• DŽAMBAZOVIČ, Roman. Chudoba na Slovensku. Diskurz, rozsah a profil chudoby. Bratislava: UK v Bratislave, 2007. ISBN 978-80-223-2428-1.
• DŽAMBAZOVIČ, Roman: Priestorové aspekty chudoby a sociálneho vylúčenia. Sociológia. 2007, 39(5), s. 423-458. ISNN 0049-1225.
• FRASER, Nancy. Rozvíjení radikální imaginace. Globální přerozdělování, uznání a reprezentace. Praha: Filosofia, FU AV ČR, 2007. ISBN 978-80-700-7251-6.
• HOLUBEC, Stanislav. Sociologie světových systémů. Hegemonie, centra, periferie. Praha: SLON, 2009. ISBN 978-80-741-9014-8.
• GANS, Herbert J.: The Positive Functions of Poverty. The American Journal of Sociology. 1972, 78 (2), pp. 275-289
• KATRŇÁK, Tomáš. Třídní analýza a sociální mobilita. Brno: CDK, 2005. ISBN 80-7325-067-5.
• KELLER, Jan. Tři sociální světy. Sociální struktura postindustriální společnosti. Praha: SLON, 2010. ISBN 978-80-7419-044-5.
• MAREŠ, Petr. Sociologie nerovnosti a chudoby. Praha: SLON, 1999. ISBN 80-85850-61-3.
• MATĚJŮ, Petr, STRAKOVÁ, Jana a Arnošt VESELÝ: Nerovnost ve vzdělávání. Od měření k řešení. Praha: SLON, 2010. ISBN 978-80-7419-032-2.
• PLATT, Lucinda. Understanding Inequalities. Cambridge: Polity Press, 2015. ISBN 978-15-095-2126-5.
• SOPÓCI, Ján a kol.: Sociálna stratifikácia a mobilita na Slovensku. Bratislava: Stimul, 2019. ISBN 978-80-8127-242-4.
Additional literature and an extended syllabus of the course will be presented at the beginning and during the semester.
a) during the semester (30 points): papers on selected issues in the field of social inequalities
b) in the examination period (70 points): written test. The student will be admitted to the test only with a minimum of 15 points from continuous evaluation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59: FX, 60-67: E, 68-75: D, 76-83: C, 84-91: B, 92-100: A
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period.
Slovak
1. Social inequalities (basic definition; why social inequalities are a social problem)
2. Social problem and its phases (possible definitions, criteria, development of social problems, social actors)
3. Positive functions of social inequalities (Can inequalities have positive consequences for the functioning of society?)
4. Types of social inequalities (basic definition, socio-cultural and socio-economic inequalities)
5. Socio-cultural inequalities (gender and age aspect)
6. Basic types of socio-economic inequalities
7. Global aspects of inequalities
8. Spatial aspects of inequalities (regional, interlocal and local dimensions)
9. Intergenerational reproduction of inequalities (family capital, poverty culture)
10. Inequality in access to education / educational inequality (social and cultural reproduction, modernization theories, theory of rational choice)
11. Sociological concepts of poverty - different ways of defining and measuring it
12. Different forms of poverty, approaches to the poor and ways of tackling poverty in selected historical periods
13. Causes and consequences of poverty - identification and perception of the causes and possible consequences of poverty
Scale of assessment (preliminary/final): 20/80
The course focuses on the social science analysis of one of the main thematic areas of sociology of social problems - social inequalities. Upon successful completion, students are able to identify the main types and different forms of social inequalities. They will gain skills to analyze selected types and forms of inequalities in Slovakia as well as the wider spatial context, they will gain information about the extent and characteristics of these types and forms of inequalities. At the end of the course, students are able to use selected sociological terms and concepts and have mastered sociological approaches to their grasp and cognition. They can use the acquired knowledge in theoretical and empirical research of these phenomena and social facts.
LUBELCOVÁ, Gabriela: Sociálna politika I. (online). Bratislava: Stimul 2017. ISBN 978-80-8127-195-3. dostupné na:
http://stella.uniba.sk/texty/FIF_GL_socialna_politika1.pdf
DUDOVÁ, Iveta a kol.: Sociálna politika. Bratislava: Wolters Kluwer 2018. ISBN 97-0-16-66-9
BEBLAVÝ, Miroslav: Sociálna politika. eBook 2012: https://www.academia.edu/23899623/Soci%C3%A1lna_politika
VEČEŘA, Miloš: Sociální stát. Praha: Slon 2001. ISBN 80-85850-16-8
MACKOVÁ, Zuzana: Právo sociálneho zabezpečenia. Bratislava: Heuréka 2017. ISBN 9788081730481
Students will be acquainted with the supplementary literature in the course of the following topics.
Requirments.: written exam in the exam period. min. 60 points from 100
Rating: A: 100% - 92%, B: 91% - 84%, C: 83% - 76%, D: 75% - 68%, E: 67% - 60%, FX: 59% - 0%
The teacher accepts max. 2 absences with proven documents.
The course and the specification of the final exam will be announced at the beginning of the semester.
slovak
1. Definition of social policy, basic functions of SP, basic determinants
2. Historical sources of social policy and their development
3. Formation of the welfare state (economic and social conditionality)
4. Basic types of welfare state, development and trends
5. Social policy actors, their position and competencies in SP
6. Employment and labor market policy
7. Structure of social policy, basic areas and tools
8 Social security - the core of the SP and the system of its tools
9. Social insurance subsystem - principles, types, tools
10. State social support subsystem - principles, tools
11. Social assistance subsystem - principles, tools, actors
12. Living wage - definition, construction, social functions
0/100
During the course, students get acquainted with the system of social protection in its current form in our country, as well as the historical contexts of its formation. After completing the course, the student knows the basic characteristics, structure and tools of social security in our country. Understands the demographic and economic context of the social situation of the population and the background of the formation of social policy instruments. He is able to apply the acquired knowledge for solving social situations in personal life, as well as for their application in the field of future professional activity (especially suitable for teachers, teachers, andragologists, political scientists, journalists, psychologists, etc.)
General:
McCARTHY, M. a O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul , 2022 [cit. 2022-01-01]. Dostupné na: https://dspace.uniba.sk/xmlui/handle/123456789/43.
Subject-specific:
CERAMELLA, N., a LEE, E. Cambridge English for the Media. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-72457-9.
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 1 [online]. Bratislava: Stimul, 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 2 [online]. Bratislava: Stimul , 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available at: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available at:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´presentations. Supplementary literature may be introduced through the course of the semester.
Evaluation:
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
Selection from:
• My study programme (content, graduate profile)
• What is an academic text?
• Language conventions in the academic environment
• Academic and subject-specific terminology and its use
• Academic texts - structure, style, register
• Work with subject-specific model texts with the aim of developing specific language skills
• Development of reading competence (authentic texts from humanities and social sciences)
• Identification of definitions in texts, their use
• Text-making procedures and writing short academic texts (e.g. definitions, listing and comparative-contrast texts, etc.)
• Signal words, their meaning and function
• Use of appropriate signal words
• Transformation of graphs and diagrams into continuous text
• Transformation of continuous text into graphs and diagrams
100/0
The student has knowledge of various language skills and distinguishes various styles and genres that enable him/her to successfully master the processes of foreign language communication (oral and written) in a specific segment of the professional sphere, which is the preparation for a profession in a university environment. The student is thus able to talk about his/her university studies in Slovakia, introduce his/her own study programme, describe its practical application and explain his motivation to study. The level of achieved language competence and skills will enable the student to develop subject-specific vocabulary and obtain information from various English language sources. He/She can understand simple authentic texts from humanities and social sociences.The student is able to write a selection of texts used in the academic environment. He/She can extract information and data from simple academic texts and visually present them using graphs and tables, and use appropriate vocabulary when communicating in the academic environment.
General:
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Dostupné na: https://dspace.uniba.sk/xmlui/handle/123456789/43
https://dspace.uniba.sk/xmlui/handle/123456789/43.
Subject-specific:
CERAMELLA, N., a LEE, E. Cambridge English for the Media. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-72457-9.
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 1 [online]. Bratislava: Stimul, 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 2 [online]. Bratislava: Stimul , 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available at: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available at:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´presentations. Supplementary literature may be introduced through the course of the semester.
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91%-84% - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
Dates will be announced during the semester. Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
A selection from:
• Academic and subject-specific terminology and its use
• Development of reading competence (authentic texts from humanities and social sciences)
• Work with model texts with the aim of developing specific language skills
• Plagiarism and academic code of ethics
• Citation formats
• Paraphrasing
• How to quote
• Preparing literature review and bibliography
• Summarising techniques
• Identification of main and supporting ideas texts
• Research methods in various fields of social sciences and humanities
• Presentation of research data and results
100/0
The students is able to actively use acquired subject-specific specific as well as academic vocabulary in communication in the academic environment, e.g., when presenting a short project or interpreting data from graphs and tables, which can be converted into text. The student is able to obtain information from English language sources (texts from the field of social sciences and humanities), while more detailed work with them ensures he is acquainted with various research methods and he can describe them. The student is also familiar with text summarising techniques and is able to summarize short academic texts, pinpointing the main and supporting arguments. He can write selected texts from the academic environment, using appropriate paraphrasing and citation techniques, referring to sources and he is able to compile an appropriate bibliography, thus avoiding plagiarism.
General
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Available on: https://dspace.uniba.sk/xmlui/handle/123456789/43
Subject-specific
ELIAŠOVÁ, V. Marketing communication resource materials (for 2nd year students) [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_MCRM.pdf
ELIAŠOVÁ, V.Journalism Resource Materials (for 2nd year students) [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JRM.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019. ISBN 978-80-223-4123-3.
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available on:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´ presentations. Supplementary literature may be introduced through the course of the semester.
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
Dates will be announced during the semester. Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
A selection from the following:
•Developing and consolidating communication competence in the academic environment
• Active use of academic and subject-specific vocabulary
• Building reading competence (authentic texts from the filed of humanities and social sciences)
• Work with model texts from humanities/social sciences
• Use of brainstorming
• Structuring and presenting arguments
• Text outline and keyword selection
• Structure of academic papers (introduction, core, conclusion)
• Transformation of graphs and diagrams into continuous text
• Transformation of continuous text into graphs and diagrams
• Hedging and its use in academic texts
• Questionnaire, survey report and research report
• How to prepare a survey
• Presentation techniques
• Preparation of a group presentation
• Discussion strategies
100/0
The student has aquired language skills that enable him to successfully communicate in the academic environment. These skills enhance his reading comprehension of various texts from the field of social sciences and humanities. The student is thus able to use information from sources writen in English, prepare a questionnaire and conduct a survey or a simple research (based on the needs of the discipline studied) and report on it in written as well as oral form. He can write selected academic texts using suitable academic vocabulary, incorporating techniques of outline and brainstorming when searching for a suitable topic. The student is able to participate in the preparation and delivery of group presentation on a subject-specific topic as well as participate in a discussion.
General
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Available on: https://dspace.uniba.sk/xmlui/handle/123456789/43
Subject-specific
ELIAŠOVÁ, V. Marketing communication resource materials (for 2nd year students) [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_MCRM.pdf
ELIAŠOVÁ, V.Journalism Resource Materials (for 2nd year students) [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JRM.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019. ISBN 978-80-223-4123-3.
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available on:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´ presentations. Supplementary literature may be introduced through the course of the semester.
a) Continuous assessment throughout the semester (45% ): written assignment - (30 points) and individual assignments for every seminar (15points)
b) Examination period (55%): presentation including discussion (50+5points)
Assessment:
100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
• Developing and consolidating communication competence in the academic environment
• Active use of subject-specific and academic vocabulary
• Developing reading competence (various texts from the field of humanities and social sciences)
• Work with model factual texts
• Writing selected academic texts (abstract, research report, etc.)
• Structure of an academic essay
• Preparing a presentation: selecting a suitable topic (brainstorming, group work)
• Preparing a presentation: hypothesis and research question
• Presentation skills, including slide preparation
• Presentation: preparation and delivery
• Participating in a discussion – useful strategies
• Active participation in the after-presentation discussion
50/50 (%)
The student actively uses the English language for communication in the academic environment. The level of achieved language competencies means that the student is able to obtain information from sources written in English (printed sources, electronic media) and work with them, building on the knowledge from his field of study. He is able to actively use academic and subject-specific vocabulary, independently prepare a suitably structured presentation on a topic from his field of study (including slides) using appropriate vocabulary. This means that he can present the results of his own research in a form that is suitable for the academic environment and actively participate in discussion. The student can write various academic texts using appropriate linguistic means. He follows the academic code of ethics (avoiding plagiarism, employing appropriate paraphrasing anf quotation techniques).
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben.
Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für
Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011.
ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III.
Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ®
III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs
Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN
3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• University studies, its organization, self-study techniques, techniques of acquiring a foreigner language
• Study program, its contents, graduate profile, obtaining information about the field of study from foreign universities, comparison of studies in Slovakia and abroad (according to available information)
• Language and its conventions in everyday and academic environments
• Issues of factual texts - composition, styles, register
• Work with model factual texts with regard to the development of communication skills
• Lexical and grammatical means of factual text
• Summarization techniques, determining the main statements in the text
100 / 0
The students are able to report in a foreign language about university studies in Slovakia and its organization. The students are able to present their own study program, they can describe what their
application and motivation to study in a foreign language. The students know the techniques of summarizing texts and are able to summarize a shorter professional text and determine the main statements of the text. The students are able to actively use vocabulary specific to the given field of study and academic environment in general.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Developing reading competence
• Professional terminology and its use
• Familiarization with some qualitative and quantitative scientific methods relevant to the field of study
• Transformation of texts into graphs, description of the graph
• Text-making procedures and their use in the practice of writing short professional texts (e.g., enumeration and comparative-contrast texts)
• Recognition of the main arguments used in professional texts
• Argument-based opinion
100/0
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. The students are able to transform the information obtained by studying the literature into a graph or other forms of visualizations and vice versa, they can describe diagrams or graphs. They know qualitative and quantitative research methods. They can recognize the main arguments presented in shorter professional texts. The students can substantiate their arguments in the discussion.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Developing and consolidating communication competence in the academic environment
• Active use of professional vocabulary
• Basics of citation and paraphrasing
• Practical use of citations and paraphrases
• Plagiarism and academic ethics
• Identification of definitions in texts and rules of their use, formulation of definitions with the help of professional literature
• Formulation of constructive feedback
• Presentation techniques I.
100/0
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. They are able to work with definitions and, with the help of the literature, to define terms by reference to the literature. The students are able to obtain information for their own paper from the literature and to cite and paraphrase the source. The students are able to report on the role of their study program in society. They know how to express feedback constructively.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 1 written project (30 points), continuous tasks (20 points)
b) During the examination period: 1 presentation of the project (35 points), 1 discussion for own presentation and active participation in colleagues' discussions (15 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Preparation of the presentation: selection of a suitable professional topic
• Literature search and its subsequent study
• Structure and presentation of arguments
• Outline text and keyword selection
• Structure of professional work (abstract, keywords, introduction, core, conclusion)
• Presentation techniques II.
• Presentation of research data and research results
• Active participation in a simulated student conference
50/50
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. The students are able to prepare presentations on the chosen professional topics. They are able to substantiate their claims with arguments from studied literature, or own research. They can ask questions and lead a discussion with classmates.
KICZKOVÁ, Zuzana. Rod vo feministickom diskurze. In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 32-53. ISBN 978-80-223-2934-7.
SZAPUOVÁ, Mariana. Podoby feminizmu: pohľady do dejín feministického myslenia a ženského hnutia. In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 98- 122. ISBN 978-80-223-2934-7.
BELL, Hooks: Feminizmus do vrecka. O zanietených politikách. Bratislava: Aspekt 2013. ISBN 978-80-8151-009-0.
OAKLEYOVÁ, Anna. Pohlaví, gender a splečnost. Praha: Portál, 2000. ISBN 80-7178-403-6
KICZKOVÁ, Zuzana, SZAPUOVÁ, Mariana. Materstvo ako téma feministického skúmania. In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 209- 226. ISBN 978-80-223-2934-7.
KICZKOVÁ, Zuzana, SZAPUOVÁ, Mariana.Muži, otcovia a rodová rovnosť. In: . In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 226 248. ISBN 978-80-223-2934-7.
Preliminary evaluation during the instruction period: presentation of one selected topic in form of report (30 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (40 points)
The condition for admission to the exam is the scoring of min. 10 points from the preliminary assessment. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale:
A: 70-65, B: 64-59, C: 58-53, D: 52-47, E: 46-42, Fx: 41-0. Maximum 2 justified absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Basic concepts of gender studies (sex and gender, power and patriarchy).
2. Feminist theories as the theoretical and methodological basis of gender studies.
3. The development of feminist thought and the women's movement.
4. Gender roles and gender stereotypes, their structure and functioning.
5. Gender socialization and gender-sensitive education.
6. Gender structure of society, public and private spheres.
7. Issues of gender in/equality, women in the labour market.
8. Violence against women as gender-based violence.
9. Motherhood as a topic in feminist theory. Men, fathers and gender equality.
10. Reproductive rights and women's reproductive health.
11. Gender and science.
43%/ 57%
After successfully completing the course, students have knowledge of the basic topics of gender studies as an academic discipline and are familiar with its conceptual apparatus. They know feminist theories as the theoretical and methodological basis of gender studies. They understand the key issues in gender studies and the different ways of thematising them. They are able to navigate different concepts and critically reflect on current issues related to gender and gender relations.
1. BLINKA, Lukas. Online závislosti. Praha, 2016. ISBN 9788024753119. Dostupné tiež ako Google Books.
2. KALAŠ, Ivan et al. Digitálne technológie a zásahy do vyučovania [online]. Bratislava: Štátny pedagogický ústav 2020 [cit. 2020-12-18]. Available at: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/dt_a_zasady_do_vyucovania.pdf
3. KREJČÍ, Matěj. DigiDetox: Jak na digitální minimalismus. Pointa, 2019. ISBN 9788088335429. Dostupné tiež ako Google Books.
4. REDECKER, Christine a Yves PUNIE. European Framework for the Digital Competence of Educators: DigCompEdu [online]. © European union 2017 [cit. 2021-12-09]. Available at: https://op.europa.eu/en/publication-detail/-/publication/fcc33b68-d581-11e7-a5b9-01aa75ed71a1/language-en
5. VUORIKARI Riina, PUNIE Yves a Marcelino CABRERA. Emerging technologies and the teaching profession: Ethical and pedagogical considerations based on near-future scenarios [online]. © European union 2020 [cit. 2021-12-09]. Available at: https://op.europa.eu/en/publication-detail/-/publication/c72792a7-084f-11eb-a511-01aa75ed71a1/language-en/format-PDF/source-245503364
a) during the semester: a paper about a selected issue in the field of digital literacy in education (35 points): for example: integration of digital technologies into the approval course, risks of integration of digital technologies into education, digital literacy of the teacher within the course, digital assessment in the approval course, etc. (7 pages; 12,600 characters); b) methodological sheet (+ worksheet), which integrates digital technology and digital tools into the teaching unit (15 points).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period.
Languages necessary to complete the course: Slovak
1. Digital technologies, media and people, paradigms of generations X, Y, Z, M, M2, Alpha, ... in the context of education and literacy.
2. Technology in school: laptops, tablets and interactive whiteboards in the classroom: ideals vs. fact, benefits vs. risks, effects of technologies on teaching processes. Multitasking as a phenomenon vs. education.
3. Google – Myths, and Risks. Psycho-social risks of the online environment – online identity, online communication vs. face to face, collaboration and social networks vs. education.
4. Digital security and education. Digital identity, digital footprint, personal digital environment of the student / teacher. Critical evaluation of the digital environment.
5. Technophilia, digital addictions and virtual drugs, manifestations in relation to education. Prevention, diagnostics, and solutions (in the school environment). Digital hygiene, digital minimalism, digital diet and digi-detox.
6. Game literacy, gamification of education.
7. Cyberplagiarism vs. pupil education and development. Digital, information, media literacy vs. reading literacy.
8. Models, digital literacy standards vs. education (according to UNESCO and OECD). Conflicts between DT skills requirements of teachers.
9. Ethical aspects of the balance between human autonomy and the machines involved in education, datafication of educational and pedagogical models, which are the basis of educational applications and services.
10. Connectivism, constructivism and digital didactics. Design of a teaching process integrating DT (digital content, digital methods and tools, digital outputs, digital assessment).
11. Types of students, learning styles, student motivation and teaching styles in the context of digital education and digital tools.
100/0
After successfully completing the course, the student has knowledge of the basic frameworks and models of digital literacy of students and teachers. The student has knowledge of the basic aspects of the use of digital technologies in educational processes. The student is able to evaluate the positives and negatives of the integration of digital technologies into education and know the basic problems that digital technologies bring in the educational environment. The student is able to diagnose difficulties and knows the tools for solving the negative effects of DT, which are manifested in students' behaviour. The student has knowledge of the ethical aspects of artificial intelligence in educational processes and the reserves of datafication of education. The student is knowing the strategies of integration of digital technologies into teaching with regard to constructivism and connectivism. The student is able to use the knowledge of digital didactics and design of teaching, integrating DT in the context of students' competencies. The student is able to create methodological tools integrating DT.
ČAPKOVÁ, Dagmar. Myslitelsko-vychovatelský odkaz J. A .Komenského. Praha: Academia, 1987.
ČAPKOVÁ, Dagmar. Učiteľ učiteľov. J. A. Komenský a učiteľská profesia. Bratislava: SPN, 1992.
KOMENSKÝ, Jan Amos. Vševýchova (Pampedia). Bratislava: Národné osvetové centrum, 1992
KOMENSKÝ, Jan Amos. Veľká didaktika. Bratislava: SPN, 1991.
KOMENSKÝ, Jan Amos. Opera didactica omnia/www.digitalniknihovna.cz
* additional literature will be added at the beginning or during the semester.
During the semester, the student chooses the topic of the paper / presentation (20%), continuously reads and analyzes the recommended literature (30%), at the end of the semester the student attends an oral colloquium (50%).
The condition for completing the course is to achieve min. 50% of the ongoing evaluation.
Violation of academic ethics results in the cancellation of the percentages obtained in the relevant evaluation item.
The rating is given on a scale:
A (100-91%, excellent - excellent results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - additional work required)
The condition for meeting the criteria for passing the course is to achieve min. 60% of the total interim evaluation.
Min. 2 justified absences.
Violation of academic ethics will result in the cancellation of the ongoing evaluation.
The exact dates of the mid-term evaluation as well as the topics will be announced at the beginning of the semester.
Weight of the intermediate / final evaluation: 100/0
slovak
1. Historical-socio-cultural conditions of the 17th century.
2. Biography of J. A. Comenius.
3. Pansoficko - educational system of J. A. Komenský
4. PANSOPHIA paradigm
5. Wandering through the labyrinth of the world and the paradise of the heart
6. The idea of lifelong learning in the work of J. A. Comenius
7. Analysis of the most important pedagogical works (Orbis Pictus, Kindergarten Informatics).
8. Analysis of the most important pedagogical works (Great Didactics, Pampedia).
9. Analysis of the most important pedagogical works (General discourse on the correction of human affairs)
10. J. A. Komenský and Slovakia. Comenius textbooks used in Hungary.
11. Comenius' requirements for the teacher's personality.
12. Contribution of J. A. Comenius to educational theory.
100/0
Upon successful completion of the course, the student has knowledge of the life and work of J. A. Comenius. He can name broader historical contexts in the context of which his most important pedagogical works were created. He has a basic knowledge of the most important works and can justify the importance and influence of Comenius' ideas in today's concepts of education. Can assess the value of Comenius' concept of lifelong learning.
1. BAUMAN, Zygmunt a Tim MAY. Myslet sociologicky. Netradiční uvedení do sociologie. Praha: SLON, 2004. ISBN 80-86429-28-8.
2. BERGER, Peter L. Pozvání do sociologie. Humanistická perspektiva. Praha: Barrister and Principal, 2007. ISBN 978-80-870-2910-7
3. GIDDENS, Anthony. Sociologie. Praha: Argo, 1999. ISBN 80-7203-124-4.
4. JANDOUREK, Jan: Úvod so sociologie.Praha: Portál 2003.ISBN 8071787493
5. KELLER, Jan. Úvod do sociologie. Praha: SLON, 2005. ISBN 80-86429-30-3.
6. Kniha sociologie. Praha: Universum, 2016. ISBN 978-80-242-5395-4.
7. PETRUSEK, Miloslav. Základy sociologie. Praha: AVP, 2009. ISBN 978-80-872-0702-4.
The literature is supplemented in syllabus to individual topics of the subject.
60% mastery of the written exam at the end of the course
Classification scale: 100-93: A 91-84: B 83-76: C 75-69: D 68-61: E 60-0: FX
The teacher accepts max. 2 absences with proven documents.
The course and the specification of the final exam will be announced at the beginning of the semester.
slovak
1. Introduction to sociology, structure of sociology, basic approaches
2. Development of modern society through the eyes of a sociologist and current social trends
3. Family as an institution and family behavior - current characteristics and problems
4. Culture, society and the individual - the process of socialization and enculturation, current problems of clash of cultures
5. Social stratification of society and social inequalities
6. Dimensions of social inequalities and their manifestations in different areas of life
7. Social deviations and social norms
8. Social control and social sanctions
9. Political system of society - main institutions and processes
10. Economic system of society - main institutions and processes
11. Basic cognitive strategies of sociological research and specifics of sociological research
12. Principles of questionnaire creation and question formulation - practical application
0/100
Students will get acquainted with and understand the subject and focus of sociology and the basics of sociological cognition through the presentation of selected key problem areas in the field of sociology. They will gain knowledge about the structure and functioning of the company, its basic institutions and processes. understand the determinants of the social behavior of individuals and groups and the interconnectedness of social phenomena. They will acquire the ability to understand the contexts of social life and to be able to apply them appropriately in various areas of future professional activity.
•BALÁZS, Géza a VESZELSZKI, Ágnes red. Nyelv és kultúra. Kulturális nyelvészet. Budapest: Inter Kft. 2012. ISBN 978-963-88749-3-1.
•BÁRDOSI, Vilmos. Világkép a nyelvben és a nyelvhasználatban. Budapest: Tinta Könyvkiadó. 2010. ISBN 978-963-9902-46-6.
