| Week |
Subject |
Related Preparation |
| 1) |
briefing about course, giving reading list and introduction,
tracing the first steps of philosophy before Ancient Greek. Explanation of mythology and identifing the context. First cosmological designs, preliminary thoughts about humankind |
- |
| 2) |
Ancient Greek thoughts Before Socrates, problem solving about life and existence at the tragedias
Parmenides,Platon,Socrates and after logic approaches about "good", "beauty" and existance( world od ideas, allegory of cave) |
- |
| 3) |
Parmenides,Platon,Socrates and after logic approaches about "good", "beauty" and existance( world od ideas, allegory of cave)
Thinking about freedom,happiness, good and beauty out of ethic for nikomakhos and Aristoteles |
- |
| 4) |
impact of individuality and social life at the Early christianity (nicaean consul, agustinius) differentiation between good and beauty |
- |
| 5) |
establishing world view with scolastic toughts,
invention of perspective, renaisance, reform and the rise of the individuality |
- |
| 6) |
Descartes, penetration sceptisism in to blief, necessity of intelligence for faith |
- |
| 7) |
Spinoza, first written utopias, working on potential worlds, scottich enlightment( Hume,Hobbes, Locke and social contract) |
- |
| 8) |
Enlightment!Necessarily Kant! Sapere aude!
Baumgarten and definition of aesthetic |
- |
| 9) |
Hegel and the up side down dialectic !
Nietszche, beyond the good and evil, will to power |
- |
| 10) |
Marx and corrected dialectic. The impact of industrial revolution to the social classes |
- |
| 11) |
Heidegger and existance(sein und zeit) individualisation on design, setting identities,state of belongings |
- |
| 12) |
Frankfurt school, Adorno, Horkheimer, to instrumentalisation of reason, dialectic of enlightment |
- |
| 13) |
Existantialism,Jean Paul Satre, Simon de Bevoir, Albert Camus |
- |
| 14) |
Deleuze and the metastabilisation of individual, Foucault, investigations about gender and identities, other current approaches |
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). |
2 |
| 2) |
They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. |
2 |
| 3) |
They are aware of national and international values in performing arts. |
2 |
| 4) |
Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. |
1 |
| 5) |
They have the sensitivity to run a business successfully in their field. |
3 |
| 6) |
Develops the ability to perceive, think, design and implement multidimensional from local to universal. |
3 |
| 7) |
They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. |
2 |
| 8) |
They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. |
3 |
| 9) |
They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. |
1 |
| 10) |
They follow English language resources related to their field and can communicate with foreign colleagues in their field. |
1 |
| 11) |
By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. |
3 |
| 12) |
They can produce original works within the framework of an interdisciplinary understanding of art. |
2 |
| 13) |
Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. |
3 |
| 14) |
Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. |
2 |
| 15) |
They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
3 |
BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
