SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60223MEEOZ-POL0385	Contemporary Social and Political Thought	3	Fall	3	0	3	4

Course Type :	Compulsory
Cycle:	Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction:	English
Prerequisities and Co-requisities:	N/A
Mode of Delivery:
Name of Coordinator:	Dr. Öğr. Üyesi TUBA DEMİRCİ
Dersin Öğretim Eleman(lar)ı:	Dr. Öğr. Üyesi TUBA DEMİRCİ
Dersin Kategorisi:	Programme Specific

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

Our contemporary social and political world is a complex one, characterized by both incredible promises and enduring human misery. Social and political thought are realms of intellectual inquiry where we examine our most basic concepts and definitions, engage in normative judgment of our existing systems of government, and articulate and defend a vision of the system of political and social organization we idealised. This course therefore offers a general introduction to some of the major themes and perspectives in contemporary social and political thought. Students will be exposed to a range of authors, topics and styles of thought. Readings are drawn from normative, critical, analytic and continental theoretical traditions. We will discuss the relevance of political theory to the major social and political challenges of the day, as well as questions of method, subject, style and critique in contemporary theory.

Course Content:

The goal of this course is to introduce you to important themes within contemporary social and political theory and the ways in which they relate to the world in which we reside. We will accomplish this through surveying the most influential socio- political theorists of our time.

Course Specific Rules

Attendance is compulsory, all weekly reading must be done prior to coming to class.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) be conversant in multiple domains of contemporary social and political theory and to be aware of competing sides of current debates     2.1) recognize the critiques of modernity that have developed since the second half of the twentieth century.     2.2) comprehend the emergence of postmodernism and poststructuralism in its continuity with modernity.

Skills (Describe as Cognitive and/or Practical Skills.)

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1)     2.1) evaluate social phenomena within the relation of universality and particularity     2.2) distinguish different experiences of modernity

2) Interpret the relationship between language, discourse and power

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

Freire, P. (2007). Chapter 2. In Pedagogy of the oppressed (pp.71-86). (M. B. Ramos, Trans.). New York, NY: Continuum. Giroux, H. (2010). Bare Pedagogy and the Scourge of Neoliberalism: Rethinking Higher Education as a Democratic Public Sphere. The Educational Forum, 74, 184-196. Karl Marx, & Friedrich Engels The Communist Manifesto, Pluto Books,c2008. Wright, Erik Olin. 1976. “Class Boundaries in Advanced Capitalist Societies.” New Left Review, 98: 3-41. David McLellan, Marxism After Marx: An Introduction, c1979. Tom Bottomore, The Frankfurt School and its Critics, 2003. David Harrison, The Sociology of Modernization and Development, Routledge: London, 1988. Dana Villa, Hannah Arendt; A Very Short Introduction, Oxford University Press, 2023. Longhofer, Wesley, and Winchester, Daniel. Social Theory Re-wired: New Connections to Classical and Contemporary Perspectives, c2016. Laura Chrisman. & Patrick Williams (Eds).. Colonial Discourse and Post-Colonial Theory: A Reader. Harvester Wheatsheaf Press. 1993 / Columbia University Press. 1994. Jürgen Habermas, “Three Normative Models of Democracy,” Constellations, 1994, 1(1). Habermas, Jurgen. 1995. "Reconciliation through the Public Use of Reason: Remarks on John Rawls's Political Liberalism." The Journal of Philosophy 92 (3): 109-31. Harvey, D. (1990), The condition of postmodernity : an enquiry into the origins of cultural change, Oxford, Cambridge: Blackwell Ritzer, George, and Douglas Goodman. 2001. “Postmodern Social Theory.” Pp. 151-169 in Handbook of Sociological Theory. Springer, Boston, MA. Seidman, Steven. 1994. “Knowledge and Power: The French Poststructualists.” Pp. 215-252 in Contested Knowledge. Malden, MA: Blackwell Publishing. Ritzer, George. 2008. “The Ideas of Michel Foucault.” Pp. 480-490 in Modern Sociological Theory, Seventh Edition. Rainbow, Paul. 1984. “Introduction.” Pp. 3-29 In The Foucault Reader Foucault, Michel. “The Birth of Asylum.” Pp. 141-168 in Rainbow, Paul (ed.) The Foucault Reader. Foucault, Michel. “Discipline and Punish.” and “History of Sexuality.” In Longhofer, Wesley, and Winchester, Daniel. Social Theory Re-wired: New Connections to Classical and Contemporary Perspectives Theorizing the “Second Sex”—Simone De Beauvoir; De Beauvoir, Simone 1989 [1953]. The Second Sex. New York: Vintage. (pgs. xix-xxxvi, 679-732). Harding, Sandra. 2004. “Introduction: Standpoint theory as a Site of Political, Philosophic, and Scientific Debate.” Pp. 1-16 in The Feminist Standpoint Theory Reader. Routledge Stein, Arlene, and Ken Plummer. 1994. “"I Can't Even Think Straight:" "Queer" Theory and the Missing Sexual Revolution in Sociology.” Sociological Theory 12(2): 178-187. Judith Butler, “Subjects of Sex/Gender/Desire,” in Feminism and Politics, ed. Anne Phillips, (New York: Oxford University Press, 2009). -Iris Marion Young, “Five Faces of Oppression,” in Justice and the Politics of Difference,(Princeton, NJ: Princeton University Press, 2011) Charles Taylor, “The Politics of Recognition,” in Multiculturalism: Examining the Politicsof Recognition, ed. Amy Gutmann, (Princeton: Princeton University Press, 1994), 25-73. Axel Honneth, “Recognition as Ideology” in Recognition and Power: Axel Honneth and the Tradition of Critical Social Theory, ed. Bert van Den Brink and David Owen, (Published Online: Cambridge University Press, 2009).

