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 1. Management
2. Anchor Knowledge testing
Activity’s Content The required materials are being repaired Religion teacher asks the students to identify the moral values promoted by Quran
Conversation Frontal Activity The 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.â€? O2
The Philosophy teacher explains The source of moral values with help of the values of the ancient times.
First the teacher is going to start to mention The Islam philosopher; Yunus Emre spoke out for "dignitas hominis" and put forth an image of man not as an outcast, but as an extension of God's reality and love: We love the created For the Creator's sake. 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. And then He talks about ; Epicurus â€œIt 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.â€? 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 teacher have the students elicit the contact between antique ideas and the contempary ones.
The students give examples on how these principles are met in everyday life.
The Literature teacher identifies, along with students European Works of literature, in which you can find these cultural principles.
The teacher lead the students similarities between Kant’s Ethics Yunus Emre’ love philosophy and Les Misables ; Les Miserables, where Jean Valjean, the escaped galley slave, embittered by the injustice of his sentence, is offered hospitality by an abbé whom he planned to rob. In the dead of 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 again
Aşk-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 Kant’s good will, duty , moral law.