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 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
| Course Code | POLS 332 | ||||
| Course Title in English | Religion, Politics and Society | ||||
| Course Title in Turkish | Din, Politika ve Toplum | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Select | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 127 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 Undergrad students | ||||
| Overall Educational Objective | To grasp a comprehensive perspective of contemporary realm of religion and politics for societies in the world. | ||||
| Course Description | The aim of this course aims to develop an understanding of current issues in world politics derived increasingly multi-religious and multicultural character of societies. Contrary to the secularization thesis had foreseen, religion still occupies a considerable place in current societies. Today societies are urged to reconsider the role and place of religion in their societies taking into account their increasingly diverse populations. They seek to adopt compatibility of their systems with democratic values. This course will provide the students with theoretical, political and historical understanding of the current socio-political controversies in which religion takes part. It will also reflect the theoretical debate on cross regional case studies. | ||||
| Course Description in Turkish | Bu ders toplumların çok dinli ve kültürlü karakterleri nedeni ile dünya politikasında ortaya çıkan meseleleri anlamayı amaçlamaktadır. Uzun yıllardır sekülerizasyon tezinin öngördüğünün aksine din günümüz toplumlarında halen merkezi bir konumdadır. Dolayısıyla günümüz toplumları dinin rolünü bünyelerindeki farklı toplulukları gözönüne alarak tekrar düşünmek zorundadır. Bununla beraber varolan sistemlerini demokratik değerlere uyumlu hale getirme ihtiyacı doğmaktadır. Bu dersle beraber öğrencilerin farklı ülke/bölge örnekleri üzerinden tartışmalarla dinin merkezi bir konumda olduğu sosyo-politik çatışmalara dair teorik, politik ve tarihsel anlayışa sahip olmaları hedeflenmektedir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) comprehend theoretical framework in relation to religion and politics; 1) discuss politics of religion and politics with an interdisciplinary outlook including political science and sociology; 3) analyze recent related events with a comprehensive theoretical framework 4) appreciate issues related to religion and engage with the religion and politics relationship in one’s daily life. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 1 | 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,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 | ANNA MARIA BEYLUNİOĞLU , January 2024 |
| Course Coordinator | CANSU GÜLEÇ |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. ANNA MARIA BEYLUNİOĞLU |
Course Contents
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| Required/Recommended Readings | Cliford Geertz, “Religion as a Cultural system” in Interpretation of Culture (New York: Basic Books) (Req.) Hamilton, Malcolm. 2001. The Sociology of Religion, 2nd Edition, London & New York: Routledge. (Ch. 1) (Req.) Talal Asad, Genealogies of Religion (Baltimore, Johns Hopkins University Press) (Selected pages) (Reccom.) Bruce, Steve. (2002). God is Dead: Secularization in the West. Oxford: Blackwell. (Selected pages) (Req.) Chavez, Mark. (1994). Secularization as Declining Religious Authority. Social Forces, 72, 749- 774. (Reccom.) Dobbelaere, Karel. (1981). Secularization: A Multidimensional Concept: Sage. (Selected pages) Norris & Inglehart, Part I & II: Understanding Secularization & Case Studies of Religion and Politics, (Selected pages) (Req.) Dworkin, Ronald. (1977). Liberalism. In S. Hampshire (Ed.), Public and Private Morality. Cambridge: Cambridge University Press. (Selected pages) (Req.) Robert Audi, (1989) ‘The Separation of Church and State and Obligations of Citizenship’, Philosophy and Public Affairs 18(3) 259-96 (Req.) Davison, Andrew (2003). Turkey, a "Secular" State? The Challenge of Description. The South Atlantic Quarterly, 102(2/3), 333-350. (Req.) Asad, T. 2006 ‘Trying to Understand French Secularism’, in H. Vries and L. E. Sullivan (eds) Political Theologies: Public Religions in a Post-SecularWorld,NewYork: Fordham University Press. (Req.) Göle, Nilüfer. (1997 ). Secularism and Islamism in Turkey: The Making of Elites and Counter- Elites. Middle East Journal, 51(1), 46-58. (Reccom.) Kuru, Ahmet T. (2007). Passive and Assertive Secularism: Historical Conditions, Ideological Struggles, and State Policies toward Religion. World Politics, 59(4), 568-594. (Req.) Monsma Stephen & Soper, Christopher.(2009) The Challenge of Pluralism: Church and State in Five Democracies, Rowman&Littlefield (Ch.2) (Req.) Monsma Stephen & Soper, Christopher.