CAU360
English


PSYCHOLOGY (TURKISH) PROGRAMME
COURSE DESCRIPTION
Name of the Course Unit Code Year Semester In-Class Hours (T+P) Credit ECTS Credit
INTRODUCTION TO PHILOSOPHY FLS106 1 2 3+0 3.0 4.0


General Information
Language of Instruction Turkish
Level of the Course Unit Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of the Course Compulsory
Mode of Delivery of the Course Unit Face-to-face
Work Placement(s) Requirement for the Course Unit No
Coordinator of the Course Unit Dr. LİNDA FRAIM
Instructor(s) of the Course Unit Prof. Dr. ÖMER ÜRE
Assistant(s) of the Course Unit

Prerequisites and/or co-requisities of the course unit
CATEGORY OF THE COURSE UNIT
Category of the Course Unit Degree of Contribution (%)
Fundamental Course in the field % 20
Course providing specialised skills to the main field -
Course providing supportive skills to the main field % 40
Course providing humanistic, communication and management skills % 40
Course providing transferable skills -

Objectives and Contents
Objectives of the Course Unit The aim of this course is to introduce students to philosophy by examining some of the most significant topics in the history of Western Philosophy. Throughout the course, students will explore subjects drawn from various branches of philosophy, including political philosophy, philosophy of mind, epistemology, and ethics. By engaging with these diverse areas, students will encounter the central questions that have occupied philosophers across centuries—questions concerning the nature of knowledge, the structure of the mind, the foundations of just political order, and the principles of moral conduct. The course seeks to acquaint students with the discipline of philosophy and to provide them with a solid understanding of its fundamental concepts. Rather than offering definitive answers, the course encourages students to grapple with enduring philosophical problems and to appreciate the richness of competing viewpoints. By the conclusion of the course, students will have developed a foundational philosophical vocabulary, an awareness of major thinkers and traditions, and the intellectual curiosity necessary to continue exploring philosophical inquiry independently and thoughtfully.
Contents of the Course Unit The content of this course centers on the fundamental concepts of philosophy, including key notions such as philosophy itself, knowledge, value, and being (existence), among others. Students will examine the core problems of philosophy and the various philosophical approaches developed to address them. Central themes include the relationship between philosophy and being (ontology), the theory of knowledge (epistemology), and the theory of value (axiology). The course also investigates the relationship between life and philosophy, devoting particular attention to the profound and enduring question of the meaning of life. Through these topics, students will explore how philosophers have sought to understand reality, justify claims to knowledge, and determine what is valuable or worthwhile in human existence. The course invites students to reflect critically on these foundational issues and to consider how philosophical inquiry illuminates everyday experience. By engaging with both abstract theory and existential questions, students will gain a comprehensive introduction to the conceptual landscape of philosophy and develop the capacity to articulate and examine these ideas with clarity and depth.
Contribution of the Course Intending to Provide the Professional Education This course contributes significantly to students' professional development by fostering essential critical thinking, analytical evaluation, and questioning skills. Through engagement with philosophical methods of reasoning, students learn to examine ideas rigorously, to identify underlying assumptions, and to assess the strength of arguments. These competencies are highly transferable and valuable across virtually every professional field. By studying philosophy, students acquire the ability to analyze diverse viewpoints, to construct and develop well-reasoned arguments, and to evaluate ethical issues thoughtfully and responsibly. Such skills equip them to navigate complex problems, to make sound judgments, and to approach challenges with intellectual rigor and openness. Furthermore, the discipline of philosophical inquiry cultivates clarity of thought, precision in communication, and a reflective disposition—qualities that enhance both personal and professional effectiveness. Ultimately, the course empowers students to become independent, analytical thinkers capable of engaging meaningfully with the ethical and intellectual dimensions of their chosen careers, thereby enriching their capacity for principled decision-making and responsible professional conduct.

No
 Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
1 Explains the fundamental concepts, problems, and methods of philosophy.
2 Identifies philosophers and schools of thought from Antiquity to the present day.
3 Analyzes philosophical texts and develops critical interpretation skills.
4 Compares fundamental fields such as ethics, epistemology, and ontology.
5 Evaluates contemporary social and individual problems within the framework of philosophical thinking.
6 Develops logical arguments in philosophical discussions and acquires academic expression skills.

Learning Activities & Teaching Methods of the Course Unit
Learning Activities & Teaching Methods of the Course Unit

Weekly Course Contents and Study Materials for Preliminary & Further Study
Week Topics (Subjects) Preparatory & Further Activities
1 Introduction to Philosophy: The Definition, Subject Matter, and Fundamental Questions of Philosophy No file found
2 The Birth of Philosophy and a General Overview of Ancient Philosophy No file found
3 The Ideas of Socrates, Plato, and Aristotle No file found
4 The Hellenistic Period and Medieval Philosophy No file found
5 The Renaissance, the Reformation, and the Birth of Modern Thought No file found
6 Rationalism and Empiricism No file found
7 Midterm Exam No file found
8 Enlightenment Thought and Kant No file found
9 19th-Century Philosophy: Hegel and Marx No file found
10 Group Work Activities No file found
11 Epistemology (Philosophy of Knowledge) No file found
12 Epistemology (Philosophy of Knowledge) No file found
13 Ethics, Morality, and the Philosophy of Value No file found
14 Final Exam No file found

SOURCE MATERIALS & RECOMMENDED READING
1-Cevizci, A. (n.d.). Felsefeye giriş [Introduction to philosophy]. Say Yayınları.

