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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).
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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 |
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16) |
Final Exam |
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Program Outcomes |
Level of Contribution |
1) |
Using the theoretical/conceptual and practical knowledge acquired for architectural design, design activities and research. |
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2) |
Identifying, defining and effectively discussing aesthetic, functional and structural requirements for solving design problems using critical thinking methods. |
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3) |
Being aware of the diversity of social patterns and user needs, values and behavioral norms, which are important inputs in the formation of the built environment, at local, regional, national and international scales. |
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4) |
Gaining knowledge and skills about architectural design methods that are focused on people and society, sensitive to natural and built environment in the field of architecture. |
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5) |
Gaining skills to understand the relationship between architecture and other disciplines, to be able to cooperate, to develop comprehensive projects; to take responsibility in independent studies and group work. |
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6) |
Giving importance to the protection of natural and cultural values in the design of the built environment by being aware of the responsibilities in terms of human rights and social interests. |
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7) |
Giving importance to sustainability in the solution of design problems and the use of natural and artificial resources by considering the social, cultural and environmental issues of architecture. |
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8) |
Being able to convey and communicate all kinds of conceptual and practical thoughts related to the field of architecture by using written, verbal and visual media and information technologies. |
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9) |
Gaining the ability to understand and use technical information about building technology such as structural systems, building materials, building service systems, construction systems, life safety. |
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10) |
Being aware of legal and ethical responsibilities in design and application processes. |
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