| Nursing | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI213 | ||||
| Course Name: | Turkish Democracy History | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| 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: | Prof. Dr. YUSUF ERBAY | ||||
| Course Lecturer(s): | Prof. Dr. Levent Ürer | ||||
| Course Assistants: |
| Course Objectives: | It is to explain the developments for democracy in Turkey, starting from the Ottoman Empire, by identifying the Turkish political life and transformations at the undergraduate level of the participants. Focusing on historical developments, especially in the Republican era, is to provide the participants with the necessary equipment to be able to analyze the social structures and classes related to democracy in Turkey, based on facts and processes. |
| Course Content: | The nationalization process that started with the French Revolution and the development of the concept of popular sovereignty, which started with the French Revolution, in the Ottoman Empire and right after it, especially in the Republic of Turkey, will be examined in this course. Historical transformations and the theoretical developments that triggered these transformations will be discussed and analyzed in fourteen weeks. |
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The students who have succeeded in this course;
1) The student knows the subject of political life and developments in Turkey. 2) Gains knowledge of the concepts and historical periods that are frequently emphasized in political science. 3) Defines the definition and historical transformations of democracy and the reflection of these transformations in Turkey. 4) Explain democracy and political institutions and the development of these institutions in Turkey. 5) Defines the positive and negative effects on democratization processes in Turkey. |
| Week | Subject | Related Preparation |
| 1) | Introductions , Information Sharing About Meeting & Lesson Responsibilities | Karpat, Kemal H., Türk Siyasi Hayatı, Timaş Yay., 3. Baskı, 2012, İstanbul Karpat, Kemal H., Türk Demokrasi Tarihi, Afa Yay., 1996, İstanbul Ahmad Feroz, Demokrasi Sürecinde Türkiye, Hil Yay., 1996, İstanbul* Zürcher, Erik Jan, Modernleşen Türkiye’nin Tarihi, İletişim Yay., 21.Baskı, 2007, İstanbul Akın Rıdvan, Türk Siyasal Tarihi, 1908-2000, Levha Yay., 2010, İstanbul |
| 2) | The Tradition of Democracy and the Ottoman Legacy in Turkey | |
| 3) | Single party era in Turkey | |
| 4) | Attempts to transition to Multi-Party Life, The Example of Progressive Republican People's Party | |
| 5) | Political Structure and Transformations in Turkey in the Interwar Period | |
| 6) | The Second World War and the Trials of Multi-Party Transition and the Establishment of the DP (1946) | |
| 7) | 1950 General Elections and DP Government | |
| 8) | Midterm Exam- 1954 General Elections and their results | |
| 9) | 1957 General Elections and Results, 1960 Military Coup and Its Socio-Economic Background | |
| 10) | The 1961 Constitution and the new regulation of the democratic order | |
| 11) | New Constitution and 1961 General Elections-1965 General Elections-1969 General Elections | |
| 12) | 1971 Memorandum and 1973 General Elections-1977 General Elections | |
| 13) | Military Coup of 12 September 1980, the transformation of the democratization process | |
| 14) | Changes and transformations in the post-1982 democratization process |
| Course Notes / Textbooks: | Kemal Karpat, Türk Demokrasi Tarihi, İstanbul, Timaş Yayınları, 2010 |
