KOMOROVSKÝ, J.: Prometeus - Mytologické paralely
DUMÉZIL, G.: Mýty a bohové Indoevropanů
PUHVEL, J.: Srovnávací mythologie
MELETINSKIJ, J. M.: Poetika mýtu
DUNDES, A.: Sacred Narrative - Readings in the Theory of Myth
Seminar work 49%, Final test 51%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less )
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. The problem of the definition of Myth
2. Nart epic
3. Greenlandic myths
4. North American myths
5. South American myths
6. Mesoamerican myths
7. Australian myths
8. Japanese myths
9. African Myths
10. Contemporary comparative mythology
11. Dumézilo's conception of myth; Eliade's conception of the myth
12. R. Graves and the historicity of the myth
70/30
The graduate has knowledge of basic knowledge of the theory of myth and comprehensively also of world mythologies. The student also masters various approaches to the study of myths (Dumézil's, Graves's, or Eliade's conception of myth).
STEMBERGER, Günter. Úvod do judaistiky. Praha: Vyšehrad, 2010. ISBN 9788070219881. NOSEK, Bedřich a Paula Damohorská. Židovské tradice a zvyky. Praha: Karolinum 2016. ISBN 978-80-246-2996-4.
STEMBERGER, Günter. Talmud a midraš. Praha: Vyšehrad 1999. ISBN 8070213019. NEWMAN, Ja'akov a Gavri'el SIVAN, Judaismus od A do Z. Slovník pojmů a termínů. Praha: Sefer 1998. ISBN 80-900895-3-4.
ŠTELMACHOVIČ BUMOVÁ, Ivica. Úvod do judaizmu. Bratislava: Stimul, 2020. ISBN ISBN 978-80-8127-303-2 (EPUB) (skriptá)
a) during the course, students take 2 tests (a total of 40% of the course assessment) - the first test of biblical sources, - the second test of basic knowledge of Jewish literature. At least 50% of each test must be written to be admitted to the oral exam. b) oral examination during the examination period (60% of the evaluation). Classification scale: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less).
The teacher accepts max. 2 absences with verifiable documents. Exam dates will be published via AIS no later than the last week of teaching.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction to the study. 2. Judaism, origin and meaning of the term, biblical Judaism. 2. Rabbinic Judaism, religious directions of rabbinic Judaism. 3. Jews and Jewish identities 4. Biblical literature - Torah and Tanakh, history and authorship of the text. 5. Selected biblical sources (5 books of Moses). 6. Manuscripts, translations, Torah / Tanach research today. 7. Oral Torah and rabbinic literature - Midraš. 8. Talmud (haggada and halacha), Tosefta, translations. 9. Traditional system of education, 10. Synagogue and worship, Jewish piety. 11. Perception of time in Judaism, calendar and annual cycle of holidays. 12. Eschatology and resurrection.
40/60
After completing the course, the graduate has knowledge of Jewish culture and the Judaism, gained knowledge about the various contents of this concept and the various religious trends of Judaism and Jewisness. He has knowledge of the development of biblical and rabbinic literature, the main elements of religious teaching, the development of the institution of synagogue and worship, traditional education, the Jewish calendar. He also gained an overview of the literature on the topic and has skills in critical reading.
COOK, Michael,.Muhammad. Praha: Odeon - Argo, 1994.
DENNY, Frederick M. Islám a muslimská obec. Praha: Prostor, 1998.
Judaismus, křesťanství, islám. Olomouc: Nakladatelství Olomouc, 2003.
Korán. Praha: Odeon, 1972.
KROPÁČEK, Luboš. Duchovní cesty islámu. Praha: Vyšehrad, 1993.
HILLENBRANDOVÁ, Carole. Islám: historie, současnost a perspektivy. Praha: Paseka, 2017.
Written examination: 50%
Oral exam: In the extent of the entire course 50%
Overall assessment: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction. Course schedule, overview of basic literature, authors and academic workplaces, origin and development of Western investigation of Islam, ways of exploring;
2. Jahiliyah and the Prophet Muhammad
3. Directions, currents and fractions of Islam 1: The first calips and the Fitna
4. Directions, current and fractions of Islam 2: Shiite directions and Ghulate
5. Quran and Forming Islamic Tradition
6. Islam as a religious-legal system 1
7. Islam as a religious-legal system 2
8. Islamic Eschatology and Cosmology.
9. Islamic philosophy and mysticism, Muslim life and calendary, etc.
10. Islamic Reformism and Islamism
11. Islam in West, Islam and West
12. Conclusions.
0/100
After graduating the course students are able to recognize, include, and eventually analyze the Islam as a multidimensional system and they have a basic oriented in culture, religion, history, directions and paradigms of Islam. They know appoint and explain eg. 5 pillars of faith, disassemble the Qur'an, introduce the life and the importance of Muhammad, Islamic mysticism, philosophy, realia and the like. as well as Islam in a modern context including reformism and islamism. At the same time, they are also confident in the issue of Islam in the West and the issue of Islamophobia and the like.
FRANZEN, August. Malé církevní dějiny. Kostelní Vydří: Karmelitánske nakladatelství, 2006. ISBN 978-80-7195-082-0.
SUCHÁNEK, Drahomír, DRŠKA, Václav. Církevní dějiny. Antika a středověk. Praha: Grada, 2013. ISBN 978-80-247-3719-5.
HAZLETT, Ian. Rané křesťanství. Počátky a vývoj církve do roku 600. Brno: CDK, 2009. ISBN 978-807325-159-8.
McGRATH, Alister, Dejiny křesťanství. Praha: Volvox Globator 2014. ISBN 978-80-7511-081-7.
VOUGA, François, Dějiny raného křesťanství. Brno: CDK, 1997. ISBN 80-85959-22-4.
Final test during the exam period (100 bodov), 100-92: A, 91-84: B, 83-76: C, 75-68: D, 67-60: E, 59-0: FX.
Lecturers accept a maximum of 2 missed classes.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech (reading texts)
1. Cultural and historical context of the origin of Christianity, history of Christianity in 2nd and 3rd century.
2. Christianity in 4th century – fundamental transformation, great persons of ancient Christianity.
3. Pilgrimage and monasticism, Christianity in Early Middle Ages. Christianization of Europe, Charlemagne, Cluny, Gregorian reform, Great schism.
4. Crusades, military orders, new orders and lay movements. Cathars. Inquisition.
5. Education of High Middle Ages. Church of High Middle Ages. Popes in Avignon.Western schism, Council of Constance. Jan Hus.
6. Christianity vs. humanism. Renaissance papacy. Savonarola.
7. Reformation – Germany, Switzerland, England.
8. Catholic reaction to reformation and Protestantism. Council of Trent.
9. New orders. Jesuits. Inquisition, Christianity in baroque period.
10. Overseas missions. Christianity in Americas and Asia.
11. Christianity in the Enlightenment era. Churches and secularization.
12. Christianity in 19th century. First Vatican council.
13. Christianity in 20th century. Churches vs. totalitarian regimes. Second Vatican council.
0/100
After successful completion of this course students have a basic knowledge of the history of Christianity from its beginnings in the 1st century, through Christianity of the High Middle Ages to the present time. They understand the history of Christianity in the context of each era. They also understand the impact of important events and personalities in the great currents of Christianity and they are able to explain their activities within the context of each era and with regard to the development of particular denominations.
ARMSTRONG, Karen. Jeruzalém. Praha: Lidové Noviny, 1999.
MENDEL, Miloš. Židé a Arabové. Prachatice: Rovina, 1991.
MENDEL, Miloš. Náboženství v boji o Palestinu. Judaismus, islám a křesťanství jako ideologie etnického konfliktu. Brno: Atlantis, 2000.
MONTEFIORE, Simon Sebag. Jeruzalém. Dějiny svatého města. Praha: BETA Dobrovský, 2013.
MÜLLER, Zdeněk. Jerualém mezi minulostí a současností. Praha – Litomyšl: Paseka, 2004.
Written test based on lectures: 100%
Overall Rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction
Course timetable, successful completion conditions.
2. Main concepts and naratives
Language, ethnicity, religion. Overview of basic literature, authors and academic workplaces.
3. Jerusalem at Time: Historical Introduction
Chronology and historical overview of city history.
4. Jerusalem in Space: Geographical Introduction
Soculation and basic orientation in Jerusalem and surroundings. The neighborhoods, main areas and city gates.
5. Silwan / City of David and Ophel
Jebusean city and his conquest of David. The past and present of David city, Israeli settlers in Silwan and East Jerusalem.
6. Jewish Temple, Valley of Kidron and Ben-Hinnom
Tabernákulum and Moria Mountain. Solomon and the first temple. Jerusalem to the destruction of the first temple 587/586 Exile, return and resume temple, second Temple. Herod big and rebuilding temple. Destruction of Jerusalem in 70 and its consecences. Ancient monuments in the Kidron and Ben-Hinnom valleys.
7. Western Wall, extinction and remains of the Temple
Wall of the winds and other parts of Herod's temple. Mountain in Roman and Byzantine's time.
8. Mountain in the morning Islamic and crusade
The emergence of Haram Al-Sharíf and Muslim buildings on the up: Al-Aqsa Mosque and Dome of the rock, buildings on the upper mountain platform. Crusaders rebuilding Haram.
9. Haram from Ayyubides to the Ottomans
Muslim monuments on the Western and North side of Haramu and around.
10. Haram / Temple Mountain and Conflict, Third Temple
Politics on top, rules and history of access to the mountain from the Roman time for the present. Haram in Islamic tradition, Islamists and Jerusalem. Israeli policy towards temple top, radical Jewish movement, the arrival of the Messiah and the status of the third temple.
11. Mount Sion.
History of Sion, David Tomb, Last Dinner Room and Basilica of Panna Mary, Jewish community on Sion, Cemetery.
12. Final discussion
0/100
After completing the course students are able to recognize, include and or if necessary to analyze Jerusalem. The main objective of the course is to introduce students in general to history and the present of Jerusalem as the sacred city of Judaism, Christianity and Islam. The course is a general introduction to culture, religions, history, politics and paradigms of this city and together with Jerusalem II offer a comprehensive introduction to the issue from the history of the Jewish temple to the Israeli-Palestinian conflict.
ARMSTRONG, Karen. Jeruzalém. Praha: Lidové Noviny, 1999.
MENDEL, Miloš. Židé a Arabové. Prachatice: Rovina, 1991.
