir. Mesaj, kayna\u011f\u0131n al\u0131c\u0131ya g\u00f6ndermek istedi\u011fi bilginin somutla\u015fm\u0131\u015f halidir ve s\u00f6zel olabilece\u011fi gibi beden dili veya semboller \u015feklinde de olabilir. Mesaj\u0131n kaynaktan al\u0131c\u0131ya ula\u015fmas\u0131n\u0131 sa\u011flayan fiziksel yol veya araca ise\u00a0<strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_48\">Kanal\u00a0<\/a><\/strong>ad\u0131 verilir; bu, y\u00fcz y\u00fcze ileti\u015fimde ses dalgalar\u0131 olabilece\u011fi gibi kitle ileti\u015fiminde gazete veya televizyon gibi teknolojik ara\u00e7lar da olabilir.<\/p>\n<\/div>\n<p>\u0130leti\u015fimin hedefi olan Al\u0131c\u0131, kanaldan gelen mesaj\u0131 duyu organlar\u0131yla alan ve zihninde yorumlayarak anlamland\u0131ran taraft\u0131r. Al\u0131c\u0131n\u0131n sembolleri tekrar d\u00fc\u015f\u00fcnceye d\u00f6n\u00fc\u015ft\u00fcrme i\u015flemine kod a\u00e7ma (decoding) denir. \u0130leti\u015fimin tek y\u00f6nl\u00fc bir iletimden \u00e7\u0131k\u0131p kar\u015f\u0131l\u0131kl\u0131 bir etkile\u015fime d\u00f6n\u00fc\u015fmesi ise <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_50\">Geri Bildirim (D\u00f6n\u00fct)<\/a><\/strong> ile sa\u011flan\u0131r. Geri bildirim, al\u0131c\u0131n\u0131n mesaja verdi\u011fi tepkidir ve bu sayede kaynak, mesaj\u0131n do\u011fru anla\u015f\u0131l\u0131p anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 denetleme \u015fans\u0131 bulur. S\u00fcrecin herhangi bir a\u015famas\u0131nda mesaj\u0131n do\u011fru iletilmesini veya alg\u0131lanmas\u0131n\u0131 engelleyen fiziksel, psikolojik veya anlamsal fakt\u00f6rlerin tamam\u0131 ise G\u00fcr\u00fclt\u00fc olarak tan\u0131mlan\u0131r. Ba\u015far\u0131l\u0131 bir ileti\u015fim i\u00e7in kaynak ve al\u0131c\u0131n\u0131n ortak bir deneyim alan\u0131na veya referans \u00e7er\u00e7evesine sahip olmas\u0131, mesaj\u0131n do\u011fru kodlan\u0131p do\u011fru \u00e7\u00f6z\u00fcmlenmesi a\u00e7\u0131s\u0131ndan kritik \u00f6neme sahiptir.<\/p>\n<p>Haydi \u015fimdi buraya kadar olan bilgilerimizi k\u0131saca s\u0131nayal\u0131m.<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\">\n<p><code><\/p>\n<div id=\"h5p-2\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-2\" class=\"h5p-iframe\" data-content-id=\"2\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"\u0130leti\u015fim S\u00fcrecinin Temel \u00d6gelerini Peki\u015ftirelim!\"><\/iframe><\/div>\n<\/div>\n<p><\/code><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"postbox h5p-sidebar\">\u015eimdi de a\u015fa\u011f\u0131daki etkile\u015fimli videoyu izlerken kar\u015f\u0131n\u0131za \u00e7\u0131kacak olan sorular\u0131 \u00e7\u00f6zelim.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/p>\n<div id=\"h5p-3\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-3\" class=\"h5p-iframe\" data-content-id=\"3\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Etkile\u015fimli Video: \u0130leti\u015fimin Temel \u00d6geleri\"><\/iframe><\/div>\n<\/div>\n<p><\/code><\/div>\n<div><\/div>\n<div>Yukar\u0131da \u00f6\u011frendiklerimizi peki\u015ftirecek bir senaryo etkinli\u011fi yapal\u0131m.<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/p>\n<div id=\"h5p-4\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-4\" class=\"h5p-iframe\" data-content-id=\"4\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Senaryo yaz\u0131m\u0131 g\u00f6revi\"><\/iframe><\/div>\n<\/div>\n<p><\/code><\/div>\n<\/div>\n<\/div>\n<div class=\"postbox h5p-sidebar\"><\/div>\n<div>\n<h3 id=\"yui_3_18_1_1_1765624827298_19\" class=\"main page-section-title-hide\">2. \u0130leti\u015fimin \u0130\u015flevleri: Bireysel ve Toplumsal Boyutlar<\/h3>\n<\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765624827298_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765624827298_13\" class=\"no-overflow\">\n<p id=\"yui_3_18_1_1_1765624827298_12\">\u0130nsan neden ileti\u015fim kurar ve bu s\u00fcre\u00e7 bireyin &#8216;var olma&#8217; m\u00fccadelesinde nas\u0131l bir rol oynar? Bu mod\u00fclde, ileti\u015fimin sadece bilgi aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131; ayn\u0131 zamanda psikolojik dengeyi koruyan ve toplumsal yap\u0131y\u0131 bir arada tutan b\u00fct\u00fcnle\u015ftirici i\u015flevlerini ke\u015ffedeceksiniz. Bireysel benlikten toplumsal uyuma uzanan bu s\u00fcre\u00e7te, ileti\u015fimin hayat\u0131 \u015fekillendiren \u00e7ok y\u00f6nl\u00fc dinamiklerini inceleyeceksiniz.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"singlebutton\"><\/div>\n<div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>\u0130leti\u015fimin bireysel ve toplumsal i\u015flevlerini s\u0131n\u0131fland\u0131rabilme.<\/li>\n<li>\u0130leti\u015fimin, bireyin benlik alg\u0131s\u0131n\u0131n olu\u015fumundaki ve toplumun k\u00fclt\u00fcrel s\u00fcreklili\u011findeki rol\u00fcn\u00fc tart\u0131\u015fabilme.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Anahtar S\u00f6zc\u00fckler:<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div id=\"yui_3_18_1_1_1765624827298_39\"><span id=\"yui_3_18_1_1_1765624827298_41\">Var Olma, <\/span>Sosyalle\u015fme, Bilgi Edinme, <span id=\"yui_3_18_1_1_1765624827298_38\">\u0130kna ve Etkileme, <\/span>K\u00fclt\u00fcrel Aktar\u0131m, E\u011flendirme, B\u00fct\u00fcnle\u015ftirme<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div><\/div>\n<\/div>\n<\/div>\n<div class=\"navitem\">\n<div class=\"singlebutton\">\u0130leti\u015fim, insan\u0131n sadece biyolojik varl\u0131\u011f\u0131n\u0131 s\u00fcrd\u00fcrmesi i\u00e7in de\u011fil, ayn\u0131 zamanda psikolojik dengesini korumas\u0131 ve toplumsal bir varl\u0131k olarak kendini ger\u00e7ekle\u015ftirmesi i\u00e7in de hayati i\u015flevlere sahiptir. \u0130leti\u015fim olmaks\u0131z\u0131n insan\u0131n ne d\u00fc\u015f\u00fcnebilmesi, ne karar verebilmesi ne de herhangi bir sosyal etkinlikte bulunabilmesi m\u00fcmk\u00fcnd\u00fcr. \u0130leti\u015fim, bireylerin kendi i\u00e7 d\u00fcnyalar\u0131ndaki anlam aray\u0131\u015flar\u0131ndan toplumlar\u0131n k\u00fclt\u00fcrel miraslar\u0131n\u0131 gelecek ku\u015faklara aktarmalar\u0131na kadar uzanan geni\u015f bir yelpazede g\u00f6revler \u00fcstlenir. \u0130leti\u015fim <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_63\">bireysel boyutta<\/a> ve <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_64\">toplumsal boyutta<\/a> bireylere katk\u0131lar sa\u011flar.