| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI032 | ||||
| Course Name: | Introduction to Sociology | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | |||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. SELEN YANMAZ | ||||
| Course Lecturer(s): | Dr. Ekrem SALTIK | ||||
| Course Assistants: |
| Course Objectives: | The purpose of this course is to “equip” the students with a general notion of the social science of Sociology. |
| Course Content: | A grasp of sociological themes. Familiarity with the founders of Sociology, as well as the later theoreticians.Having the gift of sociological imagination vis-a-vis any situations involving social issues. Being aware of the versatility of cultures and the relativity of socialization processes, depending on different spots on our planet. Being free of prejudices and a champion of acceptance, accordingly. |
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The students who have succeeded in this course;
1) He/she can achieve a scientific observation of the society; he/she can recognize and define collective behavior patterns. He/she perceives the social institutions present within the society. He /she comprehends their significance. He-she outlines the stages along the course of the civilization history. He-she verifies being aware of and familiar with the constructors of Sociology. He-she enumerates the contemporary sociologists, by name. He/she differentiates the topics which they consider important. He-she knows that along with Ibn Khaldun, the Muslims’ sociology had emerged. He/she lists the pioneers of Turkish sociology, ever since Ziya Gökalp. He/she provides examples about the relative nature of the topic of culture. He/she explains the gains of this very course in the line of viewing the humanity with a large perspective in a tolerant manner. |
| Week | Subject | Related Preparation |
| 1) | The literal meaning of Sociology and the questions it strives to answer. Properties of society. Classifications of societies. | - |
| 2) | Groups and their classifications. A brief look at group dynamics and the concept of leadership. Differentiating leadership from Management. | - |
| 3) | The evolution of the sociological thinking. The pioneers of the discipline: Saint-Simon, Comte, Durkheim, Marx, Weber. Other important theoreticians in chronological order. | - |
| 4) | Comparison of Sociology with other social sciences. An emphasis on comparing it with History-Historiography. A brief look at the history of European civilization: 100-Year-Wars; Separation of the Orthodox Church from the Catholic origin. Renaissance; Reform & the emergence of Protestantism; The Ear of Enlightenment. | - |
| 5) | Mercantilism and capital accumulation, the Industrial Revolution and its consequences, the exchange of colonies (from Portugal and Spain to France, England and Holland), the French and Russian revolutions and their repercussions. | - |
| 6) | The decline of Ottoman Empire, starting with loss of territory at Carlowitz Treaty. Naval defeats (Chesma & Navarino). Attempts of Remedy: The Reformation of 1839. Crimean War. | - |
| 7) | Contemporary sociologists and their interpretations of social happenings. | - |
| 8) | Post-modernist views with an emphasis of Michel Foucault. | - |
| 9) | Ibn Khaldun’s sociology, as a demonstrative example of Muslims’ studies of sociology. Sociology in late-Ottoman years and in early republican days. | - |
| 10) | Introduction to Demography and related definitions. | - |
| 11) | Fishing societies in history and their imprints extending out to our day. Marine societies (Crete and other coastal city-governments dealing with commerce) in history and their imprints extending out to our day. | - |
| 12) | A glance at various social institutions (Family, Education, Economy, Politics, Religion, Leisure-Time Valorization). Kinds of Social Deviation (including an emphasis of drinking abuse). | - |
| 13) | Invisible behavior patterns (attitudes, beliefs, conviction). Modes, fashions, crazes, city legends. | - |
| 14) | Culture and cultural issues. Globalization, its pros and cons. | - |
| Course Notes / Textbooks: | BAUMAN, Zygmunt, Tim May (2019), Sosyolojik Düşünmek, 20. Baskı, Ayrıntı Yayınları, İstanbul GİDDENS, Anthony (2016), Sosyoloji (Kısa Fakat Eleştirel Bir Giriş), 6. Baskı, Siyasal Kitabevi, Ankara ÖZKALP, Enver vd. (2005), Davranış Bilimlerine Giriş, Anadolu Üniversitesi Yayınları, Eskişehir RIUTORT, Philippe (2017), Sosyolojiye Giriş Dersleri, Doğu Batı Yayınları, Ankara WEBER, Max (2012), Sosyal Bilimlerin Metodolojisi, 3. Baskı, Küre Yayınları, İstanbul |
| References: | ARON, Raymond (2017), Sosyolojik Düşüncenin Evreleri, 10. Baskı, Kırmızı Yayınevi, İstanbul ARONSON, Elliot, vd. (2012), Sosyal Psikoloji, Kaknüs Yayınları, İstanbul ARSLANTÜRK, Zeki, Tayfun Amman (2013), Sosyoloji (Kavramlar, Kurumlar, Süreçler, Teoriler), 9. Baskı, Çamlıca Yayınları, İstanbul BALLANTİNE, Jeanne H. (2019), Our Social World: Introduction to Sociology, 7th Edition, SAGE Publications, ABD BENTON, Ted (2013), Sosyolojinin Felsefi Kökenleri, Küre Yayınları, İstanbul BOTTOMORE, Tom, Robert Nisbet (2019), Sosyolojik Çözümlemenin Tarihi, 10. Baskı, Kırmızı Y, İstanbul BOZKURT, Veysel (2018), Değişen Dünyada Sosyoloji, Ekin Kitabevi, Bursa BROWNE, Ken (2019), An Introduction to Sociology, 5th Edition, Polity Publishing, ABD ELIAS, Norbert (2016), Sosyoloji Nedir, Olvido Kitap, İstanbul GİDDENS, Anthony, Philip W. Sutton (2019), Sosyoloji, 8. Baskı, Kırmızı Yayınevi, İstanbul LENSKI, Gerhard (1991). Human Societies: A Macrolevel Introduction to Sociology, 6th Edition, McGraw-Hill Book Company, New York. MAUSS, Marcel (2017), Sosyoloji ve Antropoloji, 4. Baskı, Doğu Batı Yayınları, Ankara ÖZDALGA, Elisabeth (2016), Tarihsel Sosyoloji, Doğu Batı Yayınları, Ankara RICHTER, Rudolf (2012), Sosyolojik Paradigmalar, 3. Baskı, Küre Yayınları, İstanbul RITZER, George (2017),Sociolical Theory, 7th Edition, SAGE Publications, ABD RITZER, George, Wendy W. Murphy (2019) Introduction to Sociology, 5th Edt.., SAGE Pub., ABD STEWART, Elbert W. & GLYNN, James (1985). Introduction to Sociology, McGraw-Hill Book, ABD STOLLEY, Kathy S. (2005). The Basics of Sociology, GreenwoodPress, Westport, London. TEZCAN, Mahmut (2016). Sosyolojiye Giriş, 9. Baskı, Anı Yayıncılık, Ankara. TOLAN, Barlas (2005). Sosyoloji, Gazi Kitabevi, Ankara. TOPÇU, Nurettin (2013). Sosyoloji, Dergah Yayınları, İstanbul. TURNER, Jonathan H. (2013). The Emergence of Sociological Theory, 7th Edt.., SAGE Pub., ABD |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | |||||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | |||||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | |||||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | |||||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | |||||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | |||||||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | |||||||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | |||||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | |||||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | |||||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | |||||||||||||||
| 12) Participate the society and other professional groups about child development. | |||||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 1 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 1 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 1 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 1 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 1 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 1 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 1 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 1 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 1 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 1 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 1 |
| 12) | Participate the society and other professional groups about child development. | 1 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 1 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 1 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 1 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 3 | 1 | 13 | 42 | |||
| Study Hours Out of Class | 13 | 1 | 2 | 39 | |||
| Midterms | 1 | 20 | 1 | 21 | |||
| Final | 1 | 30 | 1 | 31 | |||
| Total Workload | 133 | ||||||