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Week |
Subject |
Related Preparation |
| 1) |
Ders Tanıtımı ve de Ders İçeriğinin Açıklanması |
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| 2) |
The end of the Byzantine Constantinople & Formation of the Ottoman Istanbul |
Halil İnalcık, The Status of the Greek Patriarch Under the Ottomans
Philip Mansel, Constantinople, chapter 2, “City of God”
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| 3) |
Ruling of multi-religious & multi-ethnic Istanbul under the Ottoman Rule |
Halil İnalcık, The Status of the Greek Patriarch Under the Ottomans
Philip Mansel, Constantinople, chapter 2, “City of God”
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| 4) |
The Golden Age of the Ottomans
Hagia Sophia: From an imperial church to an imperial mosque.
Sinan: The Chief Architect of the Empire
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Gülru Necipoglu, The Age of Sinan: Architectural Culture in the Ottoman Empire (Reaktion Books, London, and Princeton University Press, Princeton, NJ, 2005, 2010). Excerpt.
Gülru Necipoğlu, “The life of an Imperial Monument: Hagia Sophia after Byzantium,” in Hagia Sophia from the Age of Justinian to the Present, R. Mark, A. S. Çakmak (NY: Cambridge University Press, 1992): 195-225.
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| 5) |
Oppressive imperial policies, 16th & 17th centuries
Istanbul Society in pre-Tanzimat Period
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Madeline Zilfi, “The Kadızadelis: discordant Revivalism in the 17th Century Istanbul”, Journal of Near Eastern Studies, vol. 45, no. 4, 1986, 251-269.
Ekrem Işın, “Daily Life in Istanbul in Pre-Modern Period” in Daily Life in Istanbul.
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| 6) |
Leisure and Pleasure in the City |
Shirine Hamadeh, The City’s Pleasures, Istanbul in the 18th Century, Excerpt
Cengiz Kırlı: “Coffeehouses in Istanbul”
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| 7) |
Modernization / Westernization in the Empire
Enraged Sultan and “the Greek Intrigue” (1821)
Difficult times in the city & Social Tension
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Philip Mansel, “Mahmud II” in Constantinople, city of the World’s Desire, chapter 10.
Hakan Erdem, “Do Not Think of the Greeks as Agricultural Labourers’: Ottoman Responses to the Greek War of Independence,” in Citizenship and the Nation-State in Greece and Turkey, pp. 67-84.
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| 8) |
Istanbul Society after the years of the Greek Revolt (1821)
Declaration of Reforms
Tanzimat –Reorganization– 1839 Imperial Reform Edict
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Şükrü Hanioğlu, A Brief History of the Late Ottoman Empire, Princeton, Oxford: Princeton University Press, 2008, chapters 2, 3 & 4.
Philip Mansel, Mahmud II,” in Constantinople, city of the World’s Desire, chapter 10.
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| 9) |
European armies in Istanbul, Crimean War
Municipal Reform & Imperial Power Exhibition
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Murat Gül: Istanbul Between the Crimean War and First World War, in Emergence of Istanbul, chapter 2.
Philip Mansel, “City of Marvels” in Constantinople, City of the World’s Desire, chapter 11.
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| 10) |
Social & Cultural Life in the City
Theatres, Literary Societies
Populations in the city
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Philip Mansel, Constantinople, City of the World’s Desire, chapter 12.
Aron Rodrigue, The Beginnings of Westernization and Community Reform Among Istanbul’s Jewry, 1854-1865.
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| 11) |
Istanbul in the eyes of the travelers |
Lady Mary Wortley Montagu, The Turkish Embassy Letters (Longman)
Ubicini, The Letters From Turkey
Gerard Nerval, Voyage to the Orient. Excerpt
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| 12) |
Ottoman Parliament / Constitution (1876)
Ottoman-Russian War & The difficult year, 1878
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Philip Mansel, “Yıldız”, in Constantinople, City of the World’s Desire, Chapter 13.
