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Department of Sociology
SOC 303 | Course Introduction and Application Information
| Course Name |
Social Change
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
SOC 303
|
Fall
|
3
|
0
|
3
|
6
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionProblem SolvingQ&A | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The basic purpose of this course is to acquaint students with the dynamics, the components and the engines of “Social Change” and to enable the students to discuss and evaluate the facts within the framework of Social Change through the related historical instances with an analytical approach and critical understanding. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course deals with the dynamics, the components and the engines of “Social Change” from the theoritical perspective and discusses the historical instances justifying the theories in question. The formation of the Urban World in the 21st century through the changes at the macrolevel, the Modern World system, and the sociocultural, political and economic dynamics lying behind the making tomorrow’s society by planned changes are also involved in the content of the course. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction | |
| 2 | What is social change? Why do we study development? | World Inequality Database: https://wid.world/ Marx and Engels, Manifesto of the Communist Party, chapter 1, https://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm |
| 3 | Historical background: colonialism and the rise of the “development project” | McMichael and Weber, Development and Social Change. A Global Perspective, chapter 1, “Development” McMichael and Weber, Development and Social Change. A Global Perspective, chapter 2, “Instituting the Development Project” |
| 4 | Development project in full force | McMichael and Weber, Development and Social Change. A Global Perspective, chapter 3, “The Development Project: an International Framework in Global Context” |
| 5 | Theorizing development: modernization theory | W.W. Rostow, “The Stages of Economic Growth: A Non-Communist Manifesto” in From Modernization to Globalization (2000), eds. Timmons and Hite. Daniel Lerner, “The Passing of Traditional Society” in From Modernization to Globalization (2000) eds. Timmons and Hite. |
| 6 | Theories of development: criticizing modernization theory | Andre Gunder Frank, “The Development of Underdevelopment” in From Modernization to Globalization (2000) eds. Timmons and Hite. Immanuel Wallerstein, “Development: Lodestar or Illusion,” in Unthinking Social Science, pp. 104-124 |
| 7 | Theories of development: the role of institutions | D. Acemoğlu, S. Johnson and J. Robinson (2000) “The Colonial Origins of Comparative Development: an Empirical Analysis” Working Paper 7771. National Bureau of Economic Research (pages 1-12 and 29-30) |
| 8 | Theories of development: “development as freedom” | A.Sen, “The Perspective of Freedom” in Development as Freedom, 1999, Chapter 1. Human Development Index: https://hdr.undp.org/data-center/human-development-index#/indicies/HDI |
| 9 | Midterm week | |
| 10 | The Globalization Project | McMichael and Weber, Development and Social Change. A Global Perspective, chapters 4 and 5: “Instituting the Globalization Project” and “Globalization Project: Processes, Experiences and Implications |
| 11 | Globalization questioned | Dani Rodrik, 2011. The Globalization Paradox. Why Global Markets, States and Democracies Can’t Coexist. Oxford University Press. Chapter 9 “The Political Trilemma of the World Economy” |
| 12 | Themes in development: gender | Naila Kabeer (2015) Gender, poverty, and inequality: a brief history of feminist contributions in the field of international development, Gender & Development, 23:2, 189-205 |
| 13 | Themes in development: the natural environment | McMichael and Weber, Development and Social Change. A Global Perspective, chapter 8, “Development Climate or the Nature of Development” |
| 14 | Review of the Semester | |
| 15 | Review of the Semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Philip McMichael and Heloise Weber (2022) Development and Social Change. A Global Perspective (7th Edition) Sage.
|
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques |
2
|
20
|
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
50
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
50
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
50
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
15
|
4
|
60
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
2
|
9
|
18
|
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
24
|
24
|
| Final Exam |
1
|
30
|
30
|
| Total |
180
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To have the knowledge of classical and contemporary theories in sociology, and be able to comparatively analyze these theories. |
-
|
-
|
-
|
X
|
-
|
|
| 2 |
To have the knowledge of main methodological approaches in sociology as well as social research and data analysis methods. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To have knowledge in the fields of general sociology, sociology of institutions, social structure and change, and applied sociology. |
-
|
-
|
-
|
X
|
-
|
|
| 4 |
To be able to determine the appropriate methods in the design of the planning stage and conclusion of a sociological project, individually or as part of a team. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to diagnose the social dynamics behind personal problems by using sociological imagination. |
-
|
X
|
-
|
-
|
-
|
|
| 6 |
To be able to define social problems at local, national, and global level, and offer new policies for solutions. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to apply commonly-used computer programs for data collection and analysis in sociological research. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to develop a socially responsible, scientific and ethical perspective regarding the collection, analysis, interpretation and presentation of data. |
-
|
X
|
-
|
-
|
-
|
|
| 9 |
To be able to analyze different aspects of the social world by drawing on the knowledge produced by other disciplines of the social sciences. |
-
|
X
|
-
|
-
|
-
|
|
| 10 |
To be able to constantly renew herself/himself professionally by following scientific and technological developments in sociology and social research. |
X
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect sociological data and communicate with sociologists and other social scientists in a foreign language ("European Language Portfolio Global Scale", Level B1). |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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