References:

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1						KPLO 2		KPLO 3				KPLO 4				KPLO 5
	1	2	3	4	5	6	1	2	1	2	3	4	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3
CLO4
CLO5
CLO6

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Recognizes different paradigms, fundamental theoretical approaches and methodologies in social sciences,
	1.1 Interprets classical and contemporary political theories in a critical and comparative way,
	1.2 Analyzes the contemporary issues and events through the relations between politics, political economy and culture,
	1.3 Identifies the structures, actors and power relations of the political sphere,
	1.4 Interprets the social dynamics and working mechanisms of the international sphere through the theories of international relations,
	1.5 Comprehends the social foundations of the national and international law, functions of the international and supranational institutions and their relations between each other,
	1.6 Analyzes the social structure and political life in Turkey with theoretical, historical, cultural and contemporary perspectives,
2)	Recognizes individual, social and academic ethic norms. Use their expertise for the public good,
	2.1 Demonstrates open-mindedness for different viewpoints. Develop relations with the personal and social other on the basis of empathy and respect,
	2.2 Communicates on the basis of public good against discrimination through prioritizing public mind and gain consciousness of citizenship,
3)	Evaluates the issues in the academia and work life with a reflexive viewpoint. Interpret in a sociological way while relating biographical with historical,
	3.1 Evaluates national and international social developments within the framework of social justice and human rights,
	3.2 Comprehends the social world as a struggle process within the framework of class, stratification and gender relations,
	3.3 Develops citizen consciousness and responsibility through democratic thought, negotiation and participation,
	3.4 Develops an interdisciplinary and critical viewpoint by analytical and comparative thinking, gain the qualifications required by professional life,
4)	Applies the theoretical knowledge in business life during a semester.
	4.1 Experiences all processes in business life.
	4.2 Takes part in activities related to the field of education in a business operating in the field.
	4.3 Questions the application with theoretical knowledge.
	4.4 Compiles the knowledge and experience gained in the field.
5)	S/he acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field.
	5.1 Acquires the analyzing solving the problems and managing the conflicts.
	5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary.
	5.3 Has awareness for ethical and social responsivity.
	5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way.
	5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view.
	5.6 Develops strategical, innovative and entrepreneurial ideas.
	5.7 Acquires competence of managing the change.
	5.8 Shows development personally and socially with and awareness for lifelong learning.
	5.9 Follows advanced technologies and developments about digital transformation.
	5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field.
	5.11 Has awareness about citizenship competency.
	5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B2/B2+).

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE