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DIDACTIC PROJECT 2 SUBJECT: The great paradigm of humanism- Renascence Enlighten,Human Rights- stamp of morality” DURATION:

lesson (50’ + 50’)


Project team, Yahya Turan Anadolu Öğretmen Lisesi


May 2011

REFERENCES Mesnevi 1-2 - Mevlana Celaleddin Rumi - Özeti Yayınevi: Kaynak Kitaplığı Basım Tarihi: Haziran 2007 ... “Mevlana Celaleddin Rumi’s Understandings of Human and Society” by Selçuk University, Faculty of Divinity, Assistant at the Department of Sociology of Religion. The articles about Yunus Emre’s Poems and Philosophy by Prof. Dr Talat Sait Hamlan Yunus Emre İlahi Aşk Şiirleri ( Yunus Emre Divine Love Poems) By Türk Edebiyatı Vakfı , Temmuz 2009 Haci Bektaş-i Veli’s Philosophy`; Philosophy Course Book , History Course Book OPERATIONAL OBJECTIVES: 1) to develop the European identity by identifying the common values and standards of morality for all the participating countries, 2) to discover the source of these values and standards, 3) to develop interdisciplinarity, 4) to improve English language skills PROCEDURES: Text analysis, heuristic conversation, discussion, expressive lecture, slide show MATERIALS:

References material, pictures, pupils’ portfolios, slides

DIDACTIC STRATEGY: Objectives Lesson steps 1. Management

Team teaching (history, literature, English Teachers) Activity’s description The lesson’s objectives and concepts are presented to students


1), 2), 3), 4)

2.Warm-up communicative activity Anchor knowledge testing I

The English teacher introduces the topic with a quotation by Hacı Bektaş-i Veli Temperature is in fire, not in sheet iron,


Miracle is in coat, not in crown, Whatever you look for, look for within yourself Not in Jerusalem, Mecca, Pilgrimage.

1), 2), 3), 4)

3. Anchor knowledge testing II Heuristic discussion

1), 2), 3), 4)

4. The philosophy teacher identifies the concepts of Freedom, Equality and Justice

The Literature Teacher owned by the the pupils regarding the humanists values in YUNUS EMRE’s poems . YUNUS EMRE was akin to Petrarch, also a 14th century poet, and to Erasmus, a century later, who, as a part of the classical or Renaissance humanism, shunned the dogmatism imposed on man by scholasticism, tried to instill in the average man a rejuvenated sense of the importance of his life on earth. Similar to Dante's work, Yunus Emre's poetry symbolized the ethical patterns of mortal life while depicting the higher values of immortal being. Yunus Emre also offered to the common man "the optimism of mysticism"--the conviction that human beings, sharing Godly attributes, are capable of transcending themselves.


The teacher explains The concepts of equality, freedom and respect for human dignity the philosophical systems of MEVLANA. “We can say that; human from the standpoint of Mevlana is the most important existence. Because divine qualities can appear on human only. First of all human is an artistic work of God.1 The whole universe is shadow (reflection) of God and He appears through it. But human merely perceives it.Therefore human has a superior position.( Like Platon’s Ideas) Mevlana’s view of society is parallel to introspective method and doctrine of unity of existence (Vahdet-i Vucut) that takes part in theories of psychology. Introspective or the method of recognition of himself comes to anagreement with sight of unity of existence in sufism. Religion occupies the most important position in Mevlana’s understanding of society. “Tevhid” is the centre point in the society and the universe for Mevlana. Because the origin of everything is unique. It is necassary to be united with God.


Real Tevhid is this for Mevlana. Those who don’t accept it are within conceit.46 This world is a universe of figures and dreams. Individual that is the least unit of society is a spark of God and is the little pearl of divine light. Therefore human can be seen as the appearance of God. According to Mevlana, to be occupied with God keeps the society alive and to be occupied with other things save for God, causes the destruction of society. Thus we can say that; one of the most important of social dynamics was Love of God in Mevlana’s works. In any case order and justice are always result of Love. Mevlana states the whole existences in universe were alive with Love of God by surpassing social dimension. As would be seen in the foregoing verses, “Mevlana” believed in brotherhood of all humanity and difference among religions would not be related with the God-Like presence. “Mevlana” attached great importance to women, by stating “ As long as you wanted that women should cover themselves with clothes, you would stimulate the desire in everybody to see them. If heart of a woman is good, like a man, whatever ban you put into practice she will lead to the way of goodness. If your heart is bad, whatever you do, you can never affect her.” Mevlana advocates equality of a woman with a man.” 1), 2), 3), 4)

5.Short lecture on humanism and the renaissance from historical perspective

The history teacher provides students with some historical background to the Renaissance movement and humanism. The teacher have the students to find out the connections to the humanism of Yunus Emre , Mevlana and Hacı Bektas-i Veli .

1), 2), 3), 4)

Enlightenment principles of human rights

The English teacher has students form groups and analyze the documents/publications: The United States Declaration of Independence, The French Declaration of the Rights of Man and of the Citizen or the French “Declaration of the Rights of Woman and of the Citizen.” She wants the students to compare the documents and identify common philosophical principles of the Age of Enlightenment and The philosophical principles of Yunus Emre,Mevlana and Hacı Bektas-ı Veli


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