Week |
Subject |
Related Preparation |
1) |
Basic concepts about critical and analytical thinking |
Reading the related sources |
2) |
Critical and analytical thinking features and attributes |
Reading the related sources |
3) |
Relations and differences between critical and analytical thinking |
Reading the related sources |
4) |
Critical and analytical thinking processes |
Reading the related sources |
5) |
Critical and analytical thinking skills |
Reading the related sources |
6) |
Factors affecting thought |
Reading the related sources |
7) |
Language and logic in critical thinking |
Reading the related sources |
8) |
midterm |
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9) |
Language and logic without analytical thinking, |
Reading the related sources |
10) |
Logical inaccuracies in critical thinking: tautologies, inferences, proofs; |
Reading the related sources |
11) |
Logical inaccuracies in critical thinking: tautologies, inferences, proofs; |
Reading the related sources |
12) |
Critical thought analysis and analysis on daily texts |
Reading the related sources |
13) |
Critical thinking and analysis on philosophical texts |
Reading the related sources |
14) |
General overview of the course |
. |
15) |
. |
. |
Course Notes / Textbooks: |
Orhan Özdemir, Eleştirel Düşünme, Kriter Basın Yayın Dağıtım, İstanbul, 2008.
Ahmet Kurnaz, Eleştirel Düşünme Öğretimi Etkinlikleri Planlama - Uygulama ve Değerlendirme, Eğitim Kitabevi, 2013.
Birsel Ayberk, Örneklerle Düşünme ve Eleştirel Düşünme, Nobel Kitabevi, Ankara, 2010.
Gerald M. Nosich, Eleştirel Düşünme ve Disiplinlerarası Eleştirel Düşünme Rehberi, Anı Yayıncılık, Ankara, 2012.
Raymond Geuss, Eleştirel Teori, (çev. Ferda Keskin), Ayrıntı Yayınları, İstanbul 2013. |
References: |
Orhan Özdemir, Eleştirel Düşünme, Kriter Basın Yayın Dağıtım, İstanbul, 2008.
Ahmet Kurnaz, Eleştirel Düşünme Öğretimi Etkinlikleri Planlama - Uygulama ve Değerlendirme, Eğitim Kitabevi, 2013.
Birsel Ayberk, Örneklerle Düşünme ve Eleştirel Düşünme, Nobel Kitabevi, Ankara, 2010.
Gerald M. Nosich, Eleştirel Düşünme ve Disiplinlerarası Eleştirel Düşünme Rehberi, Anı Yayıncılık, Ankara, 2012.
Raymond Geuss, Eleştirel Teori, (çev. Ferda Keskin), Ayrıntı Yayınları, İstanbul 2013. |
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Program Outcomes |
Level of Contribution |
1) |
P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. |
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2) |
P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) |
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3) |
P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). |
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4) |
P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. |
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5) |
P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. |
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6) |
P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. |
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7) |
P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. |
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8) |
P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. |
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9) |
P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. |
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10) |
P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. |
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11) |
P11. Being able to understand the individuals by using techniques of individual recognition. |
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12) |
P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
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