ECTS - Social and Cultural Reflections in Turkish Literature in the Republican Era
Social and Cultural Reflections in Turkish Literature in the Republican Era (HUM411) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Social and Cultural Reflections in Turkish Literature in the Republican Era | HUM411 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | To increase student’s desire to read books and to get closer to Turkish Literature. To show that literature is connected with social sciences such as history and sociology. To determine the projections of social, cultural and political developments in Turkish literature in the Republican era and to interpret the works written from different perspectives objectively. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | New Turkish literature period; Tanzimat, constitutionalism, national struggle, acceptance of the Republic, enlightenment, modernism, postmodernism. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | General Introduction | Assigned by the Instructor |
| 2 | What is literature? Can literary work be defined? The need of human expression. The relation of literature as a fictional genre with society. | Assigned by the Instructor |
| 3 | Literary works of the Tanzimat period Cultural changes, Public expectations, Positive and negative reactions to the new order. | |
| 4 | Transition processes after Tanzimat and preparation for the National Struggle. | |
| 5 | National Struggle and Anatolia in Turkish Literature. | |
| 6 | The general condition of the people after the acceptance of the Republic. | |
| 7 | Enlightenment mobilization and Hasan Âli Yücel Translations, The effects of transition to multi-party life on literary Works. | |
| 8 | Mid-term | Exam prepared by the Instructor |
| 9 | The first modernist writers and poets in Turkish literature, Garip, İkinci Yeni. | |
| 10 | During coup and memorandum periods the subject of death and prison in literary works, Migration and worker theme in Turkish literature. | |
| 11 | Periodic differences and social messages in literary works adapted to television | |
| 12 | Family relations and dialogues in novels by periods | |
| 13 | Generation conflicts in literary works after 2000 | |
| 14 | Postmodern Turkish Literature | |
| 15 | Underground Literature | |
| 16 | Final Exam | Exam prepared by the Instructor |
Sources
| Course Book | 1. • Enginün, İnci (2015). Cumhuriyet Dönemi Türk Edebiyatı. Ankara: Dergâh. |
|---|---|
| 2. • Yetiş, Kâzım (2014). Yeni Türk Edebiyatı Seçme Metinler. İstanbul: Kubbealtı Neşriyat. | |
| 3. • Yivli, Oktay (Ed.). Modern Türk Edebiyatı. İzmir: Günce. | |
| Other Sources | 4. • Dersin sorumlusu tarafından, ön çalışmada adı geçen eserlerden seçme bölümlerin derlendiği ders notu hazırlanacaktır. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 1 | 10 |
| Laboratory | - | - |
| Application | 1 | 10 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 4 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Gains basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | |||||
| 2 | Acquires basic concepts, approaches and theories related to the field of child development and relates them to current experiences and national and international developments. | |||||
| 3 | It effectively uses sciences such as health, education and psychology by adding them to the basic knowledge and skills of the child development discipline. | |||||
| 4 | Gains the ability to identify problems and develop solutions based on the knowledge and skills required by the discipline of child development. | |||||
| 5 | Gain the ability to independently carry out the necessary work and take responsibility as an individual and as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. Can independently carry out and take responsibility for the necessary work as an individual or as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. | |||||
| 6 | Have the basic knowledge required for applications in preschool education institutions, private education institutions and health institutions regarding child development education. | |||||
| 7 | Identify learning needs related to lifelong learning regarding child development and education and provide necessary guidance. | |||||
| 8 | Acts in accordance with professional ethics and social responsibility in all professional field practices and social relations. | |||||
| 9 | It carries out studies to raise awareness of society and other professional groups on child development. | |||||
| 10 | She/He can track information in her field and communicate with colleagues using a universal foreign language. | |||||
| 11 | Gains the ability to conduct resource research to access information and to use databases, numerical values and other information sources. | |||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | |||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | |||||
| 14 | In the field of child development, it is sensitive to the universality of social rights, the protection of quality cultural values, and occupational health and safety. | |||||
| 15 | Evaluates, prepares and uses materials required by the field of child development (educational toys, educational books and brochures, game materials) in line with educational purposes. | |||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 100 | ||