| References: | Abdi İpekçi, İnönü Atatürk’ü Anlatıyor, İstanbul: Ka Kitap, 2013. Ahmet Çiğdem, Taşra Epiği: “Türk” İdeolojileri ve İslamcılık, İstanbul: Birikim Yayınları, 2001. Ahmet Demirel, Birinci Meclis’te Muhalefet: İkinci Grup, İstanbul: İletişim, 1994. Ahmet Yaşar Ocak, Türkler, Türkiye ve İslam, İstanbul: İletişim, 1999. Ali Ekber Doğan, Eğreti Kamusallık: Kayseri Örneğinde İslamcı Belediyecilik, İstanbul: İletişim, 2007. Ali Yaşar Sarıbay, Global Toplumda Din ve Türkiye, İstanbul: Everest, 2004. Ali Yaşar Sarıbay, Postmodernite, Sivil Toplum ve İslam, İstanbul: İletişim, 1994. Ali Yaşar Sarıbay, Türkiye’de Modernleşme, Din ve Parti Politikası: MSP Örnek Olayı, İstanbul: Alan Yayıncılık, 1985. Andrew Davison, Türkiye’de Sekülarizm ve Modernlik, İstanbul: İletişim, 1998. Artun Ünsal, Türkiye İşçi Partisi, İstanbul: Tarih Vakfı Yurt Yayınları, 2002. Aykut Kansu, 1908 Devrimi, İstanbul: İletişim, 1995. Ayşe Buğra, Devlet ve İşadamları, İstanbul: İletişim, 1999. Ayşe Buğra, Kapitalizm, Yoksulluk ve Türkiye’de Sosyal Politika, İstanbul: İletişim, 2008. Bozkurt Güvenç vd. Türk-İslam Sentezi, İstanbul: Sarmal, 1994. Büşra Ersanlı, İktidar ve Tarih: Türkiye’de “Resmi Tarih” Tezinin Oluşumu, İstanbul: İletişim, 2003. Cem Emrence, Serbest Cumhuriyet Fırkası, İstanbul: İletişim, 2006. Cem Eroğul, Demokrat Parti: Tarihi ve İdeolojisi, Ankara: İmge, 1998. Cemil Koçak, İktidar ve Demokratlar, İstanbul: İletişim, 2012. Çağlar Keyder, Türkiye’de Devlet ve Sınıflar, İstanbul: İletişim, 1999. Eric Jan Zürcher, Savaş, Devrim ve Uluslaşma: Türkiye Tarihinde Geçiş Dönemi, 19081928,Istanbul: Bilgi Üniversitesi Yayınları, 2005. Eric Jan Zürcher, Terakkiperver Cumhuriyet Fırkası, 1924-1925, İstanbul: İletişim, 2003. Ersin Kalaycıoğlu ve Ali Yaşar Sarıbay (der.) Türkiye’de Politik Değişim ve Modernleşme, İstanbul: Alfa, 2000. Etienne Copeaux, Türk Tarih Tezinden Türk-İslam Sentezine, İstanbul: İletişim, 2006. Faruk Alpkaya, Türkiye Cumhuriyeti’nin Kuruluşu: 1923-1924, İstanbul: İletişim, 1998. Fatma Müge Göçek, Burjuvazinin Yükselişi ve İmparatorluğun Çöküşü: Osmanlı Batılılaşması ve Toplumsal Değişme, Ankara: Ayraç, 1999. Gökhan Atılgan, Yön-Devrim Hareketi: Kemalizm ve Marksizm Arasında Geleneksel Aydınlar, İstanbul: Yordam, 2008. Hakan Akpınar, Kurtların Kardeşliği: CKMP’den MHP’ye, 1965-2005, İstanbul: Birharf, 2005. Hıdır Göktaş ve Metin Gülbay, Kışla’dan Anayasaya Ordu, İstanbul: Metis, 2004. İhsan Dağı, Kimlik, Söylem ve Siyaset: Doğu-Batı Ayrımında Refah Partisi Geleneği, Ankara: İmge, 1998. İhsan Sezal ve İhsan Dağı (der.) Özal: Siyaset, İktisat, Zihniyet, İstanbul: Boyut, 2001. İlhan Uzgel ve Bülent Duru (der.) AKP Kitabı: Bir Dönüşümün Bilançosu, Ankara: Phoneix, 2009. İnci Özkan Kerestecioğlu ve Güven Gürkan Öztan (der.) Türk Sağı: Mitler, Fetişler, Düşman İmgeleri, İstanbul: İletişim, 2012. İsmail Kaplan, Türkiye’de Milli Eğitim İdeolojisi, İstanbul: İletişim, 1999. İsmail Kara, İslamcıların Siyasi Görüşleri, İstanbul: İz Yayıncılık, 1994. İştar Gözaydın, Diyanet: Türkiye Cumhuriyeti’nde Dinin Tanzimi, İstanbul: İletişim, 2009. Kemal Kirişçi ve Gareth M. Winrow, Kürt Sorunu: Kökeni ve Gelişimi, İstanbul: Tarih Vakfı Yurt Yayınları, 1997. Levent Köker, Modernleşme, Kemalizm ve Demokrasi, İstanbul: İletişim, 1990. Mahmut Goloğlu, Milli Mücadele Tarihi, I-V ciltler, İstanbul: İş Bankası Yayınları, 2008. Mahmut Goloğlu, Türkiye Cumhuriyeti Tarihi, I-IV ciltler, İstanbul: İş Bankası Yayınları, 2007. Mehmet Ali Gökaçtı, Türkiye’de Din Eğitimi ve İmam Hatipler, İstanbul: İletişim, 2005. Merdan Yanardağ, MHP Değişti mi?: Ülkücü Hareketin Analitik Tarihi, İstanbul: Gendaş, 2005. Mete Kaan Kaynar (der.) Resmi Tarih Tartışmaları 11: Resmi İdeoloji ve Sol, Ankara: Özgür Üniversite, 2011. Metin Heper ve Sabri Sayarı (der.) Türkiye’de Liderler ve Demokrasi, İstanbul: Kitap Yayınevi, 2008. Metin Heper, Türkiye’de Devlet Geleneği, DoğuBatı, 2006. Metin Toker, Demokrasimizin İsmet Paşa’lı Yılları 1944-1973 (dizi kitap), Ankara: Bilgi Yayınevi. Mithat Sancar, “Devlet Aklı” Kıskacında Hukuk Devleti, İstanbul: İletişim, 2000. Mustafa Çalık, MHP Hareketi, Ankara: Cedit Neşriyat, 1995. Mümtaz’er Türköne, Siyasi Bir İdeoloji Olarak İslamcılığın Doğuşu, İstanbul: İletişim, 1994. Nancy Lindisfarne, Elhamdüllilah Laikiz: Cinsiyet, İslam ve Türk Cumhuriyetçiliği, İstanbul: İletişim, 2002. Nergis Mütevellioğlu ve Sinan Sönmez (der.) Küreselleşme, Kriz ve Türkiye’de Neoliberal Dönüşüm, İstanbul: Bilgi Üniversitesi, 2009. Nilüfer Göle, Modern Mahrem: Medeniyet ve Örtünme, İstanbul: Metis, 1994. Nilüfer Göle, Mühendisler ve İdeoloji, İstanbul: Metis, 1998. Niyazi Berkes, Türkiye’de Çağdaşlaşma, İstanbul: Yapı Kredi Yayınları, 2002. Nuray Mert, Laiklik Tartışmasına Kavramsal Bir Bakış, İstanbul: Bağlam, 1994. Rıdvan Akın, TBMM Devleti 1920-1923, İstanbul: İletişim, 2001. Ruşen Çakır, Ayet ve Slogan: Türkiye’de İslami Oluşumlar, İstanbul: Metis,1990. Ruşen Çakır, Ne Şeriat, Ne Demokrasi: Refah Partisini Anlamak, İstanbul: Metis, 1994. Sibel Bozdoğan ve Reşat Kasaba (der.) Türkiye’de Modernleşme ve Ulusal Kimlik, İstanbul: Tarih Vakfı Yurt Yayınları, 1998. Sina Akşin, Jön Türkler ve İttihat ve Terakki, Ankara: İmge, 2001. Standford Shaw, Osmanlı İmparatorluğu ve Modern Türkiye, I-II ciltler, İstanbul: E Yayınları, 2004. Suavi Aydın, “Amacımız Devletin Bekası:” Demokratikleşme Sürecinde Devlet ve Yurttaşlar, İstanbul: TESEV, 2005. Süleyman Seyfi Öğün, Modernleşme, Milliyetçilik ve Türkiye, İstanbul: Bağlam, 1995. Tanel Demirel, Adalet Partisi: İdeoloji ve Politika, İstanbul: İletişim, 2004. Tanıl Bora ve Kemal Can, Devlet ve Kuzgun: 1990’lardan 2000’lere MHP, İstanbul: İletişim, 2004. Tanıl Bora, Medeniyet Kaybı, İstanbul: İletişim, 2006. Tanıl Bora, Türk Sağının Üç Hali: Milliyetçilik, Muhafazakârlık, İslamcılık, İstanbul: İletişim, 1998. Tarık Zafer Tunaya, Türkiye’de Siyasal Gelişmeler: Kanun-ı Esasi ve Meşruiyet Dönemi, İstanbul: Bilgi Üniversitesi Yayınları, 2003. Tarık Zafer Tunaya, Türkiye’de Siyasal Gelişmeler: Mütareke, Cumhuriyet ve Atatürk, İstanbul: Bilgi Üniversitesi Yayınları, 2002. Tarık Zafer Tunaya, Türkiye’de Siyasal Partiler, I-II. Ciltler, İstanbul: İletişim. Ümit Cizre, AP-Ordu İlişkileri: Bir İkilemin Anatomisi, İstanbul: İletişim, 1993. Ümit Cizre, Muktedirlerin Siyaseti: Merkez Sağ, Ordu, İslamcılık, İstanbul: İletişim, 1999. William Hale, Türkiye’de Ordu ve Siyaset, İstanbul: Hil Yayınları, 1996. Yüksel Taşkın, Milliyetçi Muhafazakâr Entelijansiya, İstanbul: İletişim, 2007. Zafer Toprak, İttihat Terakki ve Devletçilik, İstanbul: Tarih Vakfı Yurt Yayınları, 1995. Zafer Toprak, Milli İktisat-Milli Burjuvazi, İstanbul: Tarih Vakfı Yurt Yayınları, 1995. |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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| Program Outcomes | ||||||||||||||||||||||||||||
| 1) Based on the qualifications gained in secondary education; Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | ||||||||||||||||||||||||||||
| 2) Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | ||||||||||||||||||||||||||||
| 3) Uses the field-specific, advanced theoretical and factual knowledge acquired at the undergraduate level. | ||||||||||||||||||||||||||||
| 4) Interprets, evaluates, identifies, analyzes, shares information and makes team work by using the advanced knowledge and skills acquired in the field of health. | ||||||||||||||||||||||||||||
| 5) Use computer programs, related technologies and educational tools related to the field of health. | ||||||||||||||||||||||||||||
| 6) Carries out a study independently by using his advanced knowledge on the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | ||||||||||||||||||||||||||||
| 7) Takes responsibility as an individual and team member to solve complex and unpredictable problems encountered in applications related to health field. | ||||||||||||||||||||||||||||
| 8) Plans, manages and monitors and evaluates the activities for the development of the employees working under their responsibility. | ||||||||||||||||||||||||||||
| 9) Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | ||||||||||||||||||||||||||||
| 10) Identifies learning needs and learning resources, and directs the learning function by using resources effectively. | ||||||||||||||||||||||||||||
| 11) Develops a positive attitude towards life-long learning and transforms it into behavior. | ||||||||||||||||||||||||||||
| 12) Informs relevant persons and institutions on health related issues; conveys their thoughts and suggestions for solutions to problems in written and orally, and takes their opinions, requests and expectations. | ||||||||||||||||||||||||||||
| 13) He / she shares his / her thoughts and suggestions for solutions to the problems with the experts and non-experts in teamwork and as an active member of the process by supporting them with quantitative and qualitative data. | ||||||||||||||||||||||||||||
| 14) Organize and implement projects and activities in cooperation with other professional groups for the social environment with a sense of social responsibility. | ||||||||||||||||||||||||||||
| 15) Follow the information in his / her field and communicate with colleagues by using a foreign language at least at European Language Portfolio B1 General Level. | ||||||||||||||||||||||||||||
| 16) Uses information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. | ||||||||||||||||||||||||||||
| 17) Monitor and evaluate the events / developments on the agenda of the society and the world in the field of health. | ||||||||||||||||||||||||||||
| 18) Expresses himself / herself effectively verbally and in writing. | ||||||||||||||||||||||||||||
| 19) It cooperates with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing the data related to the field of health. | ||||||||||||||||||||||||||||
| 20) Acts and participates in Quality Management and Processes. | ||||||||||||||||||||||||||||
| 21) Has enough consciousness about the individual and public health, environmental protection and occupational safety. | ||||||||||||||||||||||||||||
| 22) It acts in accordance with laws, regulations, legislation and professional ethics rules related to its duties, rights and responsibilities as individuals. | ||||||||||||||||||||||||||||
| 23) Its appearance, attitude, attitude and behavior make it an example for society. | ||||||||||||||||||||||||||||
| 24) Have the knowledge of understanding the structure, physiological functions, behaviors of healthy and sick individuals and the relationship between health and physical and social environment at advanced level. | ||||||||||||||||||||||||||||
| 25) Has the ability of health personnel to participate in practice training and working experience with these staff. | ||||||||||||||||||||||||||||
| 26) It has an adequate clinical experience by conducting clinical practices in areas where it is planned in accordance with the essence and purpose of the program and supervised by qualified authorities in its field. | ||||||||||||||||||||||||||||
| 27) Has experience in working with other health disciplines. | ||||||||||||||||||||||||||||
| 28) He / she has sufficient experience to use professional autonomy in international standards and to make clinical applications in program creation, planning, execution and evaluation. | ||||||||||||||||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Based on the qualifications gained in secondary education; Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | |
| 2) | Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | |
| 3) | Uses the field-specific, advanced theoretical and factual knowledge acquired at the undergraduate level. | |
