| Week |
Subject |
Related Preparation |
| 1) |
• Introduce the content of the syllabus.
• Explain the relevance of the course books and its authors.
• List the course topics.
• Explain the grading system evaluation methods.
• Explain the method of using extra reading materials
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Review the Syllabus.
Read the assigned readings for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 1-18.
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| 2) |
• Identify how political philosophy is connected with political science.
• Discuss the purpose of political philosophy.
• Contrast normative arguments with descriptive ones.
• Recognize the pluralism of political philosophy.
• Evaluate the importance of knowledge about political history in the study of political ideas.
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Read the assigned readings for next class session.
Plato, The Defense of Socrates & Crito, 2010.
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| 3) |
• Explain the characteristics of the Greek “polis” and Athenian direct democracy
• State how Plato and Socrates are connected.
• Discuss how and why Socrates defines wisdom.
• Interpret Socrates’ argument on the social function of philosopher.
• Show why Socrates’ defense can be interpreted as an act of resistance
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Read the assigned reading for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 32-46.
Plato, Republic, Book I-IV.
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| 4) |
• Show what “Platonic dialogue” is and define the dialectical method.
• Discuss the Sophist school’s relativism as opposed to Socrates’ absolutism.
• Summarize the different definitions of justice as found in the Republic.
• Describe the just society as explained by Plato.
• Explain why “the myth of the metals” is formulated in the ideal state. |
Read the assigned reading for next class session:
Plato, Republic, Book V-VII.
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| 5) |
• Interpret the meaning of shadows in the allegory of the cave.
• Summarize the doctrine of forms and Plato’s epistemology.
• Describe the position of the philosopher king in the Republic.
• Explain the characteristics of the ideal state as described by Plato.
• List the types of governments which are the degenerate forms of the ideal state.
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Read the assigned reading for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 46-60.
Aristotle, Politics, Book I-III.
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| 6) |
• Describe how Aristotle ideas on human nature.
• Explain what telos and teleological approach mean.
• Differentiate the ideas of Aristotle and Plato.
• List the types of governments according to Aristotle.
• Illustrate the Golden Mean principle in ethics. |
Read the assigned reading for next class session:
Tannenbaum, Inventors of Ideas, 2012, p. 105-126.
Niccolo Machiavelli, Prince.
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| 7) |
• Describe the context of Italian city-states and the Renaissance.
• State the aim of Machiavelli’s in his book The Prince.
• Contrast Machiavelli’s secular thought with the tradtional medieval political theory.
• Describe human nature according to Machiavelli.
• Define “virtue” and “fortune” according to Machiavelli.
• List the qualities of a good governor according to the Prince. |
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| 8) |
Midterm exam evaluates the students’ capacity to
• define the fundamental concepts of political philosophy.
• compare the thoughts of Plato, Socrates and Aristotle.
• contrast the ideal governments for Plato and Aristotle.
• discuss the link between ethics and politics in ancient political philosophy
• compare Machiavelli’s view on ethics with that of the ancient Greek philosophers.
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Read the assigned reading for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 150-166.
Thomas Hobbes, Leviathan.
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| 9) |
• Explain the importance of the category of individual in Hobbes’ method.
• Depict human nature according to Hobbes.
• List the causes of the emergence of the social contract.
• List the characteristics of the Leviathan as an absolute sovereign.
• Discuss why complete obedience to the sovereign is necessary according to Hobbes.
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Read the assigned reading for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 166-182.
John Locke, The First Treatise on Government.
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| 10) |
• Depict human nature according to Locke.
• Dicuss how Locke legitimates private property as a natural right.
• List the causes of the emergence of the social contract.
• Explain the duties of the government according to Locke.
• Define the concept of “separation of powers”.
• Discuss why and when revolt can be a right according to Locke. |
Read the assigned reading for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 182-203.
Jean Jacques Rousseau, Social Contract.
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| 11) |
• Depict human nature according to Rousseau and his views on “noble savage”.
• Discuss how and why Rousseau challenged the ideas of the Enlightenment.
• List the causes of the emergence of the social contract according to Rousseau.
• Analyze Rousseau’s argument about concept of “general will”.
• Explain how Rousseau defends the need for obediance to the general will.
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Read the assigned reading for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 228-245.
John Stuart Mill, On Liberty.
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| 12) |
• Define liberty according the Mill.
• Discuss the concept of the “tyranny of the majority”.
• Analyze Mill’s critique of utilitarianism.
