THE EMERGENCE AND PRACTICE OF POLYTECNIC EDUCATION

Introduction: Ideal education model of the Renaissance was a creative and multi-dimensional humanistic education approach. Humanistic education approach had also similar characteristics with the Renaissance because both the Renaissance and Humanist Movements (Approach) were considered identical. With these renaissance and reform movements, and later on, with the Industrial Revolution, quality and effective education started to become widespread among all levels of society. The development of industry required more trained employees. It forced the crowds to work for long hours in difficult/stiff conditions. Yet some utopian philosophers, among whom were also industrialists, struggled to make education period longer and more effective. They also urged all individuals to attend basic education and improve their mental, physical and productive skills. Polytechnical education which aimed at incorporating individual's professional training with their physical, mental and moral improvements was an alternative model. With the contributions of socialist philosophers and educators, it became popular in some countries. According to the philosophical, political and economic structure of these countries, various applications were seen in different countries.Method: The aim of this study is to examine the philosophical thoughts behind the emergence of polytechnical education and to investigate its practices in its historical development process. This is a descriptive study. The emergence and practices of polytechnic education have been investigated through relevant literature search. During the literature search it was seen that Turkish resources were insufficient. All information gained in the study were interpreted and reported accordingly.Findings: In the time of the Renaissance and Reform Movements, some utopian philosophers emphasized the need for education to begin at an earlier age and to be more widely available. Later socialist educators believed that individuals would have a kind of education which greatly increases their physical, mental and productive capacities. It would be a kind of multi-dimensional education, not only for employee training but also for humanistic improvement. It could be said that polytechnic education emerged as result of these philosophical thoughts and economic needs. When it became popular and widespread, a third of the world's children were having an education of that model which was also known as Marxian education approach. While polytechnic education was applied as work and professional education in some countries, some East-Blo