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Department of New Media and Communication
NMC 472 | Course Introduction and Application Information
| Course Name |
Theories of Imagination and Aesthetics
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
NMC 472
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkCase StudyLecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course examines major philosophical theories of imagination and aesthetics in order to understand how imaginative processes shape perception, interpretation, emotion, and meaning making. It aims to develop students’ ability to analyze the role of imagination in aesthetic experience, knowledge formation, and engagement with images, narratives, and cultural representations across different media. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | Imagination plays a central role in perception, aesthetic experience, knowledge, and emotional engagement. This course explores major philosophical theories of imagination and aesthetics from historical and contemporary perspectives, examining how imaginative processes shape our understanding of images, artworks, narratives, and cultural representations. Through the study of key theoretical texts and selected visual and narrative examples, the course investigates the relationship between imagination and perception, memory, fiction, emotion, and identity. It aims to develop students’ ability to critically interpret aesthetic and cultural experiences by applying philosophical theories of imagination to diverse forms of representation. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses |
X
|
|
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction: Why Study Imagination? | Kind, Amy (ed.). The Routledge Handbook of Philosophy of Imagination. Routledge, 2016. “Introduction: Exploring Imagination,” pp. 1–11. |
| 2 | Mental Imagery and Representation | Gregory, Dominic. “Imagination and Mental Imagery.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 97–110. |
| 3 | Imagination and Belief | Sinhababu, Neil. “Imagination and Belief.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 111–123. |
| 4 | Imagination and Aesthetic Judgment | Matherne, Samantha. “Kant’s Theory of the Imagination.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 55–68. |
| 5 | Imagination and Perception | Nanay, Bence. “Imagination and Perception.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 124–134. |
| 6 | Imagination, Dreaming and Hallucination | Ichikawa, Jonathan Jenkins. “Imagination, Dreaming, and Hallucination.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 149–162. |
| 7 | Imagination and Memory | Debus, Dorothea. “Imagination and Memory.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 135–148. |
| 8 | Midterm Exam Week | |
| 9 | Imagination, Simulation and Empathy | Spaulding, Shannon. “Simulation Theory.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 262–273. |
| 10 | Imagination and the Self | Ninan, Dilip. “Imagination and the Self.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 274–285. |
| 11 | Imagination in Art and Interpretation | Wiltsher, Nick, and Aaron Meskin. “Art and Imagination.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 179–191. |
| 12 | Imagination and Fictional Worlds | Stock, Kathleen. “Imagination and Fiction.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 204–216. |
| 13 | Imagination on Screen: Film Screening and In-Class Assignment | |
| 14 | Fiction and Emotion | Friend, Stacie. “Fiction and Emotion.” In The Routledge Handbook of Philosophy of Imagination, edited by Amy Kind, Routledge, 2016, pp. 217–230. |
| 15 | Review of the semester | |
| 16 | Final Exam Week |
| Course Notes/Textbooks | The Routledge Handbook of Philosophy of Imagination, ed. Amy Kind, Routledge (2016) ISBN: 978-0-415-73948-1 |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques |
2
|
30
|
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project |
1
|
30
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
5
|
100
|
| Weighting of End-of-Semester Activities on the Final Grade | ||
| 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 |
14
|
1
|
14
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
2
|
11
|
22
|
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
1
|
18
|
18
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
18
|
18
|
| Final Exam |
0
|
||
| Total |
120
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to critically discuss and interpret the theories, concepts and ideas that form the basis of the discipline of new media and communication. |
-
|
-
|
X
|
-
|
-
|
|
| 2 |
To be able to critically interpret theoretical debates concerning the relations between the forms, agents, and factors that play a role in the field of new media and communication. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To have the fundamental knowledge and ability to use the technical equipment and software programs required by the new media production processes. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to gather, scrutinize and scientifically investigate data in the processes of production and distribution. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to use the acquired theoretical knowledge in practice. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to take responsibility both individually and as a member of a group to develop solutions to problems encountered in the field of new media and communication. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be informed about national, regional, and global issues and problems; to be able to generate problem-solving methods depending on the quality of evidence and research, and to acquire the ability to report the conclusions of those methods to the public. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to critically discuss and draw on theories, concepts and ideas that form the basis of other disciplines complementing the field of new media and communication studies. |
-
|
-
|
-
|
X
|
-
|
|
| 9 |
To be able to develop and use knowledge and skills towards personal and social goals in a lifelong process. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to apply social, scientific and professional ethical values in the field of new media and communication. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect datain the areas of new media and communication and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language 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. |
-
|
-
|
X
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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