Yahya Turan High School ( In Hatay/Reyhanlı)
Didactic Project Date:05.03.2011 Lesson’s Duration: 50‟ + 50 Involved Students : 9th, 10th,11th grade Lesson’s Content : The Contemporaneus of the major ethical systems of ancient regarding the moral values, the meaning of the life and human relationships. Lesson Type : The use of knowledge and information gathered for the Project subjects. Sources of Information: The Glorius Qur‟an , Marmaduke Pickthall ,İstanbul , 2002 Aşk-ı Memnu (The Forbidden Love) – Halit Ziya Uşaklıgil , 2010
Les Misérables- Victor Hugo- 1999 Operational objectives: At the end of the activity, Students will be capable of: O1: Development of the European Identity by identifying the common religious and folk values for all the participating countries. O2: To discover the source of these values. O3: To develop interdisciplinarity. Resources: Procedure : speech, debate, expessive lecture. Materials: The Literature books, Bibliographic Materials . work Papers Management: İndividial, İndependent and frontal activity Educational Resources:
The books of criticisms Normal Receptive abilities of students Team Work Didactic Strategy: Team Teaching ( Philosophy, religion, Literature, Foreign Languages, Sciences) Objectives Lesson’s Step Activity’s Content 1. The required Management materials are being repaired O1, 02 2. Anchor Religion teacher Knowledge asks the students testing to identify the moral values promoted by Quran
O2
Didactic Strategy
Evaluation
ConversationFrontal ActivityThe Oral teacher asks the students “ How do you feel when you do a favour to someone?” And teacher reminds the words from Quran The Beneficent 60. “ Is the reward of goodness aught save goodness?”
Then He gives information about Joseph Surah in Quran :”32- She said: This he on whouse account ye blamed me. I asked of him an evil act, He proved continent, but he do not my behest he verily shall be imprisoned, and verily shal lbe of those brought low. 33- He said : O my Lord! Prison is more dear than that unto which they urge me, and if Thou fend not off their wiles from me I shall incline unto them and become of the foolish.” The Philosophy First the teacher is going to start to Oral teacher explains mention The Islam philosopher; The source of Yunus Emre spoke out for moral values “dignitas hominis” and put forth with help of the an image of man not as an outcast, values of the but as an extension of God’s reality ancient times. and love: We love the created For the Creator’s sake.And then He
talks about ; The mystic “infatuation” with God led him to believe, as did Sophocles, that: Many are wonders of the world, And none so wonderful as Man. Epicurus “It is impossible to live a pleasant life without living wisely and well and justly (agreeing “neither to harm nor be harmed” and it is impossible to live wisely and well and justly without living a pleasant life.”
In Kant‟s terms, a good will is a will whose decisions are wholly determined by moral demands or as he often refers to this, by the Moral Law. Human beings view this Law as a constraint on their desires, and hence a will in which the Moral Law is decisive is motivated by the thought of duty. A holy or divine will, if it exists, though good, would not be good because it is motivated by thoughts of duty. A holy will would be entirely free from desires that might operate independently of morality. It is the presence of desires that could operate independently of moral demands that makes goodness in human beings a constraint, an essential element of the idea of „duty‟. So in analyzing unqualified goodness as it occurs in imperfectly rational creatures such as ourselves, we are investigating the idea of being motivated by the thought that we are constrained to act in certain ways that we might not want to, or the thought that we have moral duties.
O1, O2
The science The students give examples on how Oral teacher have the these principles are met in everyday students elicit the life. contact between antique ideas and the contempary ones. The Literature The teacher lead the students teacher similarities between Kant‟s Ethics identifies, along Yunus Emre‟ love philosophy and with students Les Misables ;Les Miserables, European Works where Jean Valjean, the escaped of literature, in galley slave, embittered by the which you can injustice of his sentence, is offered find these hospitality by an abbé whom he cultural planned to rob. In the dead of principles. night, he steals the abbé’s silver candlesticks and flees. Apprehended the next morning by the police and brought back to confront his host, Jean Valjean is already visualizing the torments reserved for escaped galley slaves, when the abbé says to the gendarmes, “I gave him the candlesticks, you can let him go.” Jean Valjean was never the same againAşk-ı Memnu is the story of the transition of Turkish society into modern life. It is about an extramarital love affair and the difficulty of the status of women in the Ottoman period. Bihter, an attractive lady married to Adnan who is much older then herself, falls in love with Behlül and experiences a passionate affair with him. However Behlül, a moody adventurist, is bored with this relationship after a short while and falls in love with Nihal, who is the stepdaughter of Bihter. A short time before the marriage of Behlül and Nihal, the family finds out about the „forbidden love‟ affair of Behlül and Bihter. Bihter cannot take the pressure and commits suicide. This leads to a chain of events which leaves everyone in solitude Bihter is similiar to Tolstoy Anna Karina, and
Madam Bovary (Gustave Flaubert) The teacher has the students create the contact Ask Memnu with Kantâ€&#x;s good will, duty , moral law.