Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||
| Course Code | ARC 429 | ||||
| Course Title in English | Architecture in the Age of the Anthropocene | ||||
| Course Title in Turkish | Antroposen Çağında Mimarlık | ||||
| Language of Instruction | EN | ||||
| Type of Course | Ters-yüz öğrenme | ||||
| Level of Course | İleri | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | 4 semesters of design studio | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn to explore the relationship between geology and architecture with a particular focus on the Anthropocene thesis | ||||
| Course Description | Originating as a hypothesis in Earth System sciences, the term ‘Anthropocene’ designates a new geological epoch in which humans are defined as a dominant geologic force, acting upon the Earth’s planetary system. “Following the Climate Change thesis, the Anthropocene is the latest planetary imagination that describes massive extinction, brutal resource extraction, and irreversible environmental damage. It reveals that the long-accepted division between nature and culture does not exist and therefore has been regarded as creating a paradigm shift in knowledge production.” Through emphasizing planetary scale and deep time, the Anthropocene provides a rich conceptual framework for situating architecture in a broader set of interrogations. It unsettles conventional understandings and epistemologies in architectural theory and practice. This course will firstly investigate a theoretical body of work on the Anthropocene from a range of disciplines including science and technology studies, geography and environmental humanities as well as newly emerging fields such as geo-humanities and Anthropocene studies. Then it will explore how this planetary imagination and geologic thinking can influence architectural theory through a close reading of related texts that investigate the intersection between the two fields of enquiry. Through reading essays from diverse disciplines the course will rehearse and explore new thinking tools, interpretive strategies and design epistemologies that are attuned to the Anthropocene. Benek Çinçik, “Planetary Imaginations and the Anthropocene: Tracing Geoaesthetic Acts between 1968-1972”, Unpublished PhD dissertation, University of Edinburgh, 2021. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) read and interpret texts from a wide variety of disciplines; 2) reflect on the readings and write critical texts; 3) develop an Anthropocenic lens and practice Anthropocenic thinking; 4) integrate Anthropocenic thinking into architectural theory and design. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 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. |
Relation to Program Outcomes and Competences
| 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,Homework,Derse Katılım |
| 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 | Derse Katılım |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Homework,Derse Katılım |
| 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,Homework |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,Homework |
| Prepared by and Date | BENEK ÇİNÇİK , December 2023 |
| Course Coordinator | AKTS1 |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. BENEK ÇİNÇİK |
Course Contents
| Week | Subject |
| 1) | Introductory lecture and discussion on the Anhropocene |
| 2) | Art and Architecture in the Anthropocene |
| 3) | Introduction to the Anthropocene Debate |
| 4) | Transcalar Imagination |
| 5) | Thermodynamic Imagination |
| 6) | Anthropocene Aesthetics |
| 7) | The Whole Earth Imagery |
| 8) | Anthropocenic Thought Experiments in Architectural Theory |
| 9) | Problematisation of the Anthropocene Debate |
| 10) | Contemporary Anthropocenic ManifestatIons |
| 11) | The Question of Ethics in the Anthropocene Debate |
| 12) | Nonhuman Rights |
| 13) | Presentations |
| 14) | Final discussion and submission |
| 15) | Final Assessment Period |
| 16) | Final Assessment Period |
| Required/Recommended Readings | Recommended Readings: -Rania Ghosn and El Hadi Jazairy. Geostories: Another Architecture for the Environment. Barcelona: ACTAR Publishers -Etienne Turpin and Heather Davis (eds) Architecture in the Anthropocene: Encounters Among Design, Deep Time, Science and Philosophy. London: Open Humanities Press, 2013 -Joanna Zylinska, Minimal Ethics for the Anthropocene. Michigan: Open Humanities Press. 2013 -Bruno Latour, “Inside: A Performance Lecture” http://www.bruno-latour.fr/node/755.html Required readings for weekly discussions will be posted on Blackboard. | ||||||||||||||||||
| Teaching Methods | Slideshow, movie, discussion and reading. | ||||||||||||||||||
| Homework and Projects | 3 Assignments and 1 Presentation | ||||||||||||||||||
| Laboratory Work | - | ||||||||||||||||||
| Computer Use | Yes | ||||||||||||||||||
| Other Activities | Field study | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
cincikb@mef.edu.tr Office: Benek Çinçik Email: cincikb@mef.edu.tr Attendance is essential for this course. The students are responsible of watching the presentations in advance, as well as follow the instructions in each presentation and come prepared to class. Academic Dishonesty and Plagiarism: YÖK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 14 | 4 | 56 | ||||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||