Florian Riedler, “Armenian Labor Migration to Istanbul” in The City on the Ottoman Empire, Migration and the Making of Urban Modernity, eds. U. Freitag, M. Fuhrmann, N. Lafi, F. Rriedler, New York: Soass, Routladge, 2011.
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| 13) |
A new Hope: Second Ottoman Parliament 1908 /The Young Turk Revolution
Celebration & Disappointment
Nationalism in Cosmopolitan Istanbul
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Philip Mansel, “Young Turks” in Constantinople, City of the World’s Desire, chapter 14. |
| 14) |
First World War I
The city under occupation Lausanne & forced exchange of populations
Istanbul under the rule of Turkish Republic
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Philip Mansel, “The Death of a Capital” in Constantinople, city of the World’s Desire, chapter 15.
John Freely, The Imperial City, the last Chapter
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| 15) |
Final Exam |
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| 16) |
Final Exam |
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| Course Notes: |
Philip Mansel, Constantinople, The World’s Desire, chapters 1, 2, 10-15.
Halil İnalcık, “Policies of Mehmed II towards Greek Population of Istanbul and Byzantine Buildings of the City”.
Halil İnalcık, The Status of the Greek Patriarch Under the Ottomans
Gülru Necipoglu, The Age of Sinan: Architectural Culture in the Ottoman Empire (Reaktion Books, London, and Princeton University Press, Princeton, NJ, 2005, 2010). Excerpt.
Gülru Necipoğlu, “The life of an Imperial Monument: Hagia Sophia after Byzantium,” in Hagia Sophia from the Age of Justinian to the Present, R. Mark, A. S. Çakmak (NY: Cambridge University Press, 1992): 195-225.
Madeline Zilfi, “The Kadızadelis: discordant Revivalism in the 17th Century Istanbul”, Journal of Near Eastern Studies, vol. 45, no. 4, 1986, 251-269.
Ekrem Işın, “Daily Life in Istanbul in Pre-Modern Period” in Daily Life in Istanbul.
Shirine Hamadeh, The City’s Pleasures, Istanbul in the 18th Century, Excerpt
Cengiz Kırlı: “Coffeehouses in Istanbul”
Hakan Erdem, “Do Not Think of the Greeks as Agricultural Labourers’: Ottoman Responses to the Greek War of Independence,” in Citizenship and the Nation-State in Greece and Turkey, pp. 67-84.
Şükrü Hanioğlu, A Brief History of the Late Ottoman Empire, Princeton, Oxford: Princeton University Press, 2008, chapters 2, 3 & 4.
|
| References: |
Murat Gül: Istanbul Between the Crimean War and First World War, in Emergence of Istanbul, chapter 2.
Aron Rodrigue, The Beginnings of Westernization and Community Reform Among Istanbul’s Jewry, 1854-1865.
Lady Mary Wortley Montagu, The Turkish Embassy Letters (Longman)
Ubicini, The Letters From Turkey
Gerard Nerval, Voyage to the Orient. Excerpt
Florian Riedler, “Armenian Labor Migration to Istanbul” in The City on the Ottoman Empire, Migration and the Making of Urban Modernity, eds. U. Freitag, M. Fuhrmann, N. Lafi, F. Rriedler, New York: Soass, Routladge, 2011.
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Program Outcomes |
Level of Contribution |
| 1) |
School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure.
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2 |
| 2) |
School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people.
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4 |
| 3) |
School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. |
2 |
| 4) |
School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises.
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2 |
| 5) |
School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. |
4 |
| 6) |
School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations.
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1 |
| 7) |
School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics.
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2 |
| 8) |
School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services.
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1 |
| 9) |
School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession.
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2 |
| 10) |
School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services.
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1 |
| 11) |
School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources.
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1 |
| 12) |
School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program
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1 |
| 13) |
School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions.
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1 |
| 14) |
School counselors recognize the current legal issues about special education, identify and directs individuals who need special education.
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1 |
| 15) |
School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development.
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1 |