•CSÍK, Tibor red. A külföldi tankönyvek magyarságképe. Budapest: Oktatáskutató és Fejlesztő Intézet. 2016. ISBN 978-963-436-007-0.
•HALMOS, Ferenc red. Pannon Enciklopédia. A magyarság kézikönyve. Budapest: Pannon Könyvkiadó. 1993. ISBN 963-7866-69-8.
•NÁDASDY, Ádám. Milyen nyelv a magyar? Budapest: Corvina. 2020. ISBN 978-963-13-6643-3.
Supplemental readings will be presented at the beginning and throughout the semester. In Moodle and MS TEAMS presentations of the lecturers are available.
a) during the teaching part (on an ongoing basis) a paper (50%) on a selected topic from Hungarian realia - e.g. language, phraseology, image of Hungary abroad, culture, ethnography, etc.
b) in the examination period: written test (50%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian B2, C1
1. Hungarian language as a realia - its phraseological features.
2. Natural riches of the country, specifics of flora and fauna, protected nature parks and reserves.
3. Population of Hungary, demographic development, migration, immigration, national composition.
4. Religions in Hungary, relationship between the state and the churches.
5. Economy and agriculture of the country, profile areas.
6. State structure of Hungary, constitution, parliament, government, prime minister's office, etc.
7. Specific features of the Hungarian school system in comparison with Slovakia.
8. Science, culture and arts of Hungary - main state, private, foundation and foreign institutions.
9. Magazine culture of Hungary.
10. Significant sporting achievements of Hungarian athletes.
11. Hungary's foreign policy and the creation of the country's image after 1989.
12. Hungary's image in the media of the European Union Member States
After successful completion of the course, the student has knowledge of the Hungarian language, literature in translation, geography, fauna and flora, the national and confessional composition and demographic development of the Hungarian population. Economy, constitutional system, education, science, arts and sports of Hungary.
• KÁROLY, Krisztina. Szövegtan és fordítás. Budapest: Akadémiai Kiadó, 2007. ISBN
978-963-05-8517-0.
• KLAUDY, Kinga. Bevezetés a fordítás gyakorlatába. Budapest: Scholastica, 2014. ISBN 963 8591277.
• KLAUDY, Kinga. Tézisek a fordítástudományról. Új fordítástudományi tanulmányok. Budapest: Tinta Könyvkiadó, 2020. ISBN 2399992161799.
• LANSTYÁK, István, POLGÁR, Anikó (ed.). Fordítás, kulturális hibriditás és többnyelvűség a magyar irodalomtudomány és nyelvtudomány kontextusában. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4738-9.
• ROBIN, Edina, ZACHAR, Viktor (ed.). Fordítástudomány ma és holnap. Budapest: L’Harmattan Kiadó, 2018. ISBN 978-963-414-403-8.
• Supplementary literature will be presented at the beginning and during the semester.
Homework on selected topics during the teaching part (on an ongoing basis): preparation of ten translations. Each assignment is worth 9% and 10% can be earned for class activity. A minimum of 60% on the continuous assessment is a prerequisite for passing the course. Violation of academic ethics will result in the nullification of the points earned in the respective assessment item. Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who has not mastered 60% of the material. The instructor will accept a maximum of 2 absences with documented evidence. The exact topics of the midterm evaluation will be announced at the beginning of the semester. Examination dates will be announced via AIS no later than the last week of the class period.
Hungarian (C2), Slovak (C1)
1. Subjectivity and objectivity in translation.
2. Correctness and apparent correctness of translation.
3. Translation and interference.
4. Translation and terminological inconsistency.
5. Translation and unfamiliar expressions.
6. Translation and the use of dictionaries.
7. Translation and the use of digital aids.
8. Translation and paraphrasing.
9. Translation and (narrower) textual context.
10. Translation and the (wider) social context.
11. Translation and intertextuality.
12. Translation and the target reader.
13. Translation and varieties of language.
100/0
After successful completion of the course, the student will acquire skills in solving various problems of translating texts from Slovak into Hungarian, will be able to be aware of his/her translation practices and evaluate different translations of the same text.
All approved course books for teaching English as a foreign language
Inovovaný ŠVP pre 2. stupeň ZŠ (National Curriculum for Primary Schools)
Inovovaný ŠVP pre gymnáziá so štvorročným a päťročným vzdelávacím programom. (National Curriculum for 4- and 5-year Secondary Schools) Available: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
Školský vzdelávací program cvičnej školy (Curriculum of the mentoring school)
Vnútorný poriadok školy (Policy guidelines of the mentoring school)
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Available: https://www.minedu.sk/data/att/8032.pdf
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8. Available: https://www.coe.int/en/web/common-european-framework-reference-languages/home
STEYNE, Linda M. English as a Foreign Language Student Teaching Practicums Handbook [online]. 2021. Available: https://liveuniba-my.sharepoint.com/:b:/g/personal/steyne1_uniba_sk/Edet1FSx5ihBndR7ow28HH4Bku_-suPQ9RC-44F0Oj40pw?e=uwoQre
Fif KAA/A-buAN-301/15 Introduction to English Language Teaching
60% Observing all 10 lessons
15% Completed observation worksheets
25% Reflection paper
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
All ten (10) observations must be undertaken to pass.
Basic Slovak is welcomed, English is required.
Students are not exempt from attending other classes in order to do the lesson observations.
Students (in groups of 6 according to their study programs) observe 10 lessons with a mentor teacher at a local lower or upper secondary school.
They provide feedback on those lessons and discuss what they learn within their groups.
Each completes an online observation worksheet for each lesson and, after observing all 10 lessons, writes about the experience in a reflection paper.
Assessment is 100% coursework.
While visiting local schools and observing lessons with a mentor teacher, students do the following:
1. become familiar with the life of a teacher, in general, and English language teaching in particular
2. analyze how teachers teach and learners learn
3. evaluate and reflect on all aspects of the teaching they observe, i.e., content, delivery, preparedness, classroom management, instructions, etc.
4. reflect on what they observe as it relates to their own possible career as an English language teacher
5. discuss what they have observed with their peers, training constructive criticism and feedback skills
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of referenceswith an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, English
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0 (%)
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov
Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-
08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-
studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, English
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
BAZERMAN, Charles. The Informed Writer: Using Sources in the Disciplines. 3rd edition. Boston: Houghton Mifflin, 1989. ISBN 0-395-36901-0.
BLAIR, Lorrie. Writing a Graduate Thesis or Dissertation [online]. Brill, 2016. Dostupné na: EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=1171828&lang=sk&site=ehost-live&scope=site.
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015. Dostupné na: https://uniba.sk/fileadmin/ruk/as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
WHITE, Barry. Mapping Your Thesis [online]. Camberwell, Vic: ACER Press, 2011. ISBN 9780864318237. Dostupné na: https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=384475&lang=sk&site=ehost-live&scope=site.
All matters pertaining to state examination are set out in Article 14 of the Study Regulations of the Faculty of Arts.
In the bachelor study programmes, the state examination consists only of the defence of the bachelor’s thesis. The student chooses the department as a training centre which corresponds to the discipline within which he/she wants to write the final thesis. He/she reports this choice by the deadline set by the department, provided that he/she is able to find a supervisor and a suitable topic in the relevant department.
For the successful defence of the bachelor’s thesis as the subject of the state examination in the bachelor degree programmes conducted at the Department of British and American Studies, students will receive credits according to the current study plan (currently 12 credits).
Requirements for the admission to the defence are as follows:
- fulfillment of the requirements of the study plan concerning the prescribed composition of courses and their credit value so that after awarding the credits for the state examination the student obtains the required number of credits for the bachelor's degree;
- submission of the bachelor's thesis (electronically via the academic information system AIS) by the thesis submission deadline corresponding to the relevant state examination period according to the academic year schedule set by the faculty.
The thesis is evaluated by the standard grading scale (0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A) by the supervisor of the thesis and the designated opponent in the assessment reports, which are available to the student no later than 3 working days before the state examination.
The supervisor's report shall also include the percentage of compliance results from the originality check protocols (CRZP, Theses), which must be explicitly evaluated by the supervisor with the wording "the thesis shows/does not show signs of plagiarism".
The bachelor’s thesis will take the following form:
The defence will consist of a thesis presentation (the student chooses the form of the defence, the PPT format can also be used) and the student’s response to a broader theoretical question, which is assigned to the student by the supervisor upon the bachelor's thesis submission. The supervisor will include this question in the assessment report as one of the points of discussion for the defence; it will also be included in the defence report.
The thesis presentation must:
- Include a clearly articulated thesis statement,
- have a clear and logical structure of argumentation and findings,
- reflect a new perspective on the issue as a result of adequate and appropriate work with the findings gained through own research, the conclusions of which the student is able to present and formulate.
The criteria for the evaluation (of the defence) of the bachelor's thesis at the Department of British and American Studies are as follows:
- Quality of the bachelor's thesis (originality, significance of the analysis, clear formulation of the scientific problem and hypotheses under study, scope of the professional and scientific literature used),
- the adequacy of the methodological approach to the topic under study, the analysis logically and coherently answers the research questions,
- systematic and logical summary of the results of the analysis,
- compliance with citation standards (MLA...),
- language level of the presentation (academic language at least at B2 level),
- quality of the presentation and communication skills.
The evaluation of the thesis will include the areas below with the corresponding weighting (out of 100):
PART A: CONTENT
• Overall structure and organization (adequacy, scope, objectivity, coherence, cohesion) 15
• Theoretical knowledge related to the research topic 15
• Methodology (identifying concepts, research problems, aims, tasks, choosing adequate methods) 15
• Analysis (quality, depth, complexity) 15
• Originality and contribution (degree of originality, own contribution to knowledge) 10
PART B: FORM
• Adequate work with information sources (extent, structure, reliability, adequacy, compliance with a citation style) 15
• Language and style 10
• Typography and layout 5
Students must be proficient to at least CEFR level B2 to attend the bachelor’s thesis defence.
1. The student presents the bachelor's thesis in front of the state examination committee, the supervisor and the opponent of the bachelor's thesis, and those present.
2. The student responds to the comments and questions in the assessments.
3. The student responds to the questions of the state examination committee or the questions in a broader debate.
4. The student responds to the pre-given general question from the supervisor's assessment.
5. A closed vote of the state examination committee on the evaluation of the bachelor's thesis defence.
6. Announcement of the evaluation (of the thesis defence) of the bachelor’s thesis.
0/100 (%)
• Upon successful completion of the course, students will be familiar with the basic requirements for academic writing and with the rules of academic integrity.
• They will have mastered the theory of working with sources and have the skills to compile correct bibliographic entries.
• They will have understood the principles of writing a bachelor's thesis, both in terms of form and content, as laid out by the university's regulations.
• They will have understood the causes of plagiarism, they will be able to recognize its types and know how to avoid it.
• They will have sufficient research skills to obtain, process, and interpret sources.
• They will have mastered the basics for writing a Master’s thesis.
• They will have a deep knowledge of the thesis topic and will be able to approach it both critically and creatively.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student's expertise
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available on: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available on: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of referenceswith an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, (add another language according to the specifics of the study programme in case of language studies)
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University. (Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
preliminary 100%
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available on: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available on: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, (add another language according to the specifics of the study programme in case of language studies)
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
preliminary 100%
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
According to the topic of the bachelor thesis
Submission of the bachelor's thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The bachelor thesis is submitted in a printed version in two bound copies (at least one of which is in hardcover) to the relevant department and in an electronic version via AIS. The thesis must meet the parameters specified by Internal Regulation No. 7/2018 Directive of the Rector of Comenius University on the basic requisites of final theses, rigorous theses and habilitation theses, control of their originality, storage and accessibility at Comenius University in Bratislava. The provisions of Article 14 of the Study Regulations of the Faculty of Arts of Comenius University apply to the evaluation of the bachelor thesis as a subject of the state examination. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Contribution of the final thesis to the field of study (the evaluation of the bachelor's thesis takes into account whether the students have adequately demonstrated their ability to work creatively in the field of study in which they graduated from the study programme, reflecting the degree of demonstration of skills and knowledge of the issue, assesses the abilities applied in the collection, interpretation and processing of the basic literature, or the extent to which the students have mastered the application of the theoretical background in practice and whether the hypotheses presented in the thesis are verifiable;
2. Originality of the thesis (the thesis must not be plagiarized, it must not infringe the copyrights of other authors), the documentation for the defence of the thesis as a subject of the state examination also includes an originality protocol from the central register, the results of which are commented on by the supervisor and the opponent in their opinions;
3. Accuracy and correctness of the quotation of used information sources, research results of other authors and author teams, correctness of the description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by Internal Regulation No. 12/2013;
5. Respecting the recommended length of the thesis (the recommended length of a bachelor thesis is usually 30-40 standard pages - 54,000 to 72,000 characters including spaces), the appropriateness of the scope of the thesis is judged by the supervisor;
6. Linguistic and stylistic level of the thesis and formal editing;
7. The manner and form of the thesis defence and the student's ability to respond adequately to comments and questions in the supervisor's and opponent's evaluations.
0%/100%
Students are able to demonstrate their ability to work creatively in the field of study in which they have completed the study programme. Students are able to demonstrate adequate knowledge of the subject matter and apply their skills in collecting, interpreting and processing basic literature, or its application in practice, or are able to solve a subtask that is related to the student's field of study.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
KRATOCHVIL, Viliam. Metafora stromu ako model didaktiky dejepisu. K predpokladom výučby. Bratislava : Raabe, 2019. ISBN 978-80-8140-365-1.
KORTHAGEN, Fred. Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno : Paido, 2011. ISBN 978-80-7315-221-5.
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student's expertise
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100/0
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Recommended literature:
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of references with an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Recommended literature:
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Available at: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske- studium/zaverecne-prace/
The student must submit the bachelor's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The bachelor thesis is submitted in electronic form via AIS. The work must meet the parameters determined by the internal quality system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the bachelor's thesis. Bachelor thesis evaluation criteria consider the fulfilment of the goals of the thesis in its assignment, originality of the work verified by protocols of originality from the CRZP and Theses systems, to the results of which the thesis supervisor and the opponent express their opinions in their evaluations. Correctness and accuracy of citation of used information sources, compliance of the structure of the bachelor's thesis with the prescribed composition defined by the internal quality system of Comenius University and linguistic and stylistic level of work and formal adjustments are also taken in account. The adequacy of the length of the thesis is assessed by the thesis supervisor.
The supervisor of the final thesis and its opponent will prepare evaluations of the bachelor's thesis and propose a grade in the A-FX grading scale (0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A), which the student receives a minimum of three working days before the defence. In their evaluation the supervisor and opponent will give a particular question related to broader historical context of bachelor thesis which the student will answer during his defence of bachelor thesis.
The student orally and with help of presentation (g.e. powerpoint) presents the content, achieved goals, and conclusions of the bachelor's thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent.
The student orally and with help of presentation (g.e. powerpoint) presents the content, achieved goals, and conclusions of the bachelor's thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The evaluation includes also the quality of answers on two specific questions of supervisor and opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Slovak
1. The student presents the bachelor's thesis in front of the committee for state exams, the opponent of the bachelor's thesis, and those present.
2. The student responds to comments and questions in the evaluations.
3. Answering of 2 specific questions of superviosor and opomńents in their thesis evaluation ralted to the broader historical context of bachalor thesis
4. The student responds to the questions of the committee for state exams or the questions in a broader debate.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he completed the study program, and has adequate knowledge and understanding of the relevant issues. The student can apply his skills in the collection, interpretation, and processing of basic scientific literature, or even in its application in practice, or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the bachelor's thesis, the student is able to logically deal with the theoretical background of the bachelor's thesis and respond to questions relating to the relevant issues.
• KÁLMÁN, László a TRÓN, Viktor. Bevezetés a nyelvtudományba. Budapest: Tinta Könyvkiadó, 2005. ISBN 963-7094-26-1.
• KENESEI, István et al. A nyelv és a nyelvek. Budapest: Akadémiai Kiadó, 2016. ISBN 978-963-05-9708-1.
• NÁDASDY, Ádám. Ízlések és szabályok: írások a nyelvről, nyelvészetről, 1990–2002. Budapest: Magvető Kiadó, 2003. ISBN 978-963-14-2307-1.
• CRYSTAL, David. A nyelv enciklopédiája. Budapest: Osiris, 1998. ISBN 963-379-211-8.
• KUGLER, Nóra a TOLCSVAI NAGY, Gábor. Nyelvi fogalmak kisszótára. Budapest: Corona Kiadó, 2000. ISBN 978-963-1916-24.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) work with Hungarian language dictionaries, e.g. A magyar nyelv értelmező szótára, Magyar értelmező kéziszótár, A magyar nyelv történeti-etimológiai szótára, Etimológiai szótár, Földrajzi nevek etimológiai szótára, Idegen szavak és kifejezések szótára, Idegen szavak szótára, Régi magyar családnevek szótára, Helyesírási szótár, etc. (50%), etc. and homework (30%) focused on the practical application of the acquired knowledge
(b) in the examination period, a final test (20%)
The condition for admission to the examination is the achievement of at least 40% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item of the assessment.
Grading Scale:
A: 100%-92%
B: 91%-84%
C: 83%-76%
D: 75%-68%
E: 67%-60%
FX: 59%-0%
Credit will not be awarded to a student who does not master at least 60% of the curriculum.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian (level C2)
1. Linguistics as a scientific discipline.
2. The emergence of modern linguistics.
3. Language and speech (according to Saussure).
4. Competence and performance (according to Chomsky).
5. The theory of the linguistic sign.
6. The theory of linguistic meaning.
7. Theory of communication.
8. Planes of the language system.
9. Variants of language (with emphasis on the Hungarian language in Hungary and outside Hungary).
10. Classification and typology of languages.
11. Bilingualism (with emphasis on Slovak-Hungarian bilingualism).
12. Characteristics of the Hungarian language in Slovakia.
80 / 20
Upon successful completion of the course, the student has a general knowledge of linguistic disciplines. He/she has basic information about the history of linguistics (with emphasis on the development in the so-called scientific period); an overview of the most important linguistic theories; data about linguistic disciplines and methods; knowledge about the structure of language and its functioning in the process of communication; knowledge about the characteristic features of Indo-European and non-Indo-European languages (with emphasis on Uralic and Slavic languages), etc. At the end of the course the student is able to explain basic concepts from the field of general linguistics, to characterize individual levels of the language system, to characterize languages according to the genealogical typological and areal classification (with emphasis on Hungarian and Slovak languages) and to use basic linguistic terminology.
• KESZLER, Borbála et al. Magyar grammatika. Budapest: Nemzeti Tankönyvkiadó, 2000, s. 37–304. ISBN 978-963-16-4694-8.
• TOLCSVAI NAGY, Gábor et al. Nyelvtan. Budapest: Osiris Kiadó, 2017, s. 310–390. ISBN 978-963-276-291-3.
• É. KISS, Katalin, KIEFER, Ferenc a SIPTÁR, Péter. Új magyar nyelvtan. Budapest: Osiris Kiadó, 1998, s. 31–126, 169–184. ISBN 963-379-327-0.
• CS. NAGY, Lajos. Szóalaktani elemzések. Budapest: Tinta Könyvkiadó, 2019. ISBN 978-963-409-230-8.
• CS. NAGY, Lajos. Szófajtani és szószerkezeti elemzések. Budapest: Tinta Könyvkiadó, 2020. ISBN 978-963-409-238-4.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) a report (30%) on a selected topic based on the latest available literature, e.g.: basic qualitative words; basic quantitative words; lexically indifferent words, etc. and written tests (30%) focused on the practical application of the acquired knowledge
(b) in the examination period, an oral examination (40%)
Admission to the examination is subject to the achievement of a minimum of 30% of the continuous assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Grading Scale:
A: 100%-92%
B: 91%-84%
C: 83%-76%
D: 75%-68%
E: 67%-60%
FX: 59%-0%
Credit will not be awarded to a student who does not master at least 60% of the curriculum.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian (level C2)
1. Basic questions of morphology.
2. Terminology of Hungarian morphology.
3. The system of word species in the Hungarian language.
4. Verbs and their function in the language.
5. Nominal words and their function in the language.
6. Deictic words and their function in language.
7. Adverbs and their function in language.
8. Inflexible words and their function in language.
9. Conversion between word types.
10. Paradigmatic morphology.
11. Characteristics of the morphological level of the Hungarian language in Slovakia.
12. Comparative Hungarian-Slovak morphology.
13. Morphology in language practice.
60 / 40
After successful completion of the course, the student has knowledge of the morphological level of the Hungarian language within the thematic areas of flexible words, inflexible words, grammatically indifferent words and conversion between word types. The student is familiar with the morphological system of the Hungarian language, the criterion of the functioning of word types in a sentence and in a text, and is able to apply it adequately in linguistic practice.
• KESZLER, Borbála et al. Magyar grammatika. Budapest: Nemzeti Tankönyvkiadó, 2000, s. 349–460. ISBN 978-963-16-4694-8.
• TOLCSVAI NAGY, Gábor et al. Nyelvtan. Budapest: Osiris Kiadó, 2017, s. 663–805. ISBN 978-963-276-291-3.
• É. KISS, Katalin, KIEFER, Ferenc a SIPTÁR, Péter. Új magyar nyelvtan. Budapest: Osiris Kiadó, 1998, s. 17–126. ISBN 963-379-327-0.
• HEGEDŰS, Rita. Magyar Nyelvtan. Formák, funkciók, összefüggések. Budapest: Tinta Könyvkiadó, 2004, s. 221–267. ISBN 963-9372-92-7.
• CS. NAGY, Lajos. Mondattani elemzések. Budapest: Tinta Könyvkiadó, 2020. ISBN 978-963-409-244-5.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) a report (30%) on a selected topic based on the latest available literature, e.g.: joining sentences in a clause; types of clauses (subordinating clauses and subordinating conjunctions); characteristics of individual types of subordinating clauses and subordinating conjunctions; compound sentences, etc. and written tests (30%) aimed at practical application of the acquired knowledge.
(b) in the examination period, an oral examination (40%)
The condition for admission to the examination is the achievement of at least 30% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Grading Scale:
A: 100%-92%
B: 91%-84%
C: 83%-76%
D: 75%-68%
E: 67%-60%
FX: 59%-0%
Credit will not be awarded to a student who does not master at least 60% of the curriculum
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period
The last day of the teaching period.
Hungarian (level C2)
1. Grammatical structure of simple sentences and clauses.
2. Grammatical construction of clauses.
3. The subordinating conjunction. Classification of subordinating conjunctions.
4. Adjunctive, subjunctive and subject clauses.
5. Adverbial clauses. Types of adverbial clauses.
6. Adverbial clauses. Types of adverbial clauses.
7. Attributive clauses. Classification of attributive clauses.
8. Conjunctive, oppositional and exclusion clauses.
9. Consequential and causative clauses.
10. Compound sentences.
11. Characteristics of subordinating conjunctions and attributive conjunctions in the Hungarian
language in Slovakia.
12. Comparison of subordinating conjunctions and subordinating clauses in Hungarian and Slovak.
60 / 40
After successful completion of the course, the student has knowledge of the syntactic level of the Hungarian language within the thematic areas of combining sentences in a clause, types of clauses (subordinating clause and subordinating clause), characteristics of individual types of subordinating clauses, characteristics of individual types of subordinating clauses, compound clauses and the sequence of sentences in a clause and in a compound clause. The student knows the structure of the syntactic system of the Hungarian language, the characteristics and function of subordinating conjunctions and subordinating clauses and can apply his/her knowledge in linguistic practice.
•ECO, Umberto. Hogyan írjunk szakdolgozatot?. Budapest: Kairosz Kiadó, 2008. ISBN 963-913-753-7.
http://www.kodaly-bp.sulinet.hu/pefele/E-k%C3%B6nyvek/Eco%20Hogyan%20%C3%ADrjunk%20szakdolgozatot.pdf
•REICHENBACH, Hans et al. Tudományfilozófia. Budapest: Osiris Kiadó, 1998. ISBN 963-379-397-1.
•HARGITTAY, Emil. Bevezetés a régi magyarországi irodalom filológiájába. Budapest: Universitas, 2003. ISBN 963-910-480-9. https://mek.oszk.hu/18000/18020/18020.pdf
•HORVÁTH, Iván. Magyarok Bábelben. Szeged: JATEPress, 2000. ISBN 963-482-354-8. http://magyar-irodalom.elte.hu/babel/tartalom.htm
•PÉTER, László. Magyar írók, költők textológiai nézetei. Szeged: JATEPress, 1995.
•WEST, Martin L. Szövegkritika és szövegkiadás. Budapest: Typotex, 1999. ISBN 963-9132-49-7.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a paper (30%) on the topic of the textological views of Hungarian authors, e.g.: Critical editions of the works of D. Kosztolányi; Textological views of M. Babits; Philological issues in the poems of B. Balassi; Critical editions of older Hungarian works; etc.
b) in the examination period: seminar paper, translation of a text (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
of the assessment.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (B2).
1. Introduction to philology and textual criticism.
2. Basic concepts of textual criticism: recensio, heuristics, stemma, classis, subclassis, familia, recensio clausa, recensio aperta, etc.
3. Direct and indirect tradition.
4. Concrete examples of textual-critical practices.
5. Critical edition (editio critica), critical features, abbreviations, most important critical and facsimile editions.
6. Basic concepts of codicology.
7. Palaeography and other auxiliary sciences.
8. Bibliographies, scientific journals.
9. Libraries, sources, handbooks.
10. So-called new philology. (B. Cerquiglini).
11. Internet sources and critical editions.
12. Scholarly and authorial views on textual-critical issues in Hungarian literature.
30/70.
After successful completion of the course, the student has a basic knowledge of the development of textual criticism and philology in Hungarian. The student is familiar with the methodological issues of literary criticism and philological research. The discipline is also aimed at broadening students' knowledge of the following areas: general and special issues of scientific research, scientific work in universities, work in libraries, methods of information processing.
● BARTHA, Csilla. A kétnyelvűség alapkérdései. Budapest: Nemzeti Tankönyvkiadó, 1999. ISBN 963-19-0009-6.
