PSYCHOLOGICAL COUNSELING AND GUIDANCE
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
GEP0514	Ottoman Cultural History	Fall	3	0	3	5

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	GE-Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	E-Learning
Course Coordinator :	Assist. Prof. BURCU ALARSLAN ULUDAŞ
Course Lecturer(s):	Prof. Dr. NEJDET ÖZTÜRK
Recommended Optional Program Components:	None
Course Objectives:	The main purpose of this course is to teach the material and spiritual dynamics of the rise of the Ottoman Principality, which emerged in the Söğüt-Eskişehir-Bilecik region in the early 14th century, from a principality to a state, and from a state to an empire, the functioning of the Ottoman state order, legal structure, diplomacy, how social life was shaped; belief motifs, daily life; scientific and cultural activities and intellectual life.

Learning Outcomes

The students who have succeeded in this course;
Students;
1)Learn the basic elements that constitute the Ottoman social structure.
2)Know the cities where industrial, commercial, political, administrative, military and religious activities took place in the Ottoman Empire.
3)Have an idea about the material culture in the Ottoman Empire.
4)Have information about the general structure of Ottoman law.
5)Know the daily life in the Ottoman society in the 16th and 17th centuries and the process of modernization in Western-style daily life in the following years.
6)Know the "Vakıf" System and the importance of the Foundation institution in the Ottoman Empire.

Course Content

Justice and tolerance culture, Ottoman social order and social life, legal order, scientific and intellectual life, bazaars, weddings, gift tradition, architectural works, areas of interest of the sultans, entertainment venues, thoughts of Ottoman ambassadors on European society, observations of foreign travelers in the Ottoman lands, foundation culture, Ottoman cultural heritage in the Balkans.

Teaching methods and techniques used in the course are: lecture, individual study, reading, discussion and suggested excursions.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction to the Course a) Oghuz Migrations to Anatolia. b) Political, Economic and Ethnic Situation in 13th Century Anatolia. c) Emergence of the Ottoman Principality.
2)	Advantages (material and spiritual dynamics) effective in the establishment of the Ottoman Principality.
3)	Ottoman Administrative Mechanism. Ottoman Social Structure:countrymen-townsmen, administrators-subjects,horizontal-vertical mobility.
4)	“Tolerance culture,” “Muslim-non-muslim relations” and “art of coexistence” in the Ottoman society.
5)	Ottoman Legal System and its operation process Osman Gazi Law. Pencik Law. Ottoman Law (shariah and customary law) and its functioning. Duties of Judges.
6)	Penalties (imprisonment, corporal punishment, exile, death penalty, etc.). Bribery.
7)	The Fratricide Issue (discussion). Ottoman Diplomacy (first two centuries) and the Embassy Institution.
8)	Midterm Week
9)	Ottoman wedding ceremonies and gifts. The gifts which are presented in the diplomatical relations.
10)	Festivities and Visual Arts (1582 Circumcision Wedding).
11)	Beliefs and Belief Motifs; Legends.
12)	Daily Life in the Ottoman Empire through the Eyes of Foreign Travelers (16th and 17th centuries).
13)	A General View of the Ottoman Scientific and Cultural Life.
14)	Reformist thoughts of Kâtip Çelebi and Koçi Bey.

Sources

Course Notes / Textbooks:

Hans Dernschwam, İstanbul ve Anadolu’ya Seyahat Günlüğü, çev. Yaşar Önen, Mersin 1992.
Joseph de Tournefort, Tournefort Seyahatnamesi, I, ed. Stefanos Yerasimos, İstanbul 2005.
M. Fuad Köprülü, Osmanlı İmparatorluğu’nun Kuruluşu, 2. baskı Ankara 1972.
Metin And, Osmanlı Şenliklerinde Türk Sanatları, Ankara 1982.
Necdet Öztürk, 14-15. Asır Osmanlı Kültür Tarihi, Devlet Düzeni-Sosyal Hayat, İstanbul 2014.

References:

Osmanlı’da Adalet ve Hoşgörü Kavramları”, Boztepe, sayı 1 (Sakarya/Ekim-2002), s. 7-8;
Osmanlı Devleti’nin Kuruluşunda Etkili Olan Maddî ve Manevî Dinamikler”, Boztepe, sayı 2 (Ocak-2003), s. 7-8.
“Osmanlılarda Hukuk Sistemi ve Uygulanışı”, Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, sayı 4 (1999), s. 43-53.
Osmanlılarda Hapis Olayları (1300-1512)-Türkçe Kroniklere Göre -”, Hapishane Kitabı, edl. Emine Gürsoy Naskali-Hilal Oytun Altun, İstanbul 2005, s. 101-129.
“Fatih Sultan Mehmed’in Çok Tartışılan Kararı: Kardeş Katli Meselesi”, Boztepe, sayı 3, Nisan 2003, s. 5-6.
“Osmanlı Devleti’nde Bazı Kamu Görevlilerinin Hapisle Cezalandırılmalarına İlişkin İlk Bilgiler (1300-1453)”, Sosyal Siyaset Konferansları, Prof. Dr. Turan Yazgan’a Armağan Özel Sayısı, İ.Ü. İktisat Fakültesi yayını, İstanbul 2005, 899-909.
“Osmanlıda İdamlar (1299-1500)”, İğdiş, Sünnet, Bedene Şiddet Kitabı, edl. Emine Gürsoy Naskali-Aylin Koç, İstanbul 2009, s. 5-22.
“Alp-erenlerden Anadolu ve Rumeli Gazilerine”, Türk Dünyası Tarih Dergisi (TDTD), sayı 194 (Şubat-2003), s. 58-59.
“Osmanlı İlim ve Kültür Hayatındaki Önemli Gelişmeler (1421-1512)”, Türk Kültürü İncelemeleri Dergisi (TKİD), II (2000), 49-70.
“Fatih Sultan Mehmed Devri İlim ve Kültür Hayatına Genel Bir Bakış”, TDTD, sayı 210 (Haziran-2004), 36-43.
İmparatorluk Tarihinin Kalemli Muhafızları Osmanlı Tarihçileri Ahmedî’den Ahmed Refik’e-, Bilge Kültür Sanat, İstanbul 2015, 357 s. + Ekler (Osmanlı Türkçesi Örnek Metinleri: s. 361-448).
Robert Mantran, 17. Yüzyılın İkinci Yarısında İstanbul, I, çev. Mehmet Ali Kılıçbay-Enver Özcan, Ankara 1990.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Midterms	1	% 40
Final	1	% 50
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	13	3	39
Study Hours Out of Class	13	6	78
Midterms	1	2	2
Final	1	2	2
Total Workload			121

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure.	1
2)	School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people.	1
3)	School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis.	2
4)	School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises.	1
5)	School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs.	1
6)	School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations.	1
7)	School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics.	1
8)	School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services.	1
9)	School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession.	1
10)	School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services.	2
11)	School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources.	1
12)	School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program.	1
13)	School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions.	1
14)	School counselors recognize the current legal issues about special education, identify and directs individuals who need special education.	2
15)	School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development.	1