• List the causes for the need for complete freedom of expression according to Mill.
• Differentiate negative and positive liberties. |
Read the assigned reading for next class session.
Adam Smith, The Wealth of Nations.
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| 13) |
• Explain the characteristics of capitalism according to Adam Smith.
• Define the concept “division of labor” according to Adam Smith.
• State Smith’s main argument in his work “The Wealth of Nations”
• Discuss Smith’s contribution to liberalism.
• Analyze Smith’s ideas on the role of the government in economy. |
Read the assigned reading for next class session.
Tannenbaum, Inventors of Ideas, 2012, p. 245-266.
Karl Marx and Friedrich Engels, Manifesto of the Communist Party.
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| 14) |
• Differentiate the materialist conception of history form the Hegelian version.
• Explain how Marx analyzes industrial capitalism in the 19th century..
• Discuss the meaning of the concept “class struggle” according to Marx.
• Differentiate different types of “alienation” in the capitalist system.
• Discuss the concept of revolutionary socialism. |
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| 15) |
Midterm exam evaluates the students’ capacity to
• define the fundamental concepts of political philosophy.
• recognize the works philosophers covered by the course.
• contrast Machiavelli, Hobbes, Locke, Rousseau, Wollstonecraft and Mill’s conception of “state of nature”.
• discuss different types of social contract theories in terms of the level of their justification of the status quo.
• compare Marx’s theories with the political ideas of liberal thinkers. |
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| |
Program Outcomes |
Level of Contribution |
| 1) |
To have theoretical and practical knowledge at the basic level supported by textbooks, application tools and other resources with current knowledge in the field based on the qualifications gained at the secondary level. |
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| 2) |
- To gain the ability to use the theoretical and practical knowledge at the basic level at an advanced level or at the same level in the same field.
- To be able to interpret and evaluate the data by using the basic knowledge and skills acquired in the field, to identify and analyze the problems, to develop solutions based on evidence. |
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| 3) |
- To be able to convey his / her thoughts on basic knowledge and skills at the level of written and verbal communication.
- To share his / her thoughts and solutions to the problems related to his / her field with experts and non-experts.
- To be able to follow information in the field and communicate with colleagues by using a foreign language at least at a level of European Language Portfolio A2 General Level.
- To be able to use information and communication technologies together with computer software at the basic level of European Computer Driving License required by the field. |
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| 4) |
- To be able to evaluate the basic knowledge and skills acquired in the field with a critical approach, to determine and meet the learning needs.
- To be able to direct his / her education to an advanced level of education in the same field or to a profession at the same level.
- Not to have gained awareness of lifelong learning. |
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| 5) |
- To have social, scientific, cultural and ethical values in the stages of collecting, applying and announcing the data related to the field.
- To have sufficient awareness of the universality of social rights, social justice, quality and cultural values, environmental protection, occupational health and safety. |
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| 6) |
- To be able to conduct a basic level study independently.
- To be able to take responsibility as a team member to solve unforeseen complex problems encountered in the applications related to the field.
- To be able to carry out activities for the development of employees working under their responsibility within the framework of a project. |
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| 7) |
- To have advanced theoretical and practical knowledge supported by textbooks containing current information in the field, application tools and other resources. |
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| 8) |
To be able to use the advanced theoretical and practical knowledge acquired in the field.
- Interpret and evaluate data using the advanced knowledge and skills acquired in the field, identify problems, analyze, develop solutions based on research and evidence. |
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| 9) |
- To be able to inform the relevant persons and institutions about the related subjects; transfer ideas and solutions to problems in written and orally.
- To share his / her thoughts and solutions to the problems related to the field with the experts and non-experts by supporting them with quantitative and qualitative data.
-To be able to organize and implement projects and activities for the social environment in which he / she lives with a sense of social responsibility.
- To follow the information in his / her field and to communicate with his / her colleagues by using a foreign language at least at the European Language Portfolio B1 General Level.
- To be able to use information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field.
- To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
- To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety. |
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| 10) |
- To be able to critically evaluate the advanced knowledge and skills acquired in the field,
- Identify learning needs and direct learning.
- To develop positive attitudes about lifelong learning. |
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| 11) |
To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
- To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety |
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| 12) |
- To be able to conduct an advanced study independently.
- To be able to take responsibility as an individual and as a team member to solve unforeseen complex problems encountered in the applications related to the field.
- To be able to plan and manage activities for the development of employees working under their responsibility. |
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