| Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
|---|---|---|---|---|---|
| SOS388 | TÜRKİYE SOSYOLOJİ TARİHİ | 6 | 3 | 3 | 8 |
DERS BİLGİLERİ |
|
|---|---|
| Dersin Öğretim Dili : | Türkçe |
| Dersin Düzeyi | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
| Dersin Türü | Zorunlu |
| Dersin Veriliş Şekli | - |
| Dersin Koordinatörü | Assist.Prof. AYŞE AYDIN |
| Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | |
| Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
|
|---|---|
| Amaç: | This course aims to help students understand the origins of sociological thought in Turkey, learn the emergence and development process of emergence of sociology in Turkey, have information about Turkish sociologist and their interests, know and explain developing sociology schools in Turkey and make analysis and interpretation about society's problems. |
| İçerik: | Contents of the course include; the impact on Turkish intellectuals of Western thought the relations with the West in the 19th century, the Constitutional period movements of thought and the development of sociology, Ziya Gokalp and Prince Sabahattin contributions to Turkish sociology, institutionalization of sociology in Turkey, Turkish sociology in the early Republican period, Turkish sociology in the 1950-1960, 1960-1980s and 1980-2000, basic characteristics and tendencies of Turkish sociology. |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
|---|
| Explains the historical origins of sociological thought in Turkey. |
| Tells the emergence and development of sociology in Turkey. |
| Explains the process of institutionalization of sociology in Turkey. |
| Comparesthe basic movements of Turkish Sociology. |
| Compares the basic characteristics and trends of Turkish Sociology. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
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|---|---|---|---|
| Hafta | Ön Hazırlık | Konular | Yöntem |
| 1 | - | Relations with the West and Innovation Movements in the 19th Century | Lecture, Question and Answer Discussion |
| 2 | Source (Book-Article) Reading | Constitutionalist Thought Movements and the Development of Sociology | Lecture, Question and Answer Discussion |
| 3 | Source (Book-Article) Reading | The Contribution of Ziya Gokalp to Turkish Sociology | Lecture, Question and Answer Discussion |
| 4 | Source (Book-Article) Reading | The Contribution of Prince Sabahattin to Turkish Sociology | Lecture, Question and Answer Discussion |
| 5 | Source (Book-Article) Reading | The Institutionalization of Sociology in Turkey | Lecture, Question and Answer Discussion |
| 6 | Source (Book-Article) Reading | Turkish Sociology in the Early Republican Period (1923-1950) | Lecture, Question and Answer Discussion |
| 7 | Source (Book-Article) Reading | Turkish Sociology in the Period of 1950-1960 | Lecture, Question and Answer Discussion |
| 8 | - | MID-TERM EXAM | - |
| 9 | Source (Book-Article) Reading | Turkish Sociology in the Period of 1960-1980 | Lecture, Question and Answer Discussion |
| 10 | Source (Book-Article) Reading | Turkish Sociology in the Period of 1980-2000 | Lecture, Question and Answer Discussion |
| 11 | Source (Book-Article) Reading | Schools and Representatives of Sociology in Turkey (Founding Schools and Their Representatives) | Lecture, Question and Answer Discussion |
| 12 | Source (Book-Article) Reading | Schools and Representatives of Sociology in Turkey (Developmental Schools and Representatives; Istanbul School of Literature-Sociology and its Representatives) | Lecture, Question and Answer Discussion |
| 13 | Source (Book-Article) Reading | Schools and Representatives of Sociology in Turkey (Developmental Schools and Representatives; Istanbul School of Economics-Sociology and its Representatives) | Lecture, Question and Answer Discussion |
| 14 | Source (Book-Article) Reading | Schools and Representatives of Sociology in Turkey (Developmental Schools and Representatives; Ankara School and its Representatives) | Lecture, Question and Answer Discussion |
| 15 | Source (Book-Article) Reading | Evaluation of the semester and case studies | Lecture, Question and Answer Discussion |
| 16 | - | FINAL EXAM | - |
| 17 | - | FINAL EXAM | - |
KAYNAKLAR |
|---|
| Ozdemir, M. Cagatay (Edit.). (2015).Turkiye’de Sosyoloji. Eskisehir: Anadolu Universitesi Publications |
| Ozdemir, M. Cagatay, (Edit.). (2008).Turkiye’de Sosyoloji I-II (Isimler-Eserler). Ankara: Phoenix Publications |
| Ergan, Nevin Gungor. (2018). “Turkiye’de Sosyoloji”, Sosyoloji, (edit.) Esra Burcu Saglam-Aslıhan Ogun Boyacioglu-Ayca Gelgec Bakacak. Ankara: Siyasal Bookstore |
| Sahin, Mehmet Cem. (2013) “Turkiye’de Sosyoloji”, Sosyolojiye Giris (Edit) Ihsan Capcioglu-Hayati Besirli. Ankara: Grafiker Publications |
| Unsaldı, Levent - Gecgin - Ercan. (2013). Sosyoloji Tarihi. Ankara: Heretik Publications |
| Kongar, Emre. (2016). Turk Toplumbilimcileri. Istanbul: Remzi Bookstore |
| Kacmazoglu, H. Bayram. (2013). Turk Sosyoloji Tarihi 1. Istanbul: Dogu Bookstore |
| Kacmazoglu, H. Bayram. (2018). Turk Sosyoloji Tarihi Uzerine Arastirmalar. Istanbul: Dogu Bookstore |
ÖLÇME VE DEĞERLENDİRME |
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|---|---|---|---|
| Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi | Etkinlik Sayısı | Katkı Yüzdesi | Açıklama |
| (0) Etkisiz | (1) En Düşük | (2) Düşük | (3) Orta | (4) İyi | (5) Çok İyi |
|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 |
| KNOWLEDGE | |||||||
|---|---|---|---|---|---|---|---|
| Theoretical | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students define the concepts they learned and match them with their corresponding phenomena in the social world.
|
4 | |||||
| 2 |
Students interpret concepts and theories taking into account their historical-cultural contexts.
|
4 | |||||
| 3 |
Students compare sociological theories with reference to social problems.
|
5 | |||||
| 4 |
Students distinguish the significance of ecological, social and economical sustainability for world’s future.
|
2 | |||||
| 5 |
Students develop their knowledge on sustainability by the use of information and communication technologies.
|
0 | |||||
| KNOWLEDGE | |||||||
|---|---|---|---|---|---|---|---|
| Factual | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students evaluate qualitative and quantitative data of sociological research studies.
|
4 | |||||
| 2 |
Students analyse the complicated interactions between the social, cultural, political, economical and demographical phenomena of the global world.
|
2 | |||||
| SKILLS | |||||||
|---|---|---|---|---|---|---|---|
| Cognitive | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students design a research by their acquired knowledge and experience.
|
3 | |||||
| SKILLS | |||||||
|---|---|---|---|---|---|---|---|
| Practical | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students research field study considering the principle of cultural relativity, scientific and ethical values.
|
0 | |||||
| 2 |
Students efficiently apply the most suitable information and communication technologies in their studies.
|
0 | |||||
| 3 |
Students use their knowledge on ecological, social and economical sustainability in all aspects of their lives.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Autonomy & Responsibility | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students research on problems which reflect on their fields in the global world undergoing rapid and profound change.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Learning to Learn | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students criticize their advanced knowledge and skills in an analytical manner.
|
4 | |||||
| 2 |
Students develop their knowledge and skills within the frame of scientific, technological and current developments via adopting the principle of lifelong learning.
|
1 | |||||
| 3 |
Students act ethically impartial in their research studies.
|
1 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Communication & Social | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students criticize their advanced knowledge and skills in an analytical manner.
|
4 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Occupational and/or Vocational | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Students apply the principle of cultural relativity, scientific and ethical values with reference to sustainability throughout their studies in their careers.
|
0 | |||||
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
|||
|---|---|---|---|
| Öğrenme-Öğretme Etkinlikleri İş Yükü | |||
| Öğrenme-Öğretme Etkinlikleri | Etkinlik(hafta sayısı) | Süresi(saat sayısı) | Toplam İş Yükü |
| Lecture & In-Class Activities | 14 | 3 | 42 |
| Preliminary & Further Study | 12 | 6 | 72 |
| Land Surveying | 0 | 0 | 0 |
| Group Work | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Reading | 12 | 6 | 72 |
| Assignment (Homework) | 0 | 0 | 0 |
| Project Work | 0 | 0 | 0 |
| Seminar | 0 | 0 | 0 |
| Internship | 0 | 0 | 0 |
| Technical Visit | 0 | 0 | 0 |
| Web Based Learning | 0 | 0 | 0 |
| Implementation/Application/Practice | 0 | 0 | 0 |
| Practice at a workplace | 0 | 0 | 0 |
| Occupational Activity | 0 | 0 | 0 |
| Social Activity | 0 | 0 | 0 |
| Thesis Work | 0 | 0 | 0 |
| Field Study | 0 | 0 | 0 |
| Report Writing | 0 | 0 | 0 |
| Final Exam | 1 | 1 | 1 |
| Preparation for the Final Exam | 1 | 9 | 9 |
| Mid-Term Exam | 1 | 1 | 1 |
| Preparation for the Mid-Term Exam | 1 | 7 | 7 |
| Short Exam | 0 | 0 | 0 |
| Preparation for the Short Exam | 0 | 0 | 0 |
| TOTAL | 42 | 0 | 204 |
| Genel Toplam | 204 | ||
| Toplam İş Yükü / 25.5 | 8 | ||
| Dersin AKTS(ECTS) Kredisi | 8,0 |