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765634990627_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765634990627_13\" class=\"no-overflow\">\n<p id=\"yui_3_18_1_1_1765634990627_12\">Bir mesaj zihninizden \u00e7\u0131k\u0131p kar\u015f\u0131 tarafa ula\u015fana kadar hangi filtrelerden ge\u00e7er? Bu mod\u00fclde ileti\u015fimin anatomisini ke\u015ffedeceksiniz. Kaynak ve al\u0131c\u0131 aras\u0131ndaki kodlama\/kod a\u00e7ma trafi\u011fini \u015fematize etmeyi \u00f6\u011frenecek; ileti\u015fimi sabote eden &#8216;g\u00fcr\u00fclt\u00fc&#8217; engellerini (fiziksel, psikolojik, anlamsal) nas\u0131l tespit edip a\u015fabilece\u011finizi g\u00f6receksiniz.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\"><\/div>\n<\/div>\n<div class=\"navitem\">\n<div class=\"singlebutton\"><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.26562em; word-spacing: normal;\">2.1. Kaynak (G\u00f6nderici) ve Kodlama S\u00fcreci<\/span><\/div>\n<\/div>\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<p><strong>Kaynak (G\u00f6nderici)<\/strong><\/p>\n<p>\u0130leti\u015fim s\u00fcrecini ba\u015flatan, bir mesaj\u0131 olu\u015fturan veya bir s\u00fcreci kurgulayan ki\u015fi, grup ya da kurum &#8220;kaynak&#8221; (g\u00f6nderici) olarak adland\u0131r\u0131l\u0131r. Kaynak, sahip oldu\u011fu duygu, d\u00fc\u015f\u00fcnce, bilgi veya iste\u011fi kar\u015f\u0131 tarafa aktarmak amac\u0131yla harekete ge\u00e7en taraft\u0131r.<\/p>\n<p>\u0130leti\u015fim, kayna\u011f\u0131n bir niyeti veya amac\u0131 ile ba\u015flar; kaynak gereksinimlerini belirtmek, bilgi aktarmak, ili\u015fki kurmak veya duygular\u0131n\u0131 payla\u015fmak gibi ama\u00e7larla ileti\u015fim giri\u015fiminde bulunur. Kayna\u011f\u0131n temel hedefi, uygun ara\u00e7lar\u0131 kullanarak kendi zihninde tasarlad\u0131\u011f\u0131 d\u00fc\u015f\u00fcnceyi hedefteki bireyde de olu\u015fturabilmektir.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><strong>Kodlama (Encoding)<\/strong><\/p>\n<p>Kayna\u011f\u0131n ileti\u015fimi ba\u015flatabilmesi i\u00e7in zihnindeki soyut d\u00fc\u015f\u00fcnceleri, al\u0131c\u0131 taraf\u0131ndan alg\u0131lanabilir hale getirmesi gerekir. Bu i\u015fleme kodlama (encoding) denir. Kodlama; bilginin, d\u00fc\u015f\u00fcncenin veya duygunun, al\u0131c\u0131 taraf\u0131ndan anla\u015f\u0131labilecek sembollere (dil, yaz\u0131, resim, jestler) d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi i\u015flemidir. Kod kavram\u0131, en temel anlam\u0131yla &#8220;herhangi bir \u015feyin bir ba\u015fka \u015feyle temsil edilmesi&#8221;dir.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Anahtar \u00e7\u0131kar\u0131mlar.<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<table style=\"border-collapse: collapse; width: 100%; height: 49px;\">\n<tbody>\n<tr style=\"height: 14px;\">\n<td style=\"width: 50%; height: 14px;\"><strong id=\"yui_3_18_1_1_1765634990627_26\">Dar Se\u00e7enekli Uzla\u015fma<\/strong><\/td>\n<td style=\"width: 50%; height: 14px;\"><strong id=\"yui_3_18_1_1_1765634990627_29\">Geni\u015f Se\u00e7enekli Uzla\u015fma<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 25px;\">\n<td style=\"width: 50%; height: 25px;\">Zihnimizdeki &#8220;yuvarlak, plastik oyun arac\u0131&#8221; kavram\u0131n\u0131 &#8220;top&#8221; kelimesiyle kodlamak gibi somut kavramlard\u0131r.<\/td>\n<td style=\"width: 50%; height: 25px;\">Jest ve mimiklerin kullan\u0131ld\u0131\u011f\u0131 s\u00f6zel olmayan kodlar (\u00f6rne\u011fin ba\u015f\u0131 sa\u011fa sola sallamak) gibi k\u00fclt\u00fcre g\u00f6re de\u011fi\u015febilen kavramlard\u0131r.<\/td>\n<\/tr>\n<tr style=\"height: 10px;\">\n<td style=\"width: 50%; height: 10px;\"><\/td>\n<td style=\"width: 50%; height: 10px;\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox__content\"><\/div>\n<div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Temel \u00c7\u0131kar\u0131m<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">Bir yeti\u015fkinin ileti\u015fim s\u00fcrecinde kaynak; ileti\u015fim kurmak i\u00e7in bir amaca (edims\u00f6z) sahiptir ve bu amac\u0131 yerine getirmek i\u00e7in bir s\u00f6zce veya davran\u0131\u015ftan (d\u00fczs\u00f6z) yararlanarak kodlama yapar.<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>\u00d6rnek: Kod Uzla\u015fmas\u0131<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Bir doktorun (kaynak), hastas\u0131na te\u015fhisini anlat\u0131rken t\u0131bbi terimleri zihninde sadele\u015ftirerek hastan\u0131n anlayaca\u011f\u0131 g\u00fcndelik dile \u00e7evirmesi bir kodlama i\u015flemidir. E\u011fer doktor, hastan\u0131n bilmedi\u011fi teknik terimlerle konu\u015fursa (hatal\u0131 kodlama), kaynak ve al\u0131c\u0131 aras\u0131ndaki &#8220;kod uzla\u015fmas\u0131&#8221; sa\u011flanamad\u0131\u011f\u0131 i\u00e7in ileti\u015fim ba\u015far\u0131s\u0131z olur.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<header class=\"textbox__header\"><\/header>\n<div>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox shaded\">\n<p><strong>Kayna\u011f\u0131n Ba\u015far\u0131s\u0131 Nelere Ba\u011fl\u0131d\u0131r?<\/strong><\/p>\n<p>Kayna\u011f\u0131n ba\u015far\u0131s\u0131; bilgi d\u00fczeyi, ileti\u015fim becerisi, sosyo-k\u00fclt\u00fcrel seviyesi ve g\u00fcvenilirli\u011fine ba\u011fl\u0131d\u0131r. Kaynak ne kadar donan\u0131ml\u0131 ve g\u00fcvenilirse, mesaj\u0131n al\u0131c\u0131 taraf\u0131ndan kabul edilme olas\u0131l\u0131\u011f\u0131 o kadar artar.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<div id=\"yui_3_18_1_1_1765635683726_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765635683726_13\" class=\"no-overflow\">\n<p id=\"yui_3_18_1_1_1765635683726_12\"><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal; font-style: italic;\">2.2. \u0130leti (Mesaj)<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<p>\u0130leti veya mesaj; ileti\u015fim s\u00fcrecinin \u00f6z\u00fcn\u00fc olu\u015fturan, kayna\u011f\u0131n al\u0131c\u0131ya g\u00f6ndermek istedi\u011fi duygu, d\u00fc\u015f\u00fcnce, istek, bilgi veya kan\u0131n\u0131n uygun sembollerle kodlanm\u0131\u015f halidir. Kayna\u011f\u0131n zihnindeki soyut d\u00fc\u015f\u00fcncelerin somutla\u015fm\u0131\u015f fiziksel bir \u00fcr\u00fcn\u00fc olan ileti, ileti\u015fim s\u00fcrecinin d\u00fc\u011f\u00fcmlendi\u011fi noktad\u0131r.