| 4) | Interprets, evaluates, identifies, analyzes, shares information and makes team work by using the advanced knowledge and skills acquired in the field of health. | |
| 5) | Use computer programs, related technologies and educational tools related to the field of health. | |
| 6) | Carries out a study independently by using his advanced knowledge on the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | |
| 7) | Takes responsibility as an individual and team member to solve complex and unpredictable problems encountered in applications related to health field. | |
| 8) | Plans, manages and monitors and evaluates the activities for the development of the employees working under their responsibility. | |
| 9) | Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | |
| 10) | Identifies learning needs and learning resources, and directs the learning function by using resources effectively. | |
| 11) | Develops a positive attitude towards life-long learning and transforms it into behavior. | |
| 12) | Informs relevant persons and institutions on health related issues; conveys their thoughts and suggestions for solutions to problems in written and orally, and takes their opinions, requests and expectations. | |
| 13) | He / she shares his / her thoughts and suggestions for solutions to the problems with the experts and non-experts in teamwork and as an active member of the process by supporting them with quantitative and qualitative data. | |
| 14) | Organize and implement projects and activities in cooperation with other professional groups for the social environment with a sense of social responsibility. | |
| 15) | Follow the information in his / her field and communicate with colleagues by using a foreign language at least at European Language Portfolio B1 General Level. | |
| 16) | Uses information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. | |
| 17) | Monitor and evaluate the events / developments on the agenda of the society and the world in the field of health. | |
| 18) | Expresses himself / herself effectively verbally and in writing. | |
| 19) | It cooperates with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing the data related to the field of health. | 1 |
| 20) | Acts and participates in Quality Management and Processes. | |
| 21) | Has enough consciousness about the individual and public health, environmental protection and occupational safety. | 1 |
| 22) | It acts in accordance with laws, regulations, legislation and professional ethics rules related to its duties, rights and responsibilities as individuals. | |
| 23) | Its appearance, attitude, attitude and behavior make it an example for society. | 1 |
| 24) | Have the knowledge of understanding the structure, physiological functions, behaviors of healthy and sick individuals and the relationship between health and physical and social environment at advanced level. | |
| 25) | Has the ability of health personnel to participate in practice training and working experience with these staff. | |
| 26) | It has an adequate clinical experience by conducting clinical practices in areas where it is planned in accordance with the essence and purpose of the program and supervised by qualified authorities in its field. | 1 |
| 27) | Has experience in working with other health disciplines. | |
| 28) | He / she has sufficient experience to use professional autonomy in international standards and to make clinical applications in program creation, planning, execution and evaluation. | 1 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Quizzes | 1 | % 10 |
| Project | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 3 | 3 | 3 | 14 | 60 | ||
| Study Hours Out of Class | 2 | 1 | 1 | 14 | 32 | ||
| Quizzes | 1 | 3 | 1 | 1 | 5 | ||
| Midterms | 1 | 10 | 1 | 11 | 22 | ||
| Final | 1 | 1 | 1 | 6 | 8 | ||
| Total Workload | 127 | ||||||