The aim of this course is to study the questions posed by Schopenhauer and Kierkegaard in their relationship and assess their analyses and arguments.
The problematization of the views of Arthur Schopenhauer or Søren Kierkegaard in turn, through their primary texts and contemporary readings of those texts.
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Course Learning Outcomes
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Learning Outcomes Upon the completion of this course a student: |
Program Learning Outcomes |
Teaching Methods |
Assessment Methods |
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1) acquires profound knowledge of the problems posed by Schopenhauer. |
1, 2, 6, 7, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
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2) acquires profound knowledge of the problems posed by Kierkegaard |
1, 2, 6, 7, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
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3) discusses the relations between Schopenhauer and Kierkegaard’s philosophical stances. |
1, 2, 6, 7, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
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4) assesses Schopenhauer and Kierkegaard’s critiques of other philosophers. |
1, 2, 6, 7, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
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5) explains the relevance of Schopenhauer and Kierkegaard’s philosophies for contemporary questions. |
1, 2, 6, 7, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
Course Flow
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COURSE CONTENT |
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Week |
Topics |
Study Materials |
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1 |
Introduction: Schopenhauer and Kierkegaard in context |
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2 |
After Kant and Hegel: Schopenhauer’s critique |
Excerpts |
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3 |
After Kant and Hegel: Kierkegaard’s critique |
Excerpts |
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4 |
The Fourfold Root of the Principle of Sufficient Reason |
FRPSR |
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5 |
Schopenhauer and “reason”: The World as Will and Representation |
WWR |
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6 |
Schopenhauer and the “meaning” of the world: The World as Will and Representation |
WWR |
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7 |
Schopenhauer and Nietzsche: “will” and “will to power” |
WWR, Excerpts |
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8 |
Reading Week |
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9 |
Kierkegaard’s Stages of Existence |
Either/Or |
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10 |
The Aesthetic |
Either/Or |
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11 |
The Ethical |
Either/Or |
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12 |
The Religious: Concluding Unscientific Postscript |
Either/Or, Postscript |
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13 |
The Religious and the crisis |
Fear and Trembling |
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14 |
Anxiety, despair and remedy |
The Concept of Anxiety |
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15 |
Anxiety, despair and remedy |
The Sickness unto Death |
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16 |
General discussion of the relevance of Schopenhauer and Kierkegaard |
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Recommended Sources
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RECOMMENDED SOURCES |
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Textbook |
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Additional Resources |
Kierkegaard, Either/Or, trans. Howard and Edna Hong. Princeton: Princeton University Press, 1987. Kierkegaard, Fear and Trembling, trans. Howard and Edna Hong. Princeton: Princeton University Press, 1983. Kierkegaard, Concluding Unscientific Postscript, trans. Howard and Edna Hong. Princeton: Princeton University Press, 1992. Kierkegaard, Sickness Unto Death, trans. Howard and Edna Hong. Princeton: Princeton University Press, 1980. Arthur Schopenhauer, On the Fourfold Root of the Principle of Sufficient Reason. Trans. E. F. J. Payne. New York: Open Court Publishing Company, 1974. Arthur Schopenhauer, The World as Will and Representation. Trans. E. F. J. Payne. New York: Dover Publications, 1966. |
Material Sharing
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MATERIAL SHARING |
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Documents |
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Assignments |
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Exams |
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Assessment
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ASSESSMENT |
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IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
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Assignments |
2 |
20 |
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Presentation |
1 |
20 |
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Critical reading notes |
4 |
20 |
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Final Paper |
1 |
40 |
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Total |
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100 |
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CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE |
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40 |
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CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
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60 |
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Total |
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100 |
Course’s Contribution to Program
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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. |
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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 |
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ECTS
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ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION |
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Activities |
Quantity |
Duration |
Total |
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Course Duration (Including the exam week: 16 x Total course hours) |
16 |
10 |
160 |
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Hours for off-the-classroom study (Pre-study, practice) |
15 |
10 |
150 |
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Midterms |
1 |
40 |
40 |
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Assignments |
3 |
20 |
60 |
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Final examination |
1 |
50 |
50 |
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Final Paper |
1 |
40 |
40 |
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Total Work Load |
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500 |
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Total Work Load / 25 (h) |
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20 |
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ECTS Credit of the Course |
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20 |