<\/p>\n<p>Mesajlar sadece s\u00f6zel (konu\u015fma ve yaz\u0131) kodlardan olu\u015fmaz; ayn\u0131 zamanda beden dili, ses tonu, g\u00f6rseller, jestler ve hatta sessizlik gibi s\u00f6zel olmayan unsurlar\u0131 da kapsayan geni\u015f bir yelpazede kurgulanabilir.<\/p>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Anahtar \u00e7\u0131kar\u0131mlar.<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<table style=\"border-collapse: collapse; width: 100.532%; height: 48px;\">\n<tbody>\n<tr style=\"height: 48px;\">\n<td style=\"width: 50%; height: 48px;\"><strong>\u00a0\u0130\u00e7erik (Ne S\u00f6yledi?)<\/strong><\/p>\n<p>Mesaj\u0131n anlam boyutudur. Kayna\u011f\u0131n aktarmak istedi\u011fi \u00f6z bilgiyi ifade eder.<\/td>\n<td style=\"width: 50%; height: 48px;\"><strong>Yap\u0131 (Nas\u0131l S\u00f6yledi?)<\/strong><\/p>\n<p>Anlam\u0131n hangi simgelerle ve \u00fcslupla d\u00fczenlendi\u011fidir. \u0130leti\u015fim \u00e7at\u0131\u015fmalar\u0131n\u0131n \u00e7o\u011fu buradan kaynaklan\u0131r.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>\u00d6rnek: \u00dcslubun G\u00fcc\u00fc<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Bir y\u00f6neticinin \u00e7al\u0131\u015fan\u0131na\u00a0<em>&#8220;Raporu yar\u0131na kadar bitir&#8221;<\/em>\u00a0demesi i\u00e7eriktir. Ancak bu c\u00fcmlenin sert bir ses tonuyla (emir) veya yumu\u015fak bir ses tonuyla (rica) s\u00f6ylenmesi yap\u0131d\u0131r. &#8220;Tatl\u0131 dil y\u0131lan\u0131 deli\u011finden \u00e7\u0131kar\u0131r&#8221; atas\u00f6z\u00fc, mesaj\u0131n yap\u0131s\u0131n\u0131n \u00f6nemini vurgular.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<h3>Mesaj\u0131n Etkili Olma \u015eartlar\u0131<\/h3>\n<ul>\n<li>\u2713A\u00e7\u0131k, net, anla\u015f\u0131l\u0131r olmal\u0131 ve do\u011fru zamanda iletilmelidir.<\/li>\n<li>\u2713Hedef kitlenin bilgi d\u00fczeyine, de\u011ferlerine ve toplumsal yap\u0131s\u0131na uygun sembollerle kodlanmal\u0131d\u0131r.<\/li>\n<li>\u2713Kaynak ve al\u0131c\u0131 aras\u0131nda\u00a0<strong>&#8220;ortak referans \u00e7er\u00e7evesi&#8221;<\/strong>\u00a0olu\u015fturulmal\u0131d\u0131r. Aksi takdirde mesaj &#8220;g\u00fcr\u00fclt\u00fc&#8221;ye d\u00f6n\u00fc\u015ferek etkisini yitirir.<\/li>\n<\/ul>\n<div id=\"yui_3_18_1_1_1765635895959_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765635895959_13\" class=\"no-overflow\">\n<p id=\"yui_3_18_1_1_1765635895959_12\"><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal; font-style: italic;\">2.3. Kanal (Ara\u00e7) ve Ortam<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<div class=\"box py-3 contents\">\n<div class=\"no-overflow\">\n<div>\n<div>\n<h3>Kanal Nedir?<\/h3>\n<p>\u0130leti\u015fim s\u00fcrecinin \u00f6nemli bir \u00f6gesi olan kanal, mesaj\u0131n kaynaktan al\u0131c\u0131ya ak\u0131\u015f\u0131n\u0131 sa\u011flayan fiziksel yol, k\u00f6pr\u00fc veya ortamd\u0131r. Kaynak taraf\u0131ndan zihinde kodlanan duygu ve d\u00fc\u015f\u00fcnceler, bo\u015flukta kendi ba\u015flar\u0131na hareket edemezler; \u0131\u015f\u0131k dalgalar\u0131, ses dalgalar\u0131, telefon kablolar\u0131 veya sinir sistemi gibi fiziksel ta\u015f\u0131y\u0131c\u0131lara ihtiya\u00e7 duyarlar.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Anahtar \u00e7\u0131kar\u0131mlar.<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Akademik Ayr\u0131m: Kanal vs. Ara\u00e7 <\/strong><\/p>\n<p>Literat\u00fcrde bu iki kavram bazen ayr\u0131\u015ft\u0131r\u0131l\u0131r:<\/p>\n<ul>\n<li><strong>Kanal<\/strong>, sinyalin ge\u00e7ti\u011fi fiziksel ortamken (\u00f6rn. ses dalgas\u0131);<\/li>\n<li><strong>Ara\u00e7<\/strong>, mesaj\u0131 sinyale d\u00f6n\u00fc\u015ft\u00fcren teknik veya fiziksel nesnedir (\u00f6rn. telefon veya ses telleri).<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p id=\"yui_3_18_1_1_1765635895959_25\">\u0130leti\u015fim ara\u00e7lar\u0131, mesaj\u0131 iletme bi\u00e7imlerine g\u00f6re genel olarak \u00fc\u00e7 grupta s\u0131n\u0131fland\u0131r\u0131l\u0131r:<\/p>\n<div><\/div>\n<div>\n<table style=\"border-collapse: collapse; width: 100%;\">\n<tbody>\n<tr>\n<td style=\"width: 33.3333%;\"><strong>Sunumsal Ara\u00e7lar<\/strong>\u0130nsan\u0131n sesi, y\u00fcz\u00fc ve bedeni gibi do\u011fal varl\u0131\u011f\u0131n\u0131 kullanan ara\u00e7lard\u0131r. &#8220;\u015eimdi ve burada&#8221; olmay\u0131 zorunlu k\u0131lar.<\/p>\n<p><em>\u00d6rn: Y\u00fcz y\u00fcze ileti\u015fim, jest ve mimikler.<\/em><\/td>\n<td style=\"width: 33.3333%;\"><strong>Temsili Ara\u00e7lar<\/strong>K\u00fclt\u00fcrel ve estetik uzla\u015f\u0131mlar\u0131 kullan\u0131r. \u0130leti\u015fimci orada olmasa bile varl\u0131\u011f\u0131n\u0131 s\u00fcrd\u00fcrebilen eserler yarat\u0131r.<\/p>\n<p><em>\u00d6rn: Yaz\u0131, resim, foto\u011fraf, heykel.<\/em><\/td>\n<td style=\"width: 33.3333%;\"><strong>Mekanik Ara\u00e7lar<\/strong>Di\u011fer ara\u00e7lar\u0131 m\u00fchendislik kanallar\u0131yla zaman ve mek\u00e2n s\u0131n\u0131rlar\u0131n\u0131 a\u015farak ileten teknolojik ara\u00e7lard\u0131r.<\/p>\n<p><em>\u00d6rn: Telefon, radyo, TV, internet.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765625433798_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765625433798_13\" class=\"no-overflow\">\n<h3>Kanal Se\u00e7imi Neden \u00d6nemlidir?<\/h3>\n<p>Kanal se\u00e7imi, ileti\u015fimin ba\u015far\u0131s\u0131n\u0131 ve mesaj\u0131n al\u0131c\u0131 \u00fczerindeki etkisini do\u011frudan belirler. Kaynak; hedef kitlenin \u00f6zelliklerine, mesaj\u0131n aciliyetine ve maliyetine en uygun kanal\u0131 se\u00e7melidir.<\/p>\n<ul>\n<li><strong>Duygusal ve Karma\u015f\u0131k Mesajlar:<\/strong>\u00a0Geri bildirimin anl\u0131k oldu\u011fu y\u00fcz y\u00fcze ileti\u015fim (Sunumsal) tercih edilmelidir.<\/li>\n<li><strong>Resmi ve Kal\u0131c\u0131 Mesajlar:<\/strong> Kesinlik ve hukuki ba\u011flay\u0131c\u0131l\u0131k i\u00e7in yaz\u0131l\u0131 kanallar (Temsili) tercih edilmelidir.