History of “new” from Renaissance to 20th century modernism. Enlightenment and its historical dynamics. Romanticism. Rise of novel. 19th century modernity and 20th century modernism. Marxism, Psychoanalysis, Edward Said and post-colonial criticism.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| Knows the story about the notion of “new” which has begun to clary in 17th century. | 1 | A |
| Gain the ability to discuss about very beginnings of “New Turkish Literature” with its interactions of European modernities. | 1 | A |
| Aware of the epistemological / ideological differences between 19th century modernity and 20th century modernism. | 1 | A |
| Make use of literary theories and critical readings for his/her own analyses. | 1 | A |
| Aware of the discursive power of Orientalism and can analyze its structure. | 1 | A |
Course Flow
| Week | Topics | Study Materials |
| 1 | Introduction. Discussions on syllabus. | Syllabus |
| 2 | 17th and 18th centuries. Revolution, enlightenment, secularism, progression, Cartesianism and Descartes and Kant. | Related readings |
| 3 | 19th century, modernity and Tanzimat I. | Related readings |
| 4 | 19th century, modernity and Tanzimat II. | Related readings |
| 5 | Beginning of 20th century and modernism. | Related readings |
| 6 | At the end of 20th century and modernism. | Related readings |
| 7 | Mentors of Psychoanalysis: Freud and Lacan. | Related readings |
| 8 | Text-oriented readings. | Related readings |
| 9 | Mid-term. | Related readings |
| 10 | Marxist literary criticism. | Related readings |
| 11 | Postmodernism. | Related readings |
| 12 | Edward Said and post-colonial theory. | Related readings |
| 13 | On Orientalism. | Related readings |
| 14 | General Revision | Related readings |
Recommended Sources
| Required |
Erkman, Fatma Akerson. Edebiyat ve Kuramlar. İstanbul: İthaki Yayınları, 2010.
Said, Edward. Şarkiyatçılık. Çev. Berna Ülner. İstanbul: Metis Yayınları, 2008. Yavuz, Hilmi. Okuma Biçimleri. İstanbul: Timaş Yayınları, 2010. |
| Recommended |
Ek okuma: Levent Yılmaz, “Eskiler ile Modernler Kavgası ve ‘Yenilik’ Sorunu”. Cogito 29 (Selçuklular sayısı): 328-41.
Ek Okuma: Immamuel Kant, “Aydınlanma Nedir?” http://www.metinbal.netne.net/metin_bal_Courses_instructed_by/Course_Texts/Aydinlanma_Nedir_Kant.pdf Ek okuma: Tülin Bumin. Tartışılan Modernlik: Descartes ve Spinoza. İstanbul: Yapı Kredi Yayınları, 1996. Ek okuma: Namık Kemal, “Lisan-ı Osmanînin Edebiyatı Hakkında Bazı Mülâhazat-ı Şâmildir”. Ziya Paşa, “Şiir ve İnşa”. İki makale de Mehmet Kalpaklı’nın hazırladığı Osmanlı Divan Şiiri Üzerine Metinler kitabında mevcuttur. William Everdell. “Giriş”. İlk Modernler Çev. Hülya Kocaoluk. İstanbul: Yapı Kredi Yayınları, 2007. Ek okuma: İskender Savaşır. “Modernleşme ve Modernizm”. Defter 23 (Bahar 1995): 7-17. Terry Eagleton. “Psikanaliz”. Edebiyat Kuramı: Giriş. Çev. Tuncay Birkan. İstanbul: Ayrıntı Yayınları, 2003, 188-235. Richard Appignanesi, Chris Garratt. Yeni Başlayanlar İçin Postmodernizm. Çev. Doğan Şahiner. İstanbul: Milliyet Yayınları, 1998. Laurent Mignon. “Sömürge Sonrası Edebiyat ve Tanzimat Sonrası Edebiyat Üzerine Notlar”. Elifbâlar Sevdası. Ankara: Hece Yayınları, 2003. 77-89 Ussama Makdisi. “Osmanlı Oryantalizmi”. Oryantalizm: Tartışma Metinleri. Hasan Bülent Kahraman, “İçselleştirilmiş Açık ve Gizli Oryantalizm, Kemalizm”. Doğu Batı 20 (Ağustos-Ekim) 2002, 153-80. |
Material Sharing
| Documents | Additional course notes delivered by the lecturer. |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 40 |
| Quizzes | 1 | 10 |
| FINAL | 1 | 50 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | |
| Total | 100 |
| COURSE CATEGORY | Expertise/Field Courses |
Course’s Contribution to Program
| No | Program Learning Outcomes | Contribution | |||||||||||||
| 1 | 2 | 3 | 4 | 5 | |||||||||||
| 1 | To have the necessary knowledge about “History of Turkish Language” as a part of teaching Turkish language and literature curriculum in high schools. | X | |||||||||||||
| 2 | To have the necessary knowledge about “Turkey Turkish” and “Modern Turkish Grammar” as a part of Turkish language and literature teaching in high schools. | X | |||||||||||||
| 3 | To have the necessary knowledge about historical lexicology and philological evolution of Turkish language. | X | |||||||||||||
| 4 | To have the necessary knowledge about the stages of acculturation and oral / written sources of Turkish language. | X | |||||||||||||
| 5 | To have the necessary knowledge about modern Turkish dialects and their literatures. | X | |||||||||||||
| 6 | To have the necessary knowledge about “History of Turkish Literature” as a part of Turkish language and literature teaching in high schools. | X | |||||||||||||
| 7 | To have the necessary knowledge about all major figures of Turkish literature (writer, poet, critic, academic, etc.) as a part of Turkish language and literature teaching in high schools. | X | |||||||||||||
| 8 | To have the necessary knowledge about oral / written sources of medieval and early modern Turkish literature. | X | |||||||||||||
| 9 | To have the necessary knowledge about modern Turkish literature from Tanzimat to Republic period throughout the history. | X | |||||||||||||
| 10 | To instruct students to synthesize the dynamics of Turkish modernization with the content of Turkish Language and Literature teaching and to have critical attitudes with historiography of Turkish literature. | X | |||||||||||||
| 11 | To instruct students to make critical readings of worldwide / national classics listed by Ministry of National Education . | X | |||||||||||||
| 12 | To instruct students to synthesize their common knowledge of literary genres, forms and literary history with the theoretical frameworks about construction of national history. | X | |||||||||||||
| 13 | To have ability to design original materials for field education and develop new projects. | X | |||||||||||||
| 14 | To have the necessary knowledge about paleography, research and presentation techniques using in Humanities. | X | |||||||||||||
| 15 | To have a critical and comparative perspective about Turkish literature among world literatures. | X | |||||||||||||
ECTS
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 5 | 75 |
| Mid-terms | 1 | 2 | 2 |
| Quiz | 1 | 1 | 1 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 126 | ||
| Total Work Load / 25 (h) | 5.04 | ||
| ECTS Credit of the Course | 6 |