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 gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. |
4 |
2) |
To display actions in professional practice based on ethical principles and values. |
5 |
3) |
To adopt the principle of lifelong learning, using efficient ways for accessing information. |
5 |
4) |
To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. |
5 |
5) |
To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, |
5 |
6) |
To be able to use effective communication methods in counseling and child and family-based guidance. |
3 |
7) |
To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. |
5 |
8) |
To use the education and communication materials according to the child development stage, and to create proper educational environment. |
5 |
9) |
To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. |
5 |
10) |
To use health information technologies for research in the field of child development. |
5 |
11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
5 |
12) |
To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. |
5 |