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Week |
Subject |
Related Preparation |
1) |
Unfolding the thresholds in the history of Berlin |
Compiled Material |
2) |
Tracing political, social and economical transformations throughout German history |
Compiled Material |
3) |
Tracing political, social and economical transformations throughout German history |
Compiled Material |
4) |
German Philosophy: Kant, Hegel, Nietsche, Heidegger and Habermas in relation to ontology, epistemology, aesthetics and power relations. |
Compiled Material |
5) |
German Philosophy: Kant, Hegel, Nietsche, Heidegger and Habermas in relation to ontology, epistemology, aesthetics and power relations. |
Compiled Material |
6) |
German Literature: from Weimar Classicism up to modern German Literature (Goethe, Schiller, Keeler Storm, Brecht, Bachman etc.) |
Compiled Material |
7) |
German music, from classical composers (Bach, Beethoven, Lizst, Brahms and Wagner) up to 21st century exploring the potentials of extended techniques. |
Compiled Material |
8) |
Tracing the sound of Berlin |
Compiled Material |
9) |
Unfolding the thresholds in German art and architecture |
Compiled Material |
10) |
Unfolding the thresholds in German art and architecture |
Compiled Material |
11) |
Berlin, the open air museum of contemporary architecture |
Compiled Material |
12) |
Review of the semester |
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13) |
Presentations |
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14) |
Presentations |
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15) |
Final Exam |
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16) |
Final Exam |
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Course Notes: |
Dersler, öğrenci sunumları ve site gezilere ek olarak verilen okuma materyalleri üzerine tartışmalar içermektedir.
Tartışmalara iyi katılım dersi geçmek için zorunludur.
rian Ladd, The Ghosts of Berlin: Confronting German History in Urban Landscape, University of Chicago Press, 1998.
Alexandra Richie, Faust’s Metropolis: A History of Berlin, Caroll and Graff Publishers, 1999
Thomas Flemming, Berlin in the Cold War: The Battle for the Divided City; the Rise and the Fall of the Wall, Berlinica, 2010.
Andrew Bowie, Introduction to German Philsophy: From Kant to Habermas, Polity, 2003
Magdalena Droste, The Bauhus: 1919-1933: Reform and Avat-garde, Taschen 2006.
Michael Imhof and Leon Krempel, Berlin New Architecture: A Guide to New Buildings from 1989 to Today, Verlag, 2009. |
References: |
The course comprises lectures, student presentations and discussions on the given reading materials in addition to site excursions.
Good attendance and participation to the discussions is obligatory to pass the course.
Brian Ladd, The Ghosts of Berlin: Confronting German History in Urban Landscape, University of Chicago Press, 1998.
Alexandra Richie, Faust’s Metropolis: A History of Berlin, Caroll and Graff Publishers, 1999
Thomas Flemming, Berlin in the Cold War: The Battle for the Divided City; the Rise and the Fall of the Wall, Berlinica, 2010.
Andrew Bowie, Introduction to German Philsophy: From Kant to Habermas, Polity, 2003
Magdalena Droste, The Bauhus: 1919-1933: Reform and Avat-garde, Taschen 2006.
Michael Imhof and Leon Krempel, Berlin New Architecture: A Guide to New Buildings from 1989 to Today, Verlag, 2009. |
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Program Outcomes |
Level of Contribution |
1) |
Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. |
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2) |
To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. |
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3) |
Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. |
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4) |
Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. |
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5) |
To know how to develop, apply and evaluate learning mediums
with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .
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6) |
To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. |
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7) |
To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. |
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8) |
To integrate the knowledge and experience of working together with different programs and different age groups. |
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9) |
To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. |
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10) |
To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. |
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11) |
To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. |
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12) |
Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. |
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13) |
To demonstrate commitment to societial,scientific and professional values. |
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14) |
To recognize and respect different cultures and to be sensitive to individual and cultural differences. |
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15) |
To demonstrate competence and ethical approach in information and communication technologies. |
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16) |
To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |
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