MENDEL, Miloš. Náboženství v boji o Palestinu. Judaismus, islám a křesťanství jako ideologie etnického konfliktu. Brno: Atlantis, 2000.
MONTEFIORE, Simon Sebag. Jeruzalém. Dějiny svatého města. Praha: BETA Dobrovský, 2013.
MÜLLER, Zdeněk. Jerualém mezi minulostí a současností. Praha – Litomyšl: Paseka, 2004.
Written test based on lectures: 100%
Overall assessment: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction
2. Jewish quarter and community in the old city
History of the Jewish district of the Old City. Heroday Time Sights, Cardo and Nea Temple. Synagogues, Jesives and Mosques in the Jewish Quarter.
3. Citadel and Armenian district and community in Jerusalem
History and present Citadels / David Tower, Square of Umar Al-Khattab. Armenian community and sights in the old city.
4. Christian communities in Jerusalem and the Christian district
Overview of Christian communities and denominations in Jerusalem, churches and monasteries in the Christian district of the Old City.
5. Via Dolorosa.
Christian monuments, churches and stops at the Via Dolorosa / Via Crucis
6. Temple of Holy Sepulchre. I
Christian communities in and the main part of the temple and surroundings (first part).
7. Temple of Holy Sepulchre. II and Muslim sights in the Christian district
Christian communities in the temple and surroundings (second part). Muslim monuments in the Christian district.
8. Muslim district and community in old city
Mosques, Madrases, Tombs, Palaces Zawiyas and wells in Muslim district.
9. Mount of Olives.
Churches, Mosques, Tombs and other memorial places from the tomb of the Virgin Mary after the monastery Pater Noster.
10. East Jerusalem.
Occupied East Jerusalem north of the Old City from the Garden Tomb of Jesus after the Tomb of Simon the Faitful. Abu Dis and Iizariya, Nebi Samwil, Ajn Karin.
11. Western Jerusalem.
Western Jerusalem from Kikar Tsion to the Yad Vashem: Mea Shearim and Charedim, New Town District, Israeli Museum, Knesset, Monastery of the Holy Cross and "Family Tomb" of Jesus.
12. Final discussion
0/100
After completing the course students are able to recognize, include and or if necessary to analyze Jerusalem. The main objective of the course is to introduce students in general to history and the present of Jerusalem as the sacred city of Judaism, Christianity and Islam. The course is a general introduction to culture, religions, history, politics and paradigms of this city and together with Jerusalem II offer a comprehensive introduction to the issue from the history of the Jewish temple to the Israeli-Palestinian conflict.
AS-SAID Issam a Aişe PARMAN. Geometrická koncepce v islámském umění. Praha: Argo, 2008.
GRUBE, Ernst. Islamské umenie architektúra, práce z kovu, maľba, koberce, rezby. Bratislava: Pallas, 1973.
HATTSTEIN, Markus a Peter DELIUS, Islám: Umění a architektura. Bratislava: Slovart, 2006.
PETERSEN, Andrew. Dictionary of Islamic Architecture, London - New York: Routledge 2002.
PROCHÁZKA, Bohumil Amjad. Introduction to Islamic Architecture. Zürich: MARP, 1986.
Interim evaluation: in the form of continuous tests (based on compulsory reading, 5% for text) at the appropriate hours. Continuous Tests Total: 40%
Final evaluation: Description and analysis (according to the interpretation of teacher and loaded literature) 3 Randomly selected visual demonstrations (generally from different hours) from the total course offer. Visual materials taken on hours will be provided by the course participants in the course end. Visual analysis Total: 60%
Overall Rating:
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction
2. Arabesque, ornament and geometric concepts in Islamic tradition
3. Forming and resources of Islamic architecture
4. Mosque I. Arabic Mosque
5. Mosque II. Persian Mosque
6. Mosque III. Ottoman Mosque
7. IV Mosque. Mosque on Muslim Peripheria
8. Madrasa
9. Tombs
10. House and City in Muslim World
11. Islamic Gardens and Palace
12. Conclusions
40/60
The main result of the course is the orientation of students in Islamic visual culture. The course was conceived around the main circuits and problematic points of visual representation in Islamic tradition and is dirty to the main dogmatic and historical concepts forming this relationship. The interpretation is based on compulsory reading and interpretation and interpretation of visual documents presented on the course. After completing the course, students should be able to identify and analyze major visual representations in the context of Islamic tradition. This is a brief introduction without a comprehensive entitlement, but it emphasizes however the diversity of visual expression and the course deals with Islamic understanding and the organization of space within the ornamental and abstract artistic expression and especially when the architecture (Mosque, Madrasa, Tombs, Palaces, Gardens, Carpets) .
BOOT, Erik. A Preliminary Classic Maya–English/English–Classic Maya Vocabulary of Hieroglyphic Readings. Electronic document, 2002. Dostupné na: https://www.mesoweb.com/resources/vocabulary/ vocabulary.pdf
CALVIN, Inga. Maya Hieroglyphics Study Guide. Electronic document, 2004. Dostupné na: https://www.famsi.org/ mayawriting/calvin/glyph_guide.pdf (accessed 24 August 2011).
COE, Michael. Breaking the Maya Code. London: Thames & Hudson, 1992.
JOHNSON, Scott. Translating Maya Hieroglyphs. Norman: University of Oklahoma Press, 2013.
KETTUNEN, Harri. a Christophe. HELMKE. Introduction to Maya Hieroglyphs. The European Association of Mayanists-Wayeb, 2020.
LEBRUN, David. (Director). Breaking the Maya Code (Documentary). Night Fire Films, 2008.
MACRI, Martha a LOOPER, Matthew. The New Catalog of Maya Hieroglyphs: Volume One, The Classic Period Inscriptions. Norman: University of Oklahoma Press, 2003
MONTGOMERY, John. How to Read Maya Hieroglyphs. Hippocrene Practical Dictionaries. New York: Hippocrene Books, 2004.
Continuous assessment - Elaboration of the assignment
Final evaluation - Text decryption + colloquium
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
1. Basics, schedule, Mayan hieroglyphs - context and history of decipherment.
2. Character of Mayan script I. - glyfblocks, reading direction, logograms and syllables.
3. The character of the Mayan script II. - phonetic additions, transcription and transliteration, vowels and consonants, synharmony and disharmony.
4. Calendar systems I. - mathematics, Long count.
5. Calendar systems II. - calendar round, distance numbers, supplementary series.
6.-11. Group work - deciphering.
12. Summary.
Attendance at lectures - 10%
Tasks - 35%
Main text decryption - 55%
Extra points - 10%
1. Basic knowledge of grammar of Maya hieroglyphs and basic vocabulary.
2. The student is able to identify the most used hieroglyphs and has the ability to read glyphs.
3. Gained basic knowledge of Maya culture.
BOOT, Erik. A Preliminary Classic Maya–English/English–Classic Maya Vocabulary of Hieroglyphic Readings. Electronic document, 2002. Dostupné na: https://www.mesoweb.com/resources/vocabulary/ vocabulary.pdf
CALVIN, Inga. Maya Hieroglyphics Study Guide. Electronic document, 2004. Dostupné na: https://www.famsi.org/ mayawriting/calvin/glyph_guide.pdf (accessed 24 August 2011).
COE, Michael. Breaking the Maya Code. London: Thames & Hudson, 1992.
JOHNSON, Scott. Translating Maya Hieroglyphs. Norman: University of Oklahoma Press, 2013.
KETTUNEN, Harri. a Christophe. HELMKE. Introduction to Maya Hieroglyphs. The European Association of Mayanists-Wayeb, 2020.
LEBRUN, David. (Director). Breaking the Maya Code (Documentary). Night Fire Films, 2008.
MACRI, Martha a LOOPER, Matthew. The New Catalog of Maya Hieroglyphs: Volume One, The Classic Period Inscriptions. Norman: University of Oklahoma Press, 2003
MONTGOMERY, John. How to Read Maya Hieroglyphs. Hippocrene Practical Dictionaries. New York: Hippocrene Books, 2004.
Interim evaluation - Elaboration of assignments (10 assignments in the form of reports)
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
1. Study schedule. Presentation of texts and literature
2 - 11. Work on prepared texts and presentation of assignments.
12. Summary.
100% / 0%
1. The graduate has acquired advanced knowledge of the grammar of Maya hieroglyphs and has an extended vocabulary.
2. Can identify 60% of hieroglyphs and has advanced glyph reading skills.
3. Gained an extensive knowledge of Maya culture.
BOOT, Erik. A Preliminary Classic Maya–English/English–Classic Maya Vocabulary of Hieroglyphic Readings. Electronic document, 2002. Dostupné na: https://www.mesoweb.com/resources/vocabulary/ vocabulary.pdf
CALVIN, Inga. Maya Hieroglyphics Study Guide. Electronic document, 2004. Dostupné na: https://www.famsi.org/ mayawriting/calvin/glyph_guide.pdf (accessed 24 August 2011).
COE, Michael. Breaking the Maya Code. London: Thames & Hudson, 1992.
JOHNSON, Scott. Translating Maya Hieroglyphs. Norman: University of Oklahoma Press, 2013.
KETTUNEN, Harri. a Christophe. HELMKE. Introduction to Maya Hieroglyphs. The European Association of Mayanists-Wayeb, 2020.
LEBRUN, David. (Director). Breaking the Maya Code (Documentary). Night Fire Films, 2008.
MACRI, Martha a LOOPER, Matthew. The New Catalog of Maya Hieroglyphs: Volume One, The Classic Period Inscriptions. Norman: University of Oklahoma Press, 2003
MONTGOMERY, John. How to Read Maya Hieroglyphs. Hippocrene Practical Dictionaries. New York: Hippocrene Books, 2004.
Interim evaluation - Elaboration of assignments (10 assignments in the form of reports)
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
1. Study schedule. Presentation of texts and literature
2 - 11. Work on prepared texts and presentation of assignments.
12. Summary.
100% / 0%
1. The graduate has an advanced knowledge of the grammar of Maya hieroglyphs and an almost complete vocabulary.
2. Can identify 80% of hieroglyphs and has advanced glyph reading skills.
3. Gained advanced knowledge of Maya culture, has the ability to independently search for interrelated references in other texts
CHAZAN, Robert. (2009). Židé stredověkého západního křesťanského světa (1000-1500). Praha: Argo, 2009. ISBN 978-80-257-0138-6.
