| Language of instruction: |
English |
| Type of course: |
Non-Departmental Elective |
| Course Level: |
Bachelor’s Degree (First Cycle)
|
| Mode of Delivery: |
Face to face
|
| Course Coordinator : |
Dr. Öğr. Üyesi AYŞEGÜL AKDEMİR |
| Recommended Optional Program Components: |
"." |
| Course Objectives: |
The aim of this course is twofold: First, students will be introduced to the core ideas and concepts of anthropology such as culture, nature, ethnography, social stratifications, kinship systems, race, gender, marriage, sexuality, religion etc. Examples from various human groups around the globe will be used to develop an understanding of these core concepts, ideas and themes. Secondly, we will bring in these concepts and perspectives into our own lives to develop an informed analysis of the Turkish society. |
| Week |
Subject |
Related Preparation |
| 1) |
Introduction and course outline |
|
| 2) |
What is anthropology |
Horace Miner, “Body Ritual of the Nacirema” |
| 3) |
Origins of Anthropology |
Lavenda & Schultz, Chapter 1 |
| 4) |
Early anthropological theories: Social Evolutionism |
McGee & Warms “Nineteenth-Century Evoltionism” |
| 5) |
Early anthropological theories: Cultural Relativism |
McGee & Warms “Historical Particularism” |
| 6) |
Culture and colonial heritage |
Lavenda & Schultz, Chapter 2 |
| 7) |
Critique of ‘Culture’ |
Renato Rosaldo “The Erosion of Classic Norms” |
| 8) |
Midterm |
Course review and midterm |
| 9) |
Kinship and Descent |
Lavenda & Schultz, Chapter 9 |
| 10) |
Family |
Lavenda & Schultz, Chapter 9 cont'd. |
| 11) |
Marriage |
Lavenda & Schultz, Chapter 10 |
| 12) |
Sex and Gender |
Donna Haraway, “Is Female to Male as Nature Is to Culture” |
| 13) |
Gender inequalities |
Anne Fausto-Sterling, “The Five Sexes: Why Male and Female Are Not Enough” |
| 14) |
Nature / Culture I |
TBA |
| |
Program Outcomes |
Level of Contribution |
| 1) |
To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. |
2 |
| 2) |
To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. |
2 |
| 3) |
To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. |
3 |
| 4) |
To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. |
2 |
| 5) |
To be able to use English in written and oral communication in general and in the field of EU studies in particular. |
1 |
| 6) |
To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. |
1 |
| 7) |
To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. |
2 |
| 8) |
To be able to evaluate the current legal, financial and institutional changes that the EU is going through. |
2 |
| 9) |
To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. |
2 |
| 10) |
To be able to analyze the influence of the EU on political, social and economic system of Turkey. |
2 |
| 11) |
To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. |
2 |
| 12) |
To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. |
3 |