<\/li>\n<\/ul>\n<div id=\"yui_3_18_1_1_1765635895959_23\" class=\"box py-3 contents\">\n<div id=\"yui_3_18_1_1_1765635895959_22\" class=\"no-overflow\">\n<div id=\"yui_3_18_1_1_1765635895959_21\">\n<div id=\"yui_3_18_1_1_1765635895959_33\">\n<div id=\"yui_3_18_1_1_1765635895959_34\">\n<div class=\"textbox\">\n<p>\u0130pucu:\u00a0\u0130leti\u015fim s\u00fcrecinde tek bir kanal yerine birden fazla duyuya (g\u00f6rme, i\u015fitme vb.) ayn\u0131 anda hitap eden\u00a0<strong>\u00e7oklu kanallar\u0131n kullan\u0131lmas\u0131<\/strong>, mesaj\u0131n hat\u0131rlanma oran\u0131n\u0131 ve etkisini art\u0131rmaktad\u0131r.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h6><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">2.4. Al\u0131c\u0131 (Hedef) ve Kod A\u00e7ma (Decoding)<\/span><\/h6>\n<p><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">Al\u0131c\u0131 Kimdir?<\/span><\/p>\n<div id=\"yui_3_18_1_1_1765636102351_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765636102351_13\" class=\"no-overflow\">\n<div class=\"box py-3 contents\">\n<div class=\"no-overflow\">\n<p>\u0130leti\u015fim s\u00fcrecinin tamamlanabilmesi i\u00e7in mesaj\u0131n sadece g\u00f6nderilmesi yetmez; bu mesaj\u0131n bir hedef taraf\u0131ndan al\u0131nmas\u0131 ve anlamland\u0131r\u0131lmas\u0131 gerekir. Al\u0131c\u0131 (hedef); kayna\u011f\u0131n g\u00f6nderdi\u011fi mesaj\u0131n ula\u015fmas\u0131 ama\u00e7lanan, bu mesaj\u0131 duyu organlar\u0131yla alan, alg\u0131layan ve zihinsel s\u00fcre\u00e7lerden ge\u00e7irerek yorumlayan ki\u015fi, grup ya da kitle olarak tan\u0131mlan\u0131r.<\/p>\n<div>\u0130leti\u015fim s\u00fcrecinde kaynak ve al\u0131c\u0131 olmak \u00fczere iki temel taraf bulunmakla birlikte,\u00a0<strong>&#8220;hedef&#8221;<\/strong>\u00a0(mesaj\u0131n ula\u015fmas\u0131 arzu edilen ki\u015fi) ile\u00a0<strong>&#8220;al\u0131c\u0131&#8221;\u00a0<\/strong>(mesaj\u0131 fiilen alan ki\u015fi) aras\u0131nda bir ayr\u0131m yapmak gerekebilir; zira mesaj her zaman hedeflenen ki\u015fiye ula\u015fmayabilir veya hedeflenmeyen ki\u015filerce de al\u0131nabilir.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">Kod A\u00e7ma (Decoding)<\/span><\/div>\n<div>\n<p>Al\u0131c\u0131n\u0131n ileti\u015fim s\u00fcrecindeki en kritik i\u015flevi, kaynaktan gelen sinyalleri (s\u00f6z, yaz\u0131, i\u015faret) anlaml\u0131 bir bilgiye d\u00f6n\u00fc\u015ft\u00fcrmektir. Bu i\u015fleme kod a\u00e7ma (decoding) ad\u0131 verilir. Kod a\u00e7ma; ses veya \u0131\u015f\u0131k dalgalar\u0131 arac\u0131l\u0131\u011f\u0131yla gelen fiziksel iletilerin, beyinde tekrar fikirlere, duygulara ve anlamlara d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi eylemidir.<\/p>\n<p>Al\u0131c\u0131 bu s\u00fcre\u00e7te pasif bir dinleyici konumunda de\u011fildir; aksine kendi bilgi birikimi, tutumlar\u0131, inan\u00e7lar\u0131, ge\u00e7mi\u015f deneyimleri, \u00f6nyarg\u0131lar\u0131 ve i\u00e7inde bulundu\u011fu duygusal duruma g\u00f6re mesaj\u0131 s\u00fczer ve aktif bir \u015fekilde yorumlar.<\/p>\n<\/div>\n<h3>Etkin \u0130leti\u015fim ve Referans \u00c7er\u00e7evesi<\/h3>\n<p>Etkili bir ileti\u015fimden s\u00f6z edebilmek i\u00e7in, kayna\u011f\u0131n kodlad\u0131\u011f\u0131 anlam ile al\u0131c\u0131n\u0131n kodunu a\u00e7t\u0131\u011f\u0131 anlam\u0131n \u00f6rt\u00fc\u015fmesi gerekir; buna &#8220;etkin ileti\u015fim&#8221; denir. Bu \u00f6rt\u00fc\u015fmenin sa\u011flanmas\u0131, kaynak ve al\u0131c\u0131n\u0131n ortak referans \u00e7er\u00e7evesine (deneyim alan\u0131na) sahip olmalar\u0131na ba\u011fl\u0131d\u0131r. E\u011fer al\u0131c\u0131, kayna\u011f\u0131n kulland\u0131\u011f\u0131 kodu (dili, jargonu veya k\u00fclt\u00fcrel sembolleri) bilmiyorsa veya bu sembollere farkl\u0131 bir anlam y\u00fckl\u00fcyorsa, mesaj fiziksel olarak iletilse bile ileti\u015fim anlamsal olarak ger\u00e7ekle\u015fmez.<\/p>\n<p>\u0130leti\u015fimde \u00e7o\u011fu zaman &#8220;niyetten&#8221; ziyade &#8220;yorumlama&#8221; \u00f6n plana \u00e7\u0131kar. Al\u0131c\u0131n\u0131n bir davran\u0131\u015f\u0131 veya s\u00f6z\u00fc nas\u0131l yorumlad\u0131\u011f\u0131, kayna\u011f\u0131n ne anlatmak istedi\u011finden daha belirleyici olabilir ve sonraki ileti\u015fim s\u00fcrecini bu yorum \u015fekillendirir.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">\u00d6rnek<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Bir turistin kendi k\u00fclt\u00fcr\u00fcnde &#8220;her \u015fey yolunda&#8221; anlam\u0131na gelen bir el i\u015faretini (kodlama) kullanmas\u0131, bu i\u015faretin &#8220;hakaret&#8221; kabul edildi\u011fi bir k\u00fclt\u00fcrdeki yerel halk (al\u0131c\u0131) taraf\u0131ndan sald\u0131rganl\u0131k olarak yorumlanabilir (hatal\u0131 kod a\u00e7ma). Bu durum, kaynak ve al\u0131c\u0131n\u0131n k\u00fclt\u00fcrel referans \u00e7er\u00e7evelerinin farkl\u0131 olmas\u0131ndan kaynaklanan bir ileti\u015fim kazas\u0131d\u0131r.<\/p>\n<\/div>\n<\/div>\n<p><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">2.5. Geri Bildirim (D\u00f6n\u00fct)<\/span><\/p>\n<p>D\u00f6ng\u00fcsel S\u00fcre\u00e7 ve Kontrol<\/p>\n<p>\u0130leti\u015fim s\u00fcrecinin son ve tamamlay\u0131c\u0131 halkas\u0131 olan geri bildirim (d\u00f6n\u00fct veya yans\u0131ma), al\u0131c\u0131n\u0131n kayna\u011f\u0131n g\u00f6nderdi\u011fi mesaja verdi\u011fi tepki veya yan\u0131tt\u0131r. Bu tepki, ileti\u015fimi tek y\u00f6nl\u00fc bir bilgi aktar\u0131m\u0131 (monolog) olmaktan \u00e7\u0131kar\u0131p, kaynak ve al\u0131c\u0131 aras\u0131nda kar\u015f\u0131l\u0131kl\u0131 bir etkile\u015fime ve dairesel bir s\u00fcrece d\u00f6n\u00fc\u015ft\u00fcren en hayati unsurdur.<\/p>\n<p>&nbsp;<\/p>\n<div><strong>Kontrol Mekanizmas\u0131 \u0130\u015flevi: <\/strong>Geri bildirim sayesinde kaynak, g\u00f6nderdi\u011fi mesaj\u0131n al\u0131c\u0131 taraf\u0131ndan al\u0131n\u0131p al\u0131nmad\u0131\u011f\u0131n\u0131, do\u011fru bir \u015fekilde anla\u015f\u0131l\u0131p anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 kontrol etme \u015fans\u0131 bulur; bu y\u00f6n\u00fcyle geri bildirim, s\u00fcrecin ba\u015far\u0131s\u0131n\u0131 \u00f6l\u00e7en bir &#8220;kontrol mekanizmas\u0131&#8221;d\u0131r.