SEGERT, Stanislav. Starověké dějiny Židů. Praha:Svoboda, 1995. ISBN 8020503048. FINKELSTEIN, Israel a Neil. A. SILBERMAN. Objevování Bible. Svatá Písma Izraele ve světle moderní archeologie. Praha: Vyšehrad, 2007.ISBN 978-80-7021-869-3.
LEVI, Liana. Tisíc rokov aškenázskej kultúry. Kalligram: Bratislava, 2002. ISBN 80-7149-460-7.
BRENNER, Michael. Malé dějiny Židů. Praha: Paseka, 2014. ISBN 978-80-7432-443-7.
The subject is evaluated in the examination period by a final oral examination. The oral exam consists of two questions - one from ancient history, the other from the Middle Ages and the Modern Age. Exam questions are available in MS TEAMS.
Overall rating:
A (100-93%)
B (92-85%)
C (84-78%)
D (77-69%)
E (68-60)
Fx (59% and less)
Max. 2 absences with proven documents.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction - from the earliest period to the Babylonian captivity.
2. Persian and Greek period, Alexander the Great, global tendencies of Greek culture, the issue of preserving the religious and national identity of Jews, the Maccabean Rebellion, the Hasmonean dynasty.
3. The Roman period. Herod the Great era, political - religious groups, uprising in the years 66 - 70 AC. and its consequences, the destruction of the Second Temple.
4. Transformation of Judaism after the destruction of the Second Temple, the Academy in Javna, the beginnings of the Talmud, Mishnah and Gemara. Bar Kochb uprising, early Judeo-Christian relations.
5. Byzantine period, Babylonian diaspora.
6. Islam, early Islamic-Jewish relations, the legal status of Jews in Islamic countries.
7. The golden era of Spanish Jewry, the Reconquista and its consequences, the expulsion of Jews from Spain and its effects.
8. Medieval Europe, the legal, religious and economic status of Jews in the European Middle Ages.
9. Jewish communities in Central and Northern Europe, crusades and their effects, the "Black Plague" epidemic, migration to the east.
10. Reformation in the Christian Church, ghetto, new position of Jews in the economic and banking sphere 16/17. century, migration of the Jewish population.
11. Pseudo-Messianic movements of Shabtai Zvi and Jacob Frank., Khmelnytsky's uprising in Ukraine, the emergence of the Hasidic movement.
12. Haskala, society's reaction, attempts at assimilation and integration, reform currents within Jewish communities, Zionism, secularization.
0/100
Upon successful completion of the course, students have a more detailed orientation in selected issues from the history of the Jewish nation in antiquity, the Middle Ages and the Modern Age until the turn of the 19th and 20th centuries. They understand the determinants of the development of Jewish society in the so-called biblical period and the conditions of the transformation of Judaism in the 1st century to rabbinic Judaism. They have knowledge of the relationship between Christianity and Islam to Jewish communities settled in their geographical area, the formation of Ashkenazi and Sephardic Jewish culture, the origin and impact of messianic-mystical movements, the political equality of European Jews and religious reform within Jewish communities. They learned the reasons for the emergence of political Zionism and understood the causes of past and present aversion to this community.
AVENI, Anthony.F., Skywatchers : A Revised and Updated Version of Skywatchers of Ancient Mexico. Austin: University of Texas, 2001.
KELLEY, David.H. a MILONE, Eugene.F. Exploring Ancient Skies: An Encyclopedic Survey of Archaeoastronomy. Berlin: Springer-Verlag, 2005.
MAGLI, Guilio. Archaeoastronomy. Introduction to the science of stars and stones. New York: Springer, 2015.
MILBRATH, Susan. Star Gods of the Maya: Astronomy in Art, Folklore and Calendars. Austin: University of Texas Press, 1999.
RUGGLES, Clive. The Handbook of Archaeoastronomy and Ethnoastronomy. New York: Springer, 2014.
Final test - 100% evaluation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, introduction to basic concepts.
2. Archaeoastronomy and theoretical introduction I.
3. Archaeoastronomy and theoretical introduction II.
4. Problems of archaeoastronomy
5. Astronomy and Culture I. (Paleolithic Cultures)
6. Astronomy and culture II. (Megalithic culture)
7. Astronomy and culture III. (North and South America)
8. Astronomy in Mesoamerica I. (Teotihuacán, E-groups, triads)
9. Astronomy in Mesoamerica II. (Astronomical tables in codes)
10. Astronomy and culture IV. (Mesopotamia and Egypt)
11. Astronomy and Culture V. (Middle East)
12. Astronomy and culture VI. (Asia and Oceania)
0% / 100%
The graduate will gain a deeper overview of archaeoastronomy, the so-called naked-eye astronomy. He will be able to identify and analyze astronomical records in the iconography and architecture of various ancient cultures. The graduate will learn to work with Stellarium software.
BAHBOUH, Charif. Půvab arabdké kaligrafie. Praha: Dar Ibn Rushd, 2002.
GRABAR, Oleg. The Formation of Islamic Art. New Haven: Yale University Press, 1987.
GRUBE, Ernst. Islamské umenie architektúra, práce z kovu, maľba, koberce, rezby. Bratislava: Pallas, 1973.
HATTSTEIN, Markus a Peter DELIUS, Islám: Umění a architektura. Bratislava: Slovart, 2006.
KOVÁCS, Attila. Alláhovi bojovníci: Vizuálna kultúra islámskych radikálnych hnutí. Bratislava: Chronos, 2009.
MITCHELL, W. J. T. Teorie obrazu: Eseje o verbální a vizuální reprezentaci. Praha: Karolinum, 2017.
Continuous assessment: in the form of continuous tests (based on compulsory reading, 5% for the text) on the respective lectures. Interim tests Total: 40% Final evaluation: Description and analysis (according to the interpretation of teacher and loaded literature) 3 Randomly selected visual demonstrations (generally from different hours) from the total rate offer. Visual materials taken on hours will be provided by the course participants in the course end. Visual analysis Total: 60% Total evaluation: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less )
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction
2. Islam and visual speech: resources and forming
3. Fonts and Basics of Islamic Calligraphy
4. Figurative representationin Islamic tradition
5. Prophet Muhammad and His Image
6. Shiite Islam and Visual Representation
7. Shiite visual representation after Islamic Revolution (Iran, Iraq, Lebanon)
8. Visual representation from Islamic Reformism after ISIL
9. Palestinian Islamist Movement and Visual Speech
10. Case Study: Life, Death and "Immortality" of the Martyrs
in the visual representation of Palestinian Islamist Movements
11. Comparison: Global Inspirations in Islamist Visual Culture
12. Conclusions
40/60
The main result of the course is the orientation of students in Islamic visual culture. The course was conceived around the main circuits and problematic points of visual representation in Islamic tradition and is dirty to the main dogmatic and historical concepts forming this relationship. The interpretation is based on compulsory reading and interpretation and interpretation of visual documents presented on the course. After completing the course, students should be able to identify and analyze major visual representations in the context of Islamic tradition. It is a brief introduction without a comprehensive entitlement, but the diversity of visual expression and the course is devoted to art (calligraphy, painting, books and utility art, etc.) and visual representation of islamism.
BRICKER, H. & BRICKER, V. Astronomy in the Maya Codices. Memoirs of the American Philosophical Society, volume 265. American Philosophical Society, 2011.
LOVE, B. The Paris Codex: Handbook for a Maya Priest. University of Texas Press, 1993.
MILBRATH, S. Star Gods of the Maya: Astronomy in Art, Folklore, and Calendars. University of Texas Press, 1999.
STONE, A. & ZENDER, M. . Reading Maya Art: A Hieroglyphic Guide to Ancient Maya Painting and Sculpture. Thames and Hudson, 2011.
ŠPOTÁK, J. The Paris Codex: Complex Analysis of Ancient Maya Manuscript. Dizertačna práca. Bratislava: Univerzita Komenského, 2015.
ŠPOTÁK, J. Bohovia mayských kódexov. Skriptum. Bratislava: Stimul, 2019.
TAUBE, K. The Major Gods of Ancient Yucatan. Dumbarton Oaks, 1992.
VAIL, G. & AVENI, A. The Madrid Codex. New Approaches to Understanding an Ancient Maya Manuscript. The University Press of Colorado, 2009.
VAIL, G. & HERNÁNDEZ, C. Re-Creating Primordial Time. Foundation Rituals and Mythology in the Postclassic Maya Codices. The University Press of Colorado, 2013.
VILLACORTA, A. & VILLACORTA, C. Códices Mayas. Tipografia Nacional, 1933.
Interim evaluation - Elaboration of the assignment (6 assignments in the form of short reports)
Final evaluation - Test
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
I. Technical specifics of Maya codices (structure of codes, Maya calendar, hieroglyphic script), II. Mayan Codices I. - Dresden and Madrid Codices, III. Mayan Codices II. - Paris Codex, Grolier Codex and the problem of counterfeits - Liberec Codex, IV. Schellhas' classification of gods (figures, buildings and other objects in codes), V. God B and G - God of the rain Chaahk and the sun K‘ihnich Ajaw, VI. God D and E - The Supreme Deity Itzamnaaj and the Maize God Ixiim, VII. Gods K, A, A ‘- God K‘awiil and the underworld deities Aj Kimi and Akan, VIII. Goddesses I and O and God C - The moon goddesses Chak Chel and Ix Chel together with the god K’uh, IX. Gods M, N, H, X. Gods Q, R, CH, L, Y, Z + Animals and zoomorphic figures, XI. Mexican deities and non-mayan influences in codices
30% / 70 %
The graduate has a basic overview of the Maya codices, their structure and content. The student is able to identify Maya deities and other characters in the codices. The graduate is able to identify these deities on the basis of iconographic elements and functions that the gods had in the codices.
DE VRIES, Simon Philip. Židovské obrady a symboly. Praha: Vyšehrad, 2009. ISBN
978-80-7021-963-8
NOSEK, Bedřich a Paula DAMOHORSKÁ. Židovské tradice a zvyky. Praha: Karolinum, 2010. ISBN
978-80-246-1518-9
STERN, Marc. Svátky v životě Židů. Vzpomínání, slavení, vyprávění. Praha: Vyšehrad, 2002. ISBN 80-7021-551-8
GANZFIELD, Šlomo. Kicur šulchan aruch I. Mšeno: Agadah, 2011. ISBN 9788087571002
GANZFIELD, Šlomo. Kicur šulchan aruch II. Mšeno: Agadah, 2012. ISBN 9788087571019
A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
a) During the term, short annotations of source texts on the topic are prepared for each lesson. A total of 40%.
b) Written examination during the examination period. A total of 60%. The condition for admission to the exam is the written submission of all assignments during the term.
