Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TRANSFORMATION OF THE SECURITY STATE FROM THE 16TH CENTURY TO THE 21TH CENTURY | - | Fall Semester | 3+0 | 3 | 7 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Adem Ersin BAYRA |
| Name of Lecturer(s) | Assoc.Prof. Adem Ersin BAYRA |
| Assistant(s) | |
| Aim | 21st century has been a period when states came to the fore with their security policies. Prolonged state of emergency processes, enacted state of emergency provisions, and security legislation containing very harsh measures are the legal manifestations of these policies. This situation shows that the wisdom of security has replaced the wisdom of government for the state in the 21st century. However, a comprehensive legal analysis of this state has not yet been made. As a matter of fact, the 21st century. Security practice shows that the liberal rule of law is not liberal in the ideal sense. However, this state politically and legally dates back to the 16th century. It is also different from the security state. In this context, the aim of the course is to present the legal analysis of the security state, based on the change in the understanding of security in the historical process. |
| Course Content | This course contains; Ancient Concept of Security: Security Against Nature and Other Societies,Concept of Security in Ancient Greece/City State: Absence of Anxiety and Fear,Roman Era/Imperial Security Concept: Pax Romana,Medieval Sense of Security: Assurance of Faith,Transformation of the Pre-Modern State Security Concept: The State of Tranquility and Peace Provided by the State,In the Formation of the Modern State: Early Foundations of the Security State,Thomas Hobbes: Security state approach focused on chaos and fear,Transition from the understanding of the security state to the understanding of the state that seeks freedom in security,Legalist-Idealist Approach: Limitation of sovereignty by law,Liberal Approach: Limiting the sovereignty to freedoms,John Locke: Concept of the state of nature as a medium of peace and limited state understanding,Legalization of the Freedom and Security Balance,Transition from Modern Security Approach to Post-Modern Security Approach,Normalization of the state of emergency: A return from the state of law to the security state?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Examines the birth and change of the concept of security from ancient times to pre-modern times. | 10, 14, 16, 19, 9 | A, E |
| Discuss the security approach in the modern age. | 10, 14, 16, 19, 9 | A, E |
| Explains the transition from modern to post-modern and from post-modern to security state. | 10, 14, 16, 19, 9 | A, E |
| Discusses the relationship between state of emergency regimes and the concept of security. | 10, 14, 16, 19, 9 | A, E |
| Examines how the balance between the security state and rights and freedoms is established according to periods. | 10, 14, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Ancient Concept of Security: Security Against Nature and Other Societies | Reading the relevant topic before class |
| 2 | Concept of Security in Ancient Greece/City State: Absence of Anxiety and Fear | Reading the relevant topic before class |
| 3 | Roman Era/Imperial Security Concept: Pax Romana | Reading the relevant topic before class |
| 4 | Medieval Sense of Security: Assurance of Faith | Reading the relevant topic before class |
| 5 | Transformation of the Pre-Modern State Security Concept: The State of Tranquility and Peace Provided by the State | Reading the relevant topic before class |
| 6 | In the Formation of the Modern State: Early Foundations of the Security State | Reading the relevant topic before class |
| 7 | Thomas Hobbes: Security state approach focused on chaos and fear | Reading the relevant topic before class |
| 8 | Transition from the understanding of the security state to the understanding of the state that seeks freedom in security | Reading the relevant topic before class |
| 9 | Legalist-Idealist Approach: Limitation of sovereignty by law | Reading the relevant topic before class |
| 10 | Liberal Approach: Limiting the sovereignty to freedoms | Reading the relevant topic before class |
| 11 | John Locke: Concept of the state of nature as a medium of peace and limited state understanding | Reading the relevant topic before class |
| 12 | Legalization of the Freedom and Security Balance | Reading the relevant topic before class |
| 13 | Transition from Modern Security Approach to Post-Modern Security Approach | Reading the relevant topic before class |
| 14 | Normalization of the state of emergency: A return from the state of law to the security state? | Reading the relevant topic before class |
| Resources |
| Ersin Bayra, Güvenlik Devleti, Onikilevha, İstanbul, 2019. |
