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The cinema that emerged in the late 19th century is one of the newest forms of art. Therefore, it is necessary to evaluate the education of cinema which is a visual arts field in art education. Cinema education in our country started in the middle of the 1970s and took its place in academic education as one of the departments of the Faculty of Fine Arts and the Faculty of Communication. However, this binary structure has brought the tendency to treat cinema as a science in the Faculty of Communication and as an art form in Faculty of Fine Arts. In this study, it was tried to show that the lack of the bilateral approach to cinema education was discussed, then cinema was taken as a multidimensional phenomenon and it required an education that was designed to overcome this dual approach. When approaching cinema as a multidimensional phenomenon, it was firstly reached that television and cinema education should be arranged in a way to have a different academic viewpoint, and that the reception of students with cinema education by center examination is counterproductive to the nature of cinema as an art scene. Extended English summary is in the end of Full Text  PDF (TURKISH)  file . Ozet 19. Yuzyilin sonlarinda ortaya cikan sinema en yeni sanat formlarindan biridir. Dolayisiyla gorsel bir sanat dali olan sinemanin egitimini de sanat egitimi icerisinde degerlendirmek gerekmektedir. Ulkemizde sinema egitimi 1970’lerin ortalarinda baslamis, gunumuze kadar gecen surecte Guzel Sanatlar Fakultelerinin ve Iletisim Fakultelerinin bolumlerinden biri olarak akademik egitimde yerini almistir. Ancak bu ikili yapi Iletisim Fakulteleri’nde sinemayi bir bilim olarak, Guzel Sanatlar Fakulteleri’nde ise bir sanat formu olarak ele alma egilimini de beraberinde getirmistir. Bu calismada sinema egitimine soz konusu ikili yaklasimin eksiklikleri tartisilmis, ardindan sinema cok boyutlu bir olgu biciminde ele alinarak bu ikili yaklasimi asacak bir bakis acisiyla olusturulmus bir egitimi gerektirdigi ortaya koyulmustur.  Sinemaya cok boyutlu bir olgu olarak yaklasildiginda oncelikle televizyon ve sinema egitimlerinin birbirinden ayri akademik bakis acisina sahip olacak sekilde duzenlenmesi gerektigi ve sinema egitimi veren fakultelere merkezi sinavla ogrenci aliminin bir sanat dali olarak sinemanin dogasina ters dustugu sonucuna ulasilmistir.

Problems and solution proposals of cinema education in Turkey<p>Türkiye’de sinema eğitiminin sorunları ve çözüm önerileri