(2009) The Challenge of Pluralism: Church and State in Five Democracies, Rowman&Littlefield (Ch.3,5&6) (Req.) Berger, Peter L. (2000). Secularism in Retreat. In J. L. Esposito & A. Tamimi (Eds.), Islam and Secularism in the Middle East (pp. 38-51). London: Hurst&Co. (Req.) Stark, Rodney. (1999). Secularization, R.I.P. Sociology of Religion, 60(3), 249-273. J. Casanova, Public Religions in the Modern World (Chicago: The University of Chicago Press, 1994), p. 1-39. (Req.) Habermas, Jürgen. (2006). Religion in the Public Sphere. European Journal of Philosophy, 14(1), 1-25. (Reccom.) Monsma, Stephen V., & Soper, J. Christopher. (1998). Conclusion: The Implications of Equal Treatment. In S. V. Monsma & J. C. Soper (Eds.), Equal Treatment of Religion in a Pluralistic Society. Cambridge, UK: William B. Eerdmans Publishing Bader, Veit. (1999). Religious Pluralism: Secularism or Priority for Democracy? Political Theory, 27(5), 597-633. (Req.) Fox, Jonathan, & Sandler, Shmuel. (2003). Quantifying Religion: Toward Building More Effective Ways of Measuring Religious Influence on State-Level Behavior. Journal of Church and State, 45(3), 559-588. (Reccom.) Stephan, Alfred C. (2000). Religion, Democracy, and the “Twin Tolerations”. Journal of Democracy, 11(4), 37-57. (Req.) Anderson, John. „Does God Matter, and If So Whose God? Religion and Democratization“, in: John Anderson (ed.): Religion, Democracy and Democratization. Special Issue of Democratization vol. 11, no. 4 (August 2004), pp. 192-217. (Req.) Kymlicka, Will. (1995). Multicultural Citizenship: A Liberal Theory of Minority Rights. Oxford: Oxford University Press. (Selected pages) (Req.) Modood, Tariq. (2007). Multiculturalism. Cambridge; Malden, MA Polity. (Selected pages) Taylor, Charles. (1994). The Politics of Recognition. In A. Gutmann (Ed.), Multiculturalism. Examining the Politics of Recognition. NJ: Princeton University Press. Monsma Stephen & Soper, Christopher.(2009) The Challenge of Pluralism: Church and State in Five Democracies, Rowman&Littlefield (Ch.7) (Req.) Göle, Nilüfer. (2006). Islam in European Publics: Secularism and Religious Difference. The Hedgehog Review, 140-145 (Recom.) Göle, Nilüfer. (2007). The Making and the Unmaking of Europe in its Encounter with Islam: Negotiating French Republicanism and European Islam. In N. Karagiannis & P. Wagner (Eds.), Varieties of World-Making: Beyond Globalization (pp. 173-182): Liverpool University Press. (Req.) Roy, Olivier. (2006). Islam in the West or Western Islam? The Disconnect of Religion and Culture. The Hedgehog Review, pp.127-132. (Recom.) Gorski, Philip S., Kim, David Kyuman, Torpey, John and VanAntwerpen, Jonathan. “The Post Secular in Question” New York University Press, 2012. (Ch.1) Ferrara, Alessandro (2009): The separation of religion and politics in a post-secular society, Philosophy & Social Criticism, 35 (1-2), 77-91. (Req.) Fraga, Roberto. (2012). Equal Accessibility to All: Habermas, Pragmatism, and the Place of Religious Beliefs in a Post-Secular Society. Constellations, 19(267-287). (Recom.) | ||||||||||||||||||
| Teaching Methods | Lecture with expectation from students to actively contribute to class discussion. Response papers will urge students to take part in classroom discussion. No teamwork is required. | ||||||||||||||||||
| Homework and Projects | 4 response papers; Final Sunumu | ||||||||||||||||||
| Laboratory Work | yok | ||||||||||||||||||
| Computer Use | yok | ||||||||||||||||||
| Other Activities | none | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
beylunioglua@mef.edu.tr Attendance and active participation are required. There would be no late presentations and make up exams unless medical report provided. MEF university values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures The University requires honesty of all its members in their academic work. Students are also expected to strictly adhere to the following rules and regulations regarding academic honesty. Plagiarism and cheating constitute major violations of academic honesty. Plagiarism is the failure to acknowledge the source of information gathered in the preparation of class and written work. Submitting papers of others as your own, using sentences or paragraphs from another author without the proper acknowledgement of the original author, insufficient acknowledgement of the consulted works in the bibliography, all constitute plagiarism. Copying work from others or giving and receiving answers/information during exams either in written or oral form constitutes cheating. Any improper behavior, academic dishonesty or plagiarism is subject to the YOK 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 | 0 | 2 | 2 | 56 | ||
| Project | 5 | 11 | 2 | 65 | |||
| Midterm(s) | 1 | 5 | 1 | 6 | |||
| Total Workload | 127 | ||||||
| Total Workload/25 | 5.1 | ||||||
| ECTS | 5 | ||||||