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GERİ DÖN
Ders Öğretim Planı
| Dersin Kodu | Dersin Adı | Dersin Türü | Yıl | Yarıyıl | AKTS | Kredi |
|---|---|---|---|---|---|---|
| EILL403 | Dystopian and Apocalyptic Studies | Seçmeli Ders Grubu | 4 | 7 | 6.00 | 3.00 |
Dersin Seviyesi
Lisans
Dersin Sunulduğu Dil
Dersin Amacı
Representations of a perfect society were always part of the Western literary and philosophical traditions, starting with Plato’s Republic and Thomas More’s Utopia. But with the rise of the idea of progress, utopia became temporal rather than spatial: a bright future, in which all the ills of the present shall be overcome. Utopia signified the end of history and the establishment of a perfect, just and equal society. At the same time, utopia gave rise to its dark twin: dystopia. Utopia and dystopia are the same genre seen from different points of view: your heaven is my hell, and vice versa. Utopia is not merely a literary genre. It is the foundation of many millennial and apocalyptic ideologies, such as Communism and Nazism. The 20th century was a grand age of utopian projects that turned into nightmares of violence. In this seminar we will discuss literary utopias/dystopias, starting with More and ending with Hunger Games. Among the questions asked is the connection between utopia and apocalypse; the notion of the utopian subject (or New Man); the narratology of utopian literature; and the rising popularity of dystopia today.
Dersi Veren Öğretim GörevlisiGörevlileri
Öğrenme Çıktıları
| 1 | Define and analyze the concepts of dystopian and Apocalyptic Studies |
| 2 | Define and analyze the issues in the dystopian and apocalyptic genre |
| 3 | Explore the themes, techniques and styles of in dystopian and apocalyptic literature. |
| 4 | Get acquainted with the similarities as well as the differences among those genres |
Öğrenim Türü
Birinci Öğretim
Dersin Ön Koşulu Olan Dersler
Ders İçin Önerilen Diğer Hususlar
Yok
Dersin İçeriği
Representations of a perfect society were always part of the Western literary and philosophical traditions, starting with Plato’s Republic and Thomas More’s Utopia. But with the rise of the idea of progress, utopia became temporal rather than spatial: a bright future, in which all the ills of the present shall be overcome. Utopia signified the end of history and the establishment of a perfect, just and equal society. At the same time, utopia gave rise to its dark twin: dystopia. Utopia and dystopia are the same genre seen from different points of view: your heaven is my hell, and vice versa. Utopia is not merely a literary genre. It is the foundation of many millennial and apocalyptic ideologies, such as Communism and Nazism. The 20th century was a grand age of utopian projects that turned into nightmares of violence. In this seminar we will discuss literary utopias/dystopias, starting with More and ending with Hunger Games. Among the questions asked is the connection between utopia and apocalypse; the notion of the utopian subject (or New Man); the narratology of utopian literature; and the rising popularity of dystopia today.
Haftalık Ayrıntılı Ders İçeriği
| Hafta | Teorik | [OgretimYontemVeTeknikleri] | [OnHazirlik] |
|---|---|---|---|
| 1 | Introduction—Romanticism: historical and literary survey / Lecture and class discussions. | ||
| 2 | Discuss Thomas More, Utopia / Lecture and class discussions. | ||
| 3 | Discuss Karl Marx, “The Communist Manifesto” / Lecture and class discussions. | ||
| 4 | Discuss H.G. Wells, The Shape of Things to Come/ Lecture and class discussions. | ||
| 5 | Discuss Utopian ideologies and Wells/ Lecture and class discussions. | ||
| 6 | Discuss Utopian Dystopia and Zamyatin, We/ lecture and class discussions. | ||
| 7 | Q&A revision | ||
| 8 | Midterm | ||
| 9 | Discuss The New Man: utopia and post-humanism and 1984/ Lecture and class discussions. | ||
| 10 | Discuss Surveillance and propaganda and 1984/ Lecture and class discussions. | ||
| 11 | Utopia and contemporary politics 1984 /Lecture and class discussions. | ||
| 12 | Discuss Andromeda Nebula. /Lecture and class discussions. | ||
| 13 | 13. Q&A revision | ||
| 14 | 14. Final Exam |
Ders Kitabı Malzemesi Önerilen Kaynaklar
Thomas More, Utopia Karl Marx, “The Communist Manifesto” H. G. Wells’ The Shape of Things to Come Yevgeni Zamyatin, We George Orwell, 1984 Ivan Yefremov, Andromeda Nebula Ursula Le Guin, The Dispossessed Margaret Atwood, The Handmaid’s Tale Alice Sheldon, “Houston, Houston, Do You Read?” Lois Lowry, “The Giver” Susan Collins, Hunger Games
Planlanan Öğrenme Aktiviteleri ve Metodları
Değerlendirme
| Yarıyıl (Yıl) İçi Etkinlikleri | Adet | Değer |
|---|---|---|
| Ara Sınav | 1 | 100 |
| Toplam | 100 | |
| Yarıyıl (Yıl) Sonu Etkinlikleri | Adet | Değer |
| Final Sınavı | 1 | 100 |
| Toplam | 100 | |
| Yarıyıl (Yıl) İçi Etkinlikleri | 40 | |
| Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | |
Staj Durumu
İş Yükü Hesaplaması
| Etkinlikler | Sayısı | Süresi (saat) | Toplam İş Yükü (saat) |
|---|---|---|---|
| Ara Sınav | 4 | 6 | 24 |
| Final Sınavı | 6 | 8 | 48 |
| Ara Sınav İçin Bireysel Çalışma | 4 | 6 | 24 |
| Final Sınavı içiin Bireysel Çalışma | 6 | 8 | 48 |
| Toplam İş Yükü (saat) | 144 | ||
Program ve Öğrenme Çıktıları İlişkisi
| PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 | PÇ 13 | PÇ 14 | PÇ 15 | |
| ÖÇ 1 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 5 | 4 | 5 |
| ÖÇ 2 | 5 | 4 | 4 | 5 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 4 | 5 | 4 |
| ÖÇ 3 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 5 |
| ÖÇ 4 | 4 | 4 | 5 | 4 | 4 | 5 | 4 | 4 | 5 | 5 | 4 | 4 | 5 | 4 | 4 |
* Katkı Düzeyi : 1 Çok düşük 2 Düşük 3 Orta 4 Yüksek 5 Çok yüksek