<\/div>\n<div><\/div>\n<div>\n<table style=\"border-collapse: collapse; width: 100%;\">\n<tbody>\n<tr>\n<td style=\"width: 50%;\"><strong>S\u00f6zel Geri Bildirim<\/strong>Al\u0131c\u0131n\u0131n tepkisi; bir soru sormak, onaylamak veya itiraz etmek gibi konu\u015fma yoluyla (cevap vermek) ger\u00e7ekle\u015fir.<\/td>\n<td style=\"width: 50%;\"><strong>S\u00f6zel Olmayan Geri Bildirim<\/strong>Ba\u015f sallamak, g\u00fcl\u00fcmsemek, ka\u015f \u00e7atmak, alk\u0131\u015flamak, bak\u0131\u015flar\u0131 ka\u00e7\u0131rmak veya sessiz kalmak gibi jest ve mimiklerle ger\u00e7ekle\u015fir.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765625433798_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765625433798_13\" class=\"no-overflow\">\n<div class=\"box py-3 branchbuttoncontainer horizontal\">\n<div class=\"singlebutton\">\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>\u00d6rnek: Anl\u0131k D\u00fczenleme<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Bir \u00f6\u011fretmenin ders anlat\u0131rken \u00f6\u011frencilerin g\u00f6zlerindeki \u015fa\u015fk\u0131nl\u0131k ifadesini veya sessizle\u015fmelerini (s\u00f6zs\u00fcz geri bildirim) fark edip, mesaj\u0131n anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 d\u00fc\u015f\u00fcnerek konuyu tekrar anlatmas\u0131, geri bildirimin s\u00fcreci nas\u0131l anl\u0131k olarak d\u00fczenledi\u011fini ve kayna\u011fa d\u00fczeltme imk\u00e2n\u0131 verdi\u011fini g\u00f6sterir.<\/p>\n<\/div>\n<\/div>\n<h3>Roller ve Zamanlama<\/h3>\n<ul>\n<li><strong>\ud83d\udd00 Rol De\u011fi\u015fimi: <\/strong>Geri bildirim verildi\u011fi anda ileti\u015fimdeki roller de\u011fi\u015fir; ilk mesaj\u0131n al\u0131c\u0131s\u0131 art\u0131k kaynak, ilk kaynak ise al\u0131c\u0131 konumuna ge\u00e7er ve s\u00fcre\u00e7 d\u00f6ng\u00fcsel olarak devam eder.<\/li>\n<li><strong>\ud83d\udc4d\ud83d\udc4e Olumlu ve Olumsuz: <\/strong>Geri bildirim olumlu (mesaj\u0131n anla\u015f\u0131ld\u0131\u011f\u0131n\u0131\/desteklendi\u011fini g\u00f6steren) veya olumsuz (anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131\/reddedildi\u011fini g\u00f6steren) olabilir.<\/li>\n<li><strong>\u23f3 Zamanlama (Kitle \u0130leti\u015fimi vs Dijital): <\/strong>Y\u00fcz y\u00fcze ileti\u015fimde geri bildirim e\u015f zamanl\u0131d\u0131r. Geleneksel kitle ileti\u015fiminde s\u00fcre\u00e7 dolayl\u0131 ve gecikmeli olabilirken (okuyucu mektuplar\u0131), g\u00fcn\u00fcm\u00fcz dijital medya ortamlar\u0131 bu gecikmeyi ortadan kald\u0131rarak anl\u0131k geri bildirimi m\u00fcmk\u00fcn k\u0131lm\u0131\u015ft\u0131r.<\/li>\n<\/ul>\n<h5><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.602em; word-spacing: normal;\">3.\u0130leti\u015fimin \u0130\u015flevleri: Bireysel ve Toplumsal Boyutlar<\/span><\/h5>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<p>\u0130nsan neden ileti\u015fim kurar ve bu s\u00fcre\u00e7 bireyin &#8216;var olma&#8217; m\u00fccadelesinde nas\u0131l bir rol oynar? Bu mod\u00fclde, ileti\u015fimin sadece bilgi aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131; ayn\u0131 zamanda psikolojik dengeyi koruyan ve toplumsal yap\u0131y\u0131 bir arada tutan b\u00fct\u00fcnle\u015ftirici i\u015flevlerini ke\u015ffedeceksiniz. Bireysel benlikten toplumsal uyuma uzanan bu s\u00fcre\u00e7te, ileti\u015fimin hayat\u0131 \u015fekillendiren \u00e7ok y\u00f6nl\u00fc dinamiklerini inceleyeceksiniz.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>\u0130leti\u015fimin i\u015flevlerini tan\u0131mlayabilme<\/p>\n<p>\u0130leti\u015fimin insan\u0131n ki\u015filik \u00f6zellikleri \u00fcst\u00fcndeki etkisini belirleyebilme<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Anahtar s\u00f6zc\u00fckler:<\/p>\n<\/header>\n<div class=\"textbox__content\">\u0130leti\u015fimin i\u015flevleri, Ki\u015filik,<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.42425em; font-style: italic; word-spacing: normal;\">3.1. Bireysel \u0130\u015flevler: Var Olma, \u0130li\u015fki Kurma ve Ki\u015filik Geli\u015fimi<\/span><\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765625433798_25\" class=\"box py-3 contents\">\n<div id=\"yui_3_18_1_1_1765625433798_24\" class=\"no-overflow\">\n<div id=\"yui_3_18_1_1_1765625433798_23\">\n<div>\n<p id=\"yui_3_18_1_1_1765625433798_20\">\u0130leti\u015fim, bireyin sadece biyolojik devaml\u0131l\u0131\u011f\u0131 i\u00e7in de\u011fil, ayn\u0131 zamanda psikolojik ve toplumsal varolu\u015fu i\u00e7in de vazge\u00e7ilmez bir s\u00fcre\u00e7tir. \u0130leti\u015fim olmaks\u0131z\u0131n insan\u0131n ne d\u00fc\u015f\u00fcnebilmesi, ne karar verebilmesi ne de herhangi bir sosyal etkinlikte bulunabilmesi m\u00fcmk\u00fcnd\u00fcr.<\/p>\n<p>\u0130nsan\u0131n kendi varl\u0131\u011f\u0131n\u0131n bilincine varmas\u0131, d\u00fc\u015f\u00fcnmesi, duygular\u0131n\u0131n fark\u0131nda olmas\u0131 ve ki\u015fisel ihtiya\u00e7lar\u0131n\u0131 tan\u0131mlamas\u0131 ancak ileti\u015fim sayesinde ger\u00e7ekle\u015fir. Bu kapsamda ileti\u015fimin bireysel i\u015flevleri; var olma m\u00fccadelesi, ili\u015fkilerin geli\u015ftirilmesi ve ki\u015fili\u011fin in\u015fas\u0131 olmak \u00fczere \u00fc\u00e7 temel boyutta incelenebilir.<\/p>\n<h5 id=\"yui_3_18_1_1_1765625433798_30\">3.1.1. Var Olma ve Temel Gereksinimlerin Giderilmesi<\/h5>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<p id=\"yui_3_18_1_1_1765625433798_32\">Sosyal bir varl\u0131k olan insan, di\u011ferlerinden yal\u0131t\u0131lm\u0131\u015f bir \u015fekilde uzun s\u00fcre ya\u015fam\u0131n\u0131 s\u00fcrd\u00fcremez. Sosyal ya\u015fam\u0131n i\u015fleyi\u015fi, insan\u0131n di\u011fer insanlarla ileti\u015fimini zorunlu k\u0131lar. Birey i\u00e7in var olman\u0131n temel amac\u0131, bir yandan toplumla b\u00fct\u00fcnle\u015firken di\u011fer yandan d\u00fc\u015f\u00fcnce, duygu ve davran\u0131\u015flar\u0131 ile kabul edilmi\u015f bir insan kimli\u011finin sayg\u0131nl\u0131\u011f\u0131n\u0131 elde etmektir.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div>\u0130nsanlar\u0131n <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_66\">fizyolojik ihtiya\u00e7lar\u0131<\/a> ve <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_67\">psiko-sosyal ihtiya\u00e7lar\u0131<\/a> bulunmaktad\u0131r.