Overall rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Max. 2 absences with proven documents.
Exam dates will be published via AIS no later than the last week of the training section.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction. Schedule and scope of the course, overview of basic literature. Seminar assignments.
2. The birth of a child;
3. Bar mitzvah, Bat mitzvah;
4. Jewish wedding, rituals, institution nida.
5. Marriage, duties of spouses;
6. Divorce;
7. Illness, death, burial;
8. Jewish way of education, relation to education;
9. Synagogue;
10. Talit, tfilin, mezuzah;
11. Kashrut;
12. Clothing;
13. Excursion.
40/60
The graduate gained knowledge about the way of life of Jewish communities, the specifics of the past to the current cultural contexts. He understood Jewish culture and relationships in the Jewish family, the position of women in Jewish communities, the issue of contemporary Judaism, its religious forms and diversity.
ECO, Umberto, Jak napsat diplomovou práci, Praha, Votobia, 1997. MEŠKO, Dušan, KATUŠČÁK, Dušan, FINDA, Ján a kol., Akademická príručka, Martin, Osveta, 2005. ŠVANDEROVÁ, Jadwiga, Jak číst a psát odborný text ve společenských vědách. Několik zásad pro začátečníky, Brno, Slon, 2007.
Final thesis - 100% evaluation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Schedule
2. Preparatory phase I .: Classification and analysis of data obtained from field practice
3. Preparatory phase II .: Classification and analysis of data obtained from field practice
4. Preparatory phase III .: Classification and analysis of data obtained from field practice
5. Theoretical preparation according to the recommended literature I.
6. Theoretical preparation according to the recommended literature II.
7. Consultations and partial outputs I.
8. Consultations and partial outputs II.
9. Incorporation of comments
10.-11. Writing a semestral thesis
12. Presentation of the semestral thesis
0%/100%
The students evaluated their previous field research and gave them a theoretical, generalizing dimension. The course prepared students for writing a bachelor's thesis.
- Maps and regional ethnographic monographs of given locations
- Specialized monographs recommended research by research according to a particular type of excursion
Excursion report (100%) - in the exam period
Assessment: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
For this course, it is not possible to indicate a particular bibliography when it is always determined by a given location or theme of excursions.
Preparation: Study of literature and the methodological instruction
1.-3. day realization of excursions.
0/100
During and after completing excursions students will apply their knowledge gained on other subjects in practice. Students have the opportunity to take a professional excursion under the leadership of teachers in the sessorage study of an interesting site religion.
JELÍNEK, Ješajahu, A. Dávidova hviezda pod Tatrami. Židia na Slovensku v 20. storočí. Praha: Ipeľ, 2009.
ISBN 978-80-904134-3-6 .
HEITLINGEROVÁ, Alena. Ve stínu holokaustu a komunismu. Čeští a slovenští židé po roce 1945. Praha: G plus G, 2007. ISBN 978-80-86103-97-6.
KAMENEC, Ivan. Po stopách tragédie. Bratislava: Archa, 1991. ISBN 80-7115-015-0
KOVAČEVIČOVÁ, Soňa. Imigračné a emigračné cesty židov na Slovensku. In: Slovenský národopis, 1991, 39 (3-4), s. 288-302. ISSN 1339-9357 . Dostupné na: https://www.sav.sk/index.php?lang=en&doc=journal-list&part=article_response_page&journal_article_no=22537
SALNER, Petr. ( Židia na Slovensku medzi tradíciou a asimiláciou. Bratislava: Zing Print, 2000. ISBN
80-88997-07-0
A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
At the end of the lecture period, a final test (40% in total). After its successful completion of at least 50% oral exam ( total of 60% ).
Overall rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
The teacher accepts max. 2 absences with proven documents.
Exam dates will be published via AIS no later than the last week of the training section.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
In the case of choosing the topic of the bachelor's thesis from the issue of Judaism in Slovakia, it is necessary to complete the course.
1. Introduction, study schedule, review of professional literature.
2. Jews in Slovakia in the Middle Ages
3. Migration of the Jewish population, Jews to Slovakia after the Battle of Mohács
4. Reform currents within Jewish society (18/19 century)
5. Selected topics from the issue of anti-Semitism in Slovakia - 19th / 20th century.
6. Jews in the First Czechoslovak Republic, the issue of national / confessional relations, the emergence of the Zionist movement - European and Czech-Slovak context.
7. Holocaust - historical context, Holocaust in Slovakia.
8. Holocaust in Slovakia (testimony).
9. Jews in Slovakia after 1945.
10. Jewish family in the past and present.
11. Excursion.
40/60
The graduates have knowledge of socio-historical and cultural determinants, which significantly influenced the process of transformation and the current form of Jewish communities in Slovakia with an emphasis on 19.-21. century. They understood the processes of integration, emancipation, but also the processes that led to past and present animosities or stereotypes towards this minority from the perspective of the Slovak majority.
ELIADE, Mircea. Kováři a alchymisté. Praha: Argo, 2000. ISBN 8072033204
FRICK, Karl. Osvícení v tradici gnosticko-teosofických a alchymicko-rosenkruciánských tajných společností do konce 18. století. Praha: Academia, 2014.ISBN 9788020022578
FUJDA, Milan. Akulturace hinduismu a formování moderní religiozity: K sociálním dejinám českého okultismu 1891- 1941. Praha: Malvern, 2010. ISBN 978-80-86702-81-0
JESENSKÝ, Miloš. História alchýmie na Slovensku. Bratislava: Balneotherma, 2009. ISBN 978-80-970156-3-3
ROOB, Alexander. Alchemy and Mysticism. Kolín: Taschen, 2018. ISBN 978-3-8365-4936-3 SCHOLEM, Gershom. Počátky kabaly.Praha: Malvern, 2009. ISBN 978-80-86702-52-0
HRADSKÁ, Katarína. Slobodomurárske lóže v Bratislave. Bratislava: Albert Marenčín,2005.ISBN
80-88912-93-8
The condition for passing the course is successful completion of a written exam.
A (100-93%)
B (92-85%)
C (84-78%)
D (77-69%)
E (68-60)
Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introductory lecture on the course, content and conditions of evaluation
2. Gnosticism, hermetic teachings, occultism and European esoterics
3. Alchemy
4. Kabbalah
5. Rosicrucianism
6. Freemasonry
7. Historical occult communities and initiation orders
8. Occult communities and initiation councils at present
9. Alchemy in Slovakia
10. Freemasonry in Slovakia
11. Symbolism in hermetic teachings and occult communities
12. Conspiracy theories about occult communities and initiation orders
0/100%
The graduate has knowledge of the development of European esoteric sciences and communities. After completing the course, students have a basic overview of the specific basis of Gnostic, alchemical, Kabbalistic or Hermetic interpretations of the world and religion, as well as the application of these ideas in the practice of historical and modern occult communities and initiation orders. By completing the course, the student has also acquired the basic skills of understanding and interpretation of the symbolism of European esoteric teachings and communities. Last but not least, the graduates have knowledge of the development of alchemy or the activities of initiating orders in Slovakia.
AVENI, Anthony. Empires of Time: Calendars, Clocks, and Cultures (reprint of 1990 original ed.). London: Tauris Parke, 2000.
EDMONSON, Munro. The Book of the Year: Middle American Calendrical Systems. Salt Lake City: University of Utah Press, 1988.
HASSIG, Ross. Time, History, and Belief in Aztec and Colonial Mexico. Austin: University of Texas Press, 2001.
RICE, Prudence. Maya Calendar Origins: Monuments, Mythistory, and the Materialization of Time. Austin, TX: University of Texas Press, 2007.
PHARO, Lars.K. The Ritual Practice of Time: Philosophy and Sociopolitics of Mesoamerican Calendars. Leiden-Boston: Brill, 2013.
ROYS, Ralph. The Book of Chilam Balam of Chumayel. Norman: University of Oklahoma Press, 1967.
TEDLOCK, Barbara. Time and the Highland Maya (rev. ed.). Albuquerque: University of New Mexico Press, 1992.
Test - 70% of the rating
Seminar work - 30% of the evaluation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
K predmetu bude vytvorený priestor v rámci Microsoft Teams s zdieľanými materiálmi (prezentácie, literatúra).
1. Schedule, Cultural-historical context of Maya culture
2. Introduction to Maya calendars - Long count, Tzolk'in, Haab, Supplementary series, Correlation issues.
3. Ritual practices associated with the Long Count I. (Inscriptions with the Creation, retrospective and future end of periods, time cycles as a "burden").
4. Ritual practices associated with the Long Count II. (Dynastic rituals associated with the restoration of power).
5. Ritual practices associated with 260 with the 365-day Maya calendar I. (65-day intervals of burning ceremonies, New Year's Eve celebrations, carriers of the years).
6. Ritual practices associated with 260 with a 365 day Maya calendar II. (Colonial Resources - Chilam Balam, Relacion de las Cosas de Yucatán, Ritual of the Bacabs, Chronicles).
7. Ritual practices associated with 260 with a 365 day Maya calendar III. (Almanacs and tables in the Maya codices).
8. Cultural-historical context of Aztec culture + introduction to Aztec calendars (Tōnalpōhualli, Xiuhpōhualli, Altar Axayacatl).
9. Ceremonies associated with the 260 and 365-day Aztec calendar I. (Lords of the night, patrons and divinations in the Borgia Codex).
10. Ceremonies associated with the 260 and 365-day Aztec calendar II. (Seasonal calendar in the Borgia Codex).
11. Ritual practices associated with the 52-year cycle (principle of operation and use, calendar reform of the new fire ceremony).
0% / 100%
The graduate gained a deeper overview of Mesoamerican calendar systems and their individual elements. Can identify and analyze ritual practices linked to specific time cycles of the Maya calendars Tzolk'in, Haab and Long Count, as well as the Mexican calendars Tonalpohualli, Xiuhpohualli.
BRICKER, Harvey, BRICKER, Victoria. Astronomy in the Maya Codices. Memoirs of the American Philosophical Society, volume 265. American Philosophical Society, 2011.
LOVE, Bruce. The Paris Codex: Handbook for a Maya Priest. University of Texas Press, 1993.
MILBRATH, Susan. Star Gods of the Maya: Astronomy in Art, Folklore, and Calendars. University of Texas Press, 1999.
STONE, Andrea, ZENDER, Marc . Reading Maya Art: A Hieroglyphic Guide to Ancient Maya Painting and Sculpture. Thames and Hudson, 2011.
ŠPOTÁK, Jakub. The Paris Codex: Complex Analysis of Ancient Maya Manuscript. Dizertačna práca. Bratislava: Univerzita Komenského, 2015.
ŠPOTÁK, Jakub. Bohovia mayských kódexov. Skriptum. Bratislava: Stimul, 2019.
TAUBE, Karl. The Major Gods of Ancient Yucatan. Dumbarton Oaks, 1992.
VAIL, Gabrielle, AVENI, Anthony. The Madrid Codex. New Approaches to Understanding an Ancient Maya Manuscript. The University Press of Colorado, 2009.
VAIL, Gabrielle. & HERNÁNDEZ, Christine. Re-Creating Primordial Time. Foundation Rituals and Mythology in the Postclassic Maya Codices. The University Press of Colorado, 2013.
VILLACORTA, Antonio, VILLACORTA, Carlos. Códices Mayas. Tipografia Nacional, 1933.
It is recommended to complete the course Gods of the Maya Codices I, but it is not necessary.
Interim evaluation - Elaboration of assignments (10 assignments in the form of reports)
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
Ku kurzu bude vytvorený priestor v rámci Microsoft Teams, so zdielanými materiálmi (prezentácie, literatúra).
I. Pages with constellations in the Paris Codex P.23 and P.24, II. Venus tables in the Dresden Codex D.24, D.46-50 I., III. Venus tables in the Dresden Codex D.24, D.46-50 II., IV. Eclipse tables in the Dresden Codex D.51-D.58, V. K´atun pages in the Paris Codex P.2-P.11, VI. Seasonal Almanacs in the Madrid Codex, VII. Seasonal almanacs in the Dresden Codex, VIII. Mythological narratives in codices I., IX. Mythological narratives in codices II., X. Ceremonies of the yearbearers in codices, XI. Almanacs and the content of Mexican codices I., XII. Almanacs and the content of Mexican codices II.
100% / 0%
The graduate has an in-depth overview of the Maya codices, their structure and content. The graduate is able to analyze individual functional elements in codices, learned how the calendar works within the predictions in almanacs or astronomical tables.
BOURDIEU, Pierre. Nadvláda mužu. Praha: Karolinum, 2000. ISBN 80-7184-775-5
ERIKSEN, Thomas. Sociální a kulturní antropologie. Praha: Portál, 2008. ISBN978-80-7367-465-6
FOUCAULT, Michael. Dozerať a trestať: Zrod väzenia. Bratislava: Kaligram, 2001, ISBN 80-7149-329-5
KANDERT, Josef. Předávaní politické moci ve středoslovenských vesnicích.“ In: Tradícia a spoločensko-politické zmeny na Slovensku po II. svet. vojne. Bratislava: FFUK, 2002, ISBN 8024607824
MAUSS, Marcel. Esej o daru, podobě a důvodech směny v archaických společnostech, Praha: Slon,1999. ISBN 80-85850-77-X
SALZMAN, Zdeněk. Existuji rasy? Nový pohled na fyzickou rozmanitost lidstva. In: Český lid, 2003, roč. 90, č.2, pp-161-171
The condition for passing the course is successful completion of a written exam. A - at least 80 points B - at least 75 points C - at least 70 points D -at least 65 points E - at least 60 points
A (100-93 %) B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) Fx (59 % and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
English, Czech
1. Introductory lecture
2. Culture
3. Race and ethnicity
4. Economics and exchange
5. Kinship and family
6. Social arrangement
7. Power and politics
8. Language and sign I
9. Language and sign II
10. History and memory
11. Gender
12. Art and folklore
Exam - 80%
Activity during semester - 20%
The graduate of the course is familiar with the basic categories of social sciences, which are a necessary prerequisite for understanding religious phenomena. The graduate has an overview of the basic concepts of related disciplines (and is able to work with them) such as anthropology, sociology, linguistics and other social sciences, which have enriched the religious paradigms.
CARTWRIGHT, Lisa a Martina STURKEN. Studia vizuální kultury. Praha: Portál, 2010.
FORESTER, Thomas C. Jak číst film cinefilův průvodce po světě pohyblivých obrázků. Brno: Host, 2017.
KHATIB, Lina. Filming the Modern Middle East: Politics in the Cinemas of Hollywood and the Arab World. London: I.B. Tauris, 2006.
KOVÁCS, Attila. Alláhovi bojovníci: Vizuálna kultúra islámskych radikálnych hnutí. Bratislava: Chronos, 2009.
Final test based on interpretation at lectures: 40%
Continuous movies tests at appropriate hours 5% per test, total: 40%
Papers on the relevant lectures: 20%
Overall assessment: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction
Schedule and course range, introduction to the issue and division of work tasks.
2. Film View of Islam and Muslims
3. Muhammad's prophet on the screen and silver canvas
The Message (Moustapha Akkad 1976, 207 min. / 178 min.)
4. Prophets and Imams in Shiite and Sunni Religious Film
Holy Mary (Šahriar Bahrání 2007, 114 min.)
5. Oriental Fantasy: Orientalism, Visuality and Film
The Thief of Bagdad (Alexander and Zoltán Korda 1940, 106 min.)
6. "Golden Age": Islamian Past in Arabic and Western Cinematography
Destiny (Júsuf Šáhín / Youssef Chahine 1997, 135 min.)
7. Saladin and Crusade Before Western and Muslim Camera
Kingdom of Heaven (Ridley Scott 2005, 185 min.)
8. Ottoman and Turkish past and presence in film
Five Minarets in New York (Mahsun Kırmızıgül 2010, 119 min.)
9. Sofism and a movie
Baba Aziz (Nasir Chamír / Nicer Khemir 2005, 96 min.)
10. Muslim film and religious-social criticism
Mármoulak (Káál Tabrizi, 2004, 115 min.)
11. Comparison: Different types of "Film Islam"
12. Conclusions
60/40
Students have gained an overview in Islam and Cinematography, and representations of Islam and Muslims in movies, especially in American, European and Middle Eastern cinematography. After successful completion of the course, students have a fundamental orientation in the issue, especially in the lectures and problems of the lectures.
ABDEL-MALEK, Kamal. The Rhetoric of Violence: Arab-Jewish Encounters in Contemporary Palestinian Literature and Film. New York: Palgrave Macmillan, 2005.
CARTWRIGHT, Lisa a Martina STURKEN. Studia vizuální kultury. Praha: Portál, 2010.
FORESTER, Thomas C. Jak číst film cinefilův průvodce po světě pohyblivých obrázků. Brno: Host, 2017.
KHATIB, Lina. Filming the Modern Middle East: Politics in the Cinemas of Hollywood and the Arab World. London: I.B. Tauris, 2006.
KOVÁCS, Attila. Alláhovi bojovníci: Vizuálna kultúra islámskych radikálnych hnutí. Bratislava: Chronos, 2009.
Final test based on interpretation at lectures: 40%
Continuous tests on movies at the appropriate 5% per test, total: 40%
Papers at appropriate hours: 20%
Overall Rating:
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction
Schedule and course range, overview of basic literature, introduction to the issue.
2. Western reception of Islam and Muslims in the film
3. Arabs, Muslims and Terrorism in Hollywood I
Dead Before Dishonor (Terry Leonard, 1987, 91 min.)
4. Arabs, Muslims and Terrorism in Hollywood II
Body of Lies (Ridley Scott 2008, 128 min.)
5. Palestinian-Israeli Conflict in Film I: Martyrdom and Resistance
Paradise right now (ABU ASAD 2005, 87 min.)
6. Palestinian-Israeli Conflict in Film II: Coants and Dialogue
When Pigs Have Wings (Sylvain Estibal 2011, 98 min.)
7. Muslims, Christians, Jews and Multiculturalism
Hasan and Markus (Frames Imam, 2008, 112 min.)
8. Women, men, tradition and Islam in film
La Source des Femmes (Mihăileanu, 2011, 135 min.)
9. "Westerners in Oriente": Conflict and Dialogue, Po- and misunderstanding
Cairo Time (Ruba Nadda 2009, 88 min.)
10. Islam and Muslims in Sci-Fi Films and "Islamic Horror"
Semum (Hasan Karacadag 2008, 114 min.)
11. Comparison
12. Conclusions
60/40
Students gained overview of Islam and cinematography during the course, and representation of Islam and Muslims in films, especially in American, European and Middle Eastern cinematography. After successful completion of the course, students have a fundamental orientation in the issue, especially in the lectures and problems of the lectures.
KOVÁČ, Milan: Slnko Jaguára: Náboženský svet Olmékov, Mayov a Aztékov.
Chronos, Bratislava 2002. KOVÁČ, Milan, Radoslav HLÚŠEK: Slnko zemetrasenia. Spiritualita súčasných mexických Indiánov. KOVÁČ, Milan: The Maya Myth about Two Suns. Axis Mundi 1/2014. KAŠPAR, Oldřich: Děti Opeřeného hada, Lidové Noviny 1996. CHINCHILLA, Oswaldo: Art and Myth of the Ancient Maya. Yale University Press 2017.
Interim evaluation - Elaboration of assignments (in the form of presentations) Final evaluation - test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. Caves, early people and political centers 3. Creation of the world 4. Creation of people and immortality 5. Suns as cosmic ages 6. Water underworld and its inhabitants. 7. Quetzalcóatl and other cultural donors. 8. The story of the Mayan corn god. 9. The incomprehensible story of Kaawiila. 10. Divine twins. 11. Sun versus Luna 12. Duel of two suns.
40% / 60%
The graduate gained an overview of the mythology of Mesoamerica, especially the mythology of the Maya and Aztecs. He researched these mythologies from the oldest sources on stelae and reliefs to current ethnographic data, monitoring the continuity and discontinuity of the issue. He focused especially on the oldest mythological scenes of wall painting. He gradually went through scenes in pottery, until the depictions and texts captured by Spanish monks and chroniclers. Popol Vuh and the Florentine Code played a key role among written sources. The graduate learned to analyze source texts and understand their symbolic message.
