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: |
SECTION II: INTRODUCTION TO THE COURSE |
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. |
Attendance is compulsory, all weekly reading must be done prior to coming to class. |
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. |
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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 |
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2) Interpret the relationship between language, discourse and power |
Week | Subject | ||
Related Preparation | Further Study |
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) |
CLOs/PLOs | KPLO 1 | KPLO 2 | KPLO 3 | KPLO 4 | KPLO 5 | |||||||||||||||||||||||
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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 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF 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 |
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 |
LEARNING & TEACHING METHODS | ASSESMENT & EVALUATION METHODS | ||||||||||||||||||||
CLO1 | CLO2 | CLO3 | CLO4 | CLO5 | CLO6 | ||||||||||||||||
-Lectures | -Midterm | ||||||||||||||||||||
-Discussion | -Presentation | ||||||||||||||||||||
-Case Study | -Final Exam | ||||||||||||||||||||
-Problem Solving | -Quiz | ||||||||||||||||||||
-Demonstration | -Report Evaluation | ||||||||||||||||||||
-Views | -Homework Evaluation | ||||||||||||||||||||
-Laboratory | -Oral Exam | ||||||||||||||||||||
-Reading | -Thesis Defense | ||||||||||||||||||||
-Homework | -Jury Evaluation | ||||||||||||||||||||
-Project Preparation | -Practice Exam | ||||||||||||||||||||
-Thesis Preparation | -Evaluation of Implementation Training in the Workplace | ||||||||||||||||||||
-Peer Education | -Active Participation in Class | ||||||||||||||||||||
-Seminar | - Participation in Discussions | ||||||||||||||||||||
-Technical Visit | |||||||||||||||||||||
-Course Conference | |||||||||||||||||||||
-Brain Storming | |||||||||||||||||||||
-Questions Answers | |||||||||||||||||||||
-Individual and Group Work | |||||||||||||||||||||
-Role Playing-Animation-Improvisation | |||||||||||||||||||||
-Active Participation in Class |
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 |