| Ersin Bayra, Güvenlik Devleti: Leviathan’dan Hukuk Devletine, Hukuk Devletinden Leviathan’a, İstanbul Medipol Üniversitesi Hukuk Fakültesi Dergisi 6 (1), Bahar 2019. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PY1) In light of the current developments in the field of public law, have knowledge about the main sources, legislation and jurisprudence which related to the public law. | ||||||
| 2 | PY2) With understanding relationships among concept, institution and method that related to disciplines of public law, establish a connection between them. | X | |||||
| 3 | PY3) Reach scientific knowledge in the field of public law, evaluate, and use this information to solve legal problems. | X | |||||
| 4 | PY4) Implement the idea about individual and social problems of public law and in the light of current developments find resolutions. | X | |||||
| 5 | PY5) Solve the problems encountered in the legal theory and practice by using research methods that specific to field of law. | X | |||||
| 6 | PY6) Carry out an independent study which needs expertise in the field of public law and its sub-disciplines. | X | |||||
| 7 | PY7) Develop different perspectives and take responsibility to solve complex issues which require expertise and encountered in the field of public law and its sub-disciplines. | X | |||||
| 8 | PY8) Critically evaluate acquired knowledge and skills in the field of public law and its sub-disciplines. | X | |||||
| 9 | PY9) Develop a positive attitude towards lifelong learning and convert it to behavior. | X | |||||
| 10 | PY10) Mean acquired knowledge in the field of public law and current developments about legal theory and practice to all groups systematically in written or oral form. | X | |||||
| 11 | PY11) Critically question concepts and institutions of law, settled practice of law and norms and when necessary develop and attempt to change them. | X | |||||
| 12 | PY12) Use software which in the level required by the field of law and information and communication technologies in the advanced level. | X | |||||
| 13 | PY13) Take into consideration and internalize social, scientific and ethical values in the process of gathering, processing and evaluating information about field of public law and its sub-disciplines. | X | |||||
| 14 | PY14) With developing understanding of honesty, justice and ethics are required to be lawyer, teach around them. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 3 | 42 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 5 | 35 | |||
| General Exam | 7 | 5 | 35 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 196 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(196/30) | 7 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TRANSFORMATION OF THE SECURITY STATE FROM THE 16TH CENTURY TO THE 21TH CENTURY | - | Fall Semester | 3+0 | 3 | 7 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Adem Ersin BAYRA |
| Name of Lecturer(s) | Assoc.Prof. Adem Ersin BAYRA |
| Assistant(s) | |
| Aim | 21st century has been a period when states came to the fore with their security policies. Prolonged state of emergency processes, enacted state of emergency provisions, and security legislation containing very harsh measures are the legal manifestations of these policies. This situation shows that the wisdom of security has replaced the wisdom of government for the state in the 21st century. However, a comprehensive legal analysis of this state has not yet been made. As a matter of fact, the 21st century. Security practice shows that the liberal rule of law is not liberal in the ideal sense. However, this state politically and legally dates back to the 16th century. It is also different from the security state. In this context, the aim of the course is to present the legal analysis of the security state, based on the change in the understanding of security in the historical process. |
| Course Content | This course contains; Ancient Concept of Security: Security Against Nature and Other Societies,Concept of Security in Ancient Greece/City State: Absence of Anxiety and Fear,Roman Era/Imperial Security Concept: Pax Romana,Medieval Sense of Security: Assurance of Faith,Transformation of the Pre-Modern State Security Concept: The State of Tranquility and Peace Provided by the State,In the Formation of the Modern State: Early Foundations of the Security State,Thomas Hobbes: Security state approach focused on chaos and fear,Transition from the understanding of the security state to the understanding of the state that seeks freedom in security,Legalist-Idealist Approach: Limitation of sovereignty by law,Liberal Approach: Limiting the sovereignty to freedoms,John Locke: Concept of the state of nature as a medium of peace and limited state understanding,Legalization of the Freedom and Security Balance,Transition from Modern Security Approach to Post-Modern Security Approach,Normalization of the state of emergency: A return from the state of law to the security state?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Examines the birth and change of the concept of security from ancient times to pre-modern times. | 10, 14, 16, 19, 9 | A, E |
