| Economics (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI248 | ||||
| Course Name: | Paradox | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. İBRAHİM EYLEM DOĞAN | ||||
| Course Lecturer(s): | Dr. Öğr. Üy. Hanife Bilgili | ||||
| Course Assistants: |
| Course Objectives: | This course aims at expanding students’ capacity to think rigorously about paradoxes and introducing students to a number of core topics in metaphysics, philosophy of logic, probability, and philosophy of language. |
| Course Content: | A selective course which introduces students from all departments to the world of paradoxes, the way they work, the ways to refute them, and reveals the theoretical illusion that grants them their strength. It is a weekly 3-hour course. |
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The students who have succeeded in this course;
1) Analyze paradoxes and draw their structure. 2) Categorize paradoxes according to the philosophical foundation behind them 3) Discuss the philosophical implications of paradoxes. |
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | What is a paradox? | |
| 3) | How do paradoxes work? | |
| 4) | Metaphysical Paradoxes: The Ship of Theseus | |
| 5) | Vagueness: Sorites Paradox | |
| 6) | Infinity: Achilles and Tortoise | |
| 7) | Self-Reference: The Liar Paradox | |
| 8) | MIDTERM | |
| 9) | Self-Reference: The Pinocchio Paradox | |
| 10) | Metaknowledge: The Crocodile Paradox | |
| 11) | Principle of Sufficient Reason: Buridan’s Donkey | |
| 12) | Likelihood: Raven’s Paradox | |
| 13) | Set Theory: Barber Paradox | |
| 14) | The Closure Principle: The Lottery Paradox | |
| 15) | Probability: The Monty Hall Problem The Paradox of Surprise Test | |
| 16) | FINAL |
| Course Notes / Textbooks: | Mark Sainsbury, ‘Paradoxes’, 1995, Cambridge University Press. |
| References: | Selected readings from Stanford Encyclopedia of Philosophy on plato.stanford.edu |
| Course Learning Outcomes | 1 |
2 |
3 |
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| Program Outcomes | |||||||||||||
| 1) They have a broad and interdisciplinary perspective on economics using other social sciences and mathematics. | |||||||||||||
| 2) They have knowledge and skill about different functions and interactions of economy. | |||||||||||||
| 3) They use different theoretical approaches to comprehend and solve various economic problems. | |||||||||||||
| 4) They are aware of the needs of society and use their knowledge of economics to meet these needs. | |||||||||||||
| 5) They have in-depth knowledge on the current issues of the Turkish economy and the global economy. | |||||||||||||
| 6) They have in-depth knowledge on the history of the Turkish economy and basic level knowledge on the history of the global economy. | |||||||||||||
| 7) Using various statistical techniques and numerical methods, they establish correct economic models and make analyzes by using statistical programs effectively. | |||||||||||||
| 8) They use a foreign language at least at the B1 General Level in terms of European Language Portfolio criteria according to the level of education. | |||||||||||||
| 9) They improve their skills of teamwork, negotiation, leadership and entrepreneurship. | |||||||||||||
| 10) They have universal ethical values, social responsibility awareness and adequate knowledge of business law. | |||||||||||||
| 11) Being able to develop positive attitudes with regards to lifelong learning, they identify their individual learning needs and carry out studies to fulfil them. | |||||||||||||
| 12) They express their ideas and solution proposals concerning their field both written and orally, and present and publish them on both national and international platforms. | |||||||||||||
| 13) They use information and communication technologies together with a computer software required by the field at least at advanced level of European Computer Driving License . | |||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | They have a broad and interdisciplinary perspective on economics using other social sciences and mathematics. | |
| 2) | They have knowledge and skill about different functions and interactions of economy. | |
| 3) | They use different theoretical approaches to comprehend and solve various economic problems. | |
| 4) | They are aware of the needs of society and use their knowledge of economics to meet these needs. | |
| 5) | They have in-depth knowledge on the current issues of the Turkish economy and the global economy. | |
| 6) | They have in-depth knowledge on the history of the Turkish economy and basic level knowledge on the history of the global economy. | |
| 7) | Using various statistical techniques and numerical methods, they establish correct economic models and make analyzes by using statistical programs effectively. | |
| 8) | They use a foreign language at least at the B1 General Level in terms of European Language Portfolio criteria according to the level of education. | |
| 9) | They improve their skills of teamwork, negotiation, leadership and entrepreneurship. | |
| 10) | They have universal ethical values, social responsibility awareness and adequate knowledge of business law. | |
| 11) | Being able to develop positive attitudes with regards to lifelong learning, they identify their individual learning needs and carry out studies to fulfil them. | |
| 12) | They express their ideas and solution proposals concerning their field both written and orally, and present and publish them on both national and international platforms. | |
| 13) | They use information and communication technologies together with a computer software required by the field at least at advanced level of European Computer Driving License . |
| 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 | 14 | 1 | 3 | 3 | 98 | ||
| Midterms | 1 | 10 | 1 | 1 | 12 | ||
| Final | 1 | 15 | 1 | 1 | 17 | ||
| Total Workload | 127 | ||||||