Week |
Subject |
Related Preparation |
1) |
Introduction |
|
2) |
Who's to Say What's Right and Wrong? |
Sharvy. R. 2007. Who’s To Say What’s Right or Wrong? People Who Have Ph.D.’s in Philosophy, That’s Who. Journal of Libertartian Studies, 21 (3): 3-24. |
3) |
Values: Objectivity and Subjectivity |
McConnell, Terrance C. “Objectivity and Moral Expertise,” Canadian Journal of Philosophy XIV (2) (June 1984), pp. 193-207. |
4) |
Identifying Values in Politics I: Plato |
Plato. 2008. Crito, Oxford World’s Classics. Oxford: Oxford University Press. |
5) |
Identifying Values in Politics II: Aristotle |
Sandel, M. 2010. Justice: What is the Right Thing to Do. Farrar, Straus and Giroux: New York. pp, 98-109 |
6) |
Value-neutral Politics I: Utilitarianism? |
J. Harris. 1975. Survival Lottery. Philosophy 50. |
7) |
MIDTERM |
|
8) |
Value-neutral Politics II: Machiavelli's Politics Free from Confusion |
Machiavelli. N. 1992. The Prince. Dover: Dover Publications. |
9) |
Values, Duty and Suicide: Kant |
Langton R. 1992. Duty and Desolation. Philosophy 67: 481-505. |
10) |
Ethical Perspectives on Biomedical Science: David E. Cooper |
Cooper. D. E. 2002. The Frankensteinian Nature of Biotechnology. Aldershot: Ashgate. |
11) |
Identifying Values in Science: Social Phenomena Sartre |
Sartre. J. P. 2007. Existentialism is Humanism. London: Yale University Press |
12) |
Identifying Values in Freedom I: Berlin's Value Free/ValueLaden Conceptions of Freedom |
Berlin. I. 2002. “Two Concepts of Liberty”, in Liberty ed. H. Hardy. Oxford: Oxford University Press. |
13) |
Identifying Values in Freedom II: Heidegger's Existence and Freedom |
Heidegger. M. 1962. Being and Time. Trans. John Macquarrie and Edward Robinson. Oxford: Basil Blackwell. |
14) |
Overview and Feedback |
|
Course Notes / Textbooks: |
You do not need to buy any books for Readings in Philosophy, but you may need to print the reader (primary sources), which I will provide to you weekly via itslearning. Apart from these, as a first port of call on any particular topic, check out the online Stanford Encyclopaedia of Philosophy (http://plato.stanford.edu/). The Routledge Encyclopaedia of Philosophy is also particularly useful. It is available on-line.
|
References: |
You do not need to buy any books for Readings in Philosophy, but you may need to print the reader (primary sources), which I will provide to you weekly via itslearning. Apart from these, as a first port of call on any particular topic, check out the online Stanford Encyclopaedia of Philosophy (http://plato.stanford.edu/). The Routledge Encyclopaedia of Philosophy is also particularly useful. It is available on-line.
|
|
Program Outcomes |
Level of Contribution |
1) |
1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. |
|
2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
|
3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
|
4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
|
5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
|
6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
|
7) |
7. Design English language teaching curriculum and lesson plans. |
|
8) |
8. Organize effective classrooms that promote English language learning. |
|
9) |
9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. |
|
10) |
10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. |
|
11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
|
12) |
12. Take into consideration professional and ethical rules and principles. |
4 |
13) |
13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. |
4 |
14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
5 |
15) |
15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. |
5 |
16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
|