| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | |||||
| Course Code | PHIL 202 | |||||
| Course Title in English | Issues in Contemporary Philosophy | |||||
| Course Title in Turkish | Çağdaş Felsefenin Konuları | |||||
| Language of Instruction | EN | |||||
| Type of Course | Lecture | |||||
| Level of Course | Intermediate | |||||
| Semester | Spring | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 133 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 | Only Undergraduate Students | |||||
| Overall Educational Objective | To gain a good understanding of the philosophical issues and methodologies that shaped the last century in connection to current social and political issues of our day. | |||||
| Course Description | This course is designed to introduce the leading issues, methods and thinkers of contemporary Continental philosophy. The course will begin by exploring the distinction between analytic philosophy and Continental philosophy, two schools of thought within contemporary philosophy. During the course we will focus on the following philosophers through a close reading of their primary texts: Nietzsche, Husserl, Adorno, Arendt, Foucault and Butler. In the first weeks of the course, we will consider Nietzsche and Husserl and their philosophical methods (genealogy and phenomenology). Both thinkers had a large impact on how philosophy was to be done in the 20th century. Subsequently, we will consider Adorno and Arendt, with an emphasis on how they read the social and political implications of Kant’s critical project. The final weeks of the course is devoted to poststructuralism, another school of thought within the Continental tradition. In these two weeks, through a consideration of Foucault’s and Butler’s works, we will inquire into how poststructuralism critiques structuralist ways of producing meaning in the sphere of sexuality. | |||||
| Course Description in Turkish | Bu ders Çağdaş Felsefe’nin iki ana kolu olan analitik felsefe ve Kıta Avrupası felsefesi ayrımını öğrencilere tanıtmak ve Kıta Avrupası felsefesini belirleyen temel problemleri incelemek amacıyla oluşturulmuştur. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) 1. analytically read contemporary philosophical texts 1) analytically read contemporary philosophical texts; 2) discuss the fundamental themes, issues and problems of Contemporary philosophy 2) discuss the fundamental themes, issues and problems of Contemporary philosophy; 3) exercise philosophical thinking with respect to current social and political problems 3) exercise philosophical thinking with respect to current social and political problems. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 1 | 2 | 2 | 3 | 3 |
|---|---|---|---|---|---|---|
| 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 | İMGE ORANLI , April 2022 |
| Course Coordinator | FULYA ÖZCANLI |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. TUĞRUL ÖZKARACALAR |
| Week | Subject |
| 1) | Introduction: The distinction between Analytic and Continental Philosophy |
| 2) | What is Continental Philosophy? |
| 3) | Nietzsche and the Genealogical Method |
| 4) | Husserl ante the Phenomenological Methid |
| 5) | Continental Kantians: Adorno |
| 6) | Collective Essay Writing Assignment (In class) |
| 7) | Continental Kantians: Arendt |
| 8) | Midterm Exam (in class) |
| 9) | Nietzsche’s Influence on Foucault’s Thought |
| 10) | Foucault’s Approach to Sexuality |
| 11) | Foucault and Poststructuralism |
| 12) | Butler and Sex/Gender Division |
| 13) | Butler continued |
| 14) | Review for the final exam |
| 15) | Final examination period |
| 16) | Final examination period |
| Required/Recommended Readings | Adorno, Theodor W. Problems of Moral Philosophy, trans. Rodney Livingstone, Stanford: Stanford University Press, 2001. Arendt, Hannah. The Life of the Mind, New York: Harcourt, 1971. Butler, Judith. Gender Trouble: Feminism and Subversion of Identity, New York: Routledge, 2006. Critchley Simon, Continental Philosophy, A Very Short Introduction, New York: Oxford University Press, 2001. Foucault, Michel. The History of Sexuality, An Introduction Vol. 1, trans. Robert Hurley, New York: Vintage, 1990. Foucault, Michel. The Foucault Reader, ed. Paul Rabinow. New York: Penguin, 1991. | ||||||||||||||||||
| Teaching Methods | This course is designed as a lecture. | ||||||||||||||||||
| Homework and Projects | Students will complete three graded assignments, each worth 30% of the total grade. They will give a brief independent presentation of a journal article; they will write one short essay on an assigned topic; and they will write a research report describing the findings of a brief class experiment. | ||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | Students will be expected to use appropriate information technology both in preparation time, and during class hours. They will need to search for and read online resources and articles, work together on class exercises, and prepare their assignments. | ||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
oranlii@mef.edu.tr Attendance is required and class participation is highly important for this class. Cell-phones should be turned off during the class. You will be asked to leave the classroom if your manners will be distracting the professor or other students. The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
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| 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 | 3 | 3 | 1 | 98 | ||
| Project | 1 | 3 | 3 | 3 | 9 | ||
| Midterm(s) | 1 | 8 | 2 | 10 | |||
| Final Examination | 1 | 14 | 2 | 16 | |||
| Total Workload | 133 | ||||||
| Total Workload/25 | 5.3 | ||||||
| ECTS | 5 | ||||||