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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SOS111 | Introduction to Philosophy I | Compulsory | 1 | 1 | 4 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | Introduce students to philosophical thinking. To development the sociological imagination power, it should put forward the requirements of thinking through Philosophy. | | Name of Lecturer(s) | | Prof. Dr. Yakup KAHRAMAN | | Learning Outcomes | | 1 | Recognizes the basic philosophical concepts and disciplines. | | 2 | Develops the ability to thinking through philosophy. | | 3 | Understand the necessity of philosophy for the power of the sociological imagination. | | 4 | Improves the reading, comprehension and interpretation skills of philosophical texts. | | 5 | Establish links between the disciplines of sociology and philosophy. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | understand the basic concepts and disciplines of philosophy. gain the ability to thinking through philosophy. understand the distinction and the links between science and philosophy. gain the reading, comprehension and interpretation skills of philosophical texts. gain the ability to establish links between the disciplines of sociology and philosophy. | | Weekly Detailed Course Contents | |
| 1 | Meeting the students, explaining the course requirements
| | | | 2 | The etymology of the word philosophy; the concept of logos; the nature of philosophical activity, the requirements of doing philosophy; the sub-disciplines of philosophy; the difference between philosophy and other disciplines
| | | | 3 | Socrates's Defense Bertrand Russell: The Value of Philosophy
| | | | 4 | Nermi Uygur, "What is a Philosophical Question?"
| | | | 5 | The definition and nature of argument. the difference between argument and explanation. deductive and inductive reasoning
| | | | 6 | Argument examples in philosophy Logical fallacies
| | | | 7 | Cogito argument (Descartes, first and second Meditations) Cartesian doubt and the search for certain knowledge The discussion of rationalism-empirisism
| | | | 8 | Berkeley's argument. Idealist theory of knowledge The discussion of idealism-materialism
| | | | 9 | Midterm Exam | | | | 10 | Hume's fork: necessary a priori propositions-contingent a posteriori propositions Kant's classification of knowledge: a priori-a posteriori, analytic-synthetic distinction
| | | | 11 | The analysis of knowledge: Platon-Gettier Theatetus Is justified true belief knowledge?
| | | | 12 | The possibility of knowledge and metaphysics: The discussion on universals
| | | | 13 | Metaphysical Problems: The problem of the free will and determinism Determinism, Free will, compatibilism
| | | | 14 | Metaphysical Problems: The problem of the free will and determinism Determinism, Free will, compatibilism
| | | | 15 | Metaphysical Problems: The problem of the free will and determinism Determinism, Free will, compatibilism
| | | | 16 | EXAM | | |
| | Recommended or Required Reading | | Ahmet ARSLAN, Felsefeye Giriş, Vadi Yayınları, Ankara, 2001. Afşar TİMUÇİN, Felsefeye Giriş, Bulut Yayınları, 2005. Mustafa GÜNAY, Metinlerle Felsefe Giriş, Karahan Kitabevi, Adana, 2004. Andre Comte-SPONVILLE, Felsefeyi Takdimimdir, Altın Kitaplar, İstanbul, 2006. Chris HORNER ve Emrys WESTACOTT, Felsefe Aracılığıyla Düşünme, Phoenix Yayınevi, Ankara, 2001. Joseph M. BOCHENSKI, Felsefece Düşünmenin Yolları, Bilgesu Yayıncılık, Ankara, 2009. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 60 | 60 | | Final Examination | 1 | 60 | 60 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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