| MATHEMATICS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| SOC3058 | Theories of Fascism National Socialism and Far Right | Fall Spring |
3 | 0 | 3 | 5 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| 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 : | Prof. Dr. AYŞE NİLÜFER NARLI |
| Course Lecturer(s): |
Assist. Prof. KAYA AKYILDIZ |
| Recommended Optional Program Components: | "." |
| Course Objectives: | Robert Paxton describes fascism as “a form of political behavior marked by obsessive preoccupation with community decline, humiliation or victimhood and by compensatory cults of unity, energy and purity, in which a mass-based party of committed nationalist militants, working in uneasy, but effective collaboration with traditional elites, abandons democratic liberties and pursues with redemptive violence and without ethical or legal restraints goals of internal cleansing and external expansion” and fascism have been thought of as one of the most brutal and destructive ideologies of modern times. Holocaust, ethnic cleansing and other forms of violence materialized through fascist and nationalist ideologies. The purpose of this course is to equip students with an introduction to fascism and National Socialism and to provide a basis to assess the significance of these world-views in the modern period. Another goal of the course is to explore the relationship between ultra-right and conservative regimes and ideologies, and fascism. We will also examine the fascist and far right regimes and movements in countries like Germany, Italy, France, Spain, Portugal, Hungary, Romania, Japan, and Turkey. This course aims to create an environment for free exchange of ideas and to develop critical thinking on issues aforementioned. |
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The students who have succeeded in this course; 1)Understand the Foundations of Fascist Ideologies 2)Analyze the Historical Context of Fascist Movements 3) Examine the Dynamics Between Fascist Movements and Traditional Elites 4) Explore the Relationship Between Fascism and Conservative Regimes 5) Compare Fascist Movements Across Different Countries 6) Develop a Critical Framework for Analyzing Contemporary Far-Right 7) Evaluate the Role of Violence and Coercion in Fascist Regimes by making critical and presentation / speaking in-class assignments 8) Develop a wide range of key transferrable research and interpretive skills that are highly valued by employers within a range of professions |
| This course has three major sections and each section is designed for a specific purpose. The first section is about the definition of fascism, Nazism and far right. In the second section the history of fascism, Nazism and far right will be analyzed. The third and the final section is about the similarities and differences of various examples of fascist, dictatorial and far right regimes. The teaching methods of the course are project, guest speaker, lecture, reading, observation, individual study and discussion. |
| Week | Subject | Related Preparation |
| 1) | Introduction and course outline | Course Schedule Review |
| 2) | Towards a definition of fascism and national socialism | Roger EATWELL, Fascism: A History |
| 3) | Detailed analyses of fascist phenomena | Mark NEOCLEOUS, Fascism. Robert PAXTON, The Anatomy of Fascism |
| 4) | Fascist minimum(s) and “State of Exception” | Carl SCHMITT, The Concept of Political. Giorgio AGAMBEN, The State of Exception. |
| 5) | The production of fascism | Stanley G. PAYNE, A History of Fascism: 1914-1945 |
| 6) | Is there a nature of fascism? | Roger GRIFFIN, The Nature of Fascism. |
| 7) | Course review and midterm | Exam |
| 8) | What is the DOB of fascism? | Zeev STERNHELL, The birth of fascist ideology: From cultural rebellion to political revolution. |
| 9) | Fascism and power | Michael MANN, Fascists. |
| 10) | Fascist ideology and power | Mark MAZOWER, Dark Continent:Europe’s Twentieth Century. Ian KERSHAW, The Nazi Dictatorship:Problems and Perspectives of Interpretation |
| 11) | Fascism in practice | David RENTON, Fascism: Theory and Practice |
| 12) | Fascism today? | Robert PAXTON, Five Stages of Fascism |
| 13) | Fascist ideology and Turkey | Tanıl BORA, Türkiye’de Faşist İdeoloji:“Hürriyet Değil, Faşizm Gibi Bir İdare İstiyoruz!” |
| 14) | Homework submission and presentation of Research Proposal | PPT presentation of the research findings and analysis in the classroom. 15 minutes presentation and feedback. |
| Course Notes / Textbooks: | Constantin Iordachi. Comparative Fascist Studies. London: Routledge, 2010. Aristotle Kallis. The Fascism Reader. London: Routledge, 2008. Ders notları Itslearning kütüphanesinde sağlanmaktadır. Course notes are provided on Itslearning library. |
| References: | Diğer gerekli okumalar Itslearning üzerinden öğrencilerle paylaşılacaktır. Herhangi bir materyale erişimde sorun yaşarsanız, lütfen dersin öğretim görevlisi ile iletişime geçin. Other required readings will be uploaded to students via Itslearning. If you cannot access any material, please contact the instructor of the course. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 20 | 20 |
| Homework Assignments | 1 | 10 | 10 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 12 | 12 |
| Total Workload | 128 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics | |
| 2) | To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, | |
| 3) | To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, | |
| 4) | To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, | 4 |
| 5) | To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, | |
| 6) | To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level, | |
| 7) | To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, | |
| 8) | To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, | 4 |
| 9) | By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, | |
| 10) | To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, | |
| 11) | To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, | |
| 12) | To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |