Identity concept (especially Turkish identity) is thought in a historical approach with its variable and invariable properties Historicity and social context
Vertical Tabs
Course Learning Outcomes
|
Learning Outcomes |
Program Learning Outputs |
Teaching Methods |
Assessment Methods |
|
General concepts of Identity concept |
2,7 |
1,2,3 |
A, B, C |
|
Multidimentionality, historicity and social contexts of the concept is learned |
2,3,7 |
1,2,3 |
A, B, C |
|
Theorization of Identity and Turkish Identity is accomplished |
3,5,7 |
1,2,3 |
A, B, C |
|
Different historical aspects of Turkish Identity is Learned |
2,3 |
1,2,3 |
A, B, C |
|
Learnes that each and every culture has a unique way of conceptualization and comprehension Identity |
2,3,7 |
1,2,3 |
A, B, C |
Course Flow
|
Week |
Topics |
Study Materials |
|
1 |
What is Identity? Definition of Identity and its appearance in history; general definition and content of Turkish identity. Its appearance as a multidimensional historical and social concept. Basic component of identity (belief); mythology and etymology in teaching Turkish base-culture. Climate and geography in base-culture formation |
Debate on readings |
|
2 |
The name “Turk”, its historical depth, Turkish physio-type and homeland of Turks, appearance of mongoloid physio-type, Turkic geography and its historical appearance, Turkish migration and its reasons |
Debate on readings |
|
3 |
Role of climate in creating Turkic base-culture; types and social nature of Turkic nomadism; Turkic step culture and its difference from other nomadic cultures; the economy of summer-winter pasture; traditional law (tore and yasa) organizations of clans; awareness and discrimination in clan society; vertical and horizontal mobility of clans and new organizations; Sedentariness of Turks; rural/urban life and their types. |
Debate on readings |
|
4 |
Historical and actual debates on “we” and “other” |
Debate on readings |
|
5 |
Administrational traditions, appearance of “state” concept, and Turkish statism; god-holiness (tanrı-kut) concept; Dynasty (hakanlık) and its historical extension. Reflections of nomadic social and political specialities on State formation; Turkish political organizations and Turkish states; types of state in Turkish history; Institutions in Turkish states and empires; reasons of slave army (devşirme) |
Debate on readings |
|
6 |
“Turkish woman” in history and her place in mythology, belief system and epic; Turkish woman from “other”s view (in mythology, and epic); orle and status of non-Turk woman in Turkish society |
Debate on readings |
|
7 |
Tuskish mythology, its roots, and scope; Turkish shamanism and traditional cults; Turkish mysticism and sufizm; ancient Turkish religion and religion among Turks; Religious structure among contemporary Turks. |
Debate on readings |
|
8 |
Mid-term exam |
Debate on Homework content |
|
9 |
Social organization and professions; ahilik and its prototypes and its belief dimensions; woman factor in professional stratification; the nature of Turkish army with historical perspective and its being a reflection of Turkish socio-political nature; |
Debate on readings |
|
10 |
Turkish inscriptions and alphabets in history; stages and historical evolution of Turkish language and literature; historical location of Turkish language with a socio-linguistic perspective; place and importance of etymological studies and samples of them; from etymology of language to cultural etymology; Historical evolution of Turkish art and music (in public and court levels); the concepts of “ozan”, “baksı” and “aşık” concepts and their place in Turkish society; nomadic Turkish architecture and its effects on following architectural forms; historical evolution and schools in Turkish architecture Debate on readings |
Debate on readings |
|
11 |
Education (of children and in craftsmanship); education in state level; “atabeg” and “lala” concepts formation of “atabeglik” state type; nutrition, food culture; culture of clothing and its effects; the culture of horse breeding and its effect in the history |
Debate on readings |
|
12 |
Philosophical schools among Turks; the “mutezile” school and its effects on thought |
Debate on readings |
|
13 |
Turkish patronage structure and its scope (in literature, art, science etc.) comparison of terms “patronage” “civil” |
Debate on readings |
|
14 |
Time concept among Turks, calendarism and festivals; symbolism of color and direction; modernism and traditionsl culture. |
Debate on readings |
|
15 |
General discuss and assessment of the semester |
Debate on readings |
Recommended Sources
|
Textbook |
Related articles are given to the students every week |
|
Additional Resources |
Bahaeddin Ögel, Türk Kültür Tarihine Giriş, c. I-IX, Kültür ve Turizm Bakanlığı, Ankara, 1991. |
Material Sharing
|
Documents |
|
|
Assignments |
|
|
Exams |
|
Assessment
|
IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
|
MID TERM |
1 |
90 |
|
ATTENDANCE and PARTICIPATION |
14 |
10 |
|
Total |
|
100 |
|
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE |
|
40 |
|
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
60 |
|
Total |
|
100 |
|
COURSE CATEGORY |
Expertise/Field Courses |
Course’s Contribution to Program
|
No |
Program Learning Outcomes |
Contribution |
||||
|
1 |
2 |
3 |
4 |
5 |
||
|
1 |
To raise individuals who are proficient in research methods in social sciences, and competent in carrying out sociological research. |
|
|
|
|
X |
|
2 |
To raise individuals who develop an interdisciplinary perspective by way of taking courses not only in the field of sociology but also those offered by different faculty and departments. |
|
|
|
X |
|
|
3 |
To raise individuals who have a firm grasp of the main topics and issues of the society in Turkey. |
|
|
|
|
X |
|
4 |
To raise social scientists who are competent in “sociology of organizations and institutions”, one of the major areas of sociology. |
|
|
X |
|
|
|
5 |
To raise social scientists who are competent in “political sociology and social change”, one of the major areas of sociology. |
|
|
X |
|
|
|
6 |
To raise social scientists who are competent in “social inequalities/stratification”, one of the major areas of sociology. |
|
|
|
|
X |
|
7 |
To raise social scientists who are competent in “culture and society”, one of the major areas of sociology. |
|
|
|
|
X |
|
8 |
To raise social scientists who have a command of the history of and the theories in social sciences. |
|
|
|
X |
|
|
9 |
To raise individuals who have the skill of expressing themselves well, verbally and in writing, and who are knowledgeable in the main requirements of academic writing. |
|
|
|
|
X |
|
10 |
To raise individuals who are capable of developing projects in different parts of the world, working for international organizations. |
|
|
X |
|
|
ECTS
|
Activities |
Quantity |
Duration |
Total |
|
Course Duration (Including the exam week: 16x Total course hours) |
14 |
3 |
42 |
|
Hours for off-the-classroom study (Pre-study, practice) |
14 |
5 |
72 |
|
Mid-terms |
1 |
3 |
3 |
|
Final examination |
1 |
3 |
3 |
|
Total Work Load |
|
|
118 |
|
Total Work Load / 25 (h) |
|
|
4,72 |
|
ECTS Credit of the Course |
|
|
7 |