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) |
Build up a body of knowledge in mathematics and statistics, to use them, to understand how the mechanism of economy –both at micro and macro levels – works. |
3 |
2) |
Understand the common as well as distinctive characters of the markets, industries, market regulations and policies. |
2 |
3) |
Develop an awareness of different approaches to the economic events and why and how those approaches have been formed through the Economic History and understand the differences among those approaches by noticing at what extent they could explain the economic events. |
1 |
4) |
Analyze the interventions of politics to the economics and vice versa. |
3 |
5) |
Apply the economic analysis to everyday economic problems and evaluate the policy proposals for those problems by comparing opposite approaches. |
2 |
6) |
Understand current and new economic events and how the new approaches to the economics are formed and evaluating. |
2 |
7) |
Develop the communicative skills in order to explain the specific economic issues/events written, spoken and graphical form. |
3 |
8) |
Know how to formulate the economics problems and issues and define the solutions in a well-formed written form, which includes the hypothesis, literature, methodology and results / empirical evidence. |
2 |
9) |
Demonstrate the quantitative and qualitative capabilities and provide evidence for the hypotheses and economic arguments. |
2 |
10) |
Understand the information and changes related to the economy by using a foreign language and communicate with colleagues. |
3 |