JANÁK, Jiří: Staroegyptské náboženství I, II. Praha Oikumene 2009. LEXA, F.: Náboženská literatura staroegyptská I., II., Praha 1997. ASSMANN, Jan: Theologie a zbožnost ranné civilizace. Praha, Oikumene 2003.
Interim evaluation - Elaboration of assignments (in the form of presentations) Final evaluation - test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. Egyptian dynastic history. 3. Ancient Egyptian pantheons. 4. Basic divine figures I. 5. Basic divine figures II. 6. Basic divine figures III. 7. Key topics of ancient Egyptian mythology I. 8. Key topics of ancient Egyptian mythology II. 9. Egyptian eschatology and the book of the dead. 10. Cult of the sun. 11. Symbols and Egyptian religious iconography. 12. Akhenaten's religious reform.
30% / 70%
The graduate gained an overview of the basics of the religion of ancient Egypt. He became acquainted with its history, art and culture. He mastered the basic sources for his study. He learned the role of religion and its dynamics in different periods. He became acquainted with the key role of eschatology. He learned the main mythological stories and individual deities. He learned the iconography and symbolism of the ancient Egyptian religion. He became acquainted with Egyptian cosmicism and the cosmic role of the king. He recognized the problem of religious reform in the El Amarna period. He gained an overview of theories and a comprehensive grasp of the issue by renowned Egyptian scientists and cultural theorists.
BECKER, Howard. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Chicago: University of Chicago Press, 2008.
DUNLEAVY, Patrick. Authoring a PhD: How to plan, draft, write and finish a doctoral thesis or dissertation. New York: Palgrave Macmillan, 2003.
FOSTER, Cate et. al. Good Practice for Conference Abstracts and Presentations. Research Integrity and Peer Review. 2019, 4(11).
LEVRAI, Peter a Averil BOLSTER. Academic Presenting and Presentations: Student´s Book. LinguaBooks, 2019.
ZENDER, Marc. Citation and Referencing Strategies for Secondary and Post-Secondary Students. Mesoweb Publications, 2005.
Interim assessment - Elaboration of assignments
Final evaluation - presentation on a selected topic
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts
2. Discussion on the ethics of academic writing
3. Discussion of academic text planning
4. Discussion about the form, composition and methodology of the academic text
5. How can we quote? Where to look for resources?
6. How to (not) present the results of your work?
7. How to make a presentation?
8. Present a scientific study
9. Consultations and discussions of student works I.
10. Consultations and discussions of student works II.
11. Presentations of student works I.
12. Presentations of student works II.
30% / 70%
The graduate has acquired advanced skills in presenting the results of his academic work. He is able to create an ideal structure and technical way of presentation. He has improved his knowledge in the field of citation and search for sources.
CRYMBLE, Adam. Technology and the Historian - Transformations in the Digital Age. Champaign: University of Illinois Press, 2021.
BROWN, Kathryn. The Routledge Companion to Digital Humanities and Art History. New York: Routledge, 2020.
GARCÍA-PEŇALVO, Francisco. Digital umanities Data Processing. Journal of Information Technology Research. 2016, 9(1): v-viii.
GARDINER, Eileen. The Digital Humanities: A Primer for Students and Scholars. Cambridge: Cambridge University Press, 2015.
OWENS, Trevor. Defining Data for Humanists: Text, Artifact, Information or Evidence? Journal of Digital Humanities. 2011, 1(1).
Continuous assessment - Elaboration of assignments (in the form of reports)
Final evaluation - seminar work
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts.
2. Humanities and digital world
3. Databases and FileMaker Pro, MS Access
4. Qualitative data processing I. - Nvivo
5. Qualitative data processing II.
6. Digital processing of artifacts I. - photogrammetry and RTI. - theory
7. Digital processing of artifacts I. - photogrammetry and RTI. - exercise
8. Methods of field research in archeology
9. Data mining.
10. Collection and analysis of spatial data using geodesy and geoinformatics I.
11. Collection and analysis of spatial data using geodesy and geoinformatics II.
12. Statistics
40% / 60%
The graduate gained an overview of digital humanities. During the individual lectures and exercises he learned to work with different types of software, such as Nvivo, QGIS, Filemaker Pro, Agisoft Metashape. He is able to distinguish different technical approaches to data processing in religion.
BENSON, Elizabeth a Gillett Griffin. Maya Iconography. New Jersey: Princeton University Press 1988.
KETTUNEN, Harri. Nasal Motifs in Maya Iconography- A Methodological Approach to the Study of Ancient Maya Art. Helsinki: Academia Scientiarum Fennica, 2006.
MILLER, Mary, a Simon MARTIN. Courtly Art of the Ancient Maya. Fine Arts Museum of San Francisco. London: Thames and Hudson, 2004.
MILLER, Mary a Karl TAUBE. An Illustrated Dictionary of The Gods and Symbols of Ancient MExico and the Maya. London: Thames & Hudson, 1993.
PROSKOURIAKOFF, Tatiana. A Study of Classic Maya Sculpture. Washington: Carnegie Institute, 1950.
SATURNO, William, David STUART a Karl TAUBE. The Murals of San Bartolo, El Petén, Guatemala, Part I: The North Wall. Ancient America. 2005, 7.
Final test - 100% evaluation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts
2. Sources of Maya art
3. Iconography of the pre-classic period
4. Iconography of the classic period
5. Iconography of the post-classic period
6. Gods and supernatural beings
7. People and society
8. Fauna in Maya iconography
9. Flora in Maya iconography
10. Mythological stories I. - Maize god
11. Mythological stories II. - Hero twins
12. Mythological stories III.
0% / 100%
The graduate masters basic knowledge in the field of Maya iconography. He can clearly distinguish the types of art within the chronology of Mesoamerica and is able to classify art on the basis of geographical specifics. He has the skills to approach iconography correctly methodologically, which can also be used for art outside the Maya area.
BENSON, Elizabeth P. a Gillett G. GRIFFIN. Maya Iconography. New Jersey: Princeton University Press, 1988.
HERRING, Adam. Art and Writing in the Maya Cities, A.D. 600-800: A Poetics of Line. Cambridge: Cambridge University Press, 2005.
CHRISTENSON, A. J.. Popol Vuh: Sacred Book of the Quiché Maya People [online]. Mesoweb, 2007 [cit. 2021-10-23]. Dostupné na: https://www.mesoweb.com/publications/Christenson/PopolVuh.pdf.
MILLER, Mary Ellen a Karl TAUBE. An Illustrated Dictionary of the Gods and Symbols of Ancient Mexico and the Maya. New York: Thames and Hudson, 1997.
MILLER, Mary Ellen a Megan O’NEIL. Maya Art and Architecture. New York: Thames and Hudson, 2014.
MILLER, Mary Ellen. The Art of Mesoamerica: From Olmec to Aztec (World Art). New York: Thames and Hudson, 2019.
REENTS-BUDET, Dorie. Painting the Maya Universe: Royal Ceramics of the Classic Period. Durham: Duke University Press, 1994.
STONE, Andrea a Marc ZENDER. Reading Maya Art: A Hieroglyphic Guide to Ancient Maya Painting and Sculpture. New York: Thames and Hudson, 2011.
Written exam 60%
Active participation during semester 20%
One short presentation on a pre-arranged topic about Maya art during semester 20%
The condition for admission to the written exam is to achieve at least 10% of the preliminary assessment.
A (100-93 %) B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) Fx (59 % or less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
For this course a space within Microsoft Teams will be created with shared materials (presentations, literature).
1. Schedule, division of art
2. Cultural and historical context of Maya culture
3. Maya epigraphy
4. Maya iconography
5. Maya ceramics
6. Architectural elements in Maya architecture
7. Maya architecture
8. Maya literature
9. Popol Vuh
10. Maya codices
11. Maya ritual drama
12. Presentations
40% / 60%
After completing the course, the student has a general overview of the historical-geographical and cultural background of Mesoamerica. Upon successful completion of the course, the student has an extended knowledge of Maya, oriented on the Maya art, especially with regard to iconography, literature, ceramics and architecture.
AVENI, Anthony. Empires of Time. Boulder: University of Colorado Press, 2002.
BLÁHOVÁ, Marie. Historická chronologie. Praha: Libri, 2001.
CLAGETT, Marshall. Ancient Egyptian Science, Volume II-Calendars, Clocks, and Astronomy. Philadelphia: American Philosophical Society, 1995.
NILSSON, Martin. Primitive Time-reckoning- A study in the Origins and First Development of the Art of Counting Time among the Primitive and Early Culture Peoples. London: Oxford University Press, 1920.
RICHARDS, Edward.G. Marking Time: The Calendar and Its History. Oxford: Oxford University Press, 1999.
STERN, Sacha. Calendars in Antiquity - Empires, States and Societies. Oxford: Oxford University Press, 2012.
The condition for passing the course is successful completion of a written exam. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English, Czech
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, introduction of basic concepts
2. Calendar systems - types and forms I.
3. Calendar systems - types and forms II.
4. Time and clock - ways of recording time
5. Primary calendar systems
6. Calendar in Mesopotamia
7. Calendar in Egypt and the Middle East
8. Calendars of China, India and East Asia
9. Mesoamerican calendars
10. Calendars in Greece and Rome
11. Calendars and holidays in the Middle Ages
12. Modern calendar systems
0% / 100%
The graduate has basic knowledge in the ancient, medieval and the present calendar systems. He has an overview of specific holidays and can identify and describe the evolution of individual calendar issues.
FOIAS, Antonia. Ancient Maya Political Dynamics. Jacksonville: University Press of Florida, 2013.
HOUSTON, Stephen. The Gifted Passage-Young Men in Classic Maya Art and Text. New Haven and London: Yale University Press, 2018.
MARTIN, Simon. Ancient Maya Politics - A Political Anthropology of the Classic Period 150-900 CE. Cambridge: Cambridge University Press, 2020.
RICE, Prudence. Maya Political Science - Time, Astronomy, and the Cosmos. Austin: University of Texas Press, 2004.
TRAXLER, Loa a SHARER, Robert. The Origins of Maya States. Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology, 2016.
Final test - 70%
Seminar work - 30%
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts, cultural-historical context of the Maya
2. Types of social and political organization
3. Maya economy - about tribunes and gifts
4. Titles, emblem glyphs and toponyms
5. Political and social dimensions of the ball game
6. The life of a king - from birth to death
7. War and prisoners
8. Tikal and Calakmul - rivals in the heart of Petén
9. Naranjo, Dos Pilas and Caracol - new dynasties
10. Piedras Negras and Yaxchilán - fighting on the river Usumacinta
11. Palenque and Toniná
12. Copán and Quiriguá - David and Goliath
0% / 100%
The graduate gained a deeper insight into Mesoamerican political organizations with special regard to classic Maya culture. The graduate masters the principles of functioning of the economy and relations between city states. He is able to identify the basic functional offices within the royal court and learned the history of the most famous Maya kingdoms of the classic period.
BOOT, Erik. A Preliminary Classic Maya–English/English–Classic Maya Vocabulary of Hieroglyphic Readings. Electronic document, 2002. Dostupné na: https://www.mesoweb.com/resources/vocabulary/ vocabulary.pdf
CALVIN, Inga. Maya Hieroglyphics Study Guide. Electronic document, 2004. Dostupné na: https://www.famsi.org/ mayawriting/calvin/glyph_guide.pdf (accessed 24 August 2011).
COE, Michael. Breaking the Maya Code. London: Thames & Hudson, 1992.
JOHNSON, Scott. Translating Maya Hieroglyphs. Norman: University of Oklahoma Press, 2013.
KETTUNEN, Harri. a Christophe. HELMKE. Introduction to Maya Hieroglyphs. The European Association of Mayanists-Wayeb, 2020.
LEBRUN, David. (Director). Breaking the Maya Code (Documentary). Night Fire Films, 2008.
MACRI, Martha a LOOPER, Matthew. The New Catalog of Maya Hieroglyphs: Volume One, The Classic Period Inscriptions. Norman: University of Oklahoma Press, 2003
MONTGOMERY, John. How to Read Maya Hieroglyphs. Hippocrene Practical Dictionaries. New York: Hippocrene Books, 2004.
Final evaluation - presentation of results based on data analysis.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Study schedule. Presentation of texts and literature
2 - 11. Work on prepared texts and presentation of assignments.
12. Summary.
0% / 100%
1. Has advanced knowledge of the evolution of Maya hieroglyphs.
2. Has a basic knowledge of related Mesoamerican writing systems.
ECO, Umberto. Jak napsat diplomovou práci. Praha: Votobia, 1997.
MEŠKO, Dušan, KATUŠČÁK, Dušan a Ján FINDA, Ján. Akademická príručka. Martin: Osveta, 2005.
ŠVANDEROVÁ, Jadwiga. Jak číst a psát odborný text ve společenských vědách. Několik zásad pro začátečníky. Brno: Slon, 2007.
completion of work tasks (each 20% of the total evaluation) five tasks together
total 100%.
Overall rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction - text, context, author, intertextuality and plagiarism. 2. Academic resource, its typology and meaning. 3. Databases of academic resources (libraries, electronic databases). 4. Ways of working with academic resources: standards, ethics and aesthetics of bibliographic notation. 5. Topic of academic work: what to write about and why. 6. Research, its forms, ethics and possibilities of application in the academic text. 7. Structure of the academic text and its justification. 8. Theory and state of the art in the academic text. 9. Problem formulation, research questions and work objectives. 10. Methodology in academic text. 11. Basic methods of argumentation. 12. Practice I 13. Practice II 14. Practice III
100/0
After completing the course, students have the basic skills for heuristic work as well as for writing acceptable academic texts with regard to the form and content. These skills help them to conduct a precise, logical and adequately argumentative work with the texts that can be used in any job position requiring a bachelor's degree.
SPRADLEY, James. Participant Observation.Orlando: Harcourt Brace Jovanovich College Publishers, 1980. ISBN9781478632085
SPRADLEY, James.The Ethnographic Interview. New York: Harcourt, 1979. ISBN: 9780030444968
TUŽINSKÁ, Helena. Otázky opisu a prekladu. Bratislava: Stimul, 2009. ISBN 978-80-89236-91-6
VANĚK, Miroslav. Orální historie. Metodické a "technické" postupy. Olomouc: Univerzita Palackého, 2003.ISBN: 80-244-0718-3
HLÚŠEK, Radoslav (ed.). Terénny výskum v špecifickom prostredí: Na príklade Indie, Mexika, Zambie a Južného Sudánu. Trnava: UCM v Trnave, 2019. ISBN 978-80-8105-705-2
A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
a) At the end of the course, after the introduction to the basic methods and techniques of field and archival research and the study of the recommended literature during the semester, a colloquium follows. The graduate student will be given a model research question or a question from the literature studied. A total of 100%.
Overall rating
A (100-93%)
B (92-85%)
C (84-78%)
D (77-69%)
E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction, timetable and scope of the course, literature review.
2. Ethics of field research.
3. Preparation for field research, pre-research, selection and recruitment of informants, determinants of research.
3. Qualitative and quantitative methods. Ethnographic interviews.
4. Specifics of field research in Mexico.
5. Biographical method and oral history.
6. Stationary research and participant observation.
7. Questionnaire method.
8. Specifics of archival research.
9. Content analysis of the text.
10. Analysis and interpretation of field/archival data.
11. Excursion: Slovak National Archives - acquaintance with the collections, work in the archives;
12. Excursion: Archives of the Institute of Memory of the Nation - acquaintance with the funds, work in the archive;
13. Colloquium.
100%
Graduates have theoretical and practical skills in the preparation and implementation of field and archival research, addressing potential informants, the use of recording technology, as well as transcription, analysis and interpretation of data. They use their knowledge in the creation of final theses and in their future professional life.
SPRADLEY, James. Participant Observation.Orlando: Harcourt Brace Jovanovich College Publishers, 1980. ISBN9781478632085
SPRADLEY, James.The Ethnographic Interview. New York: Harcourt, 1979. ISBN: 9780030444968
TUŽINSKÁ, Helena. Otázky opisu a prekladu. Bratislava: Stimul, 2009. ISBN 978-80-89236-91-6
VANĚK, Miroslav. Orální historie. Metodické a "technické" postupy. Olomouc: Univerzita Palackého, 2003.ISBN: 80-244-0718-3
Hlúšek, Radoslav(ed.). Terénny výskum v špecifickom prostredí: Na príklade Indie, Mexika, Zambie a Južného Sudánu. Trnava: UCM v Trnave. ISBN 978-80-8105-705-2
Dočasný učebný text k predmetu je dostupný v Moodle, MS TEAMS. S doplnkovou literatúrou budú študenti oboznámení počas výučby.
Field research work; completition of the empiric data, study presenting the results from the research.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction to the course
2. Research questions
3. Research objectives
4. Assumptions and hypotheses
5. Questionnaire
6. Participatory and non-participatory observation
7. Text analysis
8. Interview
9. Sorting, analysis and interpretation of data
10. Collective field research
11. Collective field research
12. Collective field research
13. Collective field research
100%/0%
After the course, students acquired basic skills in research management and will be able to apply theoretical knowledge in the field of religion research methodology. He/she is able to formulate research questions, research goals, hypotheses, design questionnaire, move in the field, conduct interviews with respondents, conduct participatory observation. Students are also trained in sorting, analyzing and interpreting the collected data and, last but not least, creating an academic text. Part of the course is also the participation on collective research, which is (like the whole process of work) under the supervision of the person teaching of the course.
HORYNA, Břetislav a PAVLINCOVÁ, Helena. Dějiny religionistiky: Antologie. Olomouc: OLOMOUC, 2001.ISBN 9788071821236
PALS, Daniel. Osm teórií náboženství. Praha: Ex Oriente, 2015. ISBN9788090521124
SOUKUP, Václav. Dějiny antropologie. Praha: Karolinum, 2004.ISBN 9788024603377
KANOVSKÝ, Martin. Kultúrna a sociálna antropológia: Osobnosti a teórie. Bratislava: Chronos, 2004. ISBN 80-902952-2-3
HELLER, Jan a MRÁZEK, Milan. Nástin religionistiky. Uvedení do vědy o náboženstvích. Praha: Kalich, 1988. ISBN 80-7017-721-7
Dočasný učebný text k predmetu je dostupný v Moodle, MS TEAMS. S doplnkovou literatúrou budú študenti oboznámení počas výučby.
The condition for passing the course is successful completion of a written exam. A - at least 80 points B - at least 75 points C - at least 70 points D -at least 65 points E - at least 60 points
The exam will be designed so that the student demonstrates not only their familiarity with the facts and orientation in the required literature, but also his / her ability to work critically and creatively with these facts. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introductory lecture on the course
(the content of the course, the requirements for its completion and the required literature.)
