Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCIENCE ART PHILOSOPHY | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Lect. Okan YAHŞİ |
| Assistant(s) | |
| Aim | Art and science are also complementary activities . Science , our understanding of the causes of the object, and art helps us see their way. Art as a science is a special information area |
| Course Content | This course contains; Analytic philosophy,Continental philosophy,Pragmatism, Neopragmatism, and Post-Analytic Philosophy and occupational therapy,Existential Phenomenology, Hermeneutics, Existentialism and occupational therapy,Structuralism,The relationship between art, science,The relationship between art, science,Occupational therapy and science, art,Occupational therapy and art philosophy,Occupational therapy and art,Occupational therapy and art,Occupational therapy and science philosophy,Occupational therapy and science,Occupational therapy and science. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Compare the philosophical approach with an artistic eye of occupational therapist . | 9 | A, E |
| Recognize different philosophical thoughts. | 9 | A, E |
| Occupational therapy correlates with different philosophical thoughts . | 9 | A, E |
| Occupational therapy science and art will be able to organize applications in the triangle. | 9 | A, E |
| Case is designed to fit over approach . | 9 | A, E |
| It describes the approach via case . | 9 | A, E |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Analytic philosophy | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 2 | Continental philosophy | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 3 | Pragmatism, Neopragmatism, and Post-Analytic Philosophy and occupational therapy | `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) |
| 4 | Existential Phenomenology, Hermeneutics, Existentialism and occupational therapy | `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) |
| 5 | Structuralism | `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) |
| 6 | The relationship between art, science | Philosophy of occupational therapy education. American Journal of Occupational Therapy, 57, 640. Hacker, P. M. S. (2003) |
| 7 | The relationship between art, science | mebis notesPhilosophy of occupational therapy education. American Journal of Occupational Therapy, 57, 640. Hacker, P. M. S. (2003) |
| 8 | Occupational therapy and science, art | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 9 | Occupational therapy and art philosophy | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 10 | Occupational therapy and art | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 11 | Occupational therapy and art | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 12 | Occupational therapy and science philosophy | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 13 | Occupational therapy and science | Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 14 | Occupational therapy and science | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. |
| Resources |
| It will be given by responsible. |
| American Occupational Therapy Association. (1979). Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 57, 640. Hacker, P. M. S. (2003) `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | ||||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | 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 | 2 | 28 | |||
| Guided Problem Solving | 5 | 2 | 10 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 1 | 1 | |||
| Term Project | 1 | 1 | 1 | |||
| Presentation of Project / Seminar | 1 | 1 | 1 | |||
| Quiz | 1 | 1 | 1 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| General Exam | 1 | 4 | 4 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 50 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(50/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| SCIENCE ART PHILOSOPHY | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Lect. Okan YAHŞİ |
| Assistant(s) | |
| Aim | Art and science are also complementary activities . Science , our understanding of the causes of the object, and art helps us see their way. Art as a science is a special information area |
| Course Content | This course contains; Analytic philosophy,Continental philosophy,Pragmatism, Neopragmatism, and Post-Analytic Philosophy and occupational therapy,Existential Phenomenology, Hermeneutics, Existentialism and occupational therapy,Structuralism,The relationship between art, science,The relationship between art, science,Occupational therapy and science, art,Occupational therapy and art philosophy,Occupational therapy and art,Occupational therapy and art,Occupational therapy and science philosophy,Occupational therapy and science,Occupational therapy and science. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Compare the philosophical approach with an artistic eye of occupational therapist . | 9 | A, E |
| Recognize different philosophical thoughts. | 9 | A, E |
| Occupational therapy correlates with different philosophical thoughts . | 9 | A, E |
| Occupational therapy science and art will be able to organize applications in the triangle. | 9 | A, E |
| Case is designed to fit over approach . | 9 | A, E |
| It describes the approach via case . | 9 | A, E |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Analytic philosophy | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 2 | Continental philosophy | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 3 | Pragmatism, Neopragmatism, and Post-Analytic Philosophy and occupational therapy | `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) |
| 4 | Existential Phenomenology, Hermeneutics, Existentialism and occupational therapy | `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) |
| 5 | Structuralism | `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) |
| 6 | The relationship between art, science | Philosophy of occupational therapy education. American Journal of Occupational Therapy, 57, 640. Hacker, P. M. S. (2003) |
| 7 | The relationship between art, science | mebis notesPhilosophy of occupational therapy education. American Journal of Occupational Therapy, 57, 640. Hacker, P. M. S. (2003) |
| 8 | Occupational therapy and science, art | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 9 | Occupational therapy and art philosophy | Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). |
| 10 | Occupational therapy and art | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 11 | Occupational therapy and art | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 12 | Occupational therapy and science philosophy | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 13 | Occupational therapy and science | Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
| 14 | Occupational therapy and science | Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. |
| Resources |
| It will be given by responsible. |
| American Occupational Therapy Association. (1979). Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 57, 640. Hacker, P. M. S. (2003) `On Strawson?s Rehabilitation of Metaphysics? in Glock ed. Talisse, Robert B. and Aikin, Scott F. (2008) Pragmatism: A Guide for the Perplexed. Continuum: London and New York. 2003b. Derrida, Jacques (1976) Of Grammatology. Baltimore and London: Johns Hopkins University Press. Trans. G. C. Spivak. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | ||||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |