CHILD DEVELOPMENT (TURKISH) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
POL2513 | Turkish-Greek Relations | Spring | 3 | 0 | 3 | 6 |
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 : | |
Course Lecturer(s): |
Dr. BYRON MATARANGAS |
Recommended Optional Program Components: | None |
Course Objectives: | This course is built around the notion that only by understanding the past can we make sense of the present and hope to improve the future. Accordingly, it seeks to provide a balanced account of past and present Turkish-Greek relations. It will begin by looking at the experience of co-habitation under Ottoman rule. It will then trace the rise of Greek and Turkish nationalisms which culminated in wars of independence fought against one another. The evolution of relations over the twentieth-century from the Atatürk/Venizelos period through the Cold War up until the 1990s will next be traced. In so doing, we will examine the impact of domestic developments in each country on bilateral relations, the minority question, Cyprus and the Aegean, and the role of the EU. Finally, we will turn to the era of ‘earthquake diplomacy’, taking stock of the recent mushrooming of contacts across the Aegean on one hand, and the persistence of tension at the level of ‘high politics’ on the other. |
The students who have succeeded in this course; 1. To develop a historically-informed and critical understanding of Turkish and Greek nationalism vis-à-vis their relationship to one another, 2. To familiarise students with theories of nationalism, 3. To provide students with a realistic assessment of where relations stand today and in what direction(s) they may unfold. |
Topic 1: Introductions; What is a Turk? What is a Greek? Topic 2: Ottoman Co-habitation; What is nationalism? Topic 3: Rise of Greek nationalism; Rise of Turkish nationalism Topic 4: Population exchange; Atatürk and Venizelos Topic 5: Reciprocity and minorities Topic 6: Cyprus and the Aegean Topic 7: The role of ‘Europe’: Then and now Topic 8: Rocky relations: the 1990s; Earthquake diplomacy Topic 9: Rapprochement in the 2000s Topic 10: Whence from here? |
Week | Subject | Related Preparation |
1) | Introduction - Who is a Turk? Who is a Greek? | Theodossopolous article |
2) | Ottoman Co-habitation; What is nationalism? | Ahmad, Ch 2, Koliopolous and Veremis, Ch 2 |
3) | Theories of Nationalism: Primordialism, Perinnelism; Modernism; Ethno-Symbolism | Chpts 1-2, Anthony Smith book on nationalism |
4) | Ethnic vs. Civic Nationalism; the case of Ottoman successor states | Ch 2 Ahmad; Ch 2 Gallant |
5) | Emergence of Greek nationalism; Emergence of Turkish nationalism | cont'd from previous week |
6) | Ataturk and Venizelos; population exchange | Bruce 2 chapters |
7) | Lausanne Treaty regime; Minority rights ad reciprocity | Fisher Onar, N. and Ozgunes, M. How Deep a Transformation? The Europeanization of Turkish and Greek Minority Rights Policies, International Journal of MInority and Group Rights, 17 (1) 2010; Baskin Oran chpt 1 |
8) | Course Review | All readings and classroom notes to date |
9) | ||
10) | ||
11) | ||
12) | ||
13) | ||
14) | Course Reeview | All readings and classroom notes to date |
Course Notes / Textbooks: | Turkey: Feroz Ahmad, The Making of Modern Turkey, (London: Routledge, 1993) Eric Zürcher, Turkey: A Modern History, (London: I.B. Tauris, 1998) Greece: Thomas W. Gallant, Modern Greece, (London: Hoddler, 2001) John S. Koliopoulos and Thanos M. Veremis, Greece: The Modern Sequel, From 1821 to the Present (London: Hurst, 2002) |
References: | Okuma için her bölüme ait derlenmiş makaleler mevcuttur. Available in reader with compiled articles for each unit. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 10 | % 10 |
Quizzes | 1 | % 10 |
Homework Assignments | 1 | % 10 |
Presentation | 1 | % 5 |
Project | 1 | % 10 |
Midterms | 1 | % 25 |
Final | 1 | % 30 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
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 |