Language of instruction: |
English |
Type of course: |
GE-Elective |
Course Level: |
Bachelor’s Degree (First Cycle)
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Mode of Delivery: |
Face to face
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Course Coordinator : |
Dr. BURCU ALARSLAN ULUDAŞ |
Course Lecturer(s): |
Dr. Öğr. Üyesi MUSTAFA EMRE DORMAN
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Recommended Optional Program Components: |
None |
Course Objectives: |
This course is designed to present the student with a solid introduction to the major thinkers in classical Islamic philosophy, with emphasis placed on developing a properly philosophical understanding of the issues and arguments. Topics include: Reason and revelation (can the human mind reach the truth without the aid of revelation?); the existence of God; creation, eternity, and infinity. Causality and Miracles. Human nature and knowledge; the nature of ethical obligations; and the constitution of the ideal political state. Philosophers to be studied include al-Kindi, al-Razi, al-Farabi, Ibn Sina (Avicenna), al-Ghazali, Ibn Baja, Ibn Tufail, and Ibn Rushd (Averroes). |
Week |
Subject |
Related Preparation |
1) |
Introduction to the course: Try to define the meaning of islamic philosophy |
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2) |
Sources of islamic philosophy and theology: İslamic and non islamic sources |
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3) |
Early discussions and divisions between theological schools: Asharita and Muthadhili kalam |
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4) |
Beginning of Systematic Philosophy: al-Kindi and Peripatetic School |
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5) |
Farabi: From onthology to political philosophy |
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6) |
İbn Sina: Problem of Being and existence of God. |
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7) |
İbn Sina’s philosophy of religion |
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8) |
Ghazali’s criticism of Philosophy: Tahafut |
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9) |
İbn Khaldun and philosophy of history |
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10) |
Andalusian Philosophy and emergence of İslamic Philosophy in the west: İbn Bajjah, İbn Tufail |
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11) |
İbn Rushd and his approach to Reason and Revelation |
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12) |
Philosophy as Mysticism: İbn Arabi, Mulla Sadra |
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13) |
Mysticism in otoman philosophy: Maulana Rumi and Yunus Emre |
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14) |
Revision |
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15) |
Final exam |
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16) |
Final exam |
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Course Notes / Textbooks: |
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References: |
1- M.M. Sharif, A History of Muslim Philosophy, Pakistan Philosophical Congress, (İslam Felsefesi Tarihi) İnsan Yayınları. 2 Cilt.
2- Macit Fahri, İslam Felsefesi Tarihi, Nehir Yayınları. 2001, İstanbul
3- Mamut Kaya, İslam Filozoflarından Felsefe Metinleri, Klasik Yayınları, 2008, İst
4- Kindi, Felsefi Risaleler, Klasik Yayınları, 2007, İstanbul
5- Farabi, İdeal Devlet (El-Medinetü’l-fadila), çev: Ahmet Arslan, Divan Kitap Yayınları. 2009
6- İslam Düşüncesi Tarihi, Açık Öğretim Fakültesi Yayınları, Eskişehir. 2010
7- H. Corbin (with S.H. Nasr and O. Yahya), History of Islamic Philosophy, (London, 1993).
8- Arnaldez, Roger, Averroes: A Rationalist in Islam (Notre Dame: University of Notre Dame Press, 2000).
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Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
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3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
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8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
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15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |