The aim of this course is to compare the empiricist and rationalist views on the nature and origin of knowledge through reading fundamental texts and assess their contribution to the main lines of philosophical inquiry.
A comparison of the philosophies of Plato, Descartes, Spinoza, Leibniz, Kant, Aristotle, Epicurus, Locke, Berkeley and Hume within the framework of rationalism and empiricism;an inquiry into the similarities and differences between these two philosophies.
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Course Learning Outcomes
Learning Outcomes Upon the completion of this course a student: |
Program Learning Outcomes |
Teaching Methods |
Assessment Methods |
1) grasps the differences between the empiricist and rationalist attitudes in detail. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
2) compares the arguments of the empiricist and rationalist attitudes concerning human knowledge. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
3) assesses the implications of empiricist and rationalist acoounts of knowledge for other areas of philosophy. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
4) specializes in the fundamental texts of empiricist and rationalist philosophers. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
5) discusses empiricism’s and rationalism’s implications for and contributions to current philosophical questions. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
Course Flow
COURSE CONTENT |
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Week |
Topics |
Study Materials |
1 |
Introduction: The roots and problems of the empiricist-rationalist dispute |
- |
2 |
The Locke-Leibniz discussion: the context |
Essay, New Essays |
3 |
The Locke-Leibniz discussion: main lines of argument |
Essay, New Essays |
4 |
The Locke-Leibniz discussion: implications |
Essay, New Essays |
5 |
Descartes: radical rationalism |
Discourse, Meditations |
6 |
The Cartesian project from its roots to the present |
Discourse, Meditations |
7 |
Two ways of modern philosophy: 1. From Spinoza to Hegel |
Ethics, Phenomenology |
8 |
Two ways of modern philosophy: 1. From Spinoza to Hegel |
Ethics, Phenomenology |
9 |
Two ways of modern philosophy: 2. Berkeley and Hume |
Enquiry, Principles |
10 |
Two ways of modern philosophy: 2. Berkeley and Hume |
Enquiry, Principles |
11 |
The problems of modern philosophy: Cogito, personal identity, substance, mind, causality and freedom |
Relevant chapters |
12 |
The problems of modern philosophy: Cogito, personal identity, substance, mind, causality and freedom |
Relevant chapters |
13 |
Kant’s critical project |
CPR |
14 |
Kant’s critique of empiricism and rationalism |
CPR |
15 |
The problems of modern philosophy after Kant |
CPR |
16 |
In retrospect: The present significance of the empiricism-rationalism dispute |
- |
Recommended Sources
RECOMMENDED SOURCES |
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Textbook |
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Additional Resources |
R. Descartes, Meditations on First Philosophy, any edition. R. Descartes, Discourse on Method, any edition. B. Spinoza, Ethics, any edition. G. W. Leibniz, New Essays on Human Understanding, trans. Peter Remnant and Jonathan Bennett. Cambridge: Cambridge University Press, 1981. John Locke, An Essay Concerning Human Understanding, ed. P. Nidditch, Oxford: Clarendon Press, 1975. George Berkeley, A Treatise Concerning the Principles of Human Knowledge, ed. J. Dancy, Oxford:Oxford University Press, 1998. David Hume, An Enquiry Concerning Human Understanding, ed. T. Beauchamp, Oxford: Oxford University Press, 1999. Immanuel Kant, Critique of Pure Reason, P. Guyer, A. Wood (eds.), Cambridge: Cambridge University Press, 1998. |
Material Sharing
MATERIAL SHARING |
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Documents |
|
Assignments |
|
Exams |
Assessment
ASSESSMENT |
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IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
Critical reading notes |
6 |
60 |
Final Paper |
1 |
40 |
Total |
|
100 |
CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE |
|
40 |
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
60 |
Total |
|
100 |
Course’s Contribution to Program
COURSE’S CONTRIBUTION TO THE PROGRAM |
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No |
Program Learning Outcomes |
Contribution |
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1 |
2 |
3 |
4 |
5 |
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1 |
acquires fundamental conceptual and methodological knowledge to use productively and creatively in academic studies. |
X |
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2 |
improves a versatile critical and analytical approach, problem-solving, interpretative and argumentative skills in relation to advanced philosophical investigations. |
X |
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3 |
proves to be a philosopher with principles, who communicates effectively, is specifically successful in written and oral presentation, has proper capacities for teamwork and interdisciplinary studies, takes the initiative, has developed a sense of responsibility, and contributes original ideas to the field of philosophy. |
X |
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4 |
applies life-long learning attitude to various ways of acquiring knowledge in order to maintain a professional and personal development. |
X |
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5 |
develops a consciousness of professional and social ethics. |
X |
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6 |
acquires the necessary skill of choosing and developing actual means and using computing technologies effectively for a philosophical study . |
X |
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7 |
conducts an advanced study in history of philosophy which requires expertise, independently by using original texts. |
X |
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8 |
applies philosophical knowledge to questions concerning contemporary, socio-cultural and political problematics. |
X |
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9 |
considers universal values and concepts of philosophy as a basis for [furthering] philosophical studies in Turkey; and is able to develop an approach to study and analyse issues that might arise when conducting discussions concerning history of philosophy in the Turkish language. |
X |
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10 |
acquires the skill and background for making contributions to the field of history of philosophy, in national and international terms. |
X |
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11 |
uses his/her philosophical knowledge to establish interactions at national and international level. |
X |
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12 |
produces work of the quality of a contribution in national and international peer-reviewed journals in philosophy. |
X |
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13 |
holds the necessary knowledge of classical languages, a modern language in addition to English and history of philosophy to conduct an advanced philosophical study particularly in history of philosophy. |
X |
ECTS
ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION |
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Activities |
Quantity |
Duration |
Total |
Course Duration (Including the exam week: 16 x Total course hours) |
16 |
10 |
160 |
Hours for off-the-classroom study (Pre-study, practice) |
15 |
11 |
165 |
Critical reading notes |
6 |
15 |
120 |
Final Paper |
1 |
60 |
600 |
Total Work Load |
|
|
505 |
Total Work Load / 25 (h) |
|
|
20,2 |
ECTS Credit of the Course |
|
|
20 |