Prof. Nevzat Tarhan: “If we do not transform knowledge into wisdom, we cannot reach young people”

An event titled “Family Therapy and the Education–Teacher Relationship” was organized through the cooperation of the Istanbul Provincial Directorate of National Education, Üsküdar District Directorate of National Education, and Üsküdar University. Addressing educators from Üsküdar, President of Üsküdar University and Psychiatrist Prof. Nevzat Tarhan emphasized the decisive role of values in personality development and underlined the importance of producing wisdom from knowledge rather than merely transferring information. Tarhan stated that in the age of artificial intelligence, social and emotional skills, empathy, and psychological resilience are indispensable. He stressed that critical thinking must be instilled in young people and noted that reaching youth is possible not through words but by setting an example through behavior. He also emphasized that moral virtue cannot be taught by explanation alone but must be lived and experienced.

The event was held at Üsküdar University Çarşı Campus Emirnebi Conference Hall and was attended by Prof. Nevzat Tarhan, Üsküdar District Director of National Education Semih Durmuş, and numerous educators affiliated with the district directorate.

The program, which attracted strong interest, began with opening speeches.

Semih Durmuş: “With the Maarif Model, we educate both ourselves and the youth”

The opening speech was delivered by Üsküdar District Director of National Education Semih Durmuş, who stated: “With the Maarif Model implemented by our Provincial Directorate of National Education, we are now educating both ourselves and the younger generation. We are in a process where we learn on one hand and build the new generation with what we learn on the other. This is, in fact, the true purpose of the teaching profession. I would like to thank our teachers from Arabic, Religious Culture, Vocational Courses, and Psychological Counseling and Guidance branches for their participation. The fact that this program is a first for us and that it began with you holds special value. I personally chose to be here today to benefit from this program. On this occasion, I would like to express my gratitude to Üsküdar University for hosting us and to all colleagues and staff who contributed to the organization.”

“Family therapy and the education–teacher relationship” discussed in depth

Following the opening speeches, Prof. Nevzat Tarhan participated in a talk titled “Family Therapy and the Education–Teacher Relationship”, moderated by journalist Şaban Özdemir.

Prof. Nevzat Tarhan: “Value judgments are like a compass”

Emphasizing that values constitute the most fundamental dimension that gives meaning to human life, Prof. Tarhan stated: “For many years, psychology focused on the ‘3D’ approach: Emotion, Thought, and Behavior. However, with the emergence of third-generation psychotherapies, it became clear that these three dimensions were not sufficient to define a person’s life. A fourth dimension was needed. In this new approach, the fourth D is defined as ‘Values.’ One of the scholars who best explained the concept of values is Harvard University educational psychologist Howard Gardner. Educators, especially guidance counselors, are well acquainted with his work. After developing the Theory of Multiple Intelligences, Gardner later expanded it into a framework of character strengths and values, identifying six virtues and twenty-four values. Over time, this approach evolved into a measurable inventory and is now widely used in psychotherapy. In this framework, an individual’s value judgments serve as a fundamental reference point. Values function like a compass. Imagine reaching an intersection while traveling. One road leads to a city, another takes you in a different direction. Traffic signs guide you and warn you of dangers. Values play the same role in life. They show us where to go and which direction to take. Therefore, building values is one of the most essential components of personality development, and transmitting values is indispensable for forming a healthy personality.”

“It became clear that values are not an abstract concept”

Noting that values now stand at the center of both psychotherapy and contemporary science, Prof. Tarhan said: “There are various scales used to measure values. One of them is the Personal Values Questionnaire, which assesses personal values and beliefs. Through such tools, we try to understand how a person views life. If someone believes ‘Nobody loves me,’ they interpret the world through that lens. This clearly shows that values are not abstract but are firmly positioned at the core of science. One striking example of this is the 2024 Nobel Prize in Physics being awarded to a psychologist. Cognitive psychologist Geoffrey Hinton received the award alongside a geneticist. At first glance, this may seem unusual. Hinton’s field is cognitive psychology, a branch of neuropsychology that views the human brain similarly to a computer. The Nobel committee emphasized his persistence in defending a minority viewpoint. Hinton focused on how the brain works, treating it as a system operating through algorithms. The brain scans past experiences, uses previously formed mental algorithms, and predicts the future accordingly, much like weather forecasting models. Artificial neural networks play a role in this process. That is why Geoffrey Hinton is often referred to as the godfather of artificial intelligence. His work provided a direct foundation for AI research.”

“The main purpose of wisdom is to provide meaning and purpose”

Stating that the real need in an era of rapidly expanding information is not transferring knowledge but producing meaning from it, Prof. Tarhan said: “Leadership based solely on transferring information is no longer sufficient. What matters today is the ability to interpret knowledge and transform it into wisdom and values. Having information alone is not enough; it must be meaningful. In this regard, the teacher development programs implemented by the Ministry of National Education are truly visionary. Every institution is a learning organism. Schools, classrooms, universities, and families all learn together. A teacher does not have to know everything. Being able to say ‘I don’t know, I will research it and get back to you’ is essential today. Teachers are no longer mere transmitters of information. Their real role is to hold the key to the knowledge treasury and show students where to find the right information. Today, much of that treasury exists within artificial intelligence systems. We live in an age where information flows like a flood, but filtering it requires wisdom. The core function of wisdom is to provide meaning and purpose. If we cannot give young people meaning and purpose, they easily become shaped by the media. A person with meaning and purpose controls artificial intelligence; a person without them is controlled by it. Artificial intelligence itself is not conscious. There is no artificial intelligence without human intelligence. Therefore, we should not fear it. A self-aware individual with meaning and purpose uses artificial intelligence as a tool, even like a powerful workhorse.”

“For lasting learning, six questions must be asked together”

Stating that information becomes lasting only when the brain actively processes it, Prof. Nevzat Tarhan said that the brain operates through information-processing networks. He explained that six fundamental neural networks are activated while encoding information. When the brain encounters new information, it asks six key questions: Who said it? What was said? Where? When? How? Why? Communication professionals know these questions well and frequently use them. A Canadian psychologist who conceptualized this system referred to it as “The Six Honest Serving Men of Memory.” According to Tarhan, if a person asks all six questions together when encountering new information, that knowledge becomes engraved in the brain like writing on stone. If only one or two questions are asked, the information is like writing on sand and fades quickly. Therefore, for lasting learning, all six questions must be asked together. Tarhan emphasized that the same principle applies when interacting with artificial intelligence. He noted that in individuals who are excessively immersed in the digital world, this imbalance is clearly observable. In children or in people whose work is entirely computer-based, a one-dimensional cognitive development may sometimes occur. He referred to this condition as “learned autistic traits.” He stressed that this is not clinical autism, but a pattern resulting from learning styles and life habits. “In such cases,” Tarhan explained, “a child may perform mathematical operations perfectly but have weak social and emotional literacy. While everyone else understands a joke in a social setting, that child may not. This happens because social and emotional skills have not developed sufficiently. That is why we must not exceed the proper dose of information. We should remember that what makes a substance a medicine is its dosage,” he said.

“Accessing information is easy, but the real need is the ability to filter it”

Underlining the necessity of teaching critical thinking to young people, Prof. Tarhan said: “There is a beautiful saying in Anatolia: ‘Do not believe everything you hear, and believe only half of what you see.’ What a profound and instructive expression. Our ancestors were actually teaching us critical thinking. They were telling us not to accept everything we hear immediately and to question even what we see. This is something we must especially teach young people. When we encounter information, instead of accepting it instantly, we must pause, think, and question. Accessing information is easy and learning is possible, but the real need today is the ability to filter information.”

Tarhan pointed out that a common psychological mechanism often comes into play at this stage: labeling and projection. He explained that when a person constantly labels others as narcissistic, they are often projecting their own narcissistic traits onto others. Unable to accept certain feelings within themselves, they externalize them by thinking, “I am important, I am a good person, these negative traits cannot belong to me.” According to Tarhan, this mechanism causes serious problems, especially in close relationships.

“There are two fields that will not disappear in the future”

Emphasizing the importance of developing social, emotional, and psychological resilience skills, Prof. Tarhan stated: “Today, we largely neglect learning our social brain and emotional brain. Yet when we look to the future, we often hear that many professions will disappear. However, there are two fields that will not vanish: professions that heavily rely on social and emotional skills. Neither computers nor artificial intelligence can fully replace these abilities.” He added that although the concept of emotional artificial intelligence is being discussed, such technologies cannot substitute the human capacity to use the social and emotional brain. “What truly matters,” he said, “is the ability to read emotional cues. This is exactly what we call empathy. Being able to accurately read facial expressions, gestures, tone of voice, and emotional signals of others.”

Another critical skill Tarhan highlighted was psychological resilience. He explained that everyone experiences distressing events, sadness, and stress in life. What matters is whether these experiences are perceived as threats or opportunities. If events are approached as opportunities for growth, even trauma can turn into a process that strengthens psychological resilience. “Psychological resilience is not innate; it is learned. In this respect, everyone starts equal. What makes the difference is how we interpret events. If you cannot change the flow of events, you must change your perspective. When perspective changes, a way forward is always found,” he said.

“Moral virtue must be lived, not just preached”

Stressing that young people must be guided through behavior rather than words, Prof. Tarhan concluded: “We often fail to reach young people because we start from the wrong place. When we start from the right place, young people are extremely open to understanding and learning. When you discuss these issues, you clearly see how interested and sensitive they are. Moreover, life conditions already place significant pressure on them. We can say that humanity is going through a period where evil has become more visible. However, as the negative consequences of evil increase, the need for goodness also grows.” Tarhan emphasized that the responsibility of adults is to produce goodness and be good examples. “As parents and teachers, we must be moral individuals. Moral virtue must not only be explained but lived. Because children and young people look at one thing: does what this person says align with what they do? If it does, they believe you. If it does not, no matter how impressive your speeches are, your words will not resonate.”

He illustrated this with an example: “If someone lectures their child for three hours about the virtue of speaking less, would the child believe it? Of course not. Because the message contradicts the behavior. That is why we must first be moral ourselves if we want to be good role models for children and young people.”

The program concluded with a gift presentation and a group photo session.