| Course Name | Principles of Social Sciences II |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| HUM 104 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Service Course | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | Discussion Q&A | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course aims to provide students with an indepth understanding of modernity with reference to its social, cultural, political and economic formations. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | The course involves a careful study of the formation of various aspects of modern societies. It examines the key ideas of the Enlightenment, the development of the modern state, the economic formation of modernity, the relevance of class and gender issues to industrial societies, and the political and cultural significance of religion, secularism and ideology in the modern world. |
| Related Sustainable Development Goals |    |
|
| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Presentation and an overview of the course | |
| 2 | Renaissance and Reformation | Jocelyn Hunt, The Renaissance, Routledge, 1999. (The Beginning of the Renaissance, pp.1-7; Humanism, pp. 17-19; Scientific Change in the Renaissance, pp. 77-86; The Links between the Renaissance and the Reformation, pp. 49-51.) Chris Harman, A People’s History of the World, Bookmarks Publications, 2002(Chapter 2: From superstition to science, pp. 237-241) Robert E. Lerner, et al., Western Civilizations, Their History and Their Culture, London, 1998, pp. 3-5,245-46 (available at blackboard). |
| 3 | Movie Screening | “The Name of the Rose” |
| 4 | Enlightenment | Immanuel Kant, “An Answer to the Question: ‘What is Enlightenment?’, Political Writings, Cambridge University Press, 2007, pp. 54-61. (The reading material will be available at blackboard.) Jonathan Dewald, Europe 1450 to 1789: Encyclopedia of the Early Modern World, Thomson Gale, 2004, pp.299-306 (Enlightenment). Peter Hamilton, ‘The Enlightenment and the Birth of Social Science’ Stuart Hall et al., eds., Modernity: An Introduction to Modern Societies, Blackwell, 1996, pp. 20-27. Chris Harman, A People’s History of the World, Bookmarks Publications, 2002, pp. 242-246 (Chapter 3: The Enlightenment) Jonathan Dewald, Europe 1450 to 1789: Encyclopedia of the Early Modern World, Thomson Gale, 2004, pp. 258-260 (Encyclopedia). Peter Hamilton, ‘The Enlightenment and the Birth of Social Science’, Stuart Hall et al., eds., Modernity: An Introduction to Modern Societies, Blackwell, 1996, pp. 27-35. |
| 5 | In-class assignment | |
| 6 | Birth of Modern Power and Authority | Christopher Pierson, The Modern State, Routledge, 2004, 27-49 |
| 7 | Birth of Modern Power and Authority | Christopher Pierson, The Modern State, Routledge, 2004, 27-49 |
| 8 | The Rise of Secular Society | John J. Macionis, Sociology 8th edition, Prentice Hall, 2002, pp. 477-483. & R.T. Schaefer, Sociology 10th edition, Mac Graw Hill, 2010, pp.334-357. |
| 9 | The Emergence of Modern Economy | Chris Harman, A People’s History of the World, Bookmarks Publications, 2002, pp. 318-325 (Chapter 5: The Industrial Revolution) James Fulsher, Capitalism: A Very Short Introduction, Oxford University Press, 2004, pp. 5-9/13-18. Henry Heller. The Birth of Capitalism: A 21st Century Perspective. London: Pluto, 2011 pp. 176-85 |
| 10 | MIDTERM EXAM | |
| 11 | Transformation of Social Structure: Class | Anthony Giddens, Sociology, 6th ed., 2012. |
| 12 | Movie Screening and Discussion | |
| 13 | Transformation of Social Structure: Gender | Mary Holmes. What is Gender? Sociological Approaches. London: Sage, 2007, p:1-15 Catherine Redfern and Kristin Aune. Reclaiming the F word: The New Feminist Movement. London: Zed Books, 2010, 106-136 |
| 14 | Movie Screening and Discussion | |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks | Must readings mentioned in this information sheet. |
| Suggested Readings/Materials | None |
| Semester Activities | Number | Weighting |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | 1 | 25 |
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 35 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 2 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| 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 | 15 | 3 | 45 |
| Field Work | |||
| Quizzes / Studio Critiques | 1 | 20 | |
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 23 | |
| Final Exams | 1 | 32 | |
| Total | 168 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | Engineering Knowledge: Knowledge of mathematics, science, basic engineering, computer computation, and topics specific to related engineering disciplines; the ability to use this knowledge in solving complex engineering problems | |||||
| 2 | Problem Analysis: The ability to define, formulate, and analyze complex engineering problems by using fundamental science, mathematics, and engineering knowledge, while considering the relevant UN Sustainable Development Goals (SDGs) related to the problem. | |||||
| 3 | Engineering Design: The ability to design creative solutions to complex engineering problems; the ability to design complex systems, processes, devices, or products that meet present and future requirements, considering realistic constraints and conditions. | |||||
| 4 | Use of Techniques and Tools: The ability to select and use appropriate techniques, resources, and modern engineering and information technology tools, including prediction and modeling, for the analysis and solution of complex engineering problems, while being aware of their limitations | |||||
| 5 | Research and Investigation: The ability to use research methods, including literature review, designing experiments, conducting experiments, collecting data, analyzing and interpreting results, for the investigation of complex engineering problems. | |||||
| 6 | Global Impact of Engineering Practices: Knowledge of the impacts of engineering practices on society, health and safety, the economy, sustainability, and the environment within the scope of the UN Sustainable Development Goals (SDGs); awareness of the legal consequences of engineering solutions | |||||
| 7 | Ethical Behavior: Acting in accordance with the principles of the engineering profession; knowledge of ethical responsibility; awareness of acting impartially and inclusively, without discrimination in any matter. (FENG101) | |||||
| 8 | Individual and Team Work: The ability to work effectively as an individual and as a member or leader of both intra-disciplinary and interdisciplinary teams (whether face-to-face, remote, or hybrid). | |||||
| 9 | Verbal and Written Communication: Taking into account the various differences of the target audience (such as education, language, profession), particularly in technical matters. | |||||
| 10 | Project Management: Knowledge of business practices such as project management and economic feasibility analysis; awareness of entrepreneurship and innovation. | |||||
| 11 | Lifelong Learning: The ability to learn independently and continuously, adapt to new and emerging technologies, and think critically about technological changes. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
