| Course Description |
|
| Course Name |
: |
Contemporary Philosophical Movements |
|
| Course Code |
: |
ILS402 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
2 |
|
| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. SÜLEYMAN DÖNMEZ
Asst.Prof.Dr. HASAN AKKANAT
|
|
| Learning Outcomes of the Course |
: |
1- The students relate between movements of thought throughout history and today´s movements of thought.
2- Realize that philosophy is a continuous process.
3- Acquire the skill to offer solutions to contemporary problems.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The students understand that philosophical studies in today and 20th century has varieties |
|
| Course Contents |
: |
To analyze philosophies effective in 20th century considering today´s. |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Philosophy and human being |
Felsefe Tarihi (pp.249-275) |
face to face (lecturing) |
|
2 |
Phenomenology and human being |
Felsefe Tarihi (pp.557-564) |
face to face (lecturing) |
|
3 |
Problem of exstentialism and human |
Felsefe Tarihi (s.537-557) |
face to face (lecturing) |
|
4 |
Philosophy and Science |
Felsefe Tarihi (s.522-534) |
face to face (lecturing) |
|
5 |
Vienna circle and logical positivsm |
Felsefe Tarihi (pp.537-543) |
face to face (lecturing) |
|
6 |
Philosophy of Science and Popper´s understanding of philosophy-religion |
Felsefe Tarihi (pp.543-551) |
face to face (lecturing) |
|
7 |
Reichenbach and his Scientific Philosophy |
Felsefeye Giriş (T.M.) |
face to face (lecturing) |
|
8 |
Mid-term exam |
Reviewing of the previous topics |
written exam |
|
9 |
Philosophy and ontolojik approach |
Felsefeye Giriş (T.M.) |
face to face (lecturing) |
|
10 |
Marbourg School and Nicolai Hartmann |
Ontolojinin Işığında Bilgi (N.H.) |
face to face (lecturing) |
|
11 |
Philosophy and society |
Felsefe Tarihi (s.496-520) |
face to face (lecturing) |
|
12 |
Frankfurt School |
Felsefe Tarihi (s.549-551) |
face to face (lecturing) |
|
13 |
Huminity to Hannah Arendt |
Felsefe Tarihi (s.578-583) |
face to face (lecturing) |
|
14 |
Philosophy in Turkey |
General lecture |
face to face (lecturing) |
|
15 |
General review |
General lecture |
face to face (lecturing) |
|
16/17 |
final exam |
reviewing of the previous topics |
written exam |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Describes the main concepts, sources, principles, values, and philosophy of the Religion of Islam. |
3 |
|
2 |
Explains the effects of the phenomenon of religion on the forming of structure, changing, and progression of the society and human being. |
4 |
|
3 |
Explains the processes of the forming and developing of Islamic history and civilization. |
4 |
|
4 |
Describes socio-cultural, religious, political, and economic structures of the Islamic societies. |
3 |
|
5 |
Reads, explains, and interprets the main religious texts. |
3 |
|
6 |
Reaches the true religious knowledge by using scientific methods and techniques, and evaluates and uses that knowledge. |
4 |
|
7 |
Determines the main religious problems and produces some solutions according to modern needs. |
4 |
|
8 |
Acquires knowledge and skills in the fields of Islamic history, culture, art, and literature. |
3 |
|
9 |
Conveys the accumulations acquired to the religious field. |
4 |
|
10 |
Classifies and examines the accumulation of knowledge and historical experience acquired in the history of Islamic sciences. |
4 |
|
11 |
Expresses truly Islam in terms of belief, worship, moral and acts and procedures. |
3 |
|
12 |
Realizes that religion, science, art, philosophy, and moral are mutually complementary elements and that they must be considered as a whole. |
4 |
|
13 |
Respects the beliefs and the values attributed holiness, and supports the culture of coexisting. |
4 |
|
14 |
Supports attitudes and acts fitted to the unifying, integrating and reconciling role of religious values in society. |
4 |
|
15 |
Works in the fields of practical religious services, religious education and teaching. |
3 |
|
16 |
Improves professional development, as well as interest in accordance with the capabilities of scientific, social, cultural and artistic fields constantly itself by identifying learning needs. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|