<\/div>\n<div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\"><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765625433798_31\">\n<p id=\"yui_3_18_1_1_1765625433798_35\">Birey, ileti\u015fim kurarak bu ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lar ve fizyolojik ile psiko-sosyal doyuma ula\u015f\u0131r. \u00d6rne\u011fin, bir bireyin zorunlu veya yarat\u0131lm\u0131\u015f gereksinimlerini gidermesi, arzular\u0131n\u0131 yerine getirmesi ve kendisini tan\u0131mlamas\u0131 ileti\u015fim sayesinde m\u00fcmk\u00fcn olur.<\/p>\n<\/div>\n<\/div>\n<h6><span style=\"font-family: 'Cormorant Garamond', serif; font-size: 1.26562em; word-spacing: normal;\">3.1.2. \u0130li\u015fki Kurma ve Geli\u015ftirme<\/span><\/h6>\n<div>\n<p id=\"yui_3_18_1_1_1765625433798_38\">\u0130nsanlar\u0131n en temel gereksinimlerinin ba\u015f\u0131nda sevmek, sevilmek ve sayg\u0131 duymak gelir. Ki\u015fileraras\u0131 ileti\u015fim kurman\u0131n temelinde bu ihtiya\u00e7lar\u0131n kar\u015f\u0131lanmas\u0131 yatar. Bireyler kurduklar\u0131 ileti\u015fim yoluyla yaln\u0131zl\u0131k, gerginlik ve soyutlanm\u0131\u015fl\u0131k duygular\u0131n\u0131 azaltmakta; sa\u011flad\u0131klar\u0131 payla\u015f\u0131mlarla \u00e7aresizliklerini gidermektedirler. Bu noktada <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_69\">ili\u015fkilerin s\u00fcrd\u00fcr\u00fclebilirli\u011fi<\/a> de \u00f6nemli bir konudur.<\/p>\n<\/div>\n<h3 id=\"yui_3_18_1_1_1765625433798_41\">3.1.3. Ki\u015filik Geli\u015fimi ve Benlik Alg\u0131s\u0131<\/h3>\n<p id=\"yui_3_18_1_1_1765625433798_43\">\u0130leti\u015fimin en kritik bireysel i\u015flevlerinden biri, bireylerde sa\u011fl\u0131kl\u0131 bir ki\u015filik geli\u015ftirme s\u00fcrecine katk\u0131 sa\u011flamas\u0131d\u0131r. Bireyin toplum i\u00e7inde kimlik kazanmas\u0131, di\u011ferleriyle nas\u0131l ve hangi y\u00f6nde ileti\u015fim kurdu\u011funa ve bu s\u00fcre\u00e7te hangi rolleri \u00fcstlendi\u011fine ba\u011fl\u0131d\u0131r. Ki\u015filik geli\u015fimi, bireyin kendisiyle kurdu\u011fu ileti\u015fim (i\u00e7sel ileti\u015fim) ile ba\u015flar.<\/p>\n<div><\/div>\n<div><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_71\">Benlik tasar\u0131m\u0131<\/a> kavram\u0131 burada \u00f6nemli bir rol \u00fcstlenir.<\/div>\n<div><\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765625433798_25\" class=\"box py-3 contents\">\n<div id=\"yui_3_18_1_1_1765625433798_24\" class=\"no-overflow\">\n<div id=\"yui_3_18_1_1_1765625433798_23\">\n<div id=\"yui_3_18_1_1_1765625433798_22\">\n<div id=\"yui_3_18_1_1_1765625433798_42\">\n<p id=\"yui_3_18_1_1_1765625433798_46\">\u0130nsan, sosyal ve fiziksel \u00e7evre ile ili\u015fkisi s\u0131ras\u0131nda elde etti\u011fi geri bildirimler yoluyla kendini tan\u0131r ve anlamland\u0131r\u0131r. Sa\u011fl\u0131kl\u0131, mutlu ve ba\u015far\u0131l\u0131 bir birey i\u00e7in ger\u00e7ek\u00e7i ve i\u00e7sel odakl\u0131 bir benlik tasar\u0131m\u0131 gereklidir. \u0130leti\u015fim, bireyin kendi yeteneklerini, de\u011fer yarg\u0131lar\u0131n\u0131, ama\u00e7lar\u0131n\u0131 ve ideallerini tan\u0131mas\u0131na olanak tan\u0131yarak ki\u015fili\u011fin in\u015fas\u0131nda merkezi bir rol oynar.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"singlebutton\"><\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765628183587_14\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765628183587_13\" class=\"no-overflow\">\n<p id=\"yui_3_18_1_1_1765628183587_12\">\u0130nsan neden ileti\u015fim kurar ve bu s\u00fcre\u00e7 bireyin &#8216;var olma&#8217; m\u00fccadelesinde nas\u0131l bir rol oynar? Bu mod\u00fclde, ileti\u015fimin sadece bilgi aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131; ayn\u0131 zamanda psikolojik dengeyi koruyan ve toplumsal yap\u0131y\u0131 bir arada tutan b\u00fct\u00fcnle\u015ftirici i\u015flevlerini ke\u015ffedeceksiniz. Bireysel benlikten toplumsal uyuma uzanan bu s\u00fcre\u00e7te, ileti\u015fimin hayat\u0131 \u015fekillendiren \u00e7ok y\u00f6nl\u00fc dinamiklerini inceleyeceksiniz.<\/p>\n<h5 id=\"yui_3_18_1_1_1765628183587_19\" class=\"main page-section-title-hide\">3.2. Toplumsal \u0130\u015flevler: K\u00fclt\u00fcr Aktar\u0131m\u0131 ve Sosyalle\u015fme<\/h5>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<div id=\"yui_3_18_1_1_1765628183587_21\">\n<p id=\"yui_3_18_1_1_1765628183587_20\">\u0130leti\u015fim, sadece bireylerin anl\u0131k ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamakla kalmaz, ayn\u0131 zamanda toplumlar\u0131n s\u00fcreklili\u011fini ve birli\u011fini sa\u011flayan temel mekanizmad\u0131r. Bir toplumun varl\u0131\u011f\u0131n\u0131 s\u00fcrd\u00fcrebilmesi, sahip oldu\u011fu maddi ve manevi de\u011ferleri, bilgi birikimini ve ya\u015fam bi\u00e7imini yeni ku\u015faklara aktarabilmesine ba\u011fl\u0131d\u0131r. \u0130leti\u015fim sayesinde k\u00fclt\u00fcr ku\u015faktan ku\u015fa\u011fa aktar\u0131l\u0131r ve birey, biyolojik bir varl\u0131k olmaktan \u00e7\u0131karak toplumsal bir varl\u0131k haline gelir.<\/p>\n<\/div>\n<\/div>\n<div>\n<h5 id=\"yui_3_18_1_1_1765628183587_26\">3.2.1. K\u00fclt\u00fcrel Miras\u0131n Aktar\u0131m\u0131 ve S\u00fcreklilik<\/h5>\n<\/div>\n<div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<p id=\"yui_3_18_1_1_1765628183587_28\">K\u00fclt\u00fcr, insano\u011flunun do\u011faya kar\u015f\u0131 yaratt\u0131\u011f\u0131 maddi ve manevi her \u015feydir. Biyolojik bir miras de\u011fildir; genetik olarak aktar\u0131lmaz, sonradan \u00f6\u011frenilir. Bu s\u00fcre\u00e7 ancak ileti\u015fim ile m\u00fcmk\u00fcnd\u00fcr. K\u00fclt\u00fcrde <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_4_72\">dilin rol\u00fc<\/a> de yads\u0131namaz.<\/p>\n<\/div>\n<div id=\"yui_3_18_1_1_1765628183587_36\">\n<p id=\"yui_3_18_1_1_1765628183587_35\">\u0130leti\u015fim, hem teknolojiyi ve eserleri i\u00e7eren\u00a0<strong>maddi k\u00fclt\u00fcr\u00fcn<\/strong>\u00a0hem de inan\u00e7, ahlak, hukuk ve gelenekleri i\u00e7eren\u00a0<strong>manevi k\u00fclt\u00fcr\u00fcn<\/strong>\u00a0aktar\u0131m\u0131n\u0131 sa\u011flar. \u00d6rne\u011fin, bir mimari eserin yap\u0131m tekni\u011fi veya bayramla\u015fma rit\u00fcelleri ileti\u015fim yoluyla \u00f6\u011frenilerek s\u00fcrd\u00fcr\u00fcl\u00fcr.