Week |
Subject |
Related Preparation |
1) |
Sociological dimension in Turkish Literature: Description, objective, content and method |
ESCARPİT, Robert, (1968), Edebiyat Sosyolojisi, (çev: Ali Türkay Yazıcı), İstanbul, Remzi Kitabevi. |
2) |
General approach to the sociological data of Turkish Mythic Narratives |
Mesaj Index, Muhsine Helimoğlu Yavuz |
3) |
Sociological data in Turkish Folk Narratives |
Diyarbakır Efsaneleri-Motif Index, Muhsine Helimoğlu Yavuz |
4) |
Sociological data in Turkish tales and their comparison with other nations’ tales |
Dede Korkut Destanları |
5) |
Analytical methods to compare renowned Turkish oral narrative via sociological messages |
Masallar ve Eğitimsel İşlevleri-Mesaj Index, Muhsine Helimoğlu Yavuz |
6) |
Message-Index' of narratives and analytical examples |
Mesaj Index, Muhsine Helimoğlu Yavuz |
7) |
General approaches to sociological data in classical novels in Turkish literature |
Mesaj Index, Muhsine Helimoğlu Yavuz |
8) |
Course review and midterm |
Course review |
9) |
Analysis of 'Araba Sevdasi' novel in Turkish Tanzimat Literature concerning the implications of Turkish life style, linguistic affection, prejudices on sociological changes.
Homework submission I |
Araba Sevdası-Recaizade Mahmut Ekrem
Homework submission I |
10) |
Basic sociological issues that are covered in the "Kirik Hayatlar" novel of Servet-i Funun Literature
Homework submission II |
Homework submission II |
11) |
Analysis of generational conflicts narrated in "Kiralik Konak" novel of Republican era Turkish Literature |
Kiralık Konak- Yakup Kadri Karaosmanoğlu |
12) |
Analysis of East-West life style and its impacts on conflicts within individuals, and in society through the "Fatih-Harbiye" novel |
Fatih Harbiye- Peyami Safa |
13) |
Socio-political analysis of "Yesil-Gece" novel
Oral presentataion in the classroom I |
Yeşil Gece- Reşat Nuri Güntekin
Oral presentataion in the classroom I (10 minutes) |
14) |
Analysis of consensus within East-West synthesis through "Sinekli-Bakkal" novel
Oral presentations in the classroom II |
Oral presentations in the classroom II (10 minutes) |
Course Notes / Textbooks: |
-Masallar ve Eğitimsel İşlevleri-Mesaj Index, Muhsine Helimoğlu Yavuz, 4. Baskı Cumhuriyet Kitapları Yayınları, İst. 2009
-Diyarbakır Efsaneleri-Motif Index, Muhsine Helimoğlu Yavuz, 4. Baskı Cumhuriyet Kitapları Yayınları, İst. 2007
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References: |
-“Mit-Din-Gelenek Aynasında Kadın”, Muhsine Helimoğlu Yavuz, Folklor-Edebiyat C.10, S. 37
-Modern Türk Edebiyatının Ana Çizgileri, Kenan Akyüz, Ank. 1976
-Karşılaştırmalı Edebiyat Bilimi, Gürsel Aytaç, Ank. 1997
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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 |