Course Name | Communication, Literature and Philosophy |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
GEAR 211 | Fall/Spring | 3 | 0 | 3 | 5 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Service Course | |||||
Course Level | First Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | - | |||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | This module aims to introduce students to analytic thinking and philosophizing via short readings and analysis of literary texts, art works, photography and cinema. |
Learning Outcomes | The students who succeeded in this course;
|
Course Description | This course focuses on the historical trajectory of western philosophy in parallel to its relations particularly with literature and art, and generally with culture and communications. |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | What is Reality? How do philosophy and film represent the conflict between appearance and reality? | Reading: The Allegory of the Cave - Media: The Matrix |
2 | What Does It Mean to Be Human? Existentialism and the concept of self. What makes us human? How does technology affect this question? | Reading: Simone de Beauvoir, The Ethics of Ambiguity - Media: Blade Runner |
3 | What is Freedom? The tension between freedom and responsibility. What is the cost of freedom in both philosophical and digital realms? | Reading: Fyodor Dostoevsky, The Brothers Karamazov - Media: The Social Dilemma |
4 | What is the Absurd? The absurd and the search for meaning. How do different mediums represent the absurdity of existence? | Reading: Albert Camus, The Plague - Media: Cindy Sherman’s photography |
5 | How Should We Live? Ethics and moral philosophy. How do we balance personal freedom with societal norms? | Reading: Dostoevsky, The Brothers Karamazov (continued) - Media: The Truman Show |
6 | Utopian Visions and Ideal Societies. Utopia and social structures. How are utopian and dystopian ideals explored in literature? | Reading: Thomas More, Utopia - Media: The Matrix (selected scenes) |
7 | What is Alienation? Alienation and isolation in modern life. How do literature and film depict alienation? and loss of identity? | Reading: Franz Kafka, The Metamorphosis - Media: Blade Runner |
8 | Midterm Week | |
9 | Death, Desire, and Decadence. Mortality and desire. How do desire and societal expectations shape human existence? | Reading: Thomas Mann, Death in Venice |
10 | The Power of Social Norms. Social norms and moral behavior. How do societal expectations influence moral decisions? | Gabriel García Márquez, Chronicle of a Death Foretold |
11 | What is Truth? The search for truth in a post-truth world. How does media influence our understanding of truth? | Reading: Selected essays on truth - Media: The Truman Show |
12 | Ethical Dilemmas in Modern Communication. Ethics in the digital age. How does modern communication technology challenge ethical responsibilities? | Reading: Selected essays on ethics and communication - Media: The Social Dilemma |
13 | Philosophy and Technology: The Role of Digital Media. How digital media influences philosophical inquiry. How has technology reshaped the way we engage with philosophical questions? | Excerpts on philosophy and technology |
14 | Student Presentations | |
15 | Student Presentations | |
16 | Review of the Semester |
Course Notes/Textbooks | |
Suggested Readings/Materials | - Plato, The Allegory of the Cave (from The Republic) - Simone de Beauvoir, The Ethics of Ambiguity - Fyodor Dostoevsky, The Brothers Karamazov - Franz Kafka, The Metamorphosis - Albert Camus, The Plague - Orhan Pamuk, Snow - Thomas More, Utopia - Thomas Mann, Death in Venice - Gabriel García Márquez, Chronicle of a Death Foretold - Film: The Matrix - Film: Blade Runner - Documentary: The Social Dilemma - Visual Art: Selected works of Cindy Sherman Additional readings and materials will be provided on the course platform. |
Semester Activities | Number | Weighting |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 1 | 20 |
Presentation / Jury | 1 | 30 |
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 1 | 50 |
Final Exam | ||
Total |
Weighting of Semester Activities on the Final Grade | 3 | 100 |
Weighting of End-of-Semester Activities on the Final Grade | ||
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 16 | 3 | 48 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 1 | 14 | |
Presentation / Jury | 1 | 15 | |
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 1 | 25 | |
Final Exams | |||
Total | 150 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | |||||
2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | |||||
3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | |||||
4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | |||||
5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | |||||
6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | |||||
7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | |||||
8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | |||||
9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | |||||
10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | |||||
11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | |||||
12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest