Week |
Subject |
Related Preparation |
1) |
Introduction |
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2) |
The Long search for the Origins of Ethics I- Plato, Aristotle |
Course notes |
3) |
The Long search for the Origins of Ethics II- Thomas Hobbes, Jean Jacques Rousseau. |
Course notes |
4) |
The Long search for the Origins of Ethics III Immanuel Kant, Karl Marx and Friedrich Engels, Charles Darwin, Friedrich Nietzsche, Sigmund Freud |
Course notes |
5) |
The Role of Reason I David Hume, Immanuel Kant, G.W.F.Hegel, |
Course notes |
6) |
The Role of Reason II Ludwig Wittgenstein, Jean-Paul Sartre, Thomas Nagel |
Course notes |
7) |
Ultimate Good, M.K. Gandhi,, Aldous Huxley, Albert Camus |
Course notes |
8) |
Natural Law, Natural Rights- The Theory Thomas Aquinas, John Locke, Robert Nozick, |
Course notes |
9) |
Natural Law, Natural Rights-Criticism Blaise Pascal, Jeremy Bentham, John Stuart Mill, |
Course notes |
10) |
Film Screening and Discussion |
Course notes |
11) |
Consequentialism Jeremy Bentham, Henry Sidgwick, |
Course notes |
12) |
Consequentialism Fyodor Dostoevsky, W.D.Ross, John Rawls, Bernard Williams, |
Course notes |
13) |
Film Screening and Discussion |
Course notes |
Course Notes / Textbooks: |
Oxford Readers: Ethics, ed. by Peter Singer, Oxford University Press, 1994 They can also benefit from the available Turkish translations of the texts |
References: |
A.Cevizci, Etiğe Giriş, Paradigma Yayınları, İstanbul, 2. Baskı, 2007.
Immanuel Kant, Ahlâk Metafiziğinin Temellendirilmesi (çev.: İ. Kuçuradi), TFK Yayınları, Ankara, 1995.
İoanna Kuçuradi, Etik, TFK Yayınları, Ankara, 1996
Aristoteles, Nikomakhos’a Etik, (çev. S. Babür), Ayraç Yayınevi, Ankara, 1998.
Harun Tepe, Etik ve Meslek Etikleri, Türkiye Felsefe Kurumu Yayınları, Ankara, 2000.
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Program Outcomes |
Level of Contribution |
1) |
The student acquires theoretical and practical knowledge related to his field at a basic level. |
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2) |
The student owns information about moral discipline and ethical rules related to his field. |
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3) |
The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. |
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4) |
The student manages a duty independently by using the knowledge about his field at a basic level. |
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5) |
The student possesses the consciousness of wholelife learning. |
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6) |
The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. |
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7) |
The student is sensitive to and he monitors progress about the events related to his field of study and in the agenda of the society and the world. He informs relevant people and institutions by using his acquired basic knowledge and skills about these issues. |
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8) |
The student supports the social environment projects and activities with a sense of social responsibility. |
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9) |
The student monitors the information about his field and communicates with his colleagues by using a foreign language. |
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10) |
The student uses information and communication technologies with basic level of computer software which his field of study requires. |
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11) |
The student contributes to the stages of data collection, interpretation, implementation and announcing the results related to his field of study in accordance with social, scientific, cultural and ethical values. |
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12) |
The student complies with and contributes to quality management and processes. |
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13) |
The student has sufficient consciousness about individual and public health, environmental protection and work safety issues. |
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14) |
The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities. |
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