| Course Objectives: |
The aim of this course is to discuss myths and beliefs about food and beverage items in the mythologies of Sumerian, Babylonian, Egyptian, Near Eastern, Greek, Roman, Viking, Indian, Chinese and other geographies. Myths belonging to food and beverage items such as bread, wine, beer, blood, olive, pomegranate, honey, nectar, apple, milk, mulberry, mushroom, pig, sacrifice and rice are handled through portrayals of oral and written literature and arts. |
| Course Content: |
Explanation of course sllybus
Mitos, epos and logos
Transfer of nectar and ambrosian place in Greek, Roman and Indian mythology
Immortalization of the River Styks by the mother of Achilleus, who has an important place in the Trojan War
Prometheus's fire and gift to humanity
Aristaios' expertise in olive, viniculture and animal husbandry
The request of the Seth to speak to the hell of the angels and the forgiveness of the Prophet
Herakles' bun
Midterm exam
The legend of Leto, Zeus, Hera, Artemis and Apollon and the important place of this olive tree
Detailed information about Satirler, Bakkhalar, Dionysos festivals, Silenos, Priapus
Dionysos' expedition to India, turning marines into dolphins, the story of the Golden Post,
The Athena's Gorgo monster shed his blood and gave it to Asklepion.
The divine love of Pomona and Vertumnus |
The students who have succeeded in this course;
| Learning Outcomes |
|
| 1 - Knowledge |
| Theoretical - Conceptual |
1) • To explain the concepts of Mythos, epos and logos
• To explain and compare the similarities and differences between mythology and religion.
• To give general information about the people who describe the god and god descendants such as Heredot, Plato, Homer, Hesiodos, Euripides, the source of mythology.
• Theogonia of Heseidos: to give information about the birth of the gods, the god's descendants and generations following and developing each other
• Explaining the theogonia about the birth of Gaia, Uranos, Kronos, Titans, Erinysler, Zeus within the scope of “Blood” item.
|
2) • Giving information about the gods immortality drink Nectar and Ambrosia
• The emergence of amrita and milk ocean in Indian mythology by shaking
• Telling the story of the emergence of nectar - amrita- (Elixir of Life) in Ravina, Sita and Rama in Hindu mythology
• Explaining Five Trees And Ambrosia Tree (Parijaat Tree) In Indra's Paradise
• Transferring the relationship between Zeus, Ganymedes and Hebe trio with nectar and ambrosia
|
3) • Transferring the legend of Achilleus, Thetis, Ambrosia and Ateş to students
• Demeter feeding a child with nectar and ambrosia in the legend of Demeter, Metaneira, Nectar and Ambrosia
• Transfer of Nectar and Ambrosian in the Psykhe Story with Cupid (Eros) to students
• Emphasizing the importance of Olympos gods and nectar for gods
|
4) • Transferring Prometheus to steal fire from the gods
• Giving information about Epimetheus and Pandora's box
• Giving detailed information about the deluge of Deukalion
• Talking about the importance of honey in mythology
• Describing the legend that Democritus smelled a bowl full of honey
|
5) • Telling the story of finding the honey mentioned in Ovid
• The legend about the finding of honey and the formation of Mead in Antiquity
• Giving detailed information about the god of honey Aristaios
• Emphasizing the importance of honey in the story of Orpheus and Eurdike
|
6) • Brief information about the olive and olive oil (its history, geography, etc.)
• Explaining the legend of the son of Hz.
• Transfer of Isis' place in Egyptian mythology as God teaching olives
• Contest between Athena and Poseidon and transferring the importance of olives for the city of Athens
• Explaining the competition between Athena and Arakhne
• Giving detailed information about Heracles' knob, which is said to be made of olive tree.
|
7) • Giving detailed information about the wine and wine god Dionysus (Baku)
• Meaning of Dionysos name, birth and transfer of life story
• Symbols of Dionysus, transfer of sacred plants and animals
• Transfer of Dionysos and Silenos together
Describing the legend of Priapus, the son of Dionysos, The Victories of Dionysos, His Descent into the Land of the Dead, and Joining the Gods of Olympos
|
8) • Giving general information about apple and its place in mythology
• Telling the first sin-forbidden apple story
• Explaining the legend of Pomona and Vertumnus that includes apples
• Transfer of 11th work of Elma and Herakles
• Telling the story of Elma and Atalante
|
| 2 - Skills |
| Cognitive - Practical |
| 3 - Competences |
| Communication and Social Competence |
| Learning Competence |
| Field Specific Competence |
| Competence to Work Independently and Take Responsibility |
|
| Week |
Subject |
Related Preparation |
| 1) |
• Explain to students the content of the course and course requirements
• Giving preliminary information about the freedom, autonomy, and straying of the legends to be taught in the lesson, and discussing the relationship between the legends and the truth (the reality of myths).
• Making interpretations about how mythology preserves its vitality and how it carries its colorful and fascinating atmosphere until today. |
No data
|
| 2) |
• To explain the concepts of Mythos, epos and logos
• To explain and compare the similarities and differences between mythology and religion concepts.