| Discuss the security approach in the modern age. | 10, 14, 16, 19, 9 | A, E |
| Explains the transition from modern to post-modern and from post-modern to security state. | 10, 14, 16, 19, 9 | A, E |
| Discusses the relationship between state of emergency regimes and the concept of security. | 10, 14, 16, 19, 9 | A, E |
| Examines how the balance between the security state and rights and freedoms is established according to periods. | 10, 14, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Ancient Concept of Security: Security Against Nature and Other Societies | Reading the relevant topic before class |
| 2 | Concept of Security in Ancient Greece/City State: Absence of Anxiety and Fear | Reading the relevant topic before class |
| 3 | Roman Era/Imperial Security Concept: Pax Romana | Reading the relevant topic before class |
| 4 | Medieval Sense of Security: Assurance of Faith | Reading the relevant topic before class |
| 5 | Transformation of the Pre-Modern State Security Concept: The State of Tranquility and Peace Provided by the State | Reading the relevant topic before class |
| 6 | In the Formation of the Modern State: Early Foundations of the Security State | Reading the relevant topic before class |
| 7 | Thomas Hobbes: Security state approach focused on chaos and fear | Reading the relevant topic before class |
| 8 | Transition from the understanding of the security state to the understanding of the state that seeks freedom in security | Reading the relevant topic before class |
| 9 | Legalist-Idealist Approach: Limitation of sovereignty by law | Reading the relevant topic before class |
| 10 | Liberal Approach: Limiting the sovereignty to freedoms | Reading the relevant topic before class |
| 11 | John Locke: Concept of the state of nature as a medium of peace and limited state understanding | Reading the relevant topic before class |
| 12 | Legalization of the Freedom and Security Balance | Reading the relevant topic before class |
| 13 | Transition from Modern Security Approach to Post-Modern Security Approach | Reading the relevant topic before class |
| 14 | Normalization of the state of emergency: A return from the state of law to the security state? | Reading the relevant topic before class |
| Resources |
| Ersin Bayra, Güvenlik Devleti, Onikilevha, İstanbul, 2019. |
| Ersin Bayra, Güvenlik Devleti: Leviathan’dan Hukuk Devletine, Hukuk Devletinden Leviathan’a, İstanbul Medipol Üniversitesi Hukuk Fakültesi Dergisi 6 (1), Bahar 2019. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PY1) In light of the current developments in the field of public law, have knowledge about the main sources, legislation and jurisprudence which related to the public law. | ||||||
| 2 | PY2) With understanding relationships among concept, institution and method that related to disciplines of public law, establish a connection between them. | X | |||||
| 3 | PY3) Reach scientific knowledge in the field of public law, evaluate, and use this information to solve legal problems. | X | |||||
| 4 | PY4) Implement the idea about individual and social problems of public law and in the light of current developments find resolutions. | X | |||||
| 5 | PY5) Solve the problems encountered in the legal theory and practice by using research methods that specific to field of law. | X | |||||
| 6 | PY6) Carry out an independent study which needs expertise in the field of public law and its sub-disciplines. | X | |||||
| 7 | PY7) Develop different perspectives and take responsibility to solve complex issues which require expertise and encountered in the field of public law and its sub-disciplines. | X | |||||
| 8 | PY8) Critically evaluate acquired knowledge and skills in the field of public law and its sub-disciplines. | X | |||||
| 9 | PY9) Develop a positive attitude towards lifelong learning and convert it to behavior. | X | |||||
| 10 | PY10) Mean acquired knowledge in the field of public law and current developments about legal theory and practice to all groups systematically in written or oral form. | X | |||||
| 11 | PY11) Critically question concepts and institutions of law, settled practice of law and norms and when necessary develop and attempt to change them. | X | |||||
| 12 | PY12) Use software which in the level required by the field of law and information and communication technologies in the advanced level. | X | |||||
| 13 | PY13) Take into consideration and internalize social, scientific and ethical values in the process of gathering, processing and evaluating information about field of public law and its sub-disciplines. | X | |||||
| 14 | PY14) With developing understanding of honesty, justice and ethics are required to be lawyer, teach around them. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |