Philosophical Texts(PH465)
| Course Code | Course Name | Semester | Theory | Practice | Lab | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| PH465 | Philosophical Texts | 7 | 3 | 0 | 0 | 3 | 4 |
| Prerequisites | |
| Admission Requirements |
| Language of Instruction | Turkish |
| Course Type | Elective |
| Course Level | Bachelor Degree |
| Course Instructor(s) | İhsan Hayri BATUR ihsanbatur@gmail.com (Email) |
| Assistant | |
| Objective |
-Course Objective: The primary objective of Philosophical Texts is to provide students with an in-depth understanding of Adam Smith's Theory of Moral Sentiments through a close, paragraph-by-paragraph analysis. The course will engage students in critical reflection on Smith’s moral philosophy, its historical context, and its relevance to the broader philosophical tradition, including connections to thinkers like Hobbes, Hume, Rousseau, and Kant. By fostering careful reading and analytical skills, the course aims to deepen students’ comprehension of key moral concepts such as propriety, justice, virtue, and the role of custom. Students will learn to decipher philosophical texts, evaluate arguments within their historical and intellectual frameworks, and paraphrase complex ideas to enhance their academic writing and discussion abilities. The course will culminate in a research-based assignment, encouraging students to apply their acquired skills in interpreting and contextualizing philosophical ideas. |
| Content |
-Course Content: This course will focus on a comprehensive analysis of Adam Smith's Theory of Moral Sentiments. Through a detailed, paragraph-by-paragraph examination, students will explore the seven parts of the work, which address key concepts such as the sense of propriety, merit and demerit, justice, beneficence, and the influence of custom and fashion on moral judgments. In addition to the text itself, the course will cover the broader historical and philosophical context of the Scottish Enlightenment, tracing the intellectual influences on Smith, including figures like Francis Bacon, David Hume, and Jean-Jacques Rousseau, as well as subsequent thinkers such as Thomas Malthus and Charles Darwin. Key topics will include: * The emergence of modern moral philosophy * The relationship between moral sentiments and justice * The influence of historical events like the Glorious Revolution and the French Revolution * The transition from mercantilism to free-market economics * Comparative analysis with other moral philosophers This course will combine lectures, discussions, and interactive textual analysis, emphasizing critical thinking and engagement with the material. |
| Course Learning Outcomes |
Expected Learning Outcomes: By the end of this course, students will be able to: 1. Understand Key Concepts of Moral Philosophy: Demonstrate a deep understanding of the core ideas in Adam Smith's Theory of Moral Sentiments, including propriety, merit, justice, and moral judgment. 2. Contextualize Philosophical Ideas Historically: Analyze the historical and intellectual context of the Scottish Enlightenment and its influence on Adam Smith's work, as well as the philosophical developments that followed. 3. Engage in Critical Textual Analysis: Conduct close readings of complex philosophical texts, extracting meaning, interpreting arguments, and evaluating key philosophical claims within The Theory of Moral Sentiments. 4. Compare Philosophical Perspectives: Draw comparisons between Adam Smith's moral philosophy and the ideas of other influential thinkers like Francis Bacon, David Hume, Jean-Jacques Rousseau, and later economists and philosophers such as Thomas Malthus, David Ricardo, Friedrich Engels, Charles Darwin, Karl Marx, John Maynard Keynes. 5. Apply Philosophical Methodology: Use critical thinking and philosophical methodology to engage with texts and arguments, formulating coherent responses and critiques grounded in the study of moral philosophy. 6. Develop Scholarly Research and Writing Skills: Produce well-structured essays and written assignments that demonstrate mastery of philosophical analysis and the ability to articulate complex ideas clearly. 7. Participate in Philosophical Discourse: Engage in informed discussions about the relevance and impact of moral philosophy, both in historical contexts and in contemporary ethical debates. |
| Teaching and Learning Methods |
Teaching Methods: This course employs a text-based, analytical approach centered around detailed commentary and close reading of The Theory of Moral Sentiments by Adam Smith. Each session will involve a thorough, paragraph-by-paragraph dissection of the text, with students actively engaging in deciphering and paraphrasing key sentences to better understand their philosophical implications. Interactivity will be emphasized through discussions, where students interpret the text within the framework of moral philosophy, fostering critical thinking and collaborative analysis. |
| References |
Sources: The primary source for this course will be Adam Smith's The Theory of Moral Sentiments, studied in three languages: English (original), French, and Turkish. The English and French versions will be provided to students in PDF format. Students are expected to acquire the Turkish version, available at local bookstores. Additionally, some visual aids, such as images, will be used to contextualize the historical and philosophical background of the text. While the course is centered around this key work, minimal external sources may be required. |
Theory Topics
| Week | Weekly Contents |
|---|---|
| 1 | Introduction to the Course and Historical Context: Overview of the course structure and objectives. Introduction to Adam Smith and the Scottish Enlightenment. Key historical events (Magna Carta, Renaissance, Glorious Revolution, Mercantilism, etc.). |
| 2 | Understanding Smith’s Moral Philosophy: Introduction to The Theory of Moral Sentiments: its purpose, structure, and key themes. |
| 3 | Part One, Section I: Of the Sense of Propriety (Paragraph-by-Paragraph Analysis): Begin detailed analysis of Part One, Section I. |
| 4 | Part One, Section II: Degrees of Different Passions Consistent with Propriety: Discussion of human emotions, propriety, and moral judgment. |
| 5 | Part One, Section III: Effects of Prosperity and Adversity on Moral Judgment: Exploring the influence of external conditions on moral judgments. |
| 6 | Part Two, Section I: Sense of Merit and Demerit (Introduction to Justice and Beneficence): Begin Part Two: exploring moral praise and blame |
| 7 | Part Two, Section II: Justice and Beneficence: Detailed discussion of the concepts of justice and beneficence in Smith’s moral system. |
| 8 | Part Two, Section III: Influence of Fortune on Moral Sentiment: Understanding how fortune impacts the way we judge merit and demerit. |
| 9 | Part Three: Judging Our Own Conduct and the Sense of Duty: Examination of self-judgment and conscience in moral behavior. |
| 10 | Part Four: The Effect of Utility on Sentiment of Approbation: Analyzing the impact of utility on moral approbation. |
| 11 | Part Five: Custom, Fashion, and Their Influence on Moral Sentiment: Discussion on how custom and fashion influence moral judgments. |
| 12 | Part Six, Section I: The Character of Virtue (Prudence and Self-Command): Introduction to virtue ethics: prudence and self-command. |
| 13 | Part Six, Section II: Happiness of Others (Virtue and Altruism): Discussion on virtue as it relates to the happiness of others and altruism. |
| 14 | Part Seven: Systems of Moral Philosophy: Overview of the major systems of moral philosophy discussed by Smith, focusing on his critique of other moral theories. |
Practice Topics
| Week | Weekly Contents |
|---|---|
| 1 | * Practical: Discussion on the broader intellectual context of 18th-century philosophy. Brief discussion on the philosophers who influenced Smith (Locke, Hume, Rousseau). |
| 2 | * Practical: Class discussion on the relationship between moral philosophy and economics. Introduction to text commentary method. |
| 3 | * Practical: Students will read and paraphrase selected paragraphs word by word, focusing on the sense of propriety and its relation to sympathy. |
| 4 | * Practical: Group work on analyzing examples of propriety and disproportionate passions from the text. |
| 5 | * Practical: Students paraphrase key sections and debate how these ideas relate to contemporary moral dilemmas. |
| 6 | * Practical: Case studies on moral merit and demerit, followed by a class debate on how Smith’s ideas apply today. |
| 7 | * Practical: Analyze how Smith distinguishes between justice and beneficence. Class discussion on modern applications of these concepts. |
| 8 | * Practical: Students will analyze Smith's examples and relate them to contemporary notions of moral luck. |
| 9 | * Practical: Interactive session where students apply Smith’s theory to hypothetical moral situations, judging their own conduct. |
| 10 | * Practical: Students will reflect on modern utilitarian ideas and contrast them with Smith’s perspective. |
| 11 | * Practical: Group analysis of historical and modern examples of changing moral sentiments due to social customs. |
| 12 | * Practical: Students will assess how Smith’s virtues can be integrated into their own ethical frameworks and how they relate to contemporary issues. |
| 13 | * Practical: Debate: Is altruism a moral duty or an optional virtue? Relating Smith’s views to current ethical debates. |
| 14 | * Practical: Final review session: students present a brief summary of Smith’s moral philosophy and reflect on how it compares with other systems. |
Contribution to Overall Grade
| Number | Contribution | |
|---|---|---|
| Contribution of in-term studies to overall grade | 3 | 60 |
| Contribution of final exam to overall grade | 1 | 40 |
| Toplam | 4 | 100 |
In-Term Studies
| Number | Contribution | |
|---|---|---|
| Assignments | 3 | 60 |
| Presentation | 0 | 0 |
| Midterm Examinations (including preparation) | 0 | 0 |
| Project | 0 | 0 |
| Laboratory | 0 | 0 |
| Other Applications | 0 | 0 |
| Quiz | 0 | 0 |
| Term Paper/ Project | 0 | 0 |
| Portfolio Study | 0 | 0 |
| Reports | 0 | 0 |
| Learning Diary | 0 | 0 |
| Thesis/ Project | 0 | 0 |
| Seminar | 0 | 0 |
| Other | 0 | 0 |
| Make-up | 0 | 0 |
| Toplam | 3 | 60 |
| No | Program Learning Outcomes | Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Analyze philosophical texts with analytical and critical rigor; | X | ||||
| 2 | Get an exhaustive knowledge on the history of philosophy; from antiquity to 20th century; | X | ||||
| 3 | Provide access to information and expertise in the fields of systematic philosophy, such as ethic, esthetic, history of science, philosophy of society; | X | ||||
| 4 | Establish the relation between philosophy and other fields of knowledge, such as, history, psychology, anthropology, sociology and other positive sciences; | X | ||||
| 5 | Learn the theories of political science and the philosophical evaluation of historical and actual events; | X | ||||
| 6 | Have a sufficient level of French and English in order to follow philosophical debates; | X | ||||
| 7 | Have a sufficient level of the ancient Greek, Latin and Ottoman languages for reading philosophical texts written in these; | |||||
| 8 | Develop a creative thinking and a knowledge of aesthetic theories which will allow the analysis of artworks and the history of art; | |||||
| 9 | Acquire academic research methods and writing ability as well as to develop analytical skills, interpretation and criticism. | X | ||||
| Activities | Number | Period | Total Workload |
|---|---|---|---|
| Total Workload | 0 | ||
| Total Workload / 25 | 0,00 | ||
| Credits ECTS | 0 | ||