<\/p>\n<\/div>\n<div id=\"yui_3_18_1_1_1765628183587_27\">\n<blockquote>\n<p id=\"yui_3_18_1_1_1765628183587_37\">Not: K\u00fclt\u00fcr tarihsel bir olgudur. S\u00f6zl\u00fc k\u00fclt\u00fcrde bellek ile aktar\u0131l\u0131rken, yaz\u0131n\u0131n icad\u0131yla kay\u0131t alt\u0131na al\u0131nm\u0131\u015f ve de\u011fi\u015fmeden aktar\u0131labilir hale gelmi\u015ftir.<\/p>\n<\/blockquote>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<h3 id=\"yui_3_18_1_1_1765628183587_38\">3.2.2. Sosyalle\u015fme (Toplumsalla\u015fma) S\u00fcreci<\/h3>\n<\/div>\n<div>\n<p>Sosyalle\u015fme, bireyin i\u00e7inde do\u011fdu\u011fu topluma adaptasyonu ve o toplumun bir par\u00e7as\u0131 olabilmesi s\u00fcrecidir. Bu s\u00fcre\u00e7, bireyin sadece biyolojik bir canl\u0131 olmaktan \u00e7\u0131k\u0131p toplumsal bir ki\u015filik kazanmas\u0131n\u0131 sa\u011flar ve iki temel a\u015famada incelenir:<\/p>\n<ul id=\"yui_3_18_1_1_1765628183587_41\">\n<li id=\"yui_3_18_1_1_1765628183587_40\"><strong>1. Birincil Sosyalle\u015fme (Aile)<\/strong>Bireyin d\u00fcnyaya g\u00f6zlerini a\u00e7t\u0131\u011f\u0131 andan itibaren, genellikle aile i\u00e7inde ger\u00e7ekle\u015fen en temel evredir. \u00c7ocuk, anadilini, temel de\u011ferleri ve duygusal tepkileri ailesinden \u00f6\u011frenir (\u00d6rn: Sofra adab\u0131, sayg\u0131).<\/li>\n<li><strong>2. \u0130kincil Sosyalle\u015fme (Kurumlar)<\/strong>Bireyin aile d\u0131\u015f\u0131ndaki kurumlara (okul, i\u015f yeri) kat\u0131lmas\u0131yla ba\u015flar. Birey, toplum i\u00e7indeki farkl\u0131 rolleri (\u00f6\u011frenci, \u00e7al\u0131\u015fan) ve bu rollere uygun davran\u0131\u015f bi\u00e7imlerini \u00f6\u011frenir.<\/li>\n<\/ul>\n<div id=\"yui_3_18_1_1_1765628183587_39\">\n<blockquote>\n<div id=\"yui_3_18_1_1_1765628183587_42\"><strong>Vygotsky\u2019nin Yakla\u015f\u0131m\u0131:<\/strong> Bireydeki y\u00fcksek zihinsel i\u015flevlerin kayna\u011f\u0131 sosyal s\u00fcre\u00e7lerdir. Bireysel geli\u015fim, sosyal ve k\u00fclt\u00fcrel ba\u011flamdan ba\u011f\u0131ms\u0131z de\u011fildir.<\/div>\n<\/blockquote>\n<\/div>\n<div>\n<h5 id=\"yui_3_18_1_1_1765628183587_43\">3.2.3. Kitle \u0130leti\u015fim Ara\u00e7lar\u0131n\u0131n Rol\u00fc<\/h5>\n<\/div>\n<p>G\u00fcn\u00fcm\u00fcz modern toplumlar\u0131nda k\u00fclt\u00fcr aktar\u0131m\u0131 ve sosyalle\u015fme s\u00fcrecinde kitle ileti\u015fim ara\u00e7lar\u0131 (medya) merkezi bir rol oynamaktad\u0131r. Medya, bireyleri ya\u015fad\u0131klar\u0131 toplumun bir par\u00e7as\u0131 haline getirme i\u015flevini \u00fcstlenir.<\/p>\n<div>\n<div>\n<p><strong>Toplumsal Normlar\u0131n \u00d6\u011fretilmesi<\/strong>Medya, bireyin ya\u015fad\u0131\u011f\u0131 \u00e7evreyi, k\u00fclt\u00fcr\u00fc ve yasalar\u0131 tan\u0131mas\u0131n\u0131 sa\u011flar; toplumla b\u00fct\u00fcnle\u015fmesine katk\u0131da bulunur.<\/p>\n<\/div>\n<div>\n<p><strong>Ortak Bilin\u00e7 ve B\u00fct\u00fcnle\u015fme<\/strong>Farkl\u0131 co\u011frafyalardaki bireyler ayn\u0131 g\u00fcndemi ve k\u00fclt\u00fcrel \u00fcr\u00fcnleri (diziler, haberler) t\u00fcketerek ortak bir k\u00fclt\u00fcr zemininde bulu\u015furlar.<\/p>\n<\/div>\n<div>\n<p><strong>K\u00fclt\u00fcrel De\u011fi\u015fim<\/strong>Medya sadece var olan\u0131 aktarmaz; yeni davran\u0131\u015f kal\u0131plar\u0131n\u0131 ve d\u00fc\u015f\u00fcnce ak\u0131mlar\u0131n\u0131 yayg\u0131nla\u015ft\u0131rarak k\u00fclt\u00fcr\u00fcn de\u011fi\u015fimine \u00f6nc\u00fcl\u00fck eder.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\"><\/div>\n<\/div>\n<div class=\"navitem\">\n<div class=\"singlebutton\">\u015eimdi bu noktada yine bir ka\u00e7 etkinlik yapal\u0131m ve \u00f6\u011frendiklerimizi s\u0131nayal\u0131m.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/p>\n<div id=\"h5p-5\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-5\" class=\"h5p-iframe\" data-content-id=\"5\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"K\u00fclt\u00fcrel Miras\u0131n Aktar\u0131m\u0131\"><\/iframe><\/div>\n<\/div>\n<p><\/code><\/div>\n<\/div>\n<\/div>\n<div class=\"postbox h5p-sidebar\"><\/div>\n<div><\/div>\n<div>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/p>\n<div id=\"h5p-6\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-6\" class=\"h5p-iframe\" data-content-id=\"6\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Senaryo yaz\u0131m\u0131 g\u00f6revi\"><\/iframe><\/div>\n<\/div>\n<p><\/code><\/div>\n<\/div>\n<\/div>\n<div class=\"postbox h5p-sidebar\"><\/div>\n<div>\n<h4 id=\"yui_3_18_1_1_1765631418350_12\" class=\"h2\">4. \u0130leti\u015fim Modelleri: S\u00fcre\u00e7 Okulu ve G\u00f6stergebilimsel Yakla\u015f\u0131m<\/h4>\n<div id=\"yui_3_18_1_1_1765631418350_21\" class=\"activity-header\" data-for=\"page-activity-header\">\n<div id=\"intro\" class=\"activity-description\">\n<div id=\"yui_3_18_1_1_1765631418350_20\" class=\"no-overflow\">\n<p id=\"yui_3_18_1_1_1765631418350_19\">Bir mesaj\u0131n kar\u015f\u0131 tarafa ula\u015fmas\u0131 ileti\u015fim i\u00e7in yeterli midir, yoksa as\u0131l mesele o mesaj\u0131n zihinde nas\u0131l bir anlam yaratt\u0131\u011f\u0131 m\u0131d\u0131r? Bu mod\u00fclde, ileti\u015fimi teknik bir aktar\u0131m s\u00fcreci olarak g\u00f6ren &#8216;S\u00fcre\u00e7 Okulu&#8217; ile onu bir anlam \u00fcretimi olarak ele alan &#8216;G\u00f6stergebilimsel Yakla\u015f\u0131m&#8217; aras\u0131ndaki temel farklar\u0131 ke\u015ffedeceksiniz.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"container-fluid tertiary-navigation\">\n<div class=\"d-flex\">\n<div class=\"navitem\">\n<div class=\"singlebutton\"><\/div>\n<\/div>\n<div class=\"navitem\">\n<div class=\"singlebutton\">\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">\u00d6\u011frenme hedefleri<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>\u0130leti\u015fimi bir mesaj iletimi olarak g\u00f6ren &#8220;S\u00fcre\u00e7 Okulu&#8221; ile anlam \u00fcretimi olarak g\u00f6ren &#8220;G\u00f6stergebilimsel Yakla\u015f\u0131m&#8221; aras\u0131ndaki temel farklar\u0131 kar\u015f\u0131la\u015ft\u0131rabilme.<\/li>\n<li>Aristo, Lasswell, Shannon-Weaver gibi temel ileti\u015fim modellerinin \u00f6zelliklerini ve ileti\u015fim bilimindeki yerini a\u00e7\u0131klayabilme.<\/li>\n<li>G\u00f6sterge, g\u00f6steren ve g\u00f6sterilen kavramlar\u0131n\u0131 kullanarak basit bir g\u00f6rsel veya metni g\u00f6stergebilimsel a\u00e7\u0131dan yorumlayabilme.