● BENŐ, Attila. Kontaktológia. A nyelvi kapcsolatok alapfogalmai. Kolozsvár: Egyetemi Műhely Kiadó. 2008. ISBN 978-973-88620-2-9.
● LANSTYÁK, István. Nyelvalakítás és nyelvi problémák. Somorja: Fórum Kisebbségkutató Intézet–Gramma Nyelvi Iroda, 2018. ISBN 978-80-89978-00-7.
● LANSTYÁK, István–Vančóné Kremmer Ildikó, red. Nyelvészetről változatosan. Dunaszerdahely: Gramma Nyelvi Iroda, 2005. ISBN 80-969556-0-8.
● SZABÓMIHÁLY, Gizella a LANSTYÁK István, red. Magyarok Szlovákiában VII. kötet. Nyelv. Somorja: Fórum Kisebbségkutató Intézet, 2011. ISBN 978-80-89249-54-1.
Supplemental readings will be presented at the beginning and throughout the semester. The teacher's presentations are available in MS TEAMS.
(a) during the semester (throughout) written tests (30%) and homework (20%) on
a selected topic in the field of bilingualism and contact linguistics, with special attention to the Hungarian language.
b) during the examination period: examination (written part 20%, oral part 30%)
The condition for admission to the examination is the achievement of at least 30% of the continuous evaluation.
A violation of academic ethics will result in the cancellation of the points obtained in the respective item of the evaluation.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The teacher will accept a maximum of 2 absences.
The exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
The exam dates will be published via AIS no later than the last week of the instruction period.
Scale of assessment (preliminary/final): 50/50
Hungarian (C2)
English (B2)
1. Basic issues of bilingualism and bilingualism research. Types of bilingualism.
2. The questions of individual bilingualism.
3. The issues of societal bilingualism: bilingual communities; minority and majority bilingualism.
4. Other issues of societal bilingualism: domains of language use; diglossia; language assimilation and language attrition; language rights.
5. Bilingual education. Linguicism and its consequences. Types of bilingual education programmes.
6. Linguistic behaviour of bilingual speakers (code choice and code switching, other communicative strategies).
7. Basic issues of contact linguistics. Linguistic interference in general and at individual levels of the language system. Linguistic borrowing, linguistic substrate and superstrate. Types of borrowing, integration of borrowing.
8. Mixed languages and language varieties.
9. Areal linguistics. Interlinguistics.
10. Pidgin and Creole languages.
11. Superdiversity, multilingualism, plurilingualism.
12. Polylingualism: a new perspective on multilingualism and language contact issues.
After the successful completion of the course, the students will have acquired knowledge in the field of bilingualism and contact linguistics in general, with the main emphasis on the bilingualism of Hungarian communities and on contact linguistic issues related to the Hungarian language, especially its varieties in Slovakia. They have knowledge of both the individual and the social bilingualism, including questions of bilingual education. They gain insight into the most important issues related to the linguistic behaviour of bilingual speakers and their impact on language change in bilingual communities. They will be introduced to basic topics in areal linguistics and interlinguistics.
• BÓNA, Judit. Fonetikai olvasókönyv. Egyetemi e-jegyzet. Budapest: ELTE Fonetikai Tanszék, 2016 [cit. 2021-10-25]. ISBN 978-963-284-668-2. Available at: http://fonetikaitanszek.elte.hu/wp-content/uploads/2017/11/OlvasokonyvTeljes.pdf
• GÓSY, Mária. Fonetika, a beszéd tudománya. Budapest: Osiris Kiadó, 2004. ISBN 978-963-3896-66-2.
• KASSAI, Ilona. Fonetika. Budapest: Akadémiai Kiadó, 2020. ISBN 978-963-195-779-2.
• LANSTYÁK, István. A magyar beszélt nyelv sajátosságai. Bratislava: Stimul, 2009. ISBN 978-280-2892-3626-32-3.
• TOLCSVAI NAGY, Gábor et al. Nyelvtan. Budapest: Osiris Kiadó, 2017. ISBN 978-963-276-291-3.
Continuous assessment: written examinations, homework, activity Final assessment: written test a) during the teaching part (continuous): two short written examinations focused on current topics (14%), homework (11%), activity in class (5%). b) during the exam period: written test (70%) The condition for admission to the exam is the achievement of a minimum of 15% of the continuous assessment. Violation of academic ethics will result in the nullification of the points earned in the respective assessment item. Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master at least 60% of the material. Instructors will accept a maximum of 2 absences with documented evidence. Final exam dates will be posted via AIS no later than the last week of classes.
Hungarian (C2)
1. History of writing, written and spoken language.
2. Phonetics and phonology and its place in the system of linguistic disciplines.
3. Organs of speech and their function.
4. Vowel system of the present Hungarian language I. - vowels.
5. Vowel system of today's Hungarian language II. - consonants.
6. Vowel system of Hungarian dialects.
7. Basic questions of phonology.
8. Phonological system of the Hungarian language.
9. Phonological processes prelexical and postlexical.
10. Lenization and fortification processes in the Hungarian language.
11. Suprasegmental phonetics and phonology.
12. Transcription and transliteration.
13. Phonetic and phonological specifics of the Hungarian language in Slovakia.
30/70
After successful completion of the course, the student has knowledge of the basic concepts in the field of phonetics and phonology, the sound plane of the Hungarian language system, and the phonetic and phonological specifics of the Hungarian language in Slovakia.
● BÁRDOSI, Vilmos. Frazeológia, az emberi világkép tükrözője. Budapest: Modern Filológiai Társaság–Tinta Könyvkiadó, 2016. ISBN 978-963-409-055-7. Dostupné na: https://scholar.google.hu/scholar?hl=hu&as_sdt=0%2C5&q=B%C3%81RDOSI%2C+Vilmos.+Frazeol%C3%B3gia%2C+az+emberi+vil%C3%A1gk%C3%A9p+t%C3%BCkr%C3%B6z%C5%91je.&btnG=
● HADROVICS, László. Magyar történeti jelentéstan. Budapest: Akadémiai Kiadó, 1992. ISBN 963-05-6225-1.
● KIEFER, Ferenc. Jelentéselmélet. Budapest: Corvina, 2001. ISBN 963-13-4548-3.
● KIEFER, Ferenc, red. Magyar nyelv. Budapest: Akadémiai Kiadó, 2006. ISBN 963-05-8324-0. Dostupné na: https://regi.tankonyvtar.hu/hu/tartalom/tamop425/2011_0001_536_MagyarNyelv/adatok.html
● MAGAY, Tamás. Szótárak és használóik. (Lexikográfiai füzetek 2.) Budapest: Akadémiai Kiadó, 2006. ISBN 963-05-8341-0. Dostupné na: https://adoc.pub/szotarak-es-hasznaloik.html
● SZILÁGYI, N. Sándor 1996. Hogyan teremtsünk világot? Rávezetés a nyelvi világ vizsgálatára. Kolozsvár: Erdélyi Tankönyvtanács. Dostupné na: https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtYWd5YXJueWVsdmthbGF1emF8Z3g6NmRmNTc3MzcyYjAyMzZhNg
Supplemental readings will be presented at the beginning and throughout the semester. The teacher's presentations are available in MS TEAMS.
a) during the semester (throughout) written tests (30%) and homework (20%) on
a selected topic in lexicology and semantics, with special reference to the Hungarian language.
b) in the examination period: examination (written part 25%, oral part 25%)
The condition for admission to the examination is the achievement of at least 30% of the continuous evaluation.
A violation of academic ethics will result in the cancellation of the points obtained in the respective item of the evaluation.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The teacher will accept a maximum of 2 absences.
The exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
The exam dates will be published via AIS no later than the last week of the instruction period.
Scale of assessment (preliminary/final): 50/50
Hungarian (C2)
English (B2)
1. Introduction. General characteristics of lexicology and its fields. The vocabulary of the Hungarian language.
2. The concept of lexeme. Basic questions of phraseology.
3. Lexicography. Types of dictionaries; use of dictionaries.
4. Vocabulary of social and geographical dialects (dialect lexis).
5. Vocabulary of registers (written and spoken language, specialized registers, styles).
6. Chronological layers in the vocabulary of the Hungarian language. Foreign words. Word formation.
7. The lexis of bilingual speakers. Specifics of the lexis of the Hungarian language in Slovakia.
8. Onomastics. Proper names. Types of proper names and their general characteristics.
9. Personal names and geographical names - a more detailed characteristics.
10. General issues of semantics with special emphasis on lexical semantics.
11. Historical semantics.
12. Lexical relations: homonymy, polysemy, paronymy, hyponymy, synonymy, antonymy.
After the successful completion of the course, the students will have acquired knowledge in the field of lexicology and semantics in general, with the main emphasis on lexicology and lexical semantics of the Hungarian language. They have knowledge of both standard and dialectal and slang lexis, as well as professional terminology and proper names. They will gain an overview of the most important monolingual Hungarian dictionaries, especially general explanatory dictionaries and dictionaries of foreign words. In addition, they will acquire practical skills in the use of monolingual dictionaries.
•CSEHY, Zoltán. Bevezetés a régi magyar irodalom tanulmányozásába I. A középkortól a manierizmusig. Úvod do štúdia staršej maďarskej literatúry I. Od stredoveku k manierizmu. Bratislava: Združenie Alberta Szenci Molnára, Szenci Molnár Albert Egyesület, 2019. ISBN 978-80-971983-747. Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kmjl/Csehy_online_tankonyv1.pdf
•CSEHY, Zoltán. Szöveggyűjtemény a közép-európai humanista költészet tanításához (Oktatási segédlet) Chrestomatia stredoeurópskej humanistickej poézie (učebný text) Bratislava: Združenie Alberta Szenci Molnára, Szenci Molnár Albert Egyesület, 2019. ISBN 978-80-971983-8-1. https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kmjl/csehy_chrestomatia_-szoveggyujtemeny.pdf
•SZEGEDY-MASZÁK, Mihály. A magyar irodalom történetei I. Budapest: Gondolat, 2007. ISBN 978-963-693-007-3.
https://regi.tankonyvtar.hu/hu/tartalom/tamop425/2011_0001_542_03_A_magyar_irodalom_tortenetei_1/ch01.html
•GINTLI, Tibor. Magyar irodalom. Budapest: Akadémiai, 2010. ISBN 978-963-05-8949-9.
•MADAS, Edit. Szöveggyűjtemény a régi magyar irodalom történetéhez. Középkor. Budapest: Tankönyvkiadó, 1992. ISBN 963-184-335-1. http://sermones.elte.hu/szovegkiadasok/magyarul/madasszgy/
•BÁN, Imre. A barokk. Budapest: Gondolat, 1963.
•ÖTVÖS, Péter, PAP, Balázs, SZILASI, László a VADAI, István. A magyar költészet műfajai és formatípusai a 17. században. Szeged: 2005. ISBN 963-482-712-8.
•SŐTÉR, István. A magyar irodalom története II. A magyar irodalom története 1600-tól 1772-ig. Budapest: Akadémiai, MTA ITI, 1964. http://mek.oszk.hu/02200/02228/html/02/ Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a report (30%) on a selected topic from the history of early literature, e.g.: analysis of selected works, elements of the Renaissance in the work of B. Balassi, mannerism in the works of J. Rimay, linguistic and religious aspects of contemporary literature.
(b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (min. C1)
1. Introduction to the history of Old Hungarian. Literature.
2. Medieval literature: chronicles and so-called gestures.
3. Latin and Hungarian sacred literature in Hungary. Medieval genres: legends, sermons, first translations of the Bible, sacred poetry. The first monuments of Hungarian literature.
4. Humanism and Renaissance: the poetry of Jan Pannonia in the European context. Genres of neo-Latin poetry in Cucumber.
5. Humanism and the Renaissance. Prose works and historiography (Galeotto Marzio, Antonio Bonfini, István Brodarics, Miklós Oláh, Ferenc Forgách, etc.).
6. Beginnings of Hungarian. Poetry and artistic prose (Ómagyar Mária-siralom, love poetry, occasional literature, etc.)
7. Literature of the Reformation. Verse chronicles, so-called. Biblical history, verse stories.
8. The work of S. Tinódi and genres of verse epics.
9. The poetic works of B. Balassi.
10. Beginnings of Hungarian dramatic production
11. Mannerism and the work of J. Rimay. Neostoicism, religious and secular poetry.
12. Translations of the Psalms and creation. A. M. Szenci.
13. Mannerism in prose. (M. Szepsi Csombor, K. Darholcz, P. Alvinczy, etc.)
30/70.
After successful completion of the course, the student has a basic knowledge of the development of early Hungarian literature from the beginning to the 17th century, knows the relevant artistic tendencies, styles and directions (e.g.: humanism, renaissance, mannerism, etc.), the most important literary genres (e.g. legends, chronicles, genres of religious poetry and prose, etc.), the first linguistic and literary sources and the monuments of Hungarian literature, and the first literary sources and monuments of Hungarian literature. Literature, socio-cultural aspects of the period, acquire skills in the analysis of literary works of early Hungarian literature. The student will also learn basic philological approaches to the sources.
•BÉCSY, Tamás. A drámamodellek és a mai dráma. Budapest: Akadémiai Kiadó, 1974. ISBN 963-05-0098-1.
•BÉCSY, Tamás. A dráma esztétikája. A dráma műneme és műfajai. Budapest: Kossuth Könyvkiadó, 1988. ISBN 963-09-3235-0.
•BÓKAY, Antal. Bevezetés az irodalomtudományba. Budapest: Osiris, 2006. ISBN 963-389-883-8.
•BÓKAY, Antal et al. A posztmodern irodalomtudomány kialakulása. A posztstrukturalizmustól a posztkolonialitásig. Szöveggyűjtemény. Budapest: Osiris Kiadó, 2002. ISBN 963-379-522-2.
•BÓKAY, Antal a VILCSEK, Béla. A modern irodalomtudomány kialakulása. A pozitivizmustól a strukturalizmusig. Szöveggyűjtemény. Budapest: Osiris, 1998. ISBN 963-379-298-3.
•HANKISS, Elemér (ed.). Strukturalizmus I–II., Budapest: Európa Könyvkiadó, 1971.
•JEFFERSON, Ann a ROBEY, David (ed.). Bevezetés a modern irodalomelméletbe. Összehasonlító áttekintés. Budapest: Osiris, 1995. ISBN 963-379-102-2.
•MIKULÁŠ, Roman (ed.). Podoby literárnej vedy. Teórie – Metódy – Smery. VEDA, Bratislava: Vydavateľstvo Slovenskej akadémie vied, 2016. ISBN 978-2-8130-0377-5.
•NYÍRI, Kristóf a SZÉCSI Gábor (ed.). Szóbeliség és írásbeliség. A kommunikációs technológiák története Homérosztól Heideggerig. Budapest: Áron Kiadó, 1998. ISBN 963 85504 9 X. available at: https://mandadb.hu/tetel/183126/Szobeliseg_es_irasbeliseg_A_kommunikacios_technologiak_tortenete_Homerosztol_Heideggerig •TODOROV, Tzvetan. Poetika prózy. Praha: Triáda, 2000. ISBN 9788086138275.
* The presentations and notes of the teacher are available in Moodle and MS TEAMS.
1) During the semester: Continuous preparation: Theoretical lectures are related with homeworks, that the student have to prepare continuously, and hand over to the teacher by a pre-agreed deadline (or next lesson). During the lessons and discussions about the given topics active participation is required (40%).
2) in the examination period: written test (60%) – or oral exam (according to the requirements defined at the beginning of the course).
Grading scale:
A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%.
The credits will not be given for the student who does not pick up at least 60% of the curriculum.
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period. Violation of academic ethics results in the cancellation of earned points in the relevant item.
Hungarian (B2)
1. Introduction into the field of study. Literary theory and its disciplines. The question of literarity.
2. Orality and literacy. Theory: the Homeric question and the research of Parry and Lord.
3. Orality and literarcy. Examples: standardized formulas in the oral epic tradition.
4. Comparative literary studies. Thematology and motives. Examples and causes.
5. Comparative literary studies. Contactology and typology. Influences and reception. Examples.
6. Narratology. Propp and Todorov. Registers of the narratives. Syntakticak aspect.
7. Narratology. Verbal aspect. Mode, time, voice.
8. Narratology. Syntaktical aspect. Sequence and narrative sentence.
9. Drama theory. Dramatic text.
10. Drama theory. Structuralistist typology of genres.
11. Formalistic manner of the analysis of poetic texts.
12. Strukturalist manner of the analysis of poetic texts.
40/60
After completing the course, the student should be able to orientate in the basics of literary theory. He should acquired theoretical knowledge and through practical experience become skilled to use knowledge in practice, implementing various analytical and methodological methods. The course also serves as a basis for further studies in the field of literary genres, theoretical schools and trends, or methods of analysis.
•SZEGEDY-MASZÁK, Mihály. A magyar irodalom történetei I. Budapest: Gondolat, 2007. ISBN 978-963-693-007-3.
Dostupné na: https://regi.tankonyvtar.hu/hu/tartalom/tamop425/2011_0001_542_03_A_magyar_irodalom_tortenetei_1/ch01.html
•GINTLI, Tibor. Magyar irodalom. Budapest: Akadémiai, 2010. ISBN 978-963-05-8949-9.
•BÁN, Imre. A barokk. Budapest: Gondolat, 1963.
•ÖTVÖS, Péter, PAP, Balázs, SZILASI, László a VADAI, István. A magyar költészet műfajai és formatípusai a 17. században. Szeged: 2005. ISBN 963-482-712-8.
•SŐTÉR, István. A magyar irodalom története II. A magyar irodalom története 1600-tól 1772-ig. Budapest: Akadémiai, MTA ITI, 1964. Dostupné na: http://mek.oszk.hu/02200/02228/html/02/
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a report (30%) on a selected topic from the history of early literature, e.g.: analysis of selected works, elements of the Renaissance in the work of B. Balassi, mannerism in the works of J. Rimay, linguistic and religious aspects of contemporary literature.
(b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian, min. C1
1. Baroque literature: basic concepts
2. The sacral register of Baroque literature. Baroque emblems, allegorism of Baroque literature, contamination of genres. (M. Nyéki Vörös, M. Hajnal)
3. The heroic register of Baroque literature: the work of M. Zrínyi. Eschatological, intertextual, interdisciplinary aspects of M. Zrínyi's epic.
4. The courtly and gallant register of Baroque literature. The work of I. Gyöngyösi. Bilingual poetry. Invectives, love poetry, revival of the heroic code.
5. So-called women's literature.
6. Sacred and secular prose. Autobiographies, histories, short stories, adaptations, conversions, letters. (M. Bethlen, J. Kemény, K. Bethlen, F. Rákóczi)
7. Works of P. Pázmány
8. Baroque drama: sacred drama, satirical dramas, comedies, mythological travesties.
9. Baroque factual, technical and scientific prose.
10. Beginnings of literary science, main literary currents, trends, schools and traditions.
11. Rococo literature. Basic concepts, articulations, genres. Poetry and prose.
12. Beginnings of the novel. Magazine culture.
30/70.
After successful completion of the course, the student has a basic knowledge of the development of Hungarian Baroque and Rococo literature, is familiar with adequate artistic tendencies, styles and directions (e.g.: Mannerism, Baroque, Neostoicism, Ramism, Jansenism, Rococo, etc.), the most important literary genres (e.g. heroic and historical epic, memoir, autobiographical genres, school drama, mythological travesty, etc.) and the monuments of Hungarian literature (e.g.: the heroic and historical epic, the memoir, autobiographical genres, the school drama, mythological travesty, etc.), and the monuments of Hungarian literature. Baroque literature, socio-cultural aspects of the period, acquire skills in the analysis of literary works of Hungarian literature of the 17th and 18th centuries. The student will also learn the basic philological approaches to the sources.
• KESZLER, Borbála et al. Magyar grammatika. Budapest: Nemzeti Tankönyvkiadó, 2000, s. 37–304. ISBN 978-963-16-4694-8.
• TOLCSVAI NAGY, Gábor et al. Nyelvtan. Budapest: Osiris Kiadó, 2017, s. 310–390. ISBN 978-963-276-291-3.
• É. KISS, Katalin, KIEFER, Ferenc a SIPTÁR, Péter. Új magyar nyelvtan. Budapest: Osiris Kiadó, 1998, s. 31–126, 169–184. ISBN 963-379-327-0.
• CS. NAGY, Lajos. Szóalaktani elemzések. Budapest: Tinta Könyvkiadó, 2019. ISBN 978-963-409-230-8.
• CS. NAGY, Lajos. Szófajtani és szószerkezeti elemzések. Budapest: Tinta Könyvkiadó, 2020. ISBN 978-963-409-238-4.
Additional readings will be presented at the beginning and during the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) a report (30%) on a selected topic based on the latest available literature, e.g.: morphemic structure of a word; word-formation structure of a word, formation of words by derivation; formation of words by compounding, etc. and written tests (30%) focused on practical application of the acquired knowledge
(b) in the examination period, an oral examination (40%)
The condition for admission to the examination is the achievement of at least 40% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item
of the assessment.
Grading Scale:
A: 100%-92%
B: 91%-84%
C: 83%-76%
D: 75%-68%
E: 67%-60%
FX: 59%-0%
Credit will not be awarded to a student who does not master at least 60% of the curriculum.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the
The last day of the teaching period.
Hungarian (level C2)
1. Formal structure of the word.
2. Morphematic structure of the word, morpheme variants.
3. Types of morphemes (grammatical morpheme, null morpheme, root morpheme and derivational morpheme).
4. Word-forming structure of a word.
5. Formation of words by derivation.
6. Formation of words by composition.
7. Subordinating compound words.
8. Addition compound words.
9. Other ways of forming words (abreviation, transfer of meaning, shortening words, splitting the meaning of a word, etc.).
10. Characteristics of word formation in the Hungarian language in Slovakia.
11. Comparison of the ways of word formation in the Hungarian and Slovak languages.
12. Application of the different ways of word formation in linguistic practice.
13. Paradigmatic morphology.
60 / 40
After successful completion of the course, the student has knowledge of the morphological level of the Hungarian language within the thematic areas of morphemic structure of words (types of morphemes); word structure, word formation by derivation; word formation by composition and other ways of word formation. The student knows the structure of the word-formation system of the Hungarian language, word-formation methods, word-formation types and word-formation categories and can apply his/her knowledge in linguistic practice.
BÍRÓ, Ferenc. A felvilágosodás korának magyar irodalma. Budapest: Balassi Kiadó, 2013. ISBN 963-7873-83-X.
GINTLI, Tibor, ed. Magyar irodalom. Budapest: Akadémiai Kiadó, 2011. ISBN 978-963-05-8949-9. SŐTÉR, István, ed. A magyar irodalom története 1772-től 1849-ig. Budapest: Akadémiai Kiadó, 1965.
SZEGEDY-MASZÁK, Mihály, ed. A magyar irodalom történetei 1800-1919. Budapest: Gondolat, 2007. ISBN 978-963-693-006-6.
SZERB, Antal. Magyar irodalomtörténet. Budapest: Magvető, 2019. ISBN 978-963-14-3924-3.
Additional literature will be presented at the beginning and during the semester.
a) during the semester a paper (30%). Topics e.g. Dugonics' Etelka as a popular reading, Gvadányi and the birth of the prototype of the all-conquering zealot, the position of women in Csokonai's comic epic (Dorottya), Hungarian Wertheriads: Kazinczy and Kármán, etc. b) in the examination period: written test (70%). The student will be admitted to the test only with a minimum of 10% from continuous evaluation.Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Grading scale: A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%. The teacher will accept a maximum of 2 absences with documentation. The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced trough AIS no later than in the last week of the instruction period.
Hungarian (C1)
1. Programme and representatives of the Hungarian Enlightenment
2. Literary Classicism
3. Laicization of literature, the literary programe of Gy. Bessenyei
4. The problem of institutional forms of literary life - the importance of magazines
5. Changes and renewal of poetic systems, the prevalence of formal requirements
6. The conflict between the requirement of originality and the preference for translated works
7. Csokonai - poet of many faces, poet doctus
8. Dorottya and Fazekas's Ludas Matyi as prototypes
9. Kazinczy
10. The origins of the Hungarian novel
11. Love as a new theme of literature
12. Wertheriads
30/70
To deepen knowledge of the literary events and works of the Hungarian Enlightenment and Classicism in the light of current trends in the evaluation of the period, which is crucial for the further development of Hungarian literature and literary thought. The student has knowledge of the circumstances of the emergence of the phenomena under study, is aware of the overlaps into the literary consciousness of the present day, and is capable of independent interpretation.
• KESZLER, Borbála et al. Magyar grammatika. Budapest: Nemzeti Tankönyvkiadó, 2000, s. 349–460. ISBN 978-963-16-4694-8.
• TOLCSVAI NAGY, Gábor et al. Nyelvtan. Budapest: Osiris Kiadó, 2017, s. 663–805. ISBN 978-963-276-291-3.
• É. KISS, Katalin, KIEFER, Ferenc a SIPTÁR, Péter. Új magyar nyelvtan. Budapest: Osiris Kiadó, 1998, s. 17–126. ISBN 963-379-327-0.
• HEGEDŰS, Rita. Magyar Nyelvtan. Formák, funkciók, összefüggések. Budapest: Tinta Könyvkiadó, 2004, s. 221–267. ISBN 963-9372-92-7.
• CS. NAGY, Lajos. Mondattani elemzések. Budapest: Tinta Könyvkiadó, 2020. ISBN 978-963-409-244-5.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) a report (30%) on a selected topic based on the latest available literature, e.g.: syntagmatics; the sentence as an utterance; grammatical structure of a simple sentence; sentence articles; the verb sequence of a simple sentence, etc. and written tests (30%) aimed at practical application of the acquired knowledge
(b) in the examination period, an oral examination (40%)
Admission to the examination is subject to the achievement of a minimum of 30% of the continuous assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item
of the assessment.
Grading Scale:
A: 100%-92%
B: 91%-84%
C: 83%-76%
D: 75%-68%
E: 67%-60%
FX: 59%-0%
Credit will not be awarded to a student who does not master at least 60% of the curriculum.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian (level C2)
1. Basic issues of syntagmatics and syntax.
2. Terminology of Hungarian syntagmatics and syntax.
3. Types of syntagms (determinative and coordinative syntagms).
4. The sentence as a statement.
5. Modality of utterance (attitudinal modality, assertive modality and volitional modality).
6. Grammatical structure of a simple sentence.
7. The basic clause (the adverb) and its function in a simple sentence.
8. Developing clause members (subject, object, adverbial determiner) and their function in a simple
sentence.
9. Developing clause articles (adjective, adverb) and their function in a simple sentence.
10. The verb sequence of a simple sentence.
11. Characteristics of the simple sentence in the Hungarian language in Slovakia.
12. Comparison of the structure of a simple sentence in Hungarian and Slovak.
60 / 40
After successful completion of the course, the student has knowledge of the syntactic level of the Hungarian language within the thematic areas of syntagmatics (types of syntagms); the sentence as a statement; modality of the statement (attitudinal modality, attributive modality and volitional modality); grammatical structure of the sentence; structure of the simple sentence; sentence articles (adverb, subject, object, adverbial determiner, adjective, adverb clause, preposition) and the grammatical sequence of the simple sentence. The student knows the structure of the syntagmatic and syntactic system of the Hungarian language, the function of sentence articles and is able to apply his/her knowledge in linguistic practice.
DUŠÍKOVÁ, A. A magyar romantika kezdetei [online]. Bratislava: Univerzita Komenského, 2011 [cit. 2021-10-16]. ISBN 978-80-223-3030-5. Available at: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kmjl/Dusik_A_magyar_romantika_kezdetei.pdf
GINTLI, Tibor, ed. Magyar irodalom. Budapest: Akadémiai Kiadó, 2011. ISBN 978-963-05-8949-9. HORVÁTH, Károly. A romantika értékrendszere. Budapest: Balassi Kiadó, 1997. ISBN 963-506-152-8.
SŐTÉR, István, ed. A magyar irodalom története 1849-től 1905-ig. Budapest: Akadémiai Kiadó, 1965.
SZEGEDY-MASZÁK, Mihály, ed. A magyar irodalom történetei II. 1800-1919. Budapest: Gondolat, 2007. ISBN 978-963-693-006-6.
Additional literature will be presented at the beginning and during the semester.
a) during the semester a paper on a selected topic (30%), e.g.: short stories by M. Vörösmarty, ballad as a popular genre, historical novel by M. Jósika, comic epic by Petőfi, anecdotalism in the works of Jókai and Mikszáth, verse novel by L. Arany as a generational testimony, etc. b) in the examination period: written test (70%). The student will be admitted to the test only with a minimum of 10% from continuous evaluation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Grading scale: A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%. The teacher will accept a maximum of 2 absences with documentation. The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced trough AIS no later than in the last week of the instruction period.
Hungarian (C1)
1. Literary groups and institutional forms of literary life
2. The origins of literary scholarship: the first comprehensive works; literary criticism
3. Specifics of literary romanticism of the 1840s
4. Influence of folklore and theoretical activity of J. Erdélyi
5. Literary works of key personalities of the pre- and post-revolutionary period
6. Petőfi and Arany
7. The novel and its specifics in the conditions of Hungarian literature
8. The renewal of the language of Hungarian prose in Jókai's work
9. Kemény as a key figure of Gyulai's folk-national conception
10. Problems and character of drama in the 19th century: Madách
11. Anecdote as an element of structure in Mikszáth's work
12. Epigonism in the second half of the 19th century and the search for new paths
30/70
To deepen knowledge of the specifics and contextual background of Hungarian literature of the 19th century, to highlight the specifics of Hungarian Romanticism and trends in literary thought. Students will gain the tools to independently analyze and evaluate phenomena, authors, and works of the period.
a) during the teaching part (continuously) a paper (30%) on a selected topic from the history of 20th century Hungarian literature, e.g.: the work of individual authors (e.g. Gyula Illyés, Endre Gelléri Andor, Géza Csáth, etc.), analysis of literary works, magazine culture of the time, intermedial aspects of contemporary literature.
b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian, min. C1
1. The Emergence of Hungarian Modernism, Nyugat magazine.
2. Symbolism, Impressionism, Art Nouveau, Decadence.
3. The first generation of Nyugat I. Endre Ady - poetic work.
4. First generation of Nyugatu II. The poetry of M. Babitsa and D. Kosztolányi.
5. The work of other poets of the first generation of Nyugatu (Á. Tóth, Gy. Juhász, E. Szép, M. Füst, F. Karinthy).
6. Avant-garde in Hungarian literature. The poetry of Lajos Kassák.
7. The prose works of Zs. Móricz and Gy. Krúdy
8. Works of other prose writers of the first generation of Nyugat (M. Kaffka, J. J. Tersánszky, Gy. Szini, V. Cholnoky, L. Cholnoky, G. Csáth).
9. Second generation of Nyugatu I. Poetry (L. Szabó, Gy. Illyés, L. Áprily).
10. Second Generation Nyugatu II. The work of S. Márai.
11. The work of other prose writers of the second generation of Nyugatu (L. Németh, T. Déry, A. E. Gelléri, A. Szerb). The poetic works of Attila József.
12. Drama in the first half of the 20th century (F. Molnár, F. Herczeg, M. Füst, T. Déry
30/70.
After successful completion of the course, the student will have knowledge of the development of 20th century Hungarian literature, will know adequate artistic trends (Modernism, Art Nouveau, Symbolism, Impressionism, Expressionism, Surrealism, etc.), the most important literary genres, the socio-cultural aspects of the period, and will acquire skills in the analysis of literary works of Hungarian Modernism. He will have a thorough knowledge of the key works and the work of key authors (e.g. Endre Ady, Mihály Babits, Dezső Kosztolányi, Zsigmond Móricz, Lajos Kassák, etc.) of the period.
•KEMÉNY, Gábor. Bevezetés a nyelvi kép stilisztikájába. Budapest: Tinta Könyvkiadó. 2002. ISBN 963-9372-38-2.
•KEMÉNY, Gábor. A nyelvtől a stílusig. Válogatott tanulmányok. Budapest: Tinta Könyvkiadó. ISBN 978-963-9902-39-8.
•PÉTER, Mihály. A leleplező nyelv. Álcázás és ámítás a nyelv használatában. Budapest: Tinta Könyvkiadó. 2012. ISBN 978-615-5219-28-3.
•PETHŐ József. Alakzat és jelentés. Az alakzatok stílus- és jelentésképző szerepe a szövegekben. Budapest: Tinta Könyvkiadó. 2012. ISBN 978-963-9902-95-4.
•SZABÓ, Zoltán. Kis magyar stílustörténet. Budapest: Tankönyvkiadó. 1982. ISBN 963-17-6130-4.
•SZIKSZAINÉ NAGY, Irma. Magyar stilisztika. Budapest: Osiris Kiadó. 2007. ISBN 978 963 389 904 5.
•SZATHMÁRI, István red. Hol tart ma a stilisztika? Stíluselméleti tanulmányok. Budapest: Nemzeti Tankönyvkiadó. 1996. ISBN 963-18-6862-1.
•TOLCSVAI NAGY, Gábor. A magyar nyelv stilisztikája. Budapest: Nemzeti Tankönyvkiadó. 1996. ISBN 963-18-7506-7.
•TÁTRAI, Szilárd a TOLCSVAI NAGY, Gábor red. A stílus szociokulturális tényezői. Kognitív stilisztikai tanulmányok. Budapest: ELTE, Stíluskutató csoport. 2012. ISBN 978-963-284-304-9.
Supplemental readings will be presented at the beginning and throughout the semester. In Moodle and MS TEAMS presentations of the lecturers are available.
a) during the teaching part (continuously) a paper (40%) on a selected topic from the trope (metaphor, metonymy, etc.) and figure (contrasts, parallels, etc.).
b) in the examination period: written test (60%: tropes: 30% and figures: 30%)
The condition for admission to the examination is the achievement of a minimum of 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
of the assessment.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the
The last day of the teaching period.
Hungarian B2, C1
1. Theory of linguistic (functional) styles
2. Phonostylistics
3. Stylistics and morphology
4. Proverb, proverb and their stylistic meaning
5. Stylistics and lexis
6. Stylistics and semantics - tropes
7. Stylistics and semantics - figures
8. Stylistics and syntax
9. Classification of styles - administrative, journalistic, narrative, rhetorical
10. Classification of styles - essayistic, artistic and colloquial style.
11. Secondary styles (advertising style, encyclopaedic style, preaching style, telephonic style, polemical style)
12. Secondary styles (critical style, conceptual style, expressive style, economic style, redundant style, etc.)
To familiarize students with the concepts of style, stylemma, rhetorical-stylistic means, with the development of the discipline from ancient rhetoric to today with a view to Slovak and world stylistics.
•SZEGEDY-MASZÁK, Mihály a VERES, András. A magyar irodalom történetei III., 1920-tól napjainkig. Budapest: Gondolat, 2007. ISBN 978-963- 693-006-7. https://regi.tankonyvtar.hu/hu/tartalom/tamop425/2011_0001_542_05_A_magyar_irodalom_tortenetei_3/ch01.html
•GINTLI, Tibor. Magyar irodalom. Budapest: Akadémiai, 2010. ISBN 978-963-05-8949-9.
•GRENDEL, Lajos. A modern magyar irodalom története. Magyar líra és epika a 20. században. Bratislava: Kalligram, 2019. ISBN 978-80-8101-319-5.
•NÉMETH, Zoltán. A széttartás alakzatai. Bevezetés a „fiatal irodalom“ olvasásába. Bratislava: Kalligram, 2004. ISBN 80-7149-671-5.
•ZSADÁNYI, Edit. A másik nő. A női szubjektivitás narratív alakzatai. Budapest: Ráció, 2006. ISBN 978-963-960-521-3.
•KULCSÁR SZABÓ, Zoltán. Metapoétika. Önprezentáció és nyelvszemlélet a modern költészetben. Pozsony: Kalligram, 2007. ISBN 978-80-7149-920-6. Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
) during the teaching part (continuously) a paper (30%) on a selected topic from the history of Hungarian literature in the second half of the 20th century or from contemporary Hungarian literature in the second half of the 20th century or from contemporary Hungarian literature in the second half of the 20th century. Metrical diversity in the work of S. Weöres; Minimalism in Hungarian literature; The literature of the Hungarian literature of the 1930s; The literature of the 1930s; The literature of the 1930s; The literature of the 1930s; The literature of the 1930s; The literature of the 1930s; The literature of the 1930s. Literature ; Body and Language in the Work of P. Nádas; Experimental Poetry of D. Tandori; Intertextuality in L. Parti Nagy's poems; The forms of the postmodern novel in Hungarian poetry. Lit.; Cultural Memory in the Works of A. F. Kovács, etc.
b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (min C1).
1. Third generation Nyugatu. The poetry of M. Radnóti.
2. The poetic work of Sándor Weöres.
3. The poetry of other poets of the third generation of Nyugat (G. Devecseri, A. Hajnal, Z. Jékely, L. Kálnoky, Gy. Rónay, I. Vas). The work of the third generation Nyugatu prose writers (G. Thurzó, I. Keszi, Gy. Rónay).
4. The importance of the Újhold magazine in Hungarian literature. The work of the poets of Újhold magazine. Nemes Nagy and J. Pilinszky.
5. The metaphorical prose of Géza Ottlik and Miklós Mészöly.
6. Grotesque prose: the work of Istán Örkény.
7. The poetic works of László Nagy and Ferenc Juhász.
8. The poetry of Gy. Petri and D. Tandori.
9. Drama in the second half of the 20th century (L. Németh, Gy. Illyés, I. Örkény, Gy. Spiró).
10. The work of P. Hajnóczy, Péter Nádas and P. Esterházy.
11. The work of I. Kertész and Gy. Konrád.
12. Other authors of contemporary Hungarian literature (Á. Bodor, L. Parti Nagy, I. Oravecz, A. F. Kovács, E. Kukorelly, Sz. Borbély).
30/70.
Upon successful completion of the course, the student will have knowledge of the development of modern, postmodern and contemporary Hungarian literature from the second half of the 20th century to the present day, will acquire skills in the analysis of (post)modern literary works, and will be informed about trends and tendencies in today's work. The student will be familiar with leading authors, socio-cultural aspects of the period, magazine culture and the various literary methods needed to analyse texts.
ORGOŇOVÁ, Oľga a Alena BOHUNICKÁ. Lexikológia slovenčiny. Bratislava: Stimul, 2011. ISBN 978-80-8127-030-7. Dostupné aj na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksj/publikacie/OOAB_lexikologia.pdf [cit. 21.12.2021].
ŽIGOVÁ, Ľudmila. Komunikácia v slovenčine. Bratislava: Vydavateľstvo UK, 2007. ISBN 978-80-223-2359-8.
Pravidlá slovenského pravopisu. 3., upravené a doplnené vyd. Bratislava: Veda 2000. ISBN 80-224-0655-4. Dostupné aj na: https://www.juls.savba.sk/pravidla_sloven_pravopisu.html [cit. 21.12.2021].
A magyar helyesírás szabályai. 12. vyd. Budapest: Akadémiai Kiadó, 2015. ISBN 978-963-0596312. Dostupné aj na: https://helyesiras.mta.hu/helyesiras/default/akh12 [cit. 21.12.2021].
Inovovaný Štátny vzdelávací program. Jazyk a komunikácia. Maďarský jazyk a literatúra. Dostupné na: www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/mjl_nsv_2014-pdf
Additional readings will be presented at the beginning and during the semester.
Continuous assessment: written work, homework. The student will submit solutions to 5 short assignments during the teaching part. The maximum point value of each solution is 20 points (1 point = 1%).
Active participation of the student is a condition for receiving the grade. Two absences are allowed.
Grading scale:
A: 100%-93%
B: 92%-85%
C: 84%-77%
D: 76%-69%
E: 68%-60%
Fx: 59%-0%
Credit will not be awarded to a student who does not master 60% of the curriculum. Violation of academic ethics will result in the nullification of the points earned in the appropriate assessment item.
Hungarian (level C1), Slovak (B2)
1. Dynamic processes in Slovak school terminology
2. Issues of semantic formation of Slovak school terms
3. Nouns in Slovak school terminology - a comparative view
4. Adjectives in Slovak school terminology - a comparative view
5. Verbs in Slovak school terminology - a comparative view
6. Terminology of the State Educational Programme (educational area Language and Communication) for the 2nd grade of primary school
7. Terminology of the Framework Curriculum for the 2nd grade of primary school
8. Professional terms of the curriculum - a comparative view
9. Curriculum terms - a comparative view
10. Professional terminology of methodological guidelines - a comparative view
11. Professional names of didactic means in the Slovak language
12. Adequacy of professional terms in the so-called translated textbooks for the 2nd grade of primary schools with the language of instruction of a national minority
13. A comparative view of the orthography of school terms in Hungarian and Slovak
100 / 1
The student knows the basic terminology of pedagogy and pedagogical documentation also in Slovak language and can use it adequately in the context of teaching work. Gain a comparative view of the basic concepts and categories of terminology of their field. Actively uses Slovak school terminology in the production of written texts (e.g. in the preparation of school documentation in Slovak), being aware of the fundamental differences in the orthography of the Hungarian and Slovak languages (e.g. writing capital letters, writing words and proper nouns of foreign origin, use of punctuation marks). Possesses the verbal skills necessary for professional communication in the Slovak language.
•BERECZKI, Gábor. A magyar nyelv finnugor alapjai. Budapest: Universitas, 2003. ISBN 63-9104-79-5.
•CSEPREGI, Márta, red. Finnugor kalauz. Budapest: Panoráma, 2001. ISBN 963-243-862-0.
•HAJDÚ, Péter. Bevezetés az uráli nyelvtudományba. Budapest: Tankönyvkiadó, 1976. ISBN 963-17 2216-3
•HEGEDŰS, József. Hiedelem és valóság. Külföldi és hazai nézetek a magyar nyelv
rokonságáról. Budapest: Akadémiai Kiadó, 2003. ISBN 963-05-7994-4.
•HONTI, László, red. A nyelvrokonságról. Budapest: Tinta Könyvkiadó, 2010. ISBN 978-963-9902-58-9.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) student lecture on a selected topic (20%), homework (10%). b) during the examination period: examination or written work (70%). Grading scale: A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%." Credit will not be awarded to a student who does not master at least 60% of the curriculum. Violation of academic ethics will result in the cancellation of the points earned in the appropriate assessment item. The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Examination dates will be published via AIS no later than the last week of the teaching period. Weighting of the midterm/final evaluation: 30 / 70
Hungarian Language (C1)
Sources of Hungarian ethnic prehistory. 2. Questions of the Hungarian ethnic origin. 3. Prehistory of Hungarian ethnicity. 4. The Uralic ethnic groups - a general overview. 5. Russian and Soviet language policy, the influence of the Russian language on the Uralic ethnic groups on the territory of the former USSR. 6. Uralic languages - general characteristics. 7. Linguistic phenomena in the Uralic languages. 8. Basics of comparative and historical linguistics. 9. History of research on genetic relations of the Hungarian language. 10. Characteristics of the so-called Uralic proto-language. 11. Genetic relations of the Uralic languages. 12. Other possible genetic relations of the Uralic languages. Areal relations of the Uralic languages.
After successful completion of the course, the student has knowledge of the genetic relatedness of languages and of the specific genetic relatedness of the Hungarian language. The student knows the cultural characteristics and places of residence of the Uralic peoples, the most important principles and methods of comparative linguistics and the Uralic language group.
•KÓSA, László. Magyar művelődéstörténet. Budapest: Osiris, 2000. ISBN 963-379-742-X.
•MÉSZÁROS, István, NÉMETH, András, PUKÁNSZKY, Béla. Bevezetés a pedagógia és az iskoláztatás történetébe. Budapest: Osiris, 2000. ISBN 963-379-997-X.
•PUKÁNSZKY, Béla a NÉMETH, András. Neveléstörténet. Budapest: Nemzeti Tankönyvkiadó, 1996. ISBN 963-18-7512-1. Dostupné na: https://mek.oszk.hu/01800/01893/html/
•GERGELY, Jenő, KARDOSS, József a ROTTLER, Ferenc. Az egyházak Magyarországon (Szent Istvántól napjainkig). Budapest: Korona. 1997. ISBN 963-9036-23-4.
Additional readings will be presented at the beginning and during the semester.
a) during the teaching part (continuously) a report (30%) on a selected topic from the history of children's and youth literature or an analysis of individual literary works, e.g.: History of Education in Bratislava; Church Schools in the 19th century; Monastery Schools in Hungary, etc.
b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the invalidation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (min. B2).
. Methodological issues of researching the history of churches and education in the conditions of Hungary. Relations between the Catholic Church and Protestant denominations.
2. Acceptance of Christianity in Hungary. The structure of the Church and the role of orders in the Middle Ages.
3. The crisis of the Catholic Church at the beginning of the 16th century. The Reformation and the spread of the Reformation in Hungary.
4. Medieval education: parochial, monastic and chapter schools. The influence of the Reformation on the town schools.
5. Jesuit education: grammar schools and university in Trnava. Catholic education in general. Protestant colleges and lyceums.
6. Relationship of Catholicism and Protestantism in the Monarchy in the 17th and 18th centuries. The Estates' Revolts.
7. Ratio Educationis and the organization of education in the Monarchy in general and in Hungary in particular. Ideological divergence between Catholic and Protestant education.
8. Catholicism and Protestantism in the 19th Century: conservative tendencies in the Catholic Church and disputes between Protestant denominations.
9. Changes in the education system in the Monarchy after the Revolution: the Entwurf. The transformation of grammar schools and university studies in Hungary.
10. The Austro-Hungarian Settlement and its effect on church life and on the school system.
11. Hungarian education after 1918. The inter-war period and efforts to modernise education.
12. The fate of the churches during socialism and the Hungarian school system. Changes after 1989.
30/70.
After successful completion of the course, the student has knowledge of the development of education and the church in the Hungarian socio-cultural environment, knows the interdependence of the history of education, culture, literature, religion and school education, can distinguish the influence of individual denominations on the reception of ideas.
•BÓKAY, Antal. Irodalomtudomány a modern és a posztmodern korban. Budapest: Osiris, 1997. ISBN 963-379-220-7.
•BÓKAY, Antal. Bevezetés az irodalomtudományba. Budapest: Osiris, 2006. ISBN 963-389-883-8. •VILCSEK, Béla. Az irodalomtudomány provokációja. Budapest: Eötvös, Balassi, 1995. ISBN 963-506-032-7.
•SZEGEDY-MASZÁK, Mihály. Szó, kép, zene. A művészetek összehasonlító vizsgálata. Pozsony: Kalligram, 2007. ISBN 978-80-7149-938-1.
•SCHUSTER, Martin. Művészetlélektan. Képi kommunikáció, kreativitás, esztétika. Budapest: Panem, 2005. ISBN 963-545-443-0.
•SHUSTERMAN, Richard. Pragmatista esztétika. A szépség megélése és a művészet újragondolása. Bratislava: Kalligram, 2003. ISBN 80-7149-588-3.
•KABDEBÓ, Lóránt, KULCSÁR SZABÓ, Ernő, MENYHÉRT, Anna, KULCSÁR SZABÓ, Zoltán. A fordítás és intertextuális alakzatai. Budapest: Anonymus Kiadó. 1998. ISBN 963-796-657-9.
Additional literature will be presented at the beginning and during the semester.
a) during the semester each student chooses an artistic text and an interpretation method. After presenting these initial components in the seminar, they will then submit a written paper of at least 5 pages (30%), which should include responses to the discussion that took place during the presentation of the initial postulates in the seminar. The submission of the written output is a condition for the award of credits. b) in the examination period: written test (70%) The condition for admission to the examination is the achievement of a minimum of 10% of the continuous assessment. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Grading scale: A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%. The teacher will accept a maximum of 2 absences with documentation. The exact date for continuous evaluation and the topic of the paper will be discussed and announced at the beginning of the semester. The dates for the final test will be announced trough AIS no later than in the last week of the instruction period.
Hungarian (min. B2)
1. Basic interpretive strategies of literaray works from positivism to postmodernism.
2. Contemporary aspects of interpretive strategies: relevance and polyphony.
3. Style of texts and style of interpretation.
4. Structural elements of the text, genres of interpretation (criticism, review, essay, study, dissertation, etc.).
5. Layers and registers of interpretation.
6. The role of the narrator. Self-representation (self-fashionig) of the author, identity of the text, identity of the characters.
7. Artistic directions and interpretation.
8. The influence of new media on interpretation.
9. Adaptations and literary models.
10. Censorship of texts. Ideology and interpretation.
11. The impact of popular culture registers on the interpretation of fiction.
12. Pragmatic aesthetics of interpretation.
30/70
The aim of the seminar is to build and consolidate skills in the independent interpretation of a literary work and to gain a broader overview of the theoretical background of the interpretation of a literary work, including contemporary contexts. After successful completion of the course, the student has a basic knowledge of the analysis of artistic texts, is familiar with the methodological issues of literary analysis, is familiar with philological and various interpretative procedures, can recognize both the ideological and philosophical background of the text, and intertextual elements and allusions.
CASANOVA, Pascale. Světová republika literatury, Praha: Karolinum, 2012. ISBN 978-80-2462-036-7.
CLAUDON, Francis. A romantika enciklopédiája. Budapest: Corvina, 1990. ISBN 963-13-2665-9. HORVÁTH, Károly. A romantika értékrendszere. Budapest: Balassi Kiadó, 1997. ISBN 963-506-152-8.
GINTLI, Tibor, ed. Magyar irodalom. Budapest: Akadémiai Kiadó, 2011. ISBN 978-963-05-8949-9. SZÁVAI, Dorottya a Zoltán Z. VARGA, eds. Műfaj és komparatisztika. Budapest: Gondolat 2018. ISBN 978-963-693-835-2.
Additional literature will be presented at the beginning and during the semest
During the semster: a) a paper (50%). Topics e.g. the influence of Don Quixote on the nature of the discourse on translation in Hungarian literature, the so-called Wertheriads of Kazinczy and Kármán, the motif of wilting in the works of authors of Hungarian literature, Byron's Cain and Madách's Adam as prototypes of the modern man, etc. b) 2 short (max. 10 minutes) oral presentations (2x25%) on the topics discussed (e.g. translations, intertextuality, historicity, canon, collective memory, the concept of world literature, etc.). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Grading scale: A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%. The teacher will accept a maximum of 2 absences with documentation. The exact date for continuous evaluation and the topic of the paper will be discussed and announced at the beginning of the semester.
Hungarian (C1)
1. The influence of the theorists of German Pre-Romanticism and Romanticism on the literary thought of the Auróra generation
2. Goethe's influence on the work of Kármán, Kazinczy and Madách
3. Madách's Tragedy of Man and Byron's Cain
4. Issues of the national epic in relation to the genre's position in European Romanticism
5. The influence of the historical novels of W. Scott on the development of the genre in Hungarian literature
6. Eötvös and Victor Hugo
7. E. Sue and the novels of L. Kuthy and I. Nagy, the detective genre
8. Petőfi and Heine
9. Petőfi and the influence of Byron on the creation of the Felhők cycle
10. Shakespeare in European and Hungarian Romanticism
11. A Midsummer Night's Dream and Csongor és Tünde
12. Bánk bán and Hamlet
100/0
The student has knowledge of the nature of the dialogue of 19th century Hungarian literature with the world literature (in a contemporary context), with an emphasis on literary romanticism.
a) during the teaching part (continuously) a paper (30%) on a selected topic on the influence of mythology on Hungarian literature, e.g.: Ulysses in the novels of S. Márai; Mythological elements in the poems of A. F. Kovács; Theseus as an alterego in the novel by L. Grendel; Narcissus in the essayistic prose of P. Nádas, etc.
(b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
1. Myth and literature.
2. Orpheus and Eurydice in World and Hungarian Literature. Literature.
3. Orphism, strategies of interpretation of myths.
4. Orpheus and Eurydice: ancient variants (Ovid, Virgil, Phanokles).
5. Orpheus in Old Hungarian. Orpheus in modern literature.
6. Orpheus in humanistic and Renaissance poetry (Poliziano).
7. Baroque variants of the myth (Marino, Zrínyi).
8. Modenist understandings of myth (Mallarmé, Rilke).
9. Orpheus in today's Hungarian. Lit. (Tolnai, Balla, Beney, Szentkuthy, S. Weöres, Orbán, Orcsik, etc.).
10. Modern and postmodern Orphism (D. Campana, E. Sanguineti).
11. Myth and intermediality (D. Buzzati, J. Cocteau).
12. Orpheus in modern drama (T. Williams, J.Anouilh).
30/70.
After successful completion of the course, the student has a basic knowledge of the analysis of artistic texts, is familiar with the methodological issues of literary analysis, is familiar with philological and various interpretative procedures, can recognize both the ideological and philosophical background of the text, and intertextual elements and allusions.
•BOLLOBÁS, Enikő. Az amerikai irodalom története. Budapest: Osiris, 2005. ISBN 963-389-771-8.
•FAUCHEREAU, Serge.. Századunk amerikai költészetéről. Budapest: Európa, 1974. ISBN 963-070-377-7.
•BOWRA, Cecil Maurice. Az alkotó kísérlet. Budapest: Európa, 1970.
•PÁL, József. Világirodalom. Budapest: Akadémiai Kiadó, 2005. ISBN 963-058-238-4.
•BAJOMI LÁZÁR, Endre. Szürrealizmus. Budapest: Gondolat, 1979. ISBN 963-280-758-8.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a paper (30%) on a selected topic from the history of modern poetry of the 20th century, e.g. Apollinaire and surrealism; F. G. Lorca and the folk tradition; Free verse in the work of E. Pound; Ancient tradition in the work of K. Cavafy; P. Éluard and Gy. Illés, etc.
(b) in the examination period: written test (70%)
Admission to the examination is subject to achieving a minimum of 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (min. B2).
1. Articulations of pre-modern poetry (Ch. Baudelaire, A. Rimbaud, P. Verlaine, S. Mallarmé, etc.).
2. Italian and Russian Futurism (F. T. Marinetti, A. Palazzeschi, etc.).
3. Neoclassicism (K. Kavafis, O. Elitis, J. Seferis).
4. French and Spanish surrealism (G. Apollinaire, F. G. Lorca).
5. German Expressionism (G. Benn, G. Trakl, etc.).
6. Italian Hermeticism (G. Ungaretti, E. Montale, S. Quasimodo, etc.).
7. Imagism (E. Pound ).
8. The poetry of T. S. Eliot and his influence on Hungarian literature.
9. Neoavantgarde and transavantgarde (Lettrism, Fluxus, etc.).
10. The beatnik generation (A. Ginsberg, G. Corso, L. Ferlinghetti).
11. Postmodernism and cultural memory. (J. Ashbery, F. O'Hara, S. Heaney, A. Porta.).
12. Contemporary poetic directions Biopoetics. (A. Bosquet, M. Donhauser, etc.).
30/70.
Upon successful completion of the course, the student has knowledge of the development of modern and postmodern world poetry in the 20th century, acquires skills in the analysis of literary works, is informed about artistic trends and tendencies (symbolism, futurism, expressionism, surrealism, hermeticism, neo-avant-garde, postmodernism). The student is familiar with leading authors, the sociocultural aspects of the period, and the various literary scholarly techniques necessary to analyze specific texts.
GRAY, Julie. A tökéletes önéletrajz. Egy hivatásos önéletrajzíró tanácsai a tökéletes állás megszerzéséhez. Budapest: Akadémiai Kiadó. 2013. ISBN 978-963-05-9114-0.
•GYURGYÁK, János. A tudományos írás alapjai. Útmutató szemináriumi és tudományos diákköri értekezést, szakdolgozatot és disszertációt íróknak. Budapest: Osiris. 2019. ISBN 978-963-276-349-1.
•HAVASRÉTI, József. A tudományos írásmű. Budapest: Bölcsész Konzorcium. 2006. ISBN 963-9704-30-x
•KURTÁN, Zsuzsa. Szakmai nyelvhasználat. Budapest: Nemzeti Tankönyvkiadó. 2003. ISBN 963-19-4189-2.
•LŐRINCZ, Éva Anna a STUCZ Zoltán. Prezentáció. Budapest: Typotex Kiadó. 2013. ISBN 978-963-279-264-4.
•SZABÓ, Katalin. Kommunikáció felsőfokon. Hogyan írjunk, hogy megértsenek? Hogyan beszéljünk, hogy meghallgassanak? Hogyan levelezzünk, hogy válaszoljanak? Budapest: Kossuth Kiadó. 2002. ISBN 963-09-4303-4.
Supplemental readings will be presented at the beginning and throughout the semester. In Moodle and MS TEAMS
presentations of the lecturers are available.
a) during the teaching part (on an ongoing basis) a paper (30%) on a selected topic in the teaching of stylistics, text editing, what is a good textbook text, how to write a CV and a stylistically accurate scientific text;
(b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the continuous assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the
The last day of the teaching period.
Hungarian B2, C1
1. Text composition. Prototext, metatext, subtext
2. Theme, subtext, plot
3. Connectors. Cohesion in the text
4. Tectonics of the text: paragraph, chapters
5. Heading, subheading, subheadings, headings, perex, etc.
6. Prologue, epilogue and quotation components
7. Creative writing (creating, rewriting texts in different genres)
8. Creative writing (advertising texts, posters, charts and graphs)
9. Characteristics and production of spoken language in different life situations (exhibition opening)
10. Characteristics and production of spoken language (book presentation, improvisation)
11. Characteristics and production of spoken language expressions (conference discussion)
12. Exercises aimed at developing communication skills and knowledge of rhetoric (ceremonial speech)
Upon successful completion of the course, the student will be able to recognize the main features of administrative, scientific, literary and advertising styles. The student will be able to write a curriculum vitae, a cover letter, an application and other official documents, and to proofread texts.
● É. KISS, Katalin. Anyanyelvünk állapotáról. Budapest: Osiris Kiadó, 2004. ISBN 963-389-662-2.
● CHAMBERS, Jack K. Sociolinguistic Theory: Linguistic Variation and its Social Significance. Chichester: Wiley-Blackwell, 2009. 978-1-4051-5246-4.
● LANSTYÁK, István a SZABÓMIHÁLY, Gizella. Magyar nyelvhasználat – iskola – kétnyelvűség. Pozsony: Kalligram Könyvkiadó, 1997. ISBN 80-7149-173-X.
● LANSTYÁK, István a Vančóné Kremmer Ildikó, red. Nyelvészetről változatosan. Dunaszerdahely: Gramma Nyelvi Iroda, 2005. ISBN 80-969556-0-8.
● WARDHAUGH, Ronald. Szociolingvisztika: Budapest: Osiris Kiadó, 1995. ISBN 963-379-046-8.
Supplemental readings will be presented at the beginning and throughout the semester. The teacher's presentations are available in MS TEAMS.
(a) during the semester (throughout) written tests (30%) and homework (20%) on
selected topic from the issue of language varieties.
b) in the examination period: exam (written part 20%, oral part 30%)
The condition for admission to the examination is the achievement of at least 30% of the continuous evaluation.
A violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the evaluation.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The teacher will accept a maximum of 2 absences.
The exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
The exam dates will be published via AIS no later than the last week of the instruction period.
Scale of assessment (preliminary/final): 50/50
Hungarian (C2)
English (B2)
1. General issues of language diversity and language variation.
2. Linguistic (sociolinguistic) variables.
3. Qualilectal diversity.
4. Stylistic diversity.
5. Homogeneous styles.
6. Heterogeneous styles.
7. The standard variety.
8. Specialist registers.
9. Mediolects.
10. Chronolects.
11. Geographical and social dialects.
12. Contact varieties.
Upon successful completion of the course, the students will have acquired theoretical knowledge in some specific areas of sociolinguistics (especially variational sociolinguistics) and stylistics. In addition to the problems of linguistic diversity and linguistic variation, they will also become familiar with different homogeneous and heterogeneous styles, professional registers and contact varieties. They will also learn how to use this theoretical knowledge in practice, i.e. in the production of texts in different genres and styles.
• A magyar helyesírás szabályai. 12. kiadás. Budapest: Akadémiai Kiadó, 2015. ISBN
978-963-05-8630-6. Dostupné na:
https://helyesiras.mta.hu/helyesiras/default/akh12
• TÓTH, Etelka et al. Magyar helyesírási szótár. A magyar helyesírás szabályai 12. kiadása
szerint. Budapest: Akadémiai Kiadó, 2017. ISBN 978-963-05-9823-1.
• CS. NAGY, Lajos. Helyesírási gyakorlókönyv. Tizenegyedik, átdolgozott kiadás. Budapest:
Trezor Kiadó, 2016. ISBN 963-8144-49-2.
• LACZKÓ, Krisztina a MÁRTONFI, Attila. Helyesírás. Budapest: Osiris Kiadó, 2004. ISBN
963-389-541-3.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) a student lecture on a selected topic in the field of Hungarian
spelling (20%), homework - preparation of a list of spelling mistakes originating
from the Hungarian press in Slovakia (30%) and a written test - correction of spelling errors in
spelling corrections in a journalistic text (30%).
(b) in the examination period: written test (20%)
The condition for obtaining credits is the achievement of at least 50% of the continuous assessment. Violation of
of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Grading scale:
A: 100%-92%
B: 91%-84%
C: 83%-76%
D: 75%-68%
E: 67%-60%
FX: 59%-0%
Credit will not be awarded to a student who does not master at least 60% of the curriculum.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (level C2)
1. Principles of Hungarian spelling.
2. Writing words of foreign origin (taken words and foreign proper nouns).
3. Writing historical personal names from the Hungarian period.
4. Writing words separately and together.
5. Capital letters at the beginning of proper names and inside multi-word proper names.
6. Writing individual types of proper names.
7. Capital letters in abbreviations and established marks.
8. Capital letters as a means of emphasising words and parts of words.
9. Transcription from other graphic systems.
10. Punctuation and its functions.
11. Punctuation marks.
12. Characteristics of Hungarian spelling in Slovakia.
13. The function of spelling in the use of the language.
80 / 20
Upon successful completion of the course, the student has adequate knowledge of the principles of Hungarian spelling within the thematic areas of writing words of foreign origin (taken words and foreign proper names); writing words separately and skillfully; writing capital letters; writing individual types of proper names; writing capital letters in abbreviations and established marks; transcription from other graphic systems and punctuation. The student has knowledge of the problematic phenomena of Hungarian spelling and how to solve these problems. Understands the social and economic impact of radical spelling reform. Has a basic understanding of the factual basis of the new spelling manual.
Recommended literature:
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Hungarian Language (C1)
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of referenceswith an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Hungarian Language(C2)
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Hungarian Language (C2)
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
• LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Dostupné na: http://stella.uniba.sk/texty/
LL_pisanie_obhajoba_zaverecne_prace.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/
zaverecne-prace/
Submission of the bachelor thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The bachelor thesis is submitted in electronic version via AIS. The thesis must comply with the parameters specified by the internal quality system of Charles University. At the assessment of the bachelor thesis shall be subject to the provisions of Article 14 of Internal Regulation No 5/2020 (Study Regulations of the Faculty of Arts of Comenius University). The supervisor of the thesis and the thesis advisor shall draw up an evaluation of the bachelor thesis and propose an evaluation of A-FX grading scale, which shall be available to the student at least 3 working days before the defence.
Criteria for evaluation of the bachelor thesis:
1. Contribution of the bachelor thesis, fulfillment of the objectives of the thesis in its assignment and fulfillment of the requirements for the content of the bachelor thesis, the requirements of the thesis given by the internal quality system of Comenius University. The following is assessed: demonstration of knowledge and understanding, the ability to work creatively in the study programme, the ability applied in the collection, interpretation and processing of the basic literature; in the case of a practically oriented bachelor's thesis mastery of the application of theoretical assumptions in practice and the verifiability of hypotheses;
2. Originality of the thesis (the bachelor's thesis must not be plagiarised, must not infringe the author's the rights of other authors); the documentation for the defence of the bachelor thesis also includes protocols originality reports from the CRZP and Theses, on the results of which the thesis supervisor and the opponent comment in their reports;
3. Correctness and correctness of citation of used information sources, research results of other
of other authors and authors' teams, correctness of the description of methods and working procedures of other authors the correctness of the methods used by other authors or author teams;
4. Compliance of the structure of the bachelor thesis with the prescribed structure defined by the internal system quality of the CU;
5. Respect of the recommended scope of the bachelor thesis (recommended scope of the bachelor thesis is usually 30-40 standard pages = 54,000 to 72,000 characters including spaces), adequacy of the scope. The size of the thesis is assessed by the thesis supervisor;
6. The linguistic and stylistic level of the thesis and formal editing.
The student orally presents the content, achieved objectives and conclusions of the bachelor's thesis and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. Committee comprehensively evaluate the quality of the bachelor thesis, assess the manner and form of the defence and the ability to the student to respond adequately to the comments and questions in the thesis supervisor's reports and the opponent. The evaluation will be obtained from the arithmetic average of the evaluations from the supervisor's
of the thesis supervisor, the thesis opponent and the evaluation of the examination committee.
Hungarian (C2)
1. Presentation of the bachelor's thesis to students before the state examination committee, opponent and those present.
2. The student's response to comments and questions in the evaluations.
3. Student's response to questions from the State Examination Committee and in discussion.
Intermediate/final mark weighting: 0/100
The student has mastered the basic requirements of writing a professional text, observing the rules
academic ethics, is able to work creatively in the field of study in which he/she graduated
programme, has adequate knowledge and understanding of the subject being studied. Can
apply his/her skills in collecting, interpreting and processing the basic literature, or in its application in practice, or has the ability to solve a sub-task related to the focus of the bachelor thesis. After successful defence of the bachelor thesis, the student is able to logically
deal with the theoretical background of the bachelor thesis problem and respond argumentatively to questions on the processed problem.
BIMMEL, P.; KAST, B; NEUNER, G. Deutschunterricht planen. Fernstudieneinheit 18. München: Goethe-Institut, 2003.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
ZIEBELL, B.: Unterrichtsbeobachtung und Lehrerverhalten. Fernstudieneinheit 32. München: Goethe-Institut, 2002.
a) during the teaching part (continuously):
Before the beginning of the teaching practice at the beginning of the semester, an introductory meeting with mandatory participation is held, the content of which is to familiarize with the course of the practice and the conditions for its completion.
Completion of 5 visits and analyses at the training school is compulsory. Upon completion of the practicum, students submit a practicum report, focusing on selected aspects of the teaching observation, to the didactic teacher responsible for the organisation of the practicum. Absences from group visits are only accepted in justified cases with documented evidence and are made up where possible.
The student must achieve a minimum success rate of 60%.
(b) In the examination period: 100% pass mark.
Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item.
Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0%
The exact dates of the practicum and the practicum school will be announced at the beginning of the semester.
German
Before the beginning of the teaching practice at the beginning of the semester, an introductory meeting is held at the faculty with compulsory participation, the content of which is familiarization with the course of the practice and the conditions for its completion. Students will complete Teaching Practice 1 in selected mock schools under the supervision of a trainee teacher in groups. The practice involves a 5 lesson observation followed by a debriefing with the trainee teacher. At the end of the placement, the student completes a placement report, which is handed over to the didactic teacher responsible for the organisation of the placement.
100/0
The student will acquire the basic ability to observe German teaching, to focus on selected aspects of the observation, and to produce a protocol of practice. At the same time, the student is able to reflect on teaching and ask questions about the observation as part of the analysis.
Selection of literature according to the chosen topic of the thesis and recommendations of the thesis supervisor; Current directive of the Rector of Charles University on the basic requisites of final theses; LICHNEROVÁ, Lucia: Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf.
Continuous assessment - the seminar is conducted through individual consultations with the supervisor/work supervisor. Considering the specifics of the subject, the following are evaluated: systematic preparation of the bachelor thesis in accordance with the objectives set in the assignment, regular consultations with the supervisor of the final thesis and familiarisation of the supervisor of the final thesis with the progress on the agreed tasks, which include: studying the literature on the topic of the bachelor thesis and processing of sub-problems. A grade on the A-FX grading scale will be awarded by the thesis advisor based on completion of the individual requirements agreed upon at the beginning of the semester.
German (level C1-C2), Slovak
1. Defining the main and sub-objectives of the bachelor thesis.
2. Information research on the bachelor thesis.
3. Analysis and critique of literature, historical sources and other
historical and other information sources on the topic of the bachelor thesis.
4. Continuous and rigorous development of the citation apparatus for the bachelor thesis.
5. Preparation of the structure of the bachelor's thesis in the context of its topic and the requirements for the structure of the bachelor's thesis given by the internal quality system of Charles University.
6. Methodological definition of the topic: determination of the research problem, research questions.
7. Terminological definition of the bachelor thesis proble
100/0
After successful completion of the course, the student understands the principles of the construction of the formal and content of the bachelor thesis depending on the internal quality system of the University of Applied Sciences. The student/learner is able to formulate a research problem and research questions and has mastered the principles of academic ethics. Has the basic information competences to excerpt and process basic secondary literature and primary material within the defined topic and the defined theoretical and methodological background.
Selection of literature according to the chosen topic of the thesis and recommendations of the thesis supervisor; Current directive of the Rector of Charles University on the basic requisites of final theses; LICHNEROVÁ, Lucia: Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf.
Continuous assessment - the seminar is conducted through individual consultations with the supervisor/work supervisor. Considering the specifics of the subject, the following are evaluated: systematic preparation of the bachelor thesis in accordance with the objectives set in the assignment, regular consultations with the supervisor of the final thesis and familiarisation of the supervisor of the final thesis with the progress on the agreed tasks, which include: studying the literature on the topic of the bachelor thesis and processing of sub-problems. A grade on the A-FX grading scale will be awarded by the thesis advisor based on completion of the individual requirements agreed upon at the beginning of the semester.
German (level C1-C2), Slovak
1. Methodology of problem processing.
2. Interpretation and critique of literature, historical sources and other sources of information on the problem of the bachelor's thesis.
3. Final rigorous development of the citation apparatus for the bachelor's thesis. Formal and compositional requirements of the thesis.
4. Processing of the theoretical part of the bachelor thesis.
5. Preparation of the practical part of the bachelor thesis.
6. Verification of hypotheses and evaluation of the objectives of the bachelor thesis.
7. Presentation of results and important conclusions within the chosen chapter.
100/0
After successful completion of the course, the student has acquired basic skills in writing academic text. The student has sufficient information competences to process and interpret basic secondary literature.
The student is able to produce a coherent chapter of a Bachelor's thesis using adequate methods, relevant information sources which he/she can critically evaluate and can present results and important conclusions appropriately.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava: Univerzita Komenského, 2016 [cit. 2016-10-09]. Dostupné na: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf. Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf. Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske- studium/zaverecne-prace/
Submission of the Bachelor's thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The bachelor thesis is submitted in an electronic version via AIS. The thesis must comply with the parameters specified by the internal quality system of Charles University. The provisions of Article 14 of the Internal Regulation No. 5/2020 (Study Regulations of the Faculty of Arts of Charles University) shall apply to the evaluation of the bachelor thesis. The thesis supervisor and the thesis opponent shall prepare a report on the thesis and propose a grade in the A-FX grading scale, which shall be available to the student at least 3 working days before the defence. 1. Contribution of the bachelor thesis, fulfilment of the objectives of the thesis in its assignment and fulfilment of the requirements for the content of the bachelor thesis given by the internal quality system of Charles University. The following are assessed: demonstration of knowledge and knowledge, ability to work creatively in the study programme, ability applied in collecting, interpreting and processing basic literature; in the case of a practically oriented bachelor thesis, also mastery of application of theoretical bases in practice and verifiability of hypotheses; 2. Originality of the thesis (the bachelor's thesis must not be plagiarized, it must not infringe the copyrights of other authors); the documentation for the defence of the bachelor's thesis includes originality protocols from the CRZP and Theses, the results of which are commented on by the supervisor of the final thesis and the opponent in their opinions; 3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams; 4. Compliance of the structure of the bachelor's thesis with the prescribed structure defined by the internal quality system of Charles University; 5. Respect of the recommended scope of the bachelor's thesis (the recommended scope of the bachelor's thesis is usually 30 - 40 standard pages = 54 000 to 72 000 characters including spaces), the adequacy of the scope of the thesis is assessed by the supervisor of the thesis; 6. The linguistic and stylistic level of the thesis and formal editing. The student orally presents the content, achieved objectives and conclusions of the bachelor's thesis and answers questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee shall comprehensively evaluate the quality of the bachelor thesis, assess the manner and form of the defence and the student's ability to respond adequately to the comments and questions in the reports of the thesis supervisor and the opponent. The evaluation is obtained from the arithmetic average of the evaluations of the thesis supervisor, the thesis opponent and the evaluation of the examination committee.
1. Presentation of the bachelor's thesis to the students in front of the state examination committee, the opponent of the bachelor's thesis and the attendees. 2. The student's response to comments and questions in the evaluations. 3. The student's response to questions from the State Examination Committee and in discussion.
0/100
The student has mastered the basic requirements of writing a professional text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he/she graduated from the study programme, has adequate knowledge and knowledge of the subject matter. He/she is able to apply his/her skills in collecting, interpreting and excerpting the basic literature, or in applying it in practice, or has the ability to solve a sub-task related to the focus of the bachelor thesis. After a successful defence of the bachelor thesis, the student can logically deal with the theoretical background of the bachelor thesis problem and respond argumentatively to questions on the treated issue.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica:
Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
ŠTURMA, Jaroslav. Didaktika pedagogiky. Hradec Králové: Gaudeamus, 1993. 80-7041-228-3.
VALIŠOVÁ, Alena a František SINGULE a Jaroslav VALENTA. Didaktika pedagogiky. Praha: UK, 1990.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ a kol. Pedagogika pro učitele. Praha : Grada, 2007, 402 s. ISBN 8024717344 .
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
slovak
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice..
100/0
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
develop their communication skills and their abilities to express and accept effective criticism and praise
Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK,
2015 [cit. 2021-08-13]. Dostupné na: https://midas.uniba.sk/
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2021-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
ŠVEC, Štefan et al. 1998. Metodológia vied o výchove. Bratislava: IRIS, 1998. ISBN 80-88778-73-5.
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/zaverecne-prace/
Selection of scholarly literature according to the chosen topic of thesis.
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of references with an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required.
Slovak
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Basic requirements for submitting final theses. Basic requirements for defending final theses.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK,
2015 [cit. 2021-08-13]. Dostupné na: https://midas.uniba.sk/
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2021-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
ŠVEC, Štefan et al. 1998. Metodológia vied o výchove. Bratislava: IRIS, 1998. ISBN 80-88778-73-5.
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/zaverecne-prace/
Selection of scholarly literature according to the chosen topic of thesis.
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required.
Slovak
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác [online]. Bratislava: Univerzita Komenského, 2016 [cit. 2021-10-10]. Available at: http://stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-10-10]. Available at: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-09-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-amagisterske studium/zaverecne-prace/
Further literature according to the topic of the bachelor's thesis.
The student must submit the bachelor's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The bachelor thesis is submitted in electronic form via AIS. The work must meet the parameters determined by the internal quality system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the bachelor's thesis.
The supervisor of the final thesis and its opponent will prepare evaluations of the bachelor's thesis and propose a grade in the A-FX grading scale, which the student receives a minimum of three working days before the defence.
Grading scale: 0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A
Bachelor thesis evaluation criteria:
1. The contribution of the bachelor's thesis, the fulfilment of the goals of the thesis in its assignment, and the requirements for the content of the bachelor's thesis given by the internal quality system of Comenius University. The following is assessed: demonstration of knowledge and skills, ability to work creatively in the study program, ability applied in the collection, interpretation, and processing of basic scientific literature; in the case of an empirically oriented bachelor's thesis also mastering the application of theoretical principles in practice and verifiability of hypotheses.
2. Originality of the work (bachelor thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the bachelor's thesis also includes protocols of originality from the CRZP and Theses systems, to the results of which the thesis supervisor and the opponent express their opinions in their evaluations.
3. Correctness and accuracy of citation of used information sources, research results of other authors and group authors, correctness of the description of methods and working procedures of other authors or group authors.
4. Compliance of the structure of the bachelor's thesis with the prescribed composition defined by the internal quality system of Comenius University.
5. Respecting the recommended length of the bachelor's thesis (the recommended length of the bachelor's thesis is usually 30 – 40 standard pages = 54,000 to 72,000 characters, including spaces), the adequacy of the length of the thesis is assessed by the thesis supervisor.
6. Linguistic and stylistic level of work and formal adjustments.
The student orally presents the content, achieved goals, and conclusions of the bachelor's thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Slovak
1. The student presents the bachelor's thesis in front of the committee for state exams, the opponent of the bachelor's thesis, and those present.
2. The student responds to comments and questions in the evaluations.
3. The student responds to the questions of the committee for state exams or the questions in a broader debate.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he completed the study program, and has adequate knowledge and understanding of the relevant issues. The student can apply his skills in the collection, interpretation, and processing of basic scientific literature, or even in its application in practice, or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the bachelor's thesis, the student is able to logically deal with the theoretical background of the bachelor's thesis and respond to questions relating to the relevant issues.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92 %); B (91-84 %); C (83-76 %); D (75-68 %); E (67-60 %), Fx (59-0 %). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100 %
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of references with an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak (Czech passive)
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak (Czech passive)
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Available at: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-09-09]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske studium/zaverecne-prace/
Additional literature depends on the bachelor’s thesis specialization.
Submission of the bachelor's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The bachelor thesis is submitted in electronic form via AIS. The thesis must meet the parameters determined by the internal quality system of the Comenius University. The provisions of Article 14 of the Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts, Comenius University) apply to the bachelor’s thesis evaluation.
The supervisor of the final thesis and its opponent will prepare assessments of the bachelor's thesis and propose an evaluation in the A-FX grading scale, which the student has at his/her disposal min. 3 working days before the defence. Bachelor thesis evaluation criteria:
The contribution of the bachelor's thesis, the fulfilment of the objectives of the thesis and the requirements for the content of the bachelor’s thesis given by the internal quality system of the Comenius University. The following is assessed: demonstration of knowledge and skills, ability to work creatively in the study program, ability applied to collecting, interpreting and processing of basic professional literature; in the case of a practically oriented bachelor's thesis, mastering the application of theoretical principles in practice and verifiability of hypotheses.
Originality of the thesis (bachelor’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the bachelor's thesis also includes protocols of originality from the CRZP and Theses, to the results of which the thesis supervisor and the opponent express their opinions in their assessments.
Correctness of citing the selected information sources, research results of other authors and author's collectives, correctness of description of methods and working procedures of other authors or author's collectives.
Compliance of the structure of the bachelor's thesis with the prescribed composition defined by the internal quality system of the Comenius University.
Respecting the recommended range of the bachelor's thesis (the recommended range of the bachelor's thesis is usually 30 - 40 standard pages = 54,000 to 72,000 characters, including spaces), the adequacy of the range of the thesis is assessed by the thesis supervisor.
Linguistic and stylistic level of the thesis and formal layout.
The student orally presents the content, achieved goals and conclusions of the bachelor's thesis and answers the questions and comments of the thesis supervisor, opponent, or members of the examination board. The commission will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of the defence and the student's ability to adequately respond to comments and questions in the assessments of the thesis supervisor and of the opponent.
Part of the colloquial defence of the bachelor's thesis is also the answering of two questions that are related to the theoretical and methodological background of the thesis.
The final evaluation will consider the evaluations from the supervisor's and opponent's assessment, the evaluation of the final thesis defence by the commission and the evaluation of answers to two questions chosen by the commission. In the case of the Fx mark from the second part of the colloquial defence, the same final mark is given to the student.
Scale of assessment (preliminary/final): 0/100
slovak
1. Presentation of the bachelor's thesis to students with the commission for state exams, opponents of the bachelor's thesis and others present.
2. Student’s response to comments and questions in the assessments.
3. Student’s response to the commission's questions and questions in the discussion.
Scale of assessment (preliminary/final): 0/100
The student has mastered the basic requirements of writing a professional text in compliance with the rules of academic ethics, he/she is able to work creatively in the field of study in which he/she completed the study program, he/she has adequate knowledge and understanding of the selected issue. He/she can apply his/her skills to collecting, interpreting and processing of basic professional literature, or to their use in practice or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the bachelor's thesis, the student can logically deal with the theoretical background of the bachelor's thesis and respond to the questions on the selected issues.
The literature will be specified according to the focus of the course at the beginning of the semester.
Students will have access to all presentations, which will be published in the course's Teams group.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. Active participation, preparation for the course, and completion of the final test are all part of the assessment.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Slovak
1. Ancient literature (with emphasis on Greek and Roman)
2. Medieval literature (Czech, German, French, Italian, Spanish, English)
3. Renaissance literature (Czech, Italian, French, Spanish, German and English)
4. Baroque literature (Czech, Italian, Spanish and English)
5. Enlightenment and classicism
6. Pre-Romanticism and Romanticism
7. Realism
8. Modern and avant-garde directions
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Middle Ages to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
The literature will be specified according to the focus of the course at the beginning of the semester.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. It includes active participation and preparation for seminars and the elaboration of an interpretation essay.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
Slovak
1. Baroque
2. Enlightenment
3. Classicism
4. Pre-Romanticism
5. Romanticism
6. Realism
7. Modern
8. Avant-garde
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Baroque to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
BAĎURÍKOVÁ, Zita et al. Školská pedagogika. Bratislava: Univerzita Komenského, 2001. ISBN 80-223-1536-2.
BREAUX, Annette. Rychlá pomoc pro učitele. Praha: Portál, 2020. ISBN 9788026216605.
HLÁSNA, Slávka et al. Úvod do pedagogiky. Nitra: Enigma, 2006. ISBN 80-89132-29-4.
KRATOCHVÍLOVÁ, Emília et al. Úvod do pedagogiky. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 2007. ISBN 978-80-8082-145-6.
KYRIACOU, CHris. Klíčové dovednosti učitele. Praha: Portál, 2008. ISBN 9788073674342.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ. Pedagogika pro učitele. Praha: Grada, 2007. ISBN 978-80-247-1734-0.
* additional literature will be added at the beginning or during the semester.
during the semester: active participation in seminars, cooperation with other students, elaboration of the assigned topic and its presentation at the seminar, written work
The condition for successful completion of the course is to obtain at least 60% of the maximum possible evaluation of the course. The rating is given on a scale:
A (100-91%, excellent - excellent results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - additional work required)
The condition for meeting the criteria for passing the course is to achieve min. 60% of the total interim evaluation.
Min. 2 justified absences.
Violation of academic ethics will result in the cancellation of the ongoing evaluation.
The exact dates of the mid-term evaluation as well as the topics will be announced at the beginning of the semester.
Weight of the intermediate / final evaluation: 100/0
Slovak
1. Educational sciences: traditional and modern concepts.
2. Understanding of education and its explanation.
3. Socialization and education.
4. Philosophical basis of pedagogical thinking. Theoretical concepts of education.
5. Social context of education.
6. Education in the changes of time (basic development trends of pedagogy - J. A. Komenský, J. J. Rousseau, J. H. Pestalozzi, J. F. Herbart and pedagogical currents of the 20th century).
7. Subject and object of education, educational interaction.
8. Teacher's personality and profession.
9. Institutionalization of education. School, its development and functions.
10. Alternative schools.
12. Pupil and his social role, family and its educational function, cooperation with school.
Selected current problems of educational practice.
100/0
Upon successful completion of the course, the student has basic knowledge of selected disciplines of pedagogy about the nature of education, the philosophical basis of pedagogical thinking and theoretical concepts of education in a historical context. Understands basic trade unions, has knowledge of the domains of education. He knows the basic development trends of pedagogy, as well as the basic developmental stages of the school. Understands the school as an institution of formal education and knows the forms of non-formal education. He has basic knowledge about selected current problems of pedagogical practice, about the family and its functions, about the pupil and about learning problems and about educational problems at school. Educational problems, education of students with special educational problems. Educational activities of the school (school climate, hidden curriculum). From education to self-education, free education.
DROŠČÁK, Martin. Úvod do všeobecnej didaktiky pre študentov učiteľstva. Trnava: UCM, 2015 ISBN 978-80-8105-655-0.
KALHOUS, Zděnek a Otto OBST. Školní didaktika. Praha: Portál, 2001. ISBN 978-80-7367-571-4.
KYRIACOU, Chris. Klíčové dovednosti učitele. Cesty k lepšímu vyučování. 2.vyd. Praha: Portál, 2004. ISBN 80-7178-022-7.
PETLÁK. Erich. Všeobecná didaktika. Bratislava: IRIS. 2016. ISBN 987-80-8153-064-7.
SKALKOVÁ, Jarmila. Obecná didaktika. Praha: Grada, 2007. ISBN 978-80-247-1821-7.
TUREK, Ivan. Didaktika. Bratislava: Wolters Kluwer, 2014. ISBN 978-80-8168-004-5.
Minimum success rate: 60 percent Continuous assessment (teaching part): - 20% active participation in the seminar - 40% (summary of 5 assignments - creation of educational goals; creation of a thematic plan of the teacher; didactic analysis of the curriculum, description and practical use of one teaching method; preparation for teaching) Final rating: - 40% final test Classification scale: A (100-92), B (91-84), C (83-76), D (75-68), E (67-60), FX (59% or less). Two absences are acceptable; seminar assignments must all be developed, presented and submitted. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the training section.
Slovak
1. Historical and current concepts of didactics. 2. Theory of education and learning. 3. Modernization of educational content. Teaching design. 4. Basic program pedagogical documents. Teacher teaching planning. 5. Procedural aspects of teaching. Principles of the teaching process. 6. Teaching communication. 7. Means and conditions of teaching. 8. Teaching methods. 9. Organizational forms of teaching. 10. Pupil learning - cognitive-developmental aspects. 11. Differentiation of teaching according to the specifics of students. 12. Evaluation of teaching processes and results. 13. Theoretical models and concepts of teaching.
60/40
After completing the course, the student has the basic theoretical knowledge of general didactics - subject and methodological profile of didactics. The student has sufficient knowledge, skills and attitudes necessary to practice the profession of teacher, has the knowledge and skills to plan and organize students' learning activities and teaching activities of the teacher.
GAVORA, Peter. Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Univerzita Komenského v Bratislave, 2007, 230 s., ISBN 978-80-223-2317-8.
GULOVÁ, Lenka., ŠÍP, Radim. Výzkumné metódy v pedagogické praxi. Praha: Grada Publishing, 2013, 230s., ISBN 978-80-247-4368-4.
HENDL, Jan. Kvalitativní výzkum. Základní teorie, metody a aplikace. Druhé aktualizované vydání. Praha: Portál, 2008, 407s., ISBN 978-80-7367-485-4.
MAŇÁK, Josef a kol. Slovník pedagogické metodologie. Brno: Paido, 2005, 134s., ISBN 80-210-3802-0.
STRAUSS, Anselm., CORBINOVÁ, Juliet. Základy kvalitativního výskumu. Postupy a techniky zakotvené teorie. Boskovice: Nakladatelství Albert, 1999, 196s., ISBN 80-85834-60-X.
ŠEĎOVÁ, Klára., ŠVAŘÍČEK, Roman. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2007, 377 s., ISBN 978-80-7367-313-0.
ŠVEC, Štefan a kol. Metodológia vied o výchove. Kvantitatívno-scientistické a kvalitatívno-humanitné prístupy. Bratislava: IRIS, 1998, 303s., ISBN 80-88778-73-5.
The output of the completed course is during the teaching part (continuously):
• Preparation and implementation of micro-outputs: max. 20 points
• Elaboration of continuous tasks and assignments using the e-learning tool Teacher's Academy of Charles University (2022): max. 30 points
• Continuous knowledge test: max. 30 points
And in the trial period (at the end):
• Final test: max. 40 points
TOTAL: max. 120 points
Students submit tasks and micro-outcomes in the MS Teams e-learning system. The elaborations will be part of their teaching portfolio.
To successfully complete the course, it is necessary to obtain at least 70% of points. The rating is given on a scale:
A - 105 and above (excellent - excellent results),
B - 101 -104 (very good - above average standard),
C - 96 - 100 (good - normal reliable work),
D - 91 - 95 (satisfactory - acceptable results),
E - 90 - 84 (sufficient - the results meet the minimum criteria),
Fx - 83 - 0 (insufficient).
The teacher accepts max. 2 justified absences with proven documents.
The exact date of the continuous assessment will be announced at the beginning of the semester and will also be published in the syllabi of the course.
Exam dates will be published via AIS no later than the last week of the semester.
Slovak, English
1.Communication and learning. Basic finding on the connection between communication, speech and learning: Vygotsky's social-cognitive theory (1970, 1976), Bruner's scaffolding concept, Bachtin's (1986) authoritative vs. dialogical discourse, Mercer's (2000) exploratory talk, McElhone's (2012) uptake and conceptual pressure. Empirically exaime the relationship between communication, interpersonal communication, pedagogical communication, aims, structure, effectivity.
2.Specific features of educational communication, aspects in the classroom: role of verbal and nonverbal communication in the classroom. Verbal communication, nonverbal communication, IRF structure, role of elicitation, specific school language. The physical space in the classroom (types of classroom arrangement) and its influence on the international classrooms.
3.Teacher as the leader of the communication: basic elements of pedagogical situation, how to lead and direct the communication, questions. Schools, communication rules in the classroom, ways, and forms how to address them. Role of the teacher: Relationships in the classroom, cooperation, and conflicts between students and how to deal with them the interpersonal communication. role of questions – elicitation.
4.Pupil’s participation on pedagogical communication, productive vs. unproductive communication, teacher as the leader of the effective communication, how to increase the participation of the students, identification of the participation patterns in the classroom.
5.Concept of dialogic teaching: commucitation format that stimulates student activity, encourages student thinking, and deepens student understanding. Genres and forms of communication situations. Form od dialogic teaching: Discussion and Scraffolded dialogue. General principles of dialogic teaching.
6.Relationship in educational communication between teachers and students . A teacher’s interaction style. Power in the classroom, classroom climate, participation in classroom collective and peer status.
= 70/30.
Upon successful completion of the course, students explain the principles of effective educational communication. They can analyze communication episodes, identify problematic communication aspects of individual monologue, interactive and dialogical communication genres. They can describe the procedures for creating communication opportunities and the stages of co-creation of a learning environment that supports student participation in teaching. They explained the importance and described specific ways of managing pedagogical communication in school classrooms. The implementation of micro-outcomes and forms of training in other pedagogical communication of teachers is able to acquire the acquired theoretical knowledge in the practice of primary and secondary schools.
CANGELOSI, James. S. Strategie řízení třídy: jak získat a udržet spolupráci žáků při výuce. Portál, 1996. ISBN 80-7178-014-6
EGER, Ludvík. Řízení školy. Plzeň: Fraus, 2006. ISBN 8072385836.
HALÁKOVÁ, Zuzana, NAGYOVÁ, Soňa a Tibor NAGY. Školský manažment pre študentov učiteľstva prírodovedných predmetov s praktickými ukážkami. Bratislava: UK, 2019. ISBN 978-80-223-4781-5.
OBDRŽÁLEK, Zděnek. Škola a jej manažment. Bratislava: UK, 2002. ISBN 80-223-1690-3.
OBDRŽÁLEK, Zděnek a Kinga HORVÁTHOVÁ et al. Organizácia a manažment školstva. Terminologický a výkladový slovník. Bratislava: SPN, 2004. ISBN 80-10-00022-1
PISOŇOVÁ, Mária. Osobnostný rozvoj riaditeľa školy – východiská a determinanty : výskumné závery a odporúčania pre školskú riadiacu prax / Iura Edition, s r. o., 2012. ISBN 9788080784706.
SEJČOVÁ, Ľuboslava. 2023. Manažment triedy a osobnosť učiteľa. [elektronický dokument]. - Bratislava : Univerzita Komenského v Bratislave, 2023. [online] ISBN 978-80-223-5567-4 Dostupné na: https://stella.uniba.sk/texty/FIF_LS_trieda_ucitel.pdf
Aktuálne právne predpisy, upravujúce činnosť základných a stredných škôl (zákony, vyhlášky, vnútorné poriadky, pedagogicko-organizačné pokyny), pedagogická dokumentácia.
Aktuálne internetové zdroje a časopisecké pramene (Technológia vzdelávania, Manažment školy v praxi, Kvalita a ďalšie).
The course is completed by evaluation, the ratio of interim / final evaluation is 80/20. The condition for successful completion of the course is to obtain at least 60% of the maximum possible evaluation of the course. The work during the semester on partial tasks from different areas and levels of school management (each worth 5 points), a written test, resp. oral exam in value (10 points). Together, students can earn a maximum of 50 points.
The rating is given on a scale:
A: 93-100%, excellent - excellent results,
B: 85-92%, very good - above average standard,
C: 76-84%, good - normal reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient - the results meet the minimum criteria,
Fx: 0-59%, insufficient - additional work required
Two absences with proven documents are allowed. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the training section.
Slovak, Czech
1. Basic terminology of school management.
2. Education system in the Slovak Republic and education management system.
3. School management models.
4. Personality of the leading pedagogical employee - legal and personal requirements.
5. Leadership styles.
6. Hierarchy of workers in education.
7. Control activities in schools, apprenticeship.
8. School and labor legislation (legal regulations governing the activities of primary and secondary schools - laws, decrees, work regulations, pedagogical-organizational instructions, pedagogical documentation).
9. Time management.
10. Edupage.
11. Teacher's professional development.
12. Class teacher
80/20
Knowledge of the school system in the Slovak Republic in comparison with successful education systems in other countries, understanding of the management system and organization of education in the Slovak Republic at all levels, orientation in school and labor legislation, pedagogical documents, electronic systems used in primary and secondary schools (eg Edupage). Ability to apply knowledge of other disciplines in the field of school management.
• BRESTENSKÁ, B. a kol.: Inovatívne učenie s podporou digitálnych technológií. Bratislava : Univerzita Komenského v Bratislave, 2020. ISBN: 978-80-223-4927-7
• KAROLČÍK, Š. – ČIPKOVÁ, E.: Digitálne edukačné zdroje v kontexte hodnotenia ich kvality. 1.vyd. Bratislava: Univerzita Komenského v Bratislave, 2020.
• ISTE štandardy pre študentov - Available at: https://www.iste.org/standards/iste-standards-for-students
• ISTE štandardy pre pedagógov - Available at: https://www.iste.org/standards/iste-standards-for-teachers
• Gormally, Carickman, Peggy; Hallar, Brittan; and Armstrong, Norris (2009) "Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence," International Journal for the Scholarship of Teaching and Learning: 3(2), Article 16. Available at: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/16
• Tsung-Hau Jen, Yi-Fen Yeh, Ying-Shao Hsu, Hsin-Kai Wu, Kuan-Ming Chen. (2016). Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, Volume 95, Pp. 45-62, Available at: DOI: https://doi.org/10.1016/j.compedu.2015.12.009
• REDECKER, Christine – PUNIE, Yves: European Framework for the Digital Competence of Educators: DigCompEdu [online]. European union, 2017. Available at: https://op.europa.eu/en/publication-detail/-/publication/fcc33b68-d581-11e7-a5b9-01aa75ed71a1/language-en
• Digitálne technológie menia poznávací proces [online]. Štátny pedagogický ústav Available at: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/digitalne_technologie_menia_poznavaci_proces.pdf
The final grade includes an evaluation for developed models of technology supported teaching, a maximum of 60 points and an oral exam, a maximum of 40 points. The student must obtain at least 30 points for teaching models to be admitted to the oral exam. To pass the oral exam, the student must obtain at least 20 points. The final grade includes an evaluation for the developed teaching models and the final exam.
Grading scale:
• A 100% - 92%
• B 91% - 84%
• C 83% - 76%
• D 75% - 68%
• E 67% - 60%
• FX 59% - 0%
Slovak
Digital resources and digital technologies vs. educational digital resources and educational technologies; Security in the digital world; BYOD in the teaching process - benefits, challenges, limits and restrictions; Digital literacy and its importance in the digital world; Possibilities and limits of the use of digital technologies in support of personalized learning, research and research-oriented teaching; Evaluation of the quality of educational technologies and the possibility of their integration into teaching; Selected digital technologies supporting the teaching process. 1. Digital technologies - historical development, use, present, perspectives. 2. Digital literacy - what we mean by digital literacy, methods and means of DG development, Education and DG. 3. Digital technologies in education - technologies vs. educational technologies, groups of technologies usable in education (Comprehensive educational environment, educational programs, mobile applications, virtual laboratories, applets, modules, accessories ...). 4. Digital technologies in education - educational content, assessment of suitability and adequacy of technology to support teaching, information retrieval, support of special educational needs. 5. Digital technologies in education - tools for communication, cooperation, creation and sharing of results. 6. Digital technologies in education - systems to support education and organization of educational process. 7. Digital technologies in education - teaching methods and strategies that support meaningful and appropriate applications of DT in education. 8. Digital technologies in education - social and ethical aspects of the use of DT in education. 9. Digital content creation - available software tools for creating educational content, teaching materials, quizzes, interactive exercises. 10. Security in the digital age - fake news, hoaxes, detectors and algorithms for their detection. 11. Digital content - procedures for verifying the truthfulness, accuracy, and timeliness of information available on the Internet. 12. Research in the use of digital technologies in education. 13. Research in the use of digital technologies in education.
60/40
By completing the course, the student will be able to critically assess the safety, suitability, and meaningfulness of the application of digital technologies in the teaching process. She/he understands the risks, opportunities, and limits of integrating digital technologies into teaching and their importance in supporting the learning process. The student will be able to assess the quality of digital resources with educational content in the context of teaching needs. She/he can distinguish false, misleading, or truth-altering information and use procedures to verify the truthfulness, timeliness, and scientific accuracy of published facts. The student can design an appropriate and effective application of selected digital technologies into the teaching program.
Atkinson, R. L., Atkinson, R. C., Smith, E. E., Bem, D. J., & Nolen-Hoeksema, S. (2007). Psychologie. Portál.
Říčan, P. (2021). Cesta životem: Vývojová psychologie. Portál.
Vágnerová, M. (2000). Vývojová psychologie: Dětství, dospělost, stáří. Portál.
The course is completed with an examination. The final grade is based on a ratio of 50% continuous assessment and 50% final assessment. Continuous assessment (50%) includes: a) midterm test (accounts for 30% of the total grade) and b) presentation (accounts for 20% of the total grade). Final assessment (50%) includes: final examination (accounts for 50% of the total grade).
Two absences are permitted without providing a reason. If a student misses more than two seminars due to objective reasons, additional compensatory assignments may be required.
Any violation of academic ethics will result in the annulment of points earned in the respective assessment component.
The final grade is awarded based on the following scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Slovak and Czech, English (text understanding)
1. Introduction to Psychology: Psychology as a science, the subject of psychological research, approaches in psychology; the importance and application of psychology in the school environment and in the teaching profession.
2. Psychology as a Science: Research and research methods in psychology; the significance of scientific knowledge, characteristics of scientific work, and methodology of psychological research.
3. Cognitive Processes in Educational Context: Perception and attention processes within the school environment.
4. Cognitive Processes in Educational Context: Memory processes within the school environment.
5. Representation and Organization of Knowledge, Thinking: Characteristics and types of thinking; concepts and reasoning.
6. Intelligence: Theories of intelligence and its measurement; stability and development of intellectual abilities in relation to education; intellectual giftedness.
7. Introduction to Developmental Psychology: Basic concepts, subject of study, and methods of developmental psychology; general psychological development.
8. Selected Developmental Theories I.
9. Selected Developmental Theories II.
10. Developmental Periodization and Characteristics of Developmental Stages: With an emphasis on school-age children.
11. Developmental Periodization and Characteristics of Developmental Stages: With an emphasis on adolescence.
12. Summary.
50/50
The objective of Psychology for Teachers 1 is to provide basic information on the general principles of human experience and behavior. Upon successful completion of the course, the student is able to navigate the terminology of general and developmental psychology, can apply knowledge of general and developmental psychology within an educational context, understands the principles of psychological development, understands the laws governing the development of cognitive processes and their application in the educational process.
Atkinson, R. L., Atkinson, R. C., Smith, E. E., Bem, D. J., & Nolen-Hoeksema, S. (2007). Psychologie. Portál.
Fontana, D. (1997). Psychologie ve školní praxi. Portál.
Mareš, J. (2013). Pedagogická psychologie. Portál.
Vágnerová, M. (2005). Školní poradenská psychologie pro pedagogy. Karolinum.
Vágnerová, M. (2010). Psychologie osobnosti. Karolinum.
The course is completed with an examination. The final grade is based on a ratio of 40% continuous assessment and 60% final assessment. Continuous assessment (40%) includes: a) midterm test (20% of the total grade) and b) group presentation (20% of the total grade). Final assessment (60%) includes: a) final written test (40% of the total grade) and b) practical component (20% of the total grade), in which students demonstrate their ability to apply acquired knowledge through a case study.
Two absences are permitted without justification. If a student misses more than two seminars due to objective reasons, additional compensatory assignments may be required.
Any violation of academic ethics will result in the annulment of points earned in the respective assessment component.
Grading Scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Slovak and Czech, English (text understanding)
1. Personality Psychology and Inter-individual Differences: Understanding personality in psychology.
2. Biological and Social Foundations of Personality: Personality structure – temperament, character, abilities, motivation. The teacher's personality.
3. Psychology of Learning: Types, laws, and conditions of learning. Selected approaches and theories of learning.
4. Psychological Aspects of Motivation in Education: Sources and factors influencing motivation. Types of motivation. Selected theories of motivation.
5. Creativity in Education: Conditions and models of creative learning. Enhancing creativity in students.
6. Student Performance in the Educational Process: Academic success vs. failure/underperformance. Psychological aspects of testing and examination. Pre-exam and exam-related states. Assessment and self-assessment.
7. Psychosocial Climate and Classroom/School Atmosphere as Factors of Optimal Education: Classroom management and leadership.
8. The School Class as a Social Group: The position of the individual student within the group.
9. Learning Disabilities: Behavioral and emotional problems in students. Emotionality, self-image, and aggression in the school environment. Psychological aspects of school inclusion. The role of the school psychologist and their assistance to the school.
10. Positive Psychology in the School Environment: Empathy and prosocial behavior in the classroom. Emotions in education and their significance. Active participation, interest, engagement, and curiosity.
11. Personality in Demanding Life Situations: Coping with stressful situations. Resilience to stress. Mental health and psychohygiene in school.
12. Summary.
40/60
The objective of Psychology for Teachers 2 is to provide insights into personality psychology and educational psychology. The course also aims to increase students' sensitivity to inter-individual diversity within the school environment and to develop their psychological literacy. Furthermore, it focuses on enhancing their ability to apply current knowledge from both theoretical and applied psychological disciplines to educational practice. Upon completion of the course, the student is able to navigate the terminology of personality psychology and educational psychology and can apply this knowledge in educational practice.
STÖRIG, Hans Joachim. Malé dějiny filozofie. Přeložil Petr Rezek, Miroslav Petříček a Karel
Śprunk. Praha: Zvon, 1993. ISBN 80-7113-058-3.
PLATÓN: Dialógy 1-3. Preložil Július Špaňár. Bratislava: Tatran, 1990. ISBN 80-222-0127-8.
EPIKUROS. O šťastnom živote. Preložil Miloslav Okál. Bratislava: Pravda, 1989. ISBN
80-218-0013-5.
XENOFÓN: O prosperujúcej domácnosti. Zo starogréčiny preložil Andrej Kalaš. Bratislava: Kalligram, 2007. ISBN 978-80-7149-958-9.
ZIGO, Milan. Príbehy veľkých myšlienok a tých, čo ich tvorili. Bratislava: Iris, 2018. ISBN
978-80-8200-026-2.
A) Preliminary evaluation during the instruction period: one written examination during the semester assessed by max. 50 points.
b) In the examination period: oral examination. The student will be admitted to the examination only with a minimum of 20 points from the test. The exam assignment contains two questions from the syllabus. For the examination, the student can score max. 50 points.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test will be announced at the beginning of the semester. The dates for the examination will be announced through AIS no later than in the last week of the instruction period. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, Czech (receptive acquaintance)
1. The origin of ancient philosophy. Division into periods. Sources.
2. Milesian school: Anaximander and his sociomorphism. Heraclitus.
3. Parmenides and his followers: Atomists, Empedocles, Anaxagoras and their concept of mixture.
4. Sophists and Socrates.
5. Plato: work, era, relationship to Socrates, efforts to reform the society.
6. Plato’s epistemology.
7. Plato’s ontology.
8. Plato’s concept of ideal state.
9. Aristotle: work, relationship to Alexander, historical significance for the history of thought and science.
10. Aristotle’s physics: theory of four causes of motion.
11. Aristotle’s ethics and politics.
12. Hellenistic philosophy. Plotinus, Christianity and the transfer to medieval thought
50% preliminary/50% examination period
After successfully completing the course, the students have knowledge of the basic developmental lines and central figures of ancient philosophical thought. They understand how the different periods of ancient philosophy built on each other and how they differed. They are able to deal with basic philosophical questions and problems in other subjects of his specialised study.
STÖRIG, Hans Joachim. Malé dějiny filozofie. Přeložil Petr Rezek, Miroslav Petříček a Karel
Śprunk. Praha: Zvon, 1993. ISBN 80-7113-058-3.
PLATÓN: Dialógy 1-3. Preložil Július Špaňár. Bratislava: Tatran, 1990. ISBN 80-222-0127-8.
EPIKUROS. O šťastnom živote. Preložil Miloslav Okál. Bratislava: Pravda, 1989. ISBN
80-218-0013-5.
XENOFÓN: O prosperujúcej domácnosti. Zo starogréčiny preložil Andrej Kalaš. Bratislava: Kalligram, 2007. ISBN 978-80-7149-958-9.
ZIGO, Milan. Príbehy veľkých myšlienok a tých, čo ich tvorili. Bratislava: Iris, 2018. ISBN
978-80-8200-026-2.
A) Preliminary evaluation during the instruction period: one written examination during the semester assessed by max. 50 points.
b) In the examination period: oral examination. The student will be admitted to the examination only with a minimum of 20 points from the test. The exam assignment contains two questions from the syllabus. For the examination, the student can score max. 50 points.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test will be announced at the beginning of the semester. The dates for the examination will be announced through AIS no later than in the last week of the instruction period. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, Czech (receptive acquaintance)
1. The origin of ancient philosophy. Division into periods. Sources.
2. Milesian school: Anaximander and his sociomorphism. Heraclitus.
3. Parmenides and his followers: Atomists, Empedocles, Anaxagoras and their concept of mixture.
4. Sophists and Socrates.
5. Plato: work, era, relationship to Socrates, efforts to reform the society.
6. Plato’s epistemology.
7. Plato’s ontology.
8. Plato’s concept of ideal state.
9. Aristotle: work, relationship to Alexander, historical significance for the history of thought and science.
10. Aristotle’s physics: theory of four causes of motion.
11. Aristotle’s ethics and politics.
12. Hellenistic philosophy. Plotinus, Christianity and the transfer to medieval thought
50% preliminary/50% examination period
After successfully completing the course, the students have knowledge of the basic developmental lines and central figures of ancient philosophical thought. They understand how the different periods of ancient philosophy built on each other and how they differed. They are able to deal with basic philosophical questions and problems in other subjects of his specialised study.
HANKINS, James (ed.). Renesanční filosofie. Praha: OIKOYMENH, 2011. ISBN 978-80-7298-418-3.
RÖD, Wolfgang (ed.). Novověká filosofie I. Od F. Bacona po Spinozu. Praha: OIKOYMENH, 2001. ISBN 80-7298-039-4.
RÖD, Wolfgang (ed.). Novověká filosofie II. Od Newtona po Rousseaua. Praha: OIKOYMENH, 2004. ISBN 80-7298-109-9.
GARIN, Eugenio (ed.). Renesanční člověk a jeho svět. Praha: Vyšehrad, 2003. ISBN 80-7021-653-0.
JOHNSON, Paul. Renesancia. Bratislava: SLOVART, 2002. ISBN 80-7145-681-0.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points
b) Written paper in the form of a philosophical essay of min. 6 standard pages, max. 20 points
Scoring a minimum of 10 points from the preliminary assessment is a condition to be admitted to the oral exam. Assessment in the examination period:
a) Oral examination of the entire scope of the subject, max. 20 points
Dates and topics of oral examination will be published no later than the last week of the instruction period of the semester. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Absences with documentation not exceeding 25% of the classes are accepted.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. From the Middle Ages to the Renaissance.
2. Forms of Renaissance philosophy: Renaissance Platonism and Aristotelianism.
3. Renaissance natural philosophy:
4. Renaissance social philosophy and the Reformation.
5. Characteristics of the modern conception of the world.
6. Modern rationalism.
7. Modern empiricism.
8. German Enlightenment.
9. English Enlightenment.
10. French Enlightenment.
11. A step towards German classical philosophy.
Preliminary 60%, in the examination period 40%
After completing the course, students have the basic knowledge enabling them to navigate through the history of Renaissance and modern philosophy. They have knowledge of basic directions and personalities. They know the most important philosophical works of that period. They understand the emergence and development of relevant philosophical concepts. They are able to reflect on the significance of Renaissance and modern ideas important for the formation of modern history.
HANKINS, James (ed.). Renesanční filosofie. Praha: OIKOYMENH, 2011. ISBN 978-80-7298-418-3.
RÖD, Wolfgang (ed.). Novověká filosofie I. Od F. Bacona po Spinozu. Praha: OIKOYMENH, 2001. ISBN 80-7298-039-4.
RÖD, Wolfgang (ed.). Novověká filosofie II. Od Newtona po Rousseaua. Praha: OIKOYMENH, 2004. ISBN 80-7298-109-9.
GARIN, Eugenio (ed.). Renesanční člověk a jeho svět. Praha: Vyšehrad, 2003. ISBN 80-7021-653-0.
JOHNSON, Paul. Renesancia. Bratislava: SLOVART, 2002. ISBN 80-7145-681-0.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points
b) Written paper in the form of a philosophical essay of min. 6 standard pages, max. 20 points
Scoring a minimum of 10 points from the preliminary assessment is a condition to be admitted to the oral exam. Assessment in the examination period:
a) Oral examination of the entire scope of the subject, max. 20 points
Dates and topics of oral examination will be published no later than the last week of the instruction period of the semester. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Absences with documentation not exceeding 25% of the classes are accepted.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. From the Middle Ages to the Renaissance.
2. Forms of Renaissance philosophy: Renaissance Platonism and Aristotelianism.
3. Renaissance natural philosophy:
4. Renaissance social philosophy and the Reformation.
5. Characteristics of the modern conception of the world.
6. Modern rationalism.
7. Modern empiricism.
8. German Enlightenment.
9. English Enlightenment.
10. French Enlightenment.
11. A step towards German classical philosophy.
Preliminary 60%, in the examination period 40%
After completing the course, students have the basic knowledge enabling them to navigate through the history of Renaissance and modern philosophy. They have knowledge of basic directions and personalities. They know the most important philosophical works of that period. They understand the emergence and development of relevant philosophical concepts. They are able to reflect on the significance of Renaissance and modern ideas important for the formation of modern history.
de Libera, Alain. Středověká filosofie. Praha: Oikoymenh, 2001. ISBN: 80-7298-026-2.
Heinzmann, Richard. Středověká filosofie. Olomouc: Vydavatelství Olomouc, 2002. ISBN: 80-7182-105-5.
Floss Pavel. Architekti křesťanského středověkého vědění. Praha: Vyšehrad, 2004. ISBN 80-7021-662-X.
Supplementary literature will be presented at the beginning and during the semester. Teachers' presentations are available at MS TEAMS.
During the instruction period of the semester: two tests (first in the first half of the semester, second in the penultimate week of the instruction period of the semester). Tests will be on material covered during the semester. Students can score a maximum of 100 points for both tests, the minimum for passing the course is 60 points. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100%-92%;
B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of 2 documented absences. The exact dates of the assessment will be announced at the beginning of the semester.
Slovak, Czech (receptive acquaintance)
1. Periodisation of medieval and Renaissance philosophy.
2. Aurelius Augustinus - polemic with scepticism, the problem of time, free will, divine and earthly community.
3. Boethius, John Scotus Eriugena - division of philosophy, problem of universals, division of nature, doctrine of man.
4. Anselm, Peter Abaelard - evidence for the existence of God, the relationship between philosophy and theology, hermeneutics, the problem of universals, ethics of intention.
5. Thomas Aquinas I. - relation of philosophy and theology, analogy of being, ontology.
6. Thomas Aquinas II. - ethics, social and political philosophy.
7. John Duns Scotus - metaphysics and ethics.
8. William Ockham - theory of language and political philosophy.
9. Nicholas of Cusa - philosophy and theology, scholarly ignorance.
10. Renaissance Platonism.
11. Renaissance Aristotelianism.
12. Philosophy of man and political philosophy in the Renaissance.
100% preliminary
After successfully completing the course, students have a basic knowledge of the main representatives and problems of medieval and Renaissance philosophy. They have knowledge of the basic cultural, historical and social realities of the origin and development of medieval and Renaissance philosophy. They can clarify the thought of major figures in medieval and Renaissance philosophy and are able to navigate and make connections to other subjects.
de Libera, Alain. Středověká filosofie. Praha: Oikoymenh, 2001. ISBN: 80-7298-026-2.
Heinzmann, Richard. Středověká filosofie. Olomouc: Vydavatelství Olomouc, 2002. ISBN: 80-7182-105-5.
Floss Pavel. Architekti křesťanského středověkého vědění. Praha: Vyšehrad, 2004. ISBN 80-7021-662-X.
Supplementary literature will be presented at the beginning and during the semester. Teachers' presentations are available at MS TEAMS.
During the instruction period of the semester: two tests (first in the first half of the semester, second in the penultimate week of the instruction period of the semester). Tests will be on material covered during the semester. Students can score a maximum of 100 points for both tests, the minimum for passing the course is 60 points. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100%-92%;
B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of 2 documented absences. The exact dates of the assessment will be announced at the beginning of the semester.
Slovak, Czech (receptive acquaintance)
1. Periodisation of medieval and Renaissance philosophy.
2. Aurelius Augustinus - polemic with scepticism, the problem of time, free will, divine and earthly community.
3. Boethius, John Scotus Eriugena - division of philosophy, problem of universals, division of nature, doctrine of man.
4. Anselm, Peter Abaelard - evidence for the existence of God, the relationship between philosophy and theology, hermeneutics, the problem of universals, ethics of intention.
5. Thomas Aquinas I. - relation of philosophy and theology, analogy of being, ontology.
6. Thomas Aquinas II. - ethics, social and political philosophy.
7. John Duns Scotus - metaphysics and ethics.
8. William Ockham - theory of language and political philosophy.
9. Nicholas of Cusa - philosophy and theology, scholarly ignorance.
10. Renaissance Platonism.
11. Renaissance Aristotelianism.
12. Philosophy of man and political philosophy in the Renaissance.
100% preliminary
After successfully completing the course, students have a basic knowledge of the main representatives and problems of medieval and Renaissance philosophy. They have knowledge of the basic cultural, historical and social realities of the origin and development of medieval and Renaissance philosophy. They can clarify the thought of major figures in medieval and Renaissance philosophy and are able to navigate and make connections to other subjects.
Störig, Hans Joachim: Malé dějiny filozofie. Praha, Zvon 1991, 1994.
Mihina, František, Leško, Vladimír a kol.: Metamorfózy poklasickej filozofie. Prešov, FFUPJŠ 1994, Bratislava, Iris 1999.
Coreth, E., Ehlen, P., Ricken, F., Haeffner, G.: Filosofie 20. století. Olomouc: Nakladatelství Olomouc, 2006.
Nida-Rümelin, J.: Slovník současných filosofů.Praha: Garamond, 2001.
Peregrin, J.: Úvod do analytické filosofie. Herrmann & synové, Praha, 1992.
Active participation in classes (max. 3 documented absences), seminar paper: essay, reflection, analysis (max. number of points: 20), written exam in the credit week (max. number of points: 30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E). Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Introduction. Specific features of 19th century post-classical philosophy. The connection to 20th century philosophy. Problems of classification (scientism, anthropologism) and periodization.
2. The first phase of positivism. Auguste Comte - the foundation of positivism. First Period (Positive Philosophy Course) - Philosophy of science and sociology. Second period (System of Positive Politics, Positivist Catechism) - ethics, politics and positivist religion.
3. English Positivism. Utilitarianism. John Stuart Mill - Empiricist psychological epistemology. Inductionism. Ethics and social philosophy. Herbert Spencer. Specific elements of his positivism. Knowable and unknowable. Evolutionism. Ethics and social philosophy.
4. The second phase of positivism. Empirio-criticism. Richard Avenarius. Principled coordination, critique of experience, critique of introjection. Ernst Mach. The theory of neutral elements, economics of thought, critique of mechanism.
5. Arthur Schopenhauer. Voluntaristic irrationalism. The world as idea and the world as will. The meaning of the reason sentence. An understanding of man as an objectification of the will. Pessimism. The ethics of compassion. Genius and saint - overcoming the will.
6. Friedrich Nietzsche. Deepening voluntaristic irrationalism. Basic stages of its development. Dionysian and Apollonian visions of the world. Critique of science, metaphysics and religion (especially Christianity). The decadence and nihilism of Western culture. Immoralism. Reassessment of all values. Übermensch. Will to power. Eternal Return. Nietzsche's “philosophy of life”.
7. Sören Kierkegaard. Existentialist philosophy of man. A critique of classical philosophy (G. W. F. Hegel) and the official church. Stages of existence, the possibility of choosing an attitude towards the world. Emphasis on the human interior and subjectivity. A critique of science. The genuineness of faith. Either - or. The concepts of anxiety and fear.
8. Karl Marx. A critique of Hegel and metaphysics. A contribution to the theory of alienation: economic alienation. A vision of overcoming it by eliminating private property. The materialist concept of history. Dialectics of productive forces and relations of production. Base and superstructure. Socio-economic formations and their lawful succession. A class and classless society. Friedrich Engels and his attempt to construct a system of dialectical and historical materialism.
9. The golden age of American philosophy and classical pragmatism. The sources of pragmatism and its relation to European philosophy. Ch. S. Peirce and his “pragmaticism”. W. James and his philosophy of life. J. Dewey and his philosophy of democracy.
10. The turn to language (linguistic turn). The origin of analytic philosophy. G. Frege. Logical atomism, B. Russell and G. Moore. Vienna Circle. Logical empiricism, R. Carnap. Ordinary language philosophy. L. Wittgenstein.
11. Critical theory of the Frankfurt School. Relation to Marxism and the Dialectic of Enlightenment. T. Adorno and a criticism of culture. J. Habermas and the theory of communicative action. A. Honneth and the social theory of recognition.
12. Neopragmatism. R. Rorty and philosophy as cultural practice. H. Putnam and philosophy in the age of science.
13. Postmodernism. F. Lyotard and the end of great stories. J. Baudrillard and simulacrum. J. Derrida and deconstruction. M. Foucault and the art of being different.
100% preliminary
Upon successful completion of the course, students of non-philosophical disciplines have knowledge of the main trends, concepts, central issues, and ways of solving them, as well as the arguments and key concepts of 19th and 20th century philosophy. They are capable of thinking independently about given problems and solutions and independently justify their own positions on them. They have a clear idea of the main meaning and contribution (ideological, methodological and spiritual-cultural) of the different philosophical trends of the 19th-20th centuries.
Störig, Hans Joachim: Malé dějiny filozofie. Praha, Zvon 1991, 1994.
Mihina, František, Leško, Vladimír a kol.: Metamorfózy poklasickej filozofie. Prešov, FFUPJŠ 1994, Bratislava, Iris 1999.
Coreth, E., Ehlen, P., Ricken, F., Haeffner, G.: Filosofie 20. století. Olomouc: Nakladatelství Olomouc, 2006.
Nida-Rümelin, J.: Slovník současných filosofů.Praha: Garamond, 2001.
Peregrin, J.: Úvod do analytické filosofie. Herrmann & synové, Praha, 1992.
Active participation in classes (max. 3 documented absences), seminar paper: essay, reflection, analysis (max. number of points: 20), written exam in the credit week (max. number of points: 30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E). Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Introduction. Specific features of 19th century post-classical philosophy. The connection to 20th century philosophy. Problems of classification (scientism, anthropologism) and periodization.
2. The first phase of positivism. Auguste Comte - the foundation of positivism. First Period (Positive Philosophy Course) - Philosophy of science and sociology. Second period (System of Positive Politics, Positivist Catechism) - ethics, politics and positivist religion.
3. English Positivism. Utilitarianism. John Stuart Mill - Empiricist psychological epistemology. Inductionism. Ethics and social philosophy. Herbert Spencer. Specific elements of his positivism. Knowable and unknowable. Evolutionism. Ethics and social philosophy.
4. The second phase of positivism. Empirio-criticism. Richard Avenarius. Principled coordination, critique of experience, critique of introjection. Ernst Mach. The theory of neutral elements, economics of thought, critique of mechanism.
5. Arthur Schopenhauer. Voluntaristic irrationalism. The world as idea and the world as will. The meaning of the reason sentence. An understanding of man as an objectification of the will. Pessimism. The ethics of compassion. Genius and saint - overcoming the will.
6. Friedrich Nietzsche. Deepening voluntaristic irrationalism. Basic stages of its development. Dionysian and Apollonian visions of the world. Critique of science, metaphysics and religion (especially Christianity). The decadence and nihilism of Western culture. Immoralism. Reassessment of all values. Übermensch. Will to power. Eternal Return. Nietzsche's “philosophy of life”.
7. Sören Kierkegaard. Existentialist philosophy of man. A critique of classical philosophy (G. W. F. Hegel) and the official church. Stages of existence, the possibility of choosing an attitude towards the world. Emphasis on the human interior and subjectivity. A critique of science. The genuineness of faith. Either - or. The concepts of anxiety and fear.
8. Karl Marx. A critique of Hegel and metaphysics. A contribution to the theory of alienation: economic alienation. A vision of overcoming it by eliminating private property. The materialist concept of history. Dialectics of productive forces and relations of production. Base and superstructure. Socio-economic formations and their lawful succession. A class and classless society. Friedrich Engels and his attempt to construct a system of dialectical and historical materialism.
9. The golden age of American philosophy and classical pragmatism. The sources of pragmatism and its relation to European philosophy. Ch. S. Peirce and his “pragmaticism”. W. James and his philosophy of life. J. Dewey and his philosophy of democracy.
10. The turn to language (linguistic turn). The origin of analytic philosophy. G. Frege. Logical atomism, B. Russell and G. Moore. Vienna Circle. Logical empiricism, R. Carnap. Ordinary language philosophy. L. Wittgenstein.
11. Critical theory of the Frankfurt School. Relation to Marxism and the Dialectic of Enlightenment. T. Adorno and a criticism of culture. J. Habermas and the theory of communicative action. A. Honneth and the social theory of recognition.
12. Neopragmatism. R. Rorty and philosophy as cultural practice. H. Putnam and philosophy in the age of science.
13. Postmodernism. F. Lyotard and the end of great stories. J. Baudrillard and simulacrum. J. Derrida and deconstruction. M. Foucault and the art of being different.
100% preliminary
Upon successful completion of the course, students of non-philosophical disciplines have knowledge of the main trends, concepts, central issues, and ways of solving them, as well as the arguments and key concepts of 19th and 20th century philosophy. They are capable of thinking independently about given problems and solutions and independently justify their own positions on them. They have a clear idea of the main meaning and contribution (ideological, methodological and spiritual-cultural) of the different philosophical trends of the 19th-20th centuries.
TATARKIEWICZ, Wladyslav. Dejiny estetiky. I, Staroveká estetika. Bratislava: Tatran, 1985.
TATARKIEWICZ, Wladyslav. Dejiny estetiky. II, Stredoveká estetika. Bratislava: Tatran, 1988.
TATARKIEWICZ, Wladyslav. Dejiny estetiky. 3, Novoveká estetika. Bratislava: Tatran, 1991. ISBN80-222-0186-3
ECO, Umberto. DĚjiny krásy. Praha: Argo 2015. ISBN 9788025714331
During the semester: 2x written test of lectures and given texts. Violation of the academic ethics will result in the cancellation of the points obtained in the respective assessment item.
Grading scale:
100 – 92: A; 91 – 86: B; 85 – 77: C; 76 – 66: D; 65 – 60: E; 59 – 0: FX
The teacher will accept a maximum of 2 absences with documented evidence.
1. Introduction.
2. Subject of aesthetics and basic concepts of aesthetics.
3. Non-artistic aesthetics.
4. Aesthetics and art of antiquity.
5. Aesthetics and art of the Middle Ages.
6. Aesthetics and art of the Renaissance.
7. Aesthetics and art of Baroque and Rococo.
8. Aesthetics and art of classicism.
9 Aesthetics and art of the 19th century.
10. Aesthetics and art of the 20th century.
11. Photography and film.
12. Final summary.
100/0
The student is familiar with terminology and understands the subject of aesthetics, he/she can reflect and characterize the basic developmental stages of aesthetics and individual arts.
ECO, Umberto. Dějiny ošklivosti. Praha: Argo, 2007. ISBN 978-80-7203-893-0.
LOSEV, Aleksej Fedorovič, ŠESTAKOV, Vjačeslav Pavlovič. Dejiny estetických kategórií. Bratislava : Pravda , 1978.
TATARKIEWICZ, Władysław. Dejiny estetiky I. Bratislava: Tatran, 1985.
Aristoteles. Poetika. Martin: Thetis, 2009. ISBN: 978-80-970115-3-6.
PLATÓN. DialógyI. Bratislava: Tatran, 1990. ISBN 80-222-0125-1.
a) during the teaching part (continuously) a paper (30 points) on a selected topic in the field of basic aesthetic categories.
b) during the examination period: written test (70 points)
The condition for admission to the exam is the achievement of min. 10 points from the ongoing evaluation.
Violation of the academic ethics will result in the cancellation of the points obtained in the respective assessment item.
Grading scale:
100 – 92: A; 91 – 86: B; 85 – 77: C; 76 – 66: D; 65 – 60: E; 59 – 0: FX
The teacher will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the mid-term evaluation will be announced at the beginning of the semester.
The dates of the written test will be published via AIS no later than the last week of the teaching part.
1. Introduction to the issue.
2. Criterion/measure.
3. Harmony.
4. Beauty.
5. Nasty
6. Catharsis
7. kalokagathia.
8. Mimesis.
9. Eidolon.
10. Taste.
11. Kitsch.
12. Final summary.
30/70
Upon successful completion of the course, the student has knowledge of the basic aesthetic categories, which form a supplement to the subjects History of Aesthetics and Aesthetic Theory. He has knowledge that he will apply during the next study in the reflection of historical and theoretical problems of aesthetics and aesthetics of individual arts. He knows the basic principles of aesthetic discourse.
BIELIK, L. Metodologické aspekty vedy. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4788-4.
HEND, J. Kvalitativní výzkum. 2. vyd. Praha: Portál, 2008. ISBN 978-80-7367-485-4.
HENDL, J. a J. REMR: Metody výzkumu a evaluace. Praha: Portál, 2017. ISBN 978-80-262-1192-1.
PUNCH, H. F. Úspěšný návrh výzkumu. Praha: Portál, 2015. ISBN 978-80-262-0980-5.
The literature will be provided in electronic form.
Continuous during the semester: homework (20 points), midterm test during the semester (30 points); Final assessment: summative test (50 points). Violation of academic ethics may result in the nullification of points earned in the respective assessment item.
Grading scale: A: 100-93 points; B: 92-85 points; C: 84-77 points; D: 76-69 points; E: 68-60 points; Fx: 59-0 points.
Slovak (work on seminars, part of literature)
Czech (part of literature)
Science and its distinctive features. The language of science. Conceptual methods of science. Empirical methods of science. Social science methods: questionnaire method; interview method; textual analysis, etc. Research design and types of research. Complex methods: causal analysis, scientific explanation, prediction and retrodiction. Hypothesis testing: verification, confirmation, falsification. Theories and models.
50/50
Graduates of the course understand the key categories of scientific methodology and empirical research in the social sciences. They are able to apply basic conceptual methods as well as methods of data collection and analysis to solve research problems. They can distinguish between different types of research and research designs and evaluate their adequacy for achieving research objectives. They are able to apply their knowledge and skills in the preparation of final theses in the profile of their discipline.
ŽIDEK, J.: Turistika a ochrana života a zdravia. Bratislava. FTVŠ UK 2013, ISBN 978-80-223-3398-6
MICHAL, J.: Vybrané kapitoly zo sezónnych činností. Banská Bystrica: PF UMB, ISBN 80-85162-99-7
NEUMAN, J. a kol. : Turistika a sporty v přírodě. Praha, Portál, 2000. ISBN 80-717-8391-9
ŽÍDEK, J.: Turistika. Bratislava, FTVŠ UK, 2004.
KOMPÁN, J.- GORNER, K.: Možnosti uplatnenia turistiky a pohybových aktivít v prírode. Banská Bystrica, FHV UMB, 2007, ISBN 80-8083-365-7.
STEJSKAL, T.: Vodná turistika. Prešov 1999.
SÝKORA, B. a kol.: Turistika a sporty v přírodě. SPN Praha, 1986.
ZAJAC, A. a kol.: Športy a turistika na vode. Bratislava: Šport, 1983.
The final evaluation of the subject includes the completion of all compulsory disciplines and the assessment of the acquired abilities to perform individual disciplines independently, methodically correctly, or with instruction. At least 91% of points must be obtained to get an A rating, 81% and more to get a B rating, 71% and more to get a C rating, 61% to get a D rating, and at least 50% are required to get an E rating. Students will not receive any credits if they score less than 50% of the points.
Slovak
A comprehensive overview of theoretical and practical problems in tourism, stay and physical activities in nature and the prerequisites for their solution. Outdoor sports in connection with the development of modern society. Impact of outdoor sports on the environment, regional development, tourism and the economy. Historical aspects of outdoor sports and their position in society. Basic division of outdoor sports. (Summer, winter, water, board, technical, motor, Olympic ...) Institution and Sport unions that provide outdoor sports in our country and in the world. The structure of sports performance of selected outdoor sports. The structure of sports performance in canoeing, road and mountain biking. Training and improving the technique of implementation of selected outdoor sports. Training and improvement of kayaking and canoeing, road and mountain biking. Training and improvement of shooting with air weapons.
