| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | |||||
| Course Code | POLS 321 | |||||
| Course Title in English | Case Studies in Terrorism | |||||
| Course Title in Turkish | Terorism Vaka Calismalari | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Select | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
|
|||||
| Estimated Student Workload | 130 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | None | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Undergraduate Students Only | |||||
| Overall Educational Objective | To learn the nuts and bolts of the nonstate political violence through case study analyses. | |||||
| Course Description | As a certain form of political violence terrorism is with us since the millennia. However, it has become a mainstay of International Relations after the September 11 attacks. As it is the case for most of the contested topics in the social sciences, no single analytical framework exists for such an interdisciplinary and complex subject. A useful method is to relate cases to economic, social, cultural and ideological contexts. Yet, the course alarms against singling out one dimension to the exclusion of others owing to the value-laden and moral dimensions of terrorism as a political label. Accordingly, one of the important learning objectives is to gain the educated awareness that enables to approach terrorism in a way that is devoid of ideological edges to the extent possible, and to approach it in a social scientifically meaningful and objective way. | |||||
| Course Description in Turkish |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Upon successful completion of the course, the learner is expected to be able to: 1. know the differences between different forms of unconventional violent attack modes such as guerilla warfare, civil war, and terrorism; 2) 2. understand the scales of violence-domestic, international and transnational; 3) 3. Belirli bir terör saldırısının hangi koşullar altında gerçekleştiğini analiz edebilecektir; 4) 4. understand typologies of terrorism and the definitional debate; 5) 5. appreciate the difficulties of interstate counterterrorism cooperation; 6) 6. analyze the impact of globalization upon terrorism. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | BARIŞ ÇAĞLAR , January 2024 |
| Course Coordinator | BARIŞ ÇAĞLAR |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. BARIŞ ÇAĞLAR |
| Week | Subject |
| 1) | Definitional and Conceptual Debates |
| 2) | Context, Theory and Methodology |
| 3) | Terrorism Cases in Europe-19th Century |
| 4) | Terrorism Cases in Europe-20th Century |
| 5) | Left-Wing Terrorism in Italy |
| 6) | Left-Wing Terrorism in Germany |
| 7) | Case Study on the IRA |
| 8) | Case Study on the ETA |
| 9) | Case Study on the PKK |
| 10) | The September 11 2001 Terrorist Attacks |
| 11) | The London Bombings of 7 July 2005 |
| 12) | January 2015 Paris Hebdo Terrorist Attacks |
| 13) | The Beginning and Development of the Al-Qaeda |
| 14) | The Case Study of the ISIS |
| Required/Recommended Readings | -Alex Schmid, 'Terrorism – The Definitional Problem', Case Western Reserve Journal of International Law, 36(2-3), 2004, 375-419. -Alex Schmid, 'The response problem as a definition problem', in John Horgan & Kurt Braddock eds. Terrorism Studies-A Reader, New York: Routledge, 2012, pp. 91-97. -Leonard Weinberg and Ami Pedahzur and Sivan Hirsch-Hoefler, 'The Challenges of Conceptualizing Terrorism', Terrorism and Political Violence, 16(4), 2004, 777-94. -Max Weber, 'Science as a Vocation'. Daedalus, 87(1), 1958, 111-134. -Alexander L George and Andrew Bennett, Case Studies and Theory Development in the Social Sciences, London: MIT Press, 2004, chapters 1 and 2. -Martha Crenshaw, 'Thoughts on Relating Terrorism to Historical Contexts' in Terrorism in Context, ed. Martha Crenshaw, Pennsylvania State University Press, 1995. -Michel Wieviorka, 'Terrorism in the Context of Academic Research' in Terrorism in Context, ed. Martha Crenshaw, Pennsylvania State University Press, 1995. -Stepanova E., “Islamist terrorism as a threat to Europe: the scope and limits of the challenge,” in Demet Ulusoy (ed.), Political Violence, Organised Crime, Terrorism and Youth, NATO Science for Peace and Security Series: Human and Societal Dynamics, vol. 46 (Amsterdam: IOS Press, 2008), pp. 141–158. -Stepanova E., “Islamist terrorism today: global and regional levels,” in Security Index International edition; Geneva], vol. 13, no. 1(81) (Spring 2007), pp. 79–94. -Stepanova E., “The evolution of the al-Qaeda-type terrorism: networks and beyond,” in L.Bossi, C.Demetriou and S.Malthaner (eds), Dynamics of Political Violence: A Process-Oriented Perspective on Radicalization and the Escalation of Political Conflict (Farnham, VA: Ashgate, 2014), pp. 288–305. -Audrey Kurth Cronin, 'ISIS Is Not a Terrorist Group-Why Counterterrorism Won’t Stop the Latest Jihadist Threat', Foreign Affairs, [https://www.foreignaffairs.com/articles/middle-east/isis-not-terrorist-group]last accessed 5 May 2016. | |||||||||||||||
| Teaching Methods | Lectures as well as the flipped classroom method related reading material assigned and posted on the Blackboard and accordingly the pre-class work by the students form the backbone. The in-class discussions and debate among groups is quintessential. | |||||||||||||||
| Homework and Projects | Term Paper | |||||||||||||||
| Laboratory Work | None | |||||||||||||||
| Computer Use | None | |||||||||||||||
| Other Activities | None | |||||||||||||||
| Assessment Methods |
|
|||||||||||||||
| Course Administration |
caglarb@mef.edu.tr None Instructor Office Location: 5th Floor - Room No. 529 Office hours: Any hour of the day (09:00-17:00) Email address: baris.caglar@mef.edu.tr Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
|||||||||||||||
| Activity | No/Weeks | Calculation | |||
| No/Weeks per Semester | |||||
| Course Hours | 28 | 196 | |||
| Project | 2 | 36 | |||
| Final Examination | 2 | 28 | |||
| Total Workload | 260 | ||||
| Total Workload/25 | 10.4 | ||||
| ECTS | 5 | ||||