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div><\/div>\n<div><\/div>\n<div><\/div>\n<div class=\"postbox h5p-sidebar\"><\/div>\n<div><\/div>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_4_32\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_32\"><div tabindex=\"-1\"><p>\u0130leti\u015fim, insan ya\u015fam\u0131n\u0131n merkezinde yer alan, bireylerin ve toplumlar\u0131n varl\u0131klar\u0131n\u0131 s\u00fcrd\u00fcrebilmeleri i\u00e7in zorunlu olan \u00e7ok boyutlu bir kavramd\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_46\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_46\"><div tabindex=\"-1\"><p>Az \u00f6nceki videodaki telefonla ba\u011flanan kad\u0131n kaynakt\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_47\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_47\"><div tabindex=\"-1\"><p>Az \u00f6nceki videoda kad\u0131n\u0131n sesinin tonu, konu\u015fma h\u0131z\u0131  konu\u015fma bi\u00e7imi kodlamad\u0131r<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_49\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_49\"><div tabindex=\"-1\"><p>Az \u00f6nceki videoda kad\u0131n\u0131n 1991 y\u0131l\u0131nda \u00e7al\u0131\u015fmaya ba\u015flamas\u0131 ve ard\u0131ndan bir t\u00fcrl\u00fc tam halini \u00f6\u011frenemedi\u011fimiz hikayesi ise mesajd\u0131r<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_48\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_48\"><div tabindex=\"-1\"><p>Az \u00f6nceki videoda ileti\u015fimin kuruldu\u011fu telefon ba\u011flant\u0131s\u0131 (ve hatta kad\u0131n\u0131n sesini a\u00e7t\u0131\u011f\u0131 televizyon -belli ki sunucuyu televizyon da duymaya \u00e7al\u0131\u015f\u0131yor - da kanald\u0131r<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_50\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_50\"><div tabindex=\"-1\"><p>Az \u00f6nceki videoda  \u015eerif Iss\u0131'n\u0131n tepkileri geribildirimdir<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_63\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_63\"><div tabindex=\"-1\"><p>\u0130leti\u015fimin en temel i\u015flevi, bireyin \"var olmas\u0131n\u0131\" ve \"benlik geli\u015fimini\" sa\u011flamakt\u0131r. Birey, ileti\u015fim sayesinde varl\u0131\u011f\u0131n\u0131n fark\u0131na var\u0131r, \"ben kimim?\" sorusuna yan\u0131t arar ve yaln\u0131zl\u0131k duygusundan kurtularak psikolojik doyuma ula\u015f\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_64\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_64\"><div tabindex=\"-1\"><p>\u0130leti\u015fim, toplumun \"sosyal \u00e7imentosu\" i\u015flevini g\u00f6r\u00fcr. K\u00fclt\u00fcrel miras\u0131n (dil, gelenekler, normlar) nesilden nesile aktar\u0131lmas\u0131n\u0131 sa\u011flayarak k\u00fclt\u00fcr\u00fcn s\u00fcreklili\u011fini garanti alt\u0131na al\u0131r ve bireylerin sosyalle\u015fmesine olanak tan\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_66\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_66\"><div tabindex=\"-1\"><p>Yemek, i\u00e7mek, bar\u0131nmak gibi hayatta kalmay\u0131 sa\u011flayan temel ihtiya\u00e7lard\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_67\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_67\"><div tabindex=\"-1\"><p>Sevgi, sayg\u0131 g\u00f6rme, ait olma, g\u00fc\u00e7 elde etme, stat\u00fc kazanma gibi bireyi hayata ba\u011flayan ihtiya\u00e7lard\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_69\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_69\"><div tabindex=\"-1\"><p>\u0130leti\u015fim, ili\u015fkiyi sadece ba\u015flatmakla kalmaz; onu tan\u0131mlar, korur, s\u00fcrd\u00fcr\u00fcr ve geli\u015ftirir. Ger\u00e7ek ki\u015fisel ili\u015fkiler, hayat\u0131n, d\u00fc\u015f\u00fcncelerin, kayg\u0131lar\u0131n ve \u00f6zlemlerin payla\u015f\u0131ld\u0131\u011f\u0131 samimi s\u00fcre\u00e7lerdir. \u0130leti\u015fim sayesinde bireyler birbirlerini anlama ba\u011flam\u0131 kurar, ili\u015fkiyi d\u00fczenler, tamir eder veya gerekti\u011finde sonland\u0131r\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_71\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_71\"><div tabindex=\"-1\"><p>Ki\u015finin kendisi ile ilgili bilgi, d\u00fc\u015f\u00fcnce, kanaat, alg\u0131 ve inan\u00e7lar\u0131n\u0131n t\u00fcm\u00fcn\u00fcn d\u00fczenlenmi\u015f halidir. Bireyin \"Ben kimim?\" sorusuna verdi\u011fi cevaplar benlik tasar\u0131m\u0131n\u0131 olu\u015fturur.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_4_72\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_4_72\"><div tabindex=\"-1\"><p>K\u00fclt\u00fcr\u00fcn en \u00f6nemli ta\u015f\u0131y\u0131c\u0131s\u0131 dildir. Dil sayesinde toplumdaki soyut ve somut kavramlar biriktirilir; bireyler ge\u00e7mi\u015fi \u00f6\u011frenir ve gelecek hakk\u0131nda tasar\u0131m yapabilirler. \u00d6rne\u011fin, atas\u00f6zleri ve deyimler, ge\u00e7mi\u015f ku\u015faklar\u0131n deneyimlerini bug\u00fcne ta\u015f\u0131yan dilsel ileti\u015fim ara\u00e7lar\u0131d\u0131r.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":1,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[13],"contributor":[],"license":[],"class_list":["post-4","front-matter","type-front-matter","status-publish","hentry","front-matter-type-introduction"],"_links":{"self":[{"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/pressbooks\/v2\/front-matter\/4","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":34,"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/pressbooks\/v2\/front-matter\/4\/revisions"}],"predecessor-version":[{"id":84,"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/pressbooks\/v2\/front-matter\/4\/revisions\/84"}],"metadata":[{"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/pressbooks\/v2\/front-matter\/4\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/wp\/v2\/media?parent=4"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/pressbooks\/v2\/front-matter-type?post=4"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/wp\/v2\/contributor?post=4"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/www.mikroyeterlilik.com\/iletisim\/wp-json\/wp\/v2\/license?post=4"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}