2-Russell, B. (n.d.). Batı felsefesi tarihi [A history of Western philosophy]. Say Yayınları.

3-Warburton, N. (n.d.). Felsefeye giriş [Philosophy: The basics]. Alfa Yayınları.

4- de Botton, A. (n.d.). Felsefenin tesellisi [The consolation of philosophy]. Sel Yayıncılık.

MATERIAL SHARING
Course Notes No file found
Presentations No file found
Homework No file found
Exam Questions & Solutions No file found
Useful Links No file found
Video and Visual Materials No file found
Other No file found
Announcements No file found

CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
Theoretical
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Explain the core concepts, theories, and terminology pertaining to psychology. X
2 Discuss major theoretical approaches in psychology (behavioral, cognitive, biological, humanistic, psychodynamic, sociocultural, etc.). X
3 Relate the historical development of psychology to its major theoretical transformations. X
SKILLS
Cognitive
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Transfer psychological theories to interpret individual and social behaviour. X
2 Apply psychological knowledge to real-life and societal issues. X
3 Use appropriate analytical methods to address psychological problems. X
4 Illustrate psychological phenomena using scientific and theoretical frameworks. X
5 Relate psychological processes to social structures X
6 Integrate psychology with other social sciences within an interdisciplinary context. X
7 Critically appraise different psychological theories and approaches. X
8 Evaluate individual and social problems from a psychological perspective. X
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Design and conduct scientific research, including data collection, analysis, and interpretation. X
2 Take responsibility and develop solutions in addressing psychological problems. X
Learning to Learn
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Follow current developments in psychology and adopt a lifelong learning approach. X
Communication & Social
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Present scientific findings effectively in written and oral formats. X
Occupational and/or Vocational
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Evaluate psychological issues in accordance with professional ethics. X
2 Adhere to the APA Ethical Principles of Psychologists and Code of Conduct. X
3 Demonstrate professional responsibility, ethical awareness, and intercultural sensitivity. X
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High

No
 Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to: 		PROGRAMME LEARNING OUTCOMES
1 Explains the fundamental concepts, problems, and methods of philosophy.
2 Identifies philosophers and schools of thought from Antiquity to the present day.
3 Analyzes philosophical texts and develops critical interpretation skills.
4 Compares fundamental fields such as ethics, epistemology, and ontology.
5 Evaluates contemporary social and individual problems within the framework of philosophical thinking.
6 Develops logical arguments in philosophical discussions and acquires academic expression skills.

Assessment
Assessment & Grading of In-Term Activities Number of
Activities		 Degree of Contribution (%)
Mid-Term Exam 1 % 40
Computer Based Presentation 0 -
Short Exam 0 -
Presentation of Report 0 -
Homework Assessment 1 % 10
Oral Exam 0 -
Presentation of Thesis 0 -
Presentation of Document 0 -
Expert Assessment 0 -
Board Exam 0 -
Practice Exam 0 -
Year-End Final Exam 1 % 50
Internship Exam 0 -
TOTAL 3 %100
Contribution of In-Term Assessments to Overall Grade 3 %50
Contribution of Final Exam to Overall Grade 1 %50
TOTAL 4 %100


WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites Learning Activities
(# of week)		 Duration
(hours, h)		 Workload (h)
Lecture & In-Class Activities 14 3 42
Preliminary & Further Study 14 1 14
Land Surveying 0 0 0
Group Work 2 3 6
Laboratory 0 0 0
Reading 10 2 20
Assignment (Homework) 0 0 0
Project Work 0 0 0
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 0 0 0
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 0 0 0
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 0 0 0
Total Workload for Learning & Teaching Activities - - 82
Workload for Assessment Activities
Type of the Assessment Activites # of Assessment Activities
 Duration
(hours, h)		 Workload (h)
Final Exam 1 2 2
Preparation for the Final Exam 1 10 10
Mid-Term Exam 1 2 2
Preparation for the Mid-Term Exam 1 6 6
Short Exam 0 0 0
Preparation for the Short Exam 0 0 0
Total Workload for Assessment Activities - - 20
Total Workload of the Course Unit - - 102
Workload (h) / 25.5 4.0
ECTS Credits allocated for the Course Unit 4.0

EBS : Kıbrıs Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi Kıbrıs Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydin University Education & Training System Cyprus Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.