| EUROPEAN UNION RELATIONS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0704 | Trends in Literature | 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: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor KENAN SAYACI |
| Recommended Optional Program Components: | None |
| Course Objectives: | The overall goal of the course is to lead students to consider evil as an inevitable and a complementory part of literature. Apart from this, the course will try to give an analytical approach to the concept of evil, its history, how it manifests itself through the texts. It also aims to show the inner settings of literary texts and the role of evil in its structure. |
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The students who have succeeded in this course; - will be able to define the concept of evil as a philosophical and theological term and see the difference between in these conceptions. - will acquire reading strategies and analyzing methods in approaching evil in literary texts. - will be able to critically and analytically use the knowledge acquired in analyzing theories about evil. - will be able to keep the track of the evil characters in literary texts. - will be able to identify every single characteristics and difference of evil character by comparing him/her with the others analyzed in class. - will recognize the difference between western literatures and Turkish literature in representation of evil. - will be able to plan and conduct individually an analysis about evil and its representation in a given literary text. |
| The problem of evil. Evil in Judeo-Christian tradition and Islam. Evil in modern philosophy. How to approach evil in literature? Keeping track of the evil characters in literary texts. Evil and Poetry. |
| Week | Subject | Related Preparation |
| 1) | The problem of evil. | The nature of evil. Evil in western philosopy and its representations. The connection between evil and tragedy. |
| 2) | Evil in Judeo-Christian tradition. | Evil as the black side of creation. The Satan versus Jesus. |
| 3) | How to approach evil in literature? | Reading strategies, analyzing methods and approaching evil in literary texts. |
| 4) | Evil in modern philosophy. | Beyond Good and Evil by Nietzsche. |
| 5) | Keeping track of the evil characters in literary texts | Eroticism and evil: Nero and Caligula in Sade Satan in literature: (Faust by Goethe). |
| 6) | Keeping track of the evil characters in literary texts | Anti-hero in gothic literature: (Dr. Frankenstein by M. Shelley). The stories of Edgar Allen Poe. |
| 7) | Keeping track of the evil characters in literary texts | The Picture of Dorian Gray by Oscar Wilde. |
| 8) | Evil in the East and Islam | Good and Evil (Hayır ve Şer) in Koran. The difference between western and eastern traditions. The representations of evil in traditional literary texts and narratives. |
| 9) | Keeping track of the evil characters in literary texts | The rise of anti-hero in Turkish novel. The case of Suat in Huzur by A. H. Tanpınar. |
| 10) | Keeping track of the evil characters in literary texts | Kıskanmak by N. S. Örik. |
| 11) | Keeping track of the evil characters in literary texts | Kıskanmak by N. S. Örik. |
| 12) | Keeping track of the evil characters in literary texts | Evil in Turkish short story. Kötülük by S. İleri and Kağnı by Sabahattin Ali. |
| 13) | Evil and Poetry. | The represantations of evil in modernist and avangard poetry. İkinci Yeni and “kötücüllük”. Ece Ayhan and his poetry. |
| 14) | Evil and Poetry. | Eroticism and semi-evil. The poetry of Edip Cansever, Turgut Uyar and Cemal Süreya. |
| 15) | Final Exam | |
| 16) | Final Exam |
| Course Notes / Textbooks: | Ders öncesi öğrencilere verilecek ve dersle ilgili makaleleri içeren ders notları. Oscar Wilde, The Picture of Dorian Gray. J. W. von Goethe, Faust. Ahmet Hamdi Tanpınar, Huzur. Nahid Sırrı Örik, Kıskanmak. Selim İleri, Kötülük. |
| References: | Georges Bataille, Literature and Evil. Margaret Sönser Breen, Understanding Evil: An Interdisciplinary Approach. Alford, C. Fred, What Evil Means to Us. B. S. Markesinis, Good and evil in art and law: an extended essay. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 16 | % 10 |
| Quizzes | 2 | % 5 |
| Homework Assignments | 2 | % 5 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 8 | 5 | 40 |
| Homework Assignments | 2 | 1 | 2 |
| Quizzes | 2 | 1 | 2 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 4 | 4 |
| Total Workload | 93 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| 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. | 1 |
| 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. | 2 |
| 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. | 1 |
| 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. | 1 |
| 10) | To be able to analyze the influence of the EU on political, social and economic system of Turkey. | 1 |
| 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. | 1 |
| 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. | 1 |