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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | GTAR21020121440 | HISTORY OF SALJUKIAN CIVILIZATION | Elective | 2 | 4 | 3 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | Let them to know about the Seljukids that was one of the four Turkish State social, cultural, artificial actions and religious views and their contribution to science
| | Name of Lecturer(s) | | Yrd. Doç. Dr. İsmail ÖZER | | Learning Outcomes | | 1 | 1) Selçuklu devletlerinde dini düşünce hakkında bilgi sahibi olur | | 2 | 2) Selçuklu sultanların dine, eğitim ve bilime bakışlarını açıklar | | 3 | 3) Selçuklu toplumunda Müslüman-Hıristiyan ilişkilerini kavrar | | 4 | | | 5 | | | 6 | He has top level knowledge and ability supported by textbooks including current knowledge, practicing devices and instruments as well as the other scientific sources related with auxiliary sciences for history; he uses these knowledge and abilities in his career and researches | | 7 | He analyzes and evaluates the concepts, idea and data related with history discipline by means of research methods in social sciences’, diagnoses, analyzes and discusses unknown (not studied) subjects, offers proposals based on scientific findings and evidences related with these subjects. | | 8 | He informs experts or uninformed person related with history discipline, expresses clearly his ideas about his findings to them both written and orally |
| | Mode of Delivery | | Evening Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Gives detailed informations ragerding with the Seljukids education, science, religion, mystics, thought, cultural life, nutriti,on life, ahi community, ideologies, and relations with other communities
| | Weekly Detailed Course Contents | |
| 1 | The source of culture and thought life in the Great Seljukids period
| | | | 2 | Nizamiye Medreses
| | | | 3 | İmam Gazali and his role in the generation of Sekjukids community
| | | | 4 | Hasan Sabbah and Esoteric Movement in Seljukids
| | | | 5 | İsmailiyye and its effects on Seljukids
| | | | 6 | The important culture centers in the Great Seljukids
| | | | 7 | The derwishes and the culture of journey in the time of Great Seljukids
| | | | 8 | Education in Turkish Seljukids
| | | | 9 | MIDTERM EXAMINATION
| | | | 10 | The mysitical movement in Seljukids and the orders
| | | | 11 | Mevlana, Hacı Bektaş Veli, Yunus Emre
| | | | 12 | Kalenderiler, Babailer, Hayderiler, Abdalan-ı Rum, Vefailer
| | | | 13 | Futuwwa, Ahi community and their influence on the community os Seljukids
| | | | 14 | The culture of nourishment in Seljukids
| | | | 15 | Final | | |
| | Recommended or Required Reading | | Ahmet Yaşar Ocak, Ortaçağlar Anadolu’sunda İslam’ın Ayak İzleri: Selçuklu Dönemi, İstanbul: Kitap Yayınevi, 201
1. Ahmet Yaşar Ocak, Türk Sufiliğine Bakışlar, 9. Baskı, İstanbul: İletişim Yayınları, 2007.
2. Ahmet Yaşar Ocak, Ortaçağ Anadolu’sunda İki Büyük Yerleşimci (Kolonizatör) Derviş Yahut Vefaiyye ve Yeseviyye Gerçeği, Ankara: Gazi Üniversitesi Türk Kültürü ve Hacı Bektaş Veli Araştırma Merkezi Yayını, 2011.
3. M. Said Polat, Selçuklu Göçerlerinin Dünyası, İstanbul: Kitabevi Yayınları, 2004.
4. Abdülhüseyin Zerrinkub, Medreseden Kaçış, İstanbul: Ağaç Yayınları, 2010.
5. Nizamülmülk, Siyasetnâme, haz.: Mehmet Altay Köymen, Ankara: TTK Basımevi, 1982. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 14 | 2 | 28 | | Discussion | 8 | 2 | 16 | | Question-Answer | 8 | 2 | 16 | | Individual Study for Mid term Examination | 4 | 1 | 4 | | Individual Study for Final Examination | 4 | 3 | 12 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 3 | 5 | 4 | 4 | 3 | 4 | 4 | | LO2 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | | LO3 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | | LO4 | 4 | 5 | 3 | 4 | 3 | 4 | 4 | | LO5 | 4 | 3 | 4 | 3 | 4 | 4 | 3 | | LO6 | 3 | 4 | 5 | 5 | 3 | 3 | 4 | | LO7 | 4 | 3 | 4 | 3 | 5 | 4 | 3 | | LO8 | 3 | 4 | 5 | 5 | 3 | 4 | 5 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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