• To give general information about the people who describe the god and god descendants such as Heredot, Plato, Homer, Hesiodos, Euripides, the source of mythology.
• Theogonia of Heseidos: to give information about the birth of the gods, the god's descendants and generations following and developing each other
• Explaining the theogonia about the birth of Gaia, Uranos, Kronos, Titans, Erinysler, Zeus within the scope of “Blood” item. |
internet research on Hesiod's theogonia |
| 3) |
• Giving information about the gods immortality drink Nectar and Ambrosia
• The emergence of amrita and milk ocean in Indian mythology by shaking
• Telling the story of the emergence of nectar - amrita- (Elixir of Life), which includes Ravana, Sita and Rama in Hindu mythology
• Explaining Five Trees And Ambrosia Tree (Parijaat Tree) In Indra's Paradise
• Transferring the relationship between Zeus, Ganymedes and Hebe trio with nectar and ambrosia |
none |
| 4) |
• Transferring the legend of Achilleus, Thetis, Ambrosia and Ateş to students
• Demeter, feeding a child with nectar and ambrosia in the legend of Demeter, Metaneira, Nectar and Ambrosia
• Transfer of Nectar and Ambrosian in the Psykhe Story with Cupid (Eros) to students
• Emphasizing the importance of Olympos gods and nectar for gods |
none |
| 5) |
• Transferring Prometheus to steal fire from the gods
• Giving information about Epimetheus and Pandora's box
• Giving detailed information about the deluge of Deukalion
• Talking about the importance of honey in mythology
• Describing the legend that Democritus smelled a bowl full of honey |
none |
| 6) |
• Telling the story of finding the honey mentioned in Ovid
• Explaining the legend about the finding of honey and the formation of Mead in Antiquity
• Giving detailed information about the god of honey Aristaios
• Emphasizing the importance of honey in the story of Orpheus and Eurdike |
none |
| 7) |
• Brief information about the olive and olive oil (its history, geography, etc.)
• Explaining the legend of the son of Hz.
• Transferring the place of Isis in Egyptian mythology as God teaching olives
• Contest between Athena and Poseidon and transferring the importance of olives for the city of Athens
• Explaining the competition between Athena and Arakhne
• Giving detailed information about Heracles' knob, which is said to be made of olive tree. |
none |
| 8) |
• To test the competencies of the topics covered in the 7-week process with the midterm exam.
• Resolves midterm exam questions and reports their shortcomings. |
none |
| 9) |
• Description of Ovid's Metaporhoses and the emergence of the olive tree
• Explaining Homer's dialogue with him sitting in the olive shade
• Transferring the role of olive tree in Leto's legend of correcting Artemis and Apollo
• Emphasizing the importance of Noah's Flood and olive tree
• Telling the story of Apollon and Daphne |
none |
| 10) |
• Giving detailed information about wine and wine god Dionysus (Baku)
• Meaning of Dionysos name, birth and transfer of life story
• Symbols of Dionysus, transfer of sacred plants and animals
• Transfer of Dionysos and Silenos together
• Telling the legend of Priapus, the son of Dionysus |
none |
| 11) |
• Dionysos' Victories, Landing in the Land of the Dead and Joining the Gods of Olympos
• Telling the story of the Golden Fleece
• Telling the story of Medeia and Iason
• Telling the story of Theseus
• Telling the story of Ariadne |
none |
| 12) |
• Giving information about Dionysus cult, mainads and Dionisia festivities
• Describing the legend between Dionysus, Silenos and King Midas
• Transferring the importance of Noah's Flood and wine
• Explaining the legend of King Cemşid and the discovery of wine
• Telling the legend about Asclepius and garlic |
none |
| 13) |
• Giving general information about apple and its place in mythology
• Telling the first sin-forbidden apple story
• Explaining the legend of Pomona and Vertumnus that includes apples
• Transfer of 11th work of Elma and Herakles
• Telling the story of Elma and Atalante |
Myth story
Discussion and comment
Concretization of myths through art works (sculpture, painting, engraving, etc.) |
| 14) |
Owerview |
none |
| 15) |
Owerview |
none |
| 16) |
Final Exam |
none |
| Course Notes / Textbooks: |
Mitoloji Sözlüğü, Azra Erhat, Remzi Kitabevi, 2007, 22. Basım
Nectar and Ambrosia, An Encyclopedia of Food in World Mythology, Tamra Andrews, ABC-CLIO
|
| References: |
Mitoloji Sözlüğü, Azra Erhat, Remzi Kitabevi, 2007, 22. Basım
Nectar and Ambrosia, An Encyclopedia of Food in World Mythology, Tamra Andrews, ABC-CLIO
|
| |
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. |
|
| 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. |
|
| 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. |
|
| 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. |
|
| 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. |
|
| 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. |
|
| 7) |
- To have advanced theoretical and practical knowledge supported by textbooks containing current information in the field, application tools and other resources. |
|
| 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. |
|
| 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. |
|
| 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. |
|
| 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 |
|
| 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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