Information Package / Course Catalogue
| Computer Engineering | |||||
| 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 Econ., Admin. and Social Sciences | ||||
| Course Code | PHIL 208 | ||||
| Course Title in English | The Philosophical Problem of Evil | ||||
| Course Title in Turkish | Felsefi Açıdan Kötülük Problemi | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 140 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 engage with the philosophical thinking and the history of philosophy through the concept of evil. | ||||
| Course Description | This course examines the concept of evil through different philosophical approaches on the development of western philosophy. We will analyze how this problem has been handled, from Plato to Kant. Students will be introduced to the philosophical thinking and the fundamental concepts of ethics (moral philosophy) and philosophy of religion | ||||
| Course Description in Turkish | Bu ders kapsamı içerisinde, batı düşüncesinin gelişimi doğrultusunda kötülük kavramının farklı felsefi yaklaşımlar tarafından nasıl ele alındığı incelenecektir. Platon’dan başlayarak Kant’a kadar bu kavramın felsefe tarihi içerisinde farklı ele alınışları analiz edilecektir. Öğrencilerin felsefi düşünme biçimine alışmaları ve din felsefesinin ve etiğin temel kavramlarına aşina olmaları amaçlanmaktadır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) demonstrate confidence in philosophical thinking; 2) understand the fundamental concepts of ethics and philosophy of religion; 3) demonstrate confidence comprehending English and communicating in a scientific manner; 4) create new research ideas and express own thoughts in philosophical arguments; 5) discuss the concept of evil through different philosophical approaches. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | |||||
| 2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | |||||
| 3) An ability to communicate effectively with a range of audiences | |||||
| 4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | |||||
| 5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | |||||
| 6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | |||||
| 7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | N | |
| 2) | An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | N | |
| 3) | An ability to communicate effectively with a range of audiences | N | |
| 4) | An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | H | Exam |
| 5) | An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | N | |
| 6) | An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | N | |
| 7) | An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. | N |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. İREM ÖZHAMARATLI AKAY |
Course Contents
| Week | Subject |
| 1) | Introduction to the course. What is the problem of evil in philosophy? |
| 2) | An ancient Greek Perspective: evil is a consequence of ignorance (Plato) |
| 3) | An ancient Greek Perspective: Aristotle |
| 4) | Epicure |
| 5) | The problem of evil in Christianity; Sin, free will (liberum arbitrium), responsibility |
| 6) | A Theological Perspective: Saint Augustine |
| 7) | A Theological Perspective: Thomas Aquinas |
| 8) | REVISION |
| 9) | A Modern Perspective of evil |
| 10) | Descartes |
| 11) | Leibniz |
| 12) | Kant |
| 13) | From the modern to the contemporary philosophy: Evaluation of problem |
| 14) | REVISION |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | List of readings and indication whether they are required or recommended. | |||||||||||||||
| Teaching Methods | Each lecture will begin with a presentation of a given subject, either by professor or a student. This presentation will typically lead into a class discussion. Group work and various exercises where students can elaborate upon their views and arguments based on the lecture and/or discussion in class will also form a vital element in this class. I expect the students to have done the necessary reading in order to participate in an open and engaged discussion about the given subjects. Students are also encouraged to discuss works presented in class that they have not necessarily prepared for in advance. I also expect students to draw upon personal aesthetic experiences and discuss these in a reflective, analytical, and critical manner. Students are expected to bring the text and reading notes as well as questions to class. It is crucial to be able to analyze and criticize the argument put forth in the reading. Sharing a merely intuitive and personal opinion can be a useful starting-point, but is not sufficient. Students must be able to relate their points of view to an academic and research- based argument. Overall grades will depend on engaged, informed, and highly active participation in class discussion. I strongly emphasize them to be critical in discussions and encourage them to contradict what I am saying or present a different perspective on the topic that are discussed. | |||||||||||||||
| Homework and Projects | A final paper and an oral presentation. | |||||||||||||||
| Laboratory Work | ||||||||||||||||
| Computer Use | ||||||||||||||||
| Other Activities | Students are expected to complete the readings before each meeting, and to participate in each week’s discussion. Each student is required to bring questions on class meetings. Those questions should be within the subject of the related readings for the week. It’s upon them to choose the problematic of the week, but it should be a question on which a quality debate can take place. | |||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr Attendance at all classes is mandatory. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade. Students must provide a legitimate, acceptable and documented excuse for missing a scheduled exam. There will be a make-up exam if students miss the midterm. Make-up exams could be in a different format than midterm or final exam. Students are expected to treat university personnel and to one another respectfully at all times; this includes showing respect for class content and for others’ opinions. 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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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 | 2 | 3 | 2 | 98 | ||
| Presentations / Seminar | 1 | 12 | 2 | 2 | 16 | ||
| Final Examination | 1 | 22 | 2 | 2 | 26 | ||
| Total Workload | 140 | ||||||
| Total Workload/25 | 5.6 | ||||||
| ECTS | 5 | ||||||