100/0
The student will gain basic theoretical knowledge and acquire practical skills in hiking, spending time and doing physical activities in nature. The student will be able to select a suitable natural area for doing sports in nature. The student can characterize individual sports in nature and forms of their implementation. The student shall be able to use didactic methods of training and improving movement techniques in selected outdoor sports. The student will know the theoretical basis of selection, setting, use and maintenance of basic material equipment for selected sports in nature.
BLAHUTOVÁ, A. (2002). Technika a metodika zjazdového lyžovania.
BLAHUTOVÁ, A. (2017). Technika a didaktika lyžovanie, Učebné texty, KU, Ružomberok 2017
EGYHÁZY, A. (1988). Lyžovanie – Základný lyžiarsky výcvik. Učebné texty pre školenie cvičiteľov. Šport, Bratislava 1988.
HELLEBRANDT, V. (2002). Technika a metodika carvingových oblúkov v zjazdovom lyžovaní. Vysokoškolské učebné texty. FTVŠ Bratislava 2002.
PŘÍBRAMSKÝ, M. (2002). Česká škola lyžování. Carving. Praha: UK FTVS, 2002.
SOSNA, I. Carving ad 1972. (2006). Snow 2006, č.25, s.32 -33.
SOUKUP, J. (1991): Lyžování podle alpských lyžařských škol. Praha, Olympia, 1991.
ŠTUMBAUER, J. - VOBR, R. (2007). Carving. České Budejovice: KOPP, 2007, 125 s.
ŽÍDEK, J. et al. (1993). Lyžovanie. Vysokoškolské skriptá. Bratislava, UK 1993
The final evaluation of the subject includes the completion of all compulsory disciplines and the assessment of the acquired abilities to perform individual disciplines independently, methodically correctly, or with instruction. At least 91% of points must be obtained to get an A rating, 81% and more to get a B rating, 71% and more to get a C rating, 61% to get a D rating, and at least 50% are required to get an E rating. Students will not receive any credits if they score less than 50% of the points.
Slovak
History, terminology, classification of material and technical equipment.
Principles of safety in the mountains.
Basic skiing skills – improvement of technology.
Visiting a ski service in the resort.
100/0
The student will have a basic knowledge about the history of skiing in the world and in Slovakia. The student will be able to use nomenclature, classification scale of licenses, material equipment, terrain knowledge and movement in winter in various weather conditions. The student understands the importance of fitness and technical preparation in downhill skiing and has practical skills of the use and maintenance of equipment. The student will be able to characterize specific ways of moving in the mountain and ski terrain, as well as methods of calling rescue. He recognizes the ways of leading teaching and the functioning of the work of the instructor in the ski school.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2018-09-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prace.pdf
MEŠKO, Dušan, Dušan KATUŠČÁK a Ján FINDRA. Akademická príručka. Martin: Osveta, 2006. ISBN 80-8063-219-7.
STAROŇOVÁ, K. Vedecké písanie: ako písať akademické a vedecké texty. Martin: Osveta, 2011. ISBN 978-80-8063-359-2.
Preparation of practical assignments connected with course topics. Student is to deliver all the following assignments:
1. Identification and correction of syntactic, morphological and compositional errors in academic texts (10 points)
2. Practical assignment - demonstrating of methodological aspects on chosen or own research (20 points)
3. Practical assignment - formal formatting of academic text in text editor (15 points)
4. Practical exercise (test / 5 tasks) connected to citing (15 points)
5. Preparation of arguments to 3 thesis in the text, also 1 counterargument needs to be stated to the thesis (10 points)
6. Identification of relevant resources which can be potencially used in academic paper (thesis). Students will determine which information resources are suitable for use in academic paper or thesis depending on their proficiency and form. Their desicion will be following substantiated. (10 points)
7. Practical assignment on paratexts and excerption. (20 points)
Overall course evaluation (in %):
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
Slovak
The course is intended only for students in the final years of teacher study programs (3rd bac. and 2nd mag.).
Academic writing, scientific writing (characteristics, types).
Scientific text ((characteristics, planning, requirements,development, problems).
Paratexts of the scientific text (foreword, introduction, conclution).
Methodology, methods, hypothesis, research topic formulation, research problem and questions formulation.
Information and data resources for academic work (scientific vs. popular data, primary and secondary resources).
Citing a plagiarism.
Excerping, synopsis, anotated research, academic anotation, abstract, sumarization.
Research paper. Argumentation, essay.
Academic text redaction and formatting.
100/0
Students have basic knowledge of individual forms of academic written expression in terms of content and form. Students have practical skills in the field of academic writing. They understand the differences between popular and scientific text. They are able to avoid the most common mistakes when writing scientific text.
FRANZEN, August. 1992. Malé církevní dějiny. Praha: Zvon. 358 s. ISBN 80-7113-119-9.
HANES, Pavel. 1998. Dejiny kresťanstva. Banská Bystrica: Združenie evanjelikálnych cirkví v SR.
LANE, Tony. 1996. Dějiny křesťanského myšlení. Praha: Návrat domů. 288 s. ISBN 80-85495-47-3
LATOURETTE, Kenneth Scott and Ralph D. WINTER. 1997. A History of Christianity, Vol. 1: Beginnings to 1500. Peabody, MA: Prince Press. ISBN-13: 978-1565633285
NORTH, James. 2001. Dějiny církve od Letnic k dnešku. Praha: Návrat domů. 306 s. ISBN
8072551804
ŘIČAN, Rudolf a Amadeus MOLNÁR. 1989. 12 století církevních dějin. Praha: Kalich. 537 s. ISBN 8070170603.
Literatúra poskytnutá vyučujúcim na Katedre cirkevných dejín:
HINLICKY, Paul. 2002. Čítanka z dejín dogiem. I.diel. Bratislava: EBF UK. 215 s.
The conditions for completing the course:
termination during the trial period
Continuous test ...................... max. 30 points
Compulsory reading + paper ...... max. 20
Attendance ................................... max. 10
Final test ..................... max. 40
Total .................................... max. 100
Rating scale according to points obtained: 100 - 91 (A), 90 - 81 (B), 80 - 73 (C), 72 - 66 (D), 65
- 60 (E), 59 - 0 (Fx)
The formation of Christian church; the spread of Christianity in the first three centuries. Persecution of Christians in the Roman Empire (causes for persecution and the course of persecution); Apologists. Establishment of the church (Episcopal office, Bishops and other functions). Worship services in the early church (Baptism, Eucharist). Heresies in the second and third century. Edict of Milan, recognition of Church in the times of Constantine the Great. Faith disputes in the fourth and fifth centuries. Church fathers. Christian victory over paganism (Theodosius the Great). The origins of the papacy and monasticism. The spread of Christianity after the fall of the Western Roman Empire. Church under Charlemagne
The student masters the historical background, the causes of the formation of Christian church, its position in the Roman Empire in the first centuries and its further development in the period of antiquity and the early Middle Ages.
Hanes, P. Dejiny kresťanstva. Banská Bystrica: Trian, 1998.
Gonzales, J. Sprievodca cirkevným dejinami, (Prel. Michal Valčo), EBF UK.
Latourette, K.S. A History of Christianity: Beginnings to 1500. Peabody, MA: Prince Press, 1997.
James B. North, Dějiny církve od Letnic k dnešku. Praha: Návrat domů, 2001.
Lane, T. Dějiny křesťanského myšlení. Praha: Návrat domů, 1996.
Říčan, A. 12 století církevních dějin. Praha: Kalich, 1989.
Franzen, A. Malé církevní dějiny. Praha: Zvon, 1995.
Bednaříková, J. Frankové a Evropa. Praha: Vyšehrad, 2009.
Hajduk, A. Všeobecné cirkevné dejiny. Od začiatku cirkvi po reformáciu. Bratislava: EBF, 1999.
100% continuous evaluation.
Written essay - 20% of the evaluation.
Written test at the end of the teaching part of the semester - 80% of the evaluation.
Compulsory attendance at all lectures with the exception of two possible absences.
1. Church in the Frankish Empire, consolidation of the papacy in Western Europe, Donatio Constantini, development of the Western Church under Charlemagne, the disintegration of the Carolignian dynasty.
2. Beginning of Feudalism - European conditions and theological problems in the 9th and 10th centuries. Reform in Cluny.
3. Church under Otto I. the Great, schism of 1054, the relationship between the German emperors and the papacy, battles on the investiture, Pope Gregory VII., Concordat of Worms (1122), Innocent III. - medieval peak of papacy ; the importance and causes of the crusades.
4. Scholastics (11th - 15th century), origin of universities, monasticism in the 12th and 13th century, theological personalities of early, peak and late scholasticism, scholastic disputes.
5. 14th - 15th century: Centuries of decline of the papacy, Avignon papacy, conciliarism, humanism and renaissance, renaissance papacy.
100%/0%
Student is familiar with the relationship between church and state in the Middle Ages, the development of church institutions, and the basics of theological work of thinkers of the discussed period.
FILO, Július. 2007. Základy pastorálky, Bratislava: EBF UK.
SMOLÍK, Jozef. 1986. Pastýřska péče, Praha: Kalich.
HALL,Calvin S., LINDZEY, Gardner. 1997. Psychológia osobnosti, Bratislava: Slovenské pedagogické nakladateľstvo.
1983. Handbuch der Seelsorge, Berlin: EVA.
ROGERS, Carl.R. 1996. Ako byť sám sebou, Bratislava: IRIS.
1992. Handbuch der Psychologie für die Seelsorge, 1 a 2. Band, Patmos.
LAMMER, Kerstin. 2004. Den Tod begreifen, Neukirchner.
COOPER-WHITE, Pamela. 2004. Shared Wisdom, use of the self in pastoral care and counseling, Minneapolis, MN: Fortress Press.
FILO, Július. 2007 / 2008. Aplikovaná hermeneutika. Bratislava: EBF UK.
FEE, D. Gordon, STUART Douglas. 1997. Jak číst Bibli s porozuměním. Praha: Návrat domů.
GRONDIN, Jean. 1997. Úvod do hermeneutiky. Praha: Oikúmené.
KUSCHEL, Karl – Josef. 1995. Teologie 20. století; Antologie. Praha: Vyšehrad.
LIGUŠ, Ján. 2002. Biblická hermeneutika; propedeutický úvod. Banská Bystrica: Katedra evanjelikálnej teológie a misie UMB.
OEMING, Manfred. 2001. Úvod do biblickej hermeneutiky; Cesty k pochopení textu. Praha: Vyšehrad.
POKORNÝ, Petr. 2005. Hermeneutika jako teorie porozumění; od základných otázek jazyka k výkladu bible. Praha: Vyšehrad.
SMOLÍK, Josef. 1993. Současné pokusy o interpretaci evangelia. Praha: Oikúmené.
SZÓNDI, Peter. 2003. Úvod do literární hermeneutiky. Brno.
VOKOUN, Jarolav. 2012. Číst Bibli zase jako Bibli. Úvod do teologické interpretace Písma. Praha: Česká biblická společnost.
1995. Pápežská biblická komisia: Interpretácia Biblie v cirkvi; Prejav Jeho Svätosti pápeža Jána Pavla
II. a dokument Pápežskej biblickej komisie; Spišská Kapitula: Katolícke dielo na Slovensku.
Active participation on lectures – notes from assigned reading – 20%
5 short quizzes (10 minutes) during the semester based on the assigned reading – 20%
2 short essays on two topics basic on the reading – 30% (2 x 15%)
Final evaluating essay – 30%
The scale of evaluation:
A = 100 % – 91 %
B = 90 % – 81 %
C = 80 % – 73 %
D = 72 % – 66 %
E = 65 % – 60 %
FX = 59 % – 0 %
100/0
ÁBEL, František, 2015. Dejiny novozmluvnej doby. 2. vyd. Bratislava: Univerzita Komenského v Bratislave. 318 s. ISBN 978-80-223-3793-9.
BÁNDY, Juraj, GREŠO, Ján, KIŠS, Igor, redaktori, 1999. Biblia. Písmo Sväté Starej a Novej zmluvy. Liptovský Mikuláš: Tranoscius. 882 s. ISBN 80-7140-182-X.
DONALDSON, Terence L., 2007. Judaism and the Gentiles. Jewish Patterns of Universalism (to 135 CE). Waco, TX: Baylor University Press. 563 s. ISBN 978-1-60258-025-1.
DUNN, James D. G., 2003. Christianity in the Making. Volume 1: Jesus Remebered. Grand Rapids, MI, Cambridge, U.K.: Eerdmans. 1019 s. ISBN 978-0-8028-3931-2.
DUNN, James D. G., 2009. Christianity in the Making. Volume 2: Beginning from Jerusalem. Grand Rapids, MI, Cambridge, U.K.: Eerdmans. 1347 s. ISBN 978-0-8028-3932-9.
DUNN, James D. G., 2015. Christianity in the Making. Volume 3: Neither Jew Nor Greek. A Contested Identity. Grand Rapids, MI, Cambridge, U.K.: Eerdmans. 946 s. ISBN 978-0-8028-3933-6.
DUS, Jan A., POKORNÝ, Petr, eds., 2001. Novozákonní apokryfy I. Neznámá evangelia. Knihovna rané křesťanské literatury, sv. 1. Praha: Vyšehrad. 461 s. ISBN 80-7021-406-6.
DUS, Jan A., ed. et al., 2003. Novozákonní apokryfy II. Příběhy apoštolů. Knihovna rané křesťanské literatury, sv. 2. Praha: Vyšehrad. 564 s. ISBN 80-7021-593-3.
DUS, Jan A., ed. et al., 2007. Novozákonní apokryfy III. Proroctví a apokalypsy. Knihovna rané křesťanské literatury, sv. 3. Praha: Vyšehrad. 563 s. ISBN 978-80-7021-814-3.
FREDRIKSEN, Paula, 2018. When Christians Were Jews. The First Generation. New Haven, CT: Yale University Press. 261 s. ISBN 978-0-300-19051-9.
GÁBRIŠ, Karol, preklad a poznámky, 1990. Apokryfy. Mimokanonické spisy Starej zmluvy podľa Septuaginty. Bratislava: Vesna, Liptovský Mikuláš: Tranoscius. 375 s. ISBN 80-85128-48-9.
GÁBRIŠ, Karol, preklad, 2004. Spisy apoštolských otcov. Doplnené a upravené vydanie. Bratislava: Univerzita Komenského v Bratislave. 365 s. ISBN 80-88827-30-2.
GÁBRIŠ, Karol, 1994. Dejiny novozmluvnej doby. Bratislava: ECM. 232 s.
LEIPOLDT, Johannes, GRUNDMANN, Walter (eds.), 1967. Band I: Darstellung des neutestamentlichen Zeitalters. 2. Auflage. Berlin: Evangelische Verlagsanstalt. 527 s.
LEIPOLDT, Johannes, GRUNDMANN, Walter (eds.), 1976. Band II: Texte zum neutestamentlichen Zeitalter. 5. Auflage. Berlin: Evangelische Verlagsanstalt. 426 s.
LEIPOLDT, Johannes, 1973. Band III: Bilder zum neutestamentlichen Zeitalter ausgewählt und erläutert. 3. Auflage. Berlin: Evangelische Verlagsanstalt. 274 s.
LOHSE, Eduard, 1971. Umwelt des Neuen Testaments. Grundrisse zum Neuen Testament 1. Göttingen: Vandenhoeck und Ruprecht. 221 s.
NEUSNER, Jacob, CHILTON, Bruce D., eds., 2007. In Quest of the Historical Pharisees. Waco, TX: Baylor University Press. 512 s. ISBN 978-1-932792-72-0.
POKORNÝ, Petr, 1998. Píseň o perle. Tajné knihy starověkých gnostiků. 2. rozšírené vydanie. Praha: Vyšehrad. 326 s. ISBN 80-7021-246-2.
RUNESSON, Anders, BINDER, Donald D., and OLSSON, Birger, 2010. The Ancient Synagogue from its Origins to 200 C.E. A Source Book. Leiden, Boston: Brill. 327 s. ISBN 978-90-04-18890-7.
RYŠKOVÁ, Mireia. Doba Ježíše Nazaretského. Praha: Karolinum, 2019. 536 s. ISBN 978-80-246-3532-3.
SCHUBERT, Kurt, 1995. Židovské náboženství v proměnách veků. Přeložil Jindřich Slabý. Praha: Vyšehrad. 285 s. ISBN 80-7021-075-3.
SOUŠEK, Zdeněk, ed., POLÁČEK, Zdeněk, preklad, et al., 1995. Knihy tajemství a moudrosti 1. Mimobiblické židovské spisy: pseudepigrafy. Praha: Vyšehrad. 381 s. ISBN 80-7021-144-X.
SOUŠEK, Zdeněk, ed., HELLER, Jan, preklad, et al., 1998. Knihy tajemství a moudrosti 2. Mimobiblické židovské spisy: pseudepigrafy. Praha: Vyšehrad. 235 s. ISBN 80-7021-300-0.
SOUŠEK, Zdeněk, ed., FARSKÝ, Jiří, preklad, et al., 1999. Knihy tajemství a moudrosti 3. Mimobiblické židovské spisy: pseudepigrafy. Praha: Vyšehrad. 363 s. ISBN 80-7021-244-6.
Completion during the examination period
During the examination period, students take a final exam consisting of a written and an oral part. Successful completion of the written part, which accounts for 30% of the overall assessment, is a prerequisite for taking the oral part of the exam, which accounts for 70% of the overall assessment.
Overall assessment:
A = 100–91%
B = 90–81%
C = 80–73%
D = 72–66%
E = 65–60%
FX = 59–0%
• Introductory issues, explanation of the basic terminology concerning the course
• The Second Temple Judaism: Its origin and development on the background of historical events.
• The Second Temple Judaism: Way of life of Jewish communities living in the Diaspora and those in Galilee and Judea, social background and settings, the religious groups, scriptures, cultural, religious, and ritual notions and traditions, the Temple cult and feast days, the Second Temple Jewish authors.
• The Graeco-Roman world: Hellenism, its specifics and manifestation, Graeco-Roman politics, cultural and religious notions and philosophy – the world of deities, the cult of the emperors, mystery religion cults, popular religious notions, feast days, Roman emperors.
0/100
The student has general knowledge of the historical background and processes in regard to the origin of the early Christian movement, its historical background and development. Students are able to gain and use critical thinking by an analysis and evaluation of the basic knowledge about the process previous to the forming and evaluation of the early Christian churches, particularly: The knowledge of the political, cultural, and religious situation of the ancient world, from the period of destruction of the Babylonian Empire to the period of the dominance of the Roman Empire, its influence on the Second Temple Judaism, the part of which was an early Christian movement, as well as the other significant political, cultural, and religious phenomena of the ancient Graeco-Roman world. Passing this propaedeutic course is a precondition to passing other courses of the New Testament – Exegesis of the New Testament and Theology of the New Testament.
oral exam
All valid textbooks for primary and secondary schools
Innovated SEP for the 2nd grade of elementary school
An innovated SEP for grammar schools with a four-year and five-year educational program
Target requirements for knowledge and skills of high school graduates in biology
ŠkVP training school
Internal rules of the school
Gnoth, M., Ušáková, Fulková, E., Likavský, P., Turanová, L., Čipková, E., Tóthová, A., Grančičová, A. 2003. Pedagogical practice for students of teacher combinations at the Faculty of Science, Comenius University. Bratislava: Comenius University Bratislava, 2003. 140 p.
Kosová, B., Tomengová, A. 2015. Professional practical training of future teachers. Banská Bystrica: Belianum, 2015. 225 p.
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. 2009. Pedagogical practice in teacher training. Banská Bystrica: Matej Bel University, 2009. FULKOVÁ, E., GNOTH, M. 2004. Pedagogical practice. Nitra: Slovak University of Agriculture, 2004. GAVORA, P. 1997. ABC observations of teaching. Prešov: Metodicko-pedagogické centrum, 1997. KONTÍROVÁ, S. 2011. Pedagogical practice of students of academic subjects. Košice: Pavel Jozef Šafárik University, 2011.
FULKOVÁ, E., GNOTH, M. 2004. Pedagogical practice. Nitra: Slovak University of Agriculture, 2004.
State curriculum for ISCED 2 and ISCED 3
KONTÍROVÁ, S. 2011. Pedagogical practice of students of academic subjects. Košice: Pavel Jozef Šafárik University, 2011.
Course evaluation is conditional on:
• completing observations (lessons) in the scope of an hour-long training teacher,
• active participation of the student in extracurricular and extracurricular activities of a practicing teacher,
• evaluation of the student by the training teacher,
• evaluation of the pedagogical diary, which the student submits to the head of the pedagogical practice within the set deadline.
In total, a student can get 42 points for pedagogical practice.
The evaluation of the subject is graded in percentage as follows: A (100-91%); B (90-81%); C (80-71%); D (70-61%); E (60-50%). At least 38 points must be obtained to obtain an A rating, at least 34 points to obtain a B rating, at least 30 points to obtain a C rating, at least 26 points to obtain a D rating and at least 21 points to obtain an E rating. Credits will not be awarded to a student who obtains less than 21 points out of the total number of points.
For non-compliance with the set deadlines and instructions of the head of the pedagogical practice, the student may be sanctioned by lowering the evaluation, or by not granting credits for the pedagogical practice.
Getting acquainted with the conditions of implementation of pedagogical practice.
Familiarization with pedagogical documentation, conceptual and strategic documents of the training school.
Participation in teaching within the scope of the training teacher, extra-class and extracurricular activities.
Creation of observation records from the teaching teacher 's lessons.
Creation of lesson analyzes.
Creation of written preparations for lessons.
Creation of a pedagogical diary and its submission to the head of pedagogical practice.
By completing the course, the student:
• deepen knowledge in the field of generally binding legal regulations related to the work of teachers, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop the professional competencies necessary for independent planning, design, management and organization of the educational process in the relevant subject on the basis of valid curricular documents, while adapting educational programs for specific groups of students,
• develop professional competencies associated with didactic, pedagogical, psychological analysis of individual parts of the lesson,
• develop the ability to apply pedagogical-psychological and professional-didactic knowledge in the educational process,
• develop the ability to evaluate diverse pedagogical situations and processes,
• deepen knowledge about the differences in the development of individuals resulting from their health, social disadvantages, talents or talents so that they can effectively cooperate with special pedagogues, psychologists and other professionals in the implementation of the educational process in the conditions of inclusive education and follow their professional recommendations and conclusions
• develop skills in working with teaching aids,
• acquire competencies associated with the creation of a pedagogical portfolio,
• develop competencies of self-assessment and further professional development,
• develop the ability to assess the suitability of the chosen means of education,
• develop communication skills, the ability to express and accept constructive criticism and praise.
Selection of professional literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements for final theses;
KATUŠČÁK, D.: Ako písať záverečné a kvalifikačné práce. Nitra: Enigma 2007
Submission of partial output in the form of a proposal for the main objectives and structure of the bachelor's thesis, a search with an overview of available information sources on a selected topic of the bachelor's thesis.
Rating by scale:
A: 92-100%, excellent - excellent results,
B: 84-91%, very good - above average standard,
C: 76-83%, good - normal reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient - the results meet the minimum criteria,
Fx: 0-59%, insufficient - additional work required
slovak
Definition of the topic and goal of the final work.
Study of professional literature.
Excerpt of the material.
Theoretical and methodological conception of the work.
Problem processing methodology.
Methodology of elaboration of the final work.
Formal-compositional requirements of final theses.
The student is able to define the topic of their bachelor's thesis, can correctly determine the procedures and methods of its processing, divide the process of creation into time stages, gain the ability to work selectively and correctly with the literature on the selected topic.
Selection of professional literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements for final theses;
KATUŠČÁK, D.: Ako písať záverečné a kvalifikačné práce. Nitra: Enigma 2007
Submission of partial output in the form of a comprehensive chapter of the bachelor's thesis.
Rating by scale:
A: 92-100%, excellent - excellent results,
B: 84-91%, very good - above average standard,
C: 76-83%, good - normal reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient - the results meet the minimum criteria,
Fx: 0-59%, insufficient - additional work required
slovak
Definition of the topic and goal of the final work.
Study of professional literature.
Excerpt of the material.
Theoretical and methodological conception of the work.
Problem processing methodology.
Methodology of elaboration of the final work.
Formal-compositional requirements of final theses.
The student is able to define the topic of their bachelor's thesis, can correctly determine the procedures and methods of its processing, gain the ability to work selectively and correctly with the literature on the selected topic and appropriately present the results and important conclusions.
according to the topic of the bachelor thesis
Examination: state examination
Slovak, English
Course contents:
1. Contribution of the final thesis for the given field of study applied in the collection, interpretation and processing of basic professional literature, or the extent to which the student has mastered the application of theoretical principles in practice and whether the hypotheses presented in the work are verifiable;
2. Originality of the thesis (the final thesis must not have the character of a plagiarism, must not infringe the copyrights of other authors), part of the documentation for the defense of the final thesis as a subject of state examination is the protocol of originality from the central register.
3. Correctness and correctness of citation of used information sources, research results of other authors and author groups, correctness of description of methods and working procedures of other authors or author groups;
4. Compliance of the structure of the final work with the prescribed composition defined by Internal Regulation no. 12/2013;
5. Respecting the recommended scope of the final thesis (the recommended scope of the bachelor's thesis is usually 30 - 40 standard pages - 54,000 to 72,000 characters, including spaces), the adequacy of the scope of the thesis is assessed by its supervisor;
6. Linguistic and stylistic level of work and formal arrangement;
7. The method and form of the defense of the final thesis and the student's ability to adequately respond to comments and questions in the opinions of the supervisor and the opponent.
8. In the teaching of art-educational subjects, the final work and its defense may also include the presentation of artistic outputs and performances.
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When designing the bachelor's thesis, the student is able to demonstrate the ability to work creatively in the field of study in which he completed the study program. The student is able to demonstrate adequate knowledge of the issue and apply their skills in the collection, interpretation and processing of basic literature, or its application in practice or is able to solve a partial task related to the student's focus.