2. M. Müller's philological-linguistic approach
(The Birth of Comparative Religion and Contemporary Context; Indology and the Study of Religious Texts; The Relation of Language and Religion; Comparative Linguistics; Comparative Mythology and Comparative History of Religion; Deified Natural Phenomena; Henotheism)
3. Evolutionism I
(Historical and societal contexts of the paradigm; Darwin's theory of evolution, methods and theoretical basis of evolutionism: social and cultural evolution as a stage run of humanity; the search for the origin of religion, E. B. Tylor and its definition of religion, the developmental phases of religion)
4. Evolutionism II
(Comparative method, study of experiences and Frazer's Golden Branch; theory of magic; developmental stages of explanation of the surrounding world, L. H. Morgan and his evolution of human culture, critique and legacy of evolutionism)
5. Diffusionism
(Endogenous versus exogenous cultural change and diffusionist critique of evolutionism; Father Wilhelm Schmidt - from Christian missionaryism to anthropology; continuing the search for the origins of religious ideas, cultural circles; German-Austrian school of cultural circles, British Heliolitic school, critique of diffusionism)
6. Psychoanalytic school and psychology of religion
(Origins and arguments for the study of religion from a psychological perspective; religion and psychoanalysis, S. Freud; culture as a collective neurosis and religion as a need for adults after parental protection; totem and taboo; Oedipus complex; psychoanalytic interpretations of symbols and myths; CG Jung; collective unconscious ; archetype theory; critique of the psychoanalytic approach; psychological perspectives in contemporary science)
7.Sociology of religion I
(É. Durkheim and his conception of sociology; French School of Sociology; social fact, social phenomenon and collective consciousness; forms of classification and totemism; profane and sacral; totemism as an elementary religious form of religious life; religion and society; Durkheim's definition of religion; M. Mauss and the principle of reciprocity, sacrifice and magic)
8. Sociology of religion II
(M. Weber and the influence of religion on society and history; verstehende Soziologie; causal relationship between Protestant ethics and the development of capitalism; current controversy with Weber and his legacy for today's study of religion)
9.K. Marx and Marxism
(Marx and historical materialism; dialectical conflict - exploiters vs. exploited; periodization of history; means of production; base and superstructure; capital; religion as opium of mankind and a means of controlling the masses; critique of Marx; neo-Marxism and dealing with Marx in contemporary social sciences)
10. American historicism
(Franz Boas and his conception of anthropology; historical particularism and uniqueness of cultures; three-part conception of diffusion; biological versus cultural determinism and race research; critique of Europocentrism and cultural relativism)
11. Configurationism
(L. Kroeber and his superorganic theory of culture; Sapir-Whorf hypothesis; cultural patterns and cultural configurations)
12. Culture and Personality
( M. Mead and her continuation of the struggle with biological determinists in Samoa; psychological anthropology as a synthesis of psychology and anthropology; personality as a product of culture and theoretical background of school Personality and culture; R. Benedict and its typology of cultures; relativity of normal)
0/100%
Upon successful completion of this course, students has a good overview of the history of religious and anthropological thinking, with emphasis on theoretical approaches to the study of religion. The graduate knows the most important anthropological theories about culture and society, the knowledge of which is a necessary context in the study of religion as a product of culture. The graduate is also well acquainted with the most important moments in the history of academic debates on religion, culture and society. The lectures will also include a brief acquaintance of students with the basic biographical facts of the most important representatives of individual fields and the work they left behind. The lectures themselves will be conducted in an interactive form of discussion between the teacher and the students. For this reason, each student is required to have a pre-determined pre-lecture text related to it.
HORYNA, Břetislav a PAVLINCOVÁ, Helena. Dějiny religionistiky: Antologie. Olomouc: OLOMOUC, 2001.ISBN 9788071821236 PALS, Daniel. Osm teórií náboženství. Praha: Ex Oriente, 2015. ISBN9788090521124 SOUKUP, Václav. Dějiny antropologie. Praha: Karolinum, 2004.ISBN 9788024603377 KANOVSKÝ, Martin. Kultúrna a sociálna antropológia: Osobnosti a teórie. Bratislava: Chronos, 2004. ISBN 80-902952-2-3 HELLER, Jan a MRÁZEK, Milan. Nástin religionistiky. Uvedení do vědy o náboženstvích. Praha: Kalich, 1988. ISBN 80-7017-721-7 Dočasný učebný text k predmetu je dostupný v Moodle, MS TEAMS. S doplnkovou literatúrou budú študenti oboznámení počas výučby.
The condition for passing the course is successful completion of a written exam. A - at least 80 points B - at least 75 points C - at least 70 points D -at least 65 points E - at least 60 points The exam will be designed so that the student demonstrates not only their familiarity with the facts and orientation in the required literature, but also his / her ability to work critically and creatively with these facts. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introductory lecture
2. Functionalism
3. Structural functionalism
4. E. E. Evans Pritchard and the Search for the Inner Meaning of Culture; an explanation of the phenomenon of witchcraft among the Sudanese Azandas; E. Leach and the symbolism of myth and ritual as a statement about social order; conflict as one of the forms of structure
5. Structuralism (in linguistics)
6. Structuralism (in anthropology)
7. Mircea Eliade
8. New ethnography and Symbolic anthropology - Geertz
9. Symbolic anthropology Turner, Douglas
10. Cognitive anthropology and religion
11. New comparative studies
0/100%
Upon successful completion of this course, students has a good overview of the history of religious and anthropological thinking, with emphasis on theoretical approaches to the study of religion. The graduate knows the most important anthropological theories about culture and society, the knowledge of which is a necessary context in the study of religion as a product of culture. The graduate is also well acquainted with the most important moments in the history of academic debates on religion, culture and society. The lectures will also include a brief acquaintance of students with the basic biographical facts of the most important representatives of individual fields and the work they left behind. The lectures themselves will be conducted in an interactive form of discussion between the teacher and the students. For this reason, each student is required to have a pre-determined pre-lecture text related to it.
CLOTHEY, Fred W. Religion in India. A Historical Introduction. London: Routledge, 2006. ISBN 978–0–415–94023–8
MCLEOD, W. H., Guru Nānak and the Sikh Religion, Delhi: Oxford University Press, 1993. ISBN 978-0195637359
MARKOVÁ, Dagmar. Zelená v záplavě oranžové – osudy islámu v Indii. In Ľ. OBUCHOVÁ, L. KROPÁČEK, zost. Variace na Korán – Islám v diaspóře. Praha: Orientální ústav AVČR, 1999, s. 88 - 134. ISBN 978-8085425345
MILTNER, Vladimír. Vznik a vývoj buddhismu. Praha: Vyšehrad, 2001. ISBN 978-8074291562.
ONDRAČKA, Lubomír (2007). Pojetí duše v džinismu. In R. Chlup, zost. Pojetí duše v náboženských tradicích. Praha: DharmaGaia, s. 267–293. ISBN 978-80-86685-82-3
WERNER, Karel. Náboženské tradice Asie. Od Indie po Japonsko. Brno: Masarykova univerzita, 2002. ISBN 80-210-2978-1.
The texts needed for classes are available either in AK UK or in MS TEAMS. Students will be acquainted with supplementary literature during the classes.
30% class work (active participation); 70% test result - A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less) In case of distance learning the visual contact is required (video on).
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
The classes consist of both lectures and seminars. The seminars include selected suitable academic texts, or examples from translations of religious texts of particular Indian religions.
1. Orientation in the Indian cultural space, problematization of the concept of religion and the presence of the so-called world religions in India
2. Basic elements characterizing religiosity in India (experience, ritual, social organization in time and time)
3. Early and Aryan religious ideas
4. Ascetic turnover and growth of the organization of tradition, Buddhism
5. Ascetic turnover and growth of the organization of tradition, Buddhism II
6: Ascetic turn and growth of the organization of tradition, Buddhism III
7. Ascetic turnover and growth of tradition organization, jainism
8. Ascetic turnover and growth of the organization of tradition, Hinduism
9. Islam in India, Doctrine and Mysticism (Sufism)
10. Medieval devotional cults and the development of Sikhism
11. Christianity in South Asia
12. Minority religions
30%/70%
The graduate has a basic knowledge of the forms of Indian religiosity, the basic religious concepts in the Indian cultural space, as well as an overview of the basic ideas of historically influential religious traditions of India: Hinduism, Islam, Buddhism, Jainism, Sikhism and minority religious traditions. The graduate is able to apply the acquired knowledge in practice at work in state administration, cultural and educational institutions, tourism and, last but not least, in the formal and informal educational sphere.
HORYNA, Břetislav. Úvod do religionistiky. Praha: ISE,1994.ISBN: 80-85241-64-1
KOMOROVSKÝ Ján. Religionistika. Veda o náboženstvách sveta a jej pomocné disciplíny. Bratislava: Univerzita Komenského, 1994.ISBN80-223-0823-4
PADEN, Wiliam. Bádání o posvátnu. Náboženství ve spektru interpretací. Brno: Masarykova Univerzita, 2002.ISBN: 80-210-2977-3
BOWIE, Fiona. Antropologie náboženství. Praha: Portál, 2008. ISBN: 978-80-7367-378-9
FUJDA, M.: Proč nestudovať náboženství: k sociologickému uspořádávání skutečnosti. In. Sociální
studia, Brno: Masarykova univerzita, 2013, roč. 10, č. 3, s. 13-43
Dočasný učebný text k predmetu je dostupný v
Moodle, MS TEAMS. S doplnkovou literatúrou budú študenti oboznámení počas
výučby.
The condition for passing the course is successful completion of a written exam. A - at least 80 points B - at least 75 points C - at least 70 points D -at least 65 points E - at least 60 points The exam will be designed so that the student demonstrates not only their familiarity with the facts and orientation in the required literature, but also his / her ability to work critically and creatively with these facts. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introductory lecture; course content; requirements for its completion
2. The beginnings of interest; religious studies in the system of sciences and related scientific disciplines
3. Problems of definition of religion and classification of religious phenomena I
4. Problems of definition of religion and classification of religious phenomena II
5. Bases of religious research; systematics of religion studies, methodological approaches
6. Searching for the origin of religious ideas and archaic religious forms
7. (Non) existing boundaries between religions: politics of religious identities; normative and lived
religiosity
8. Theory of myth
9. Ritual theory
10. Religion and body
11. Religion and religion in (post) modern times
12. Religion studies in Slovakia
0/100%
After the course, student has knowledge of religion as a scientific discipline, subjects of interest, systematics, methods and its position in relation to other scientific disciplines. After completing the course students are acquainted with the academic discussion related to religion as a central concept and problem of religious studies. By completing the course, students will gain orientation in the basic categories, trends and concepts of religious studies.
ASAD, Talal. Anthropological Conceptions of Religion: Reflections on GeertzMan, New Series, Vol. 18, No. 2 (Jun., 1983), pp. 237-259
COMAROFF, John and Jean. The Colonization of Consciousness. In A Reader in the Anthropology of Religion, ed. by Michael Lambek. Oxford: Blackwell, pp. 464-478
FIGUEIRA, Dorothy M. Otherwise Occupied. Pedagogies of Alterity and the Brahminization of Theory. Albany: State University of New York Press, 2008 (selected sections). ISBN 978-0-7914-7573-7
HUNTINGTON, Samuel, P. Clash of Civilizations. The struggle of cultures and the transformation of the world order. Prague: Rybka Publishers, 2001 (selected chapters). ISBN 80-86182-49-5
KING, Richard, Orientalism and Religion. Postcolonial theory, India and ‘the mystic East’. London: Routledge, 1999 (selected chapters) .ISBN 0-203-00608-9
LEWIS, Martin W., WIGEN, Kären E. The Myth of Continents. A Critique of Metageography. Berkeley: University of California Press, 1997 (selected chapters). ISBN 13: 978-0-520-20743-1
SAID, Edward W Orientalism. Western concept of the Orient. Prague: Paseka, 2008. ISBN 978-80-7185-921-5
The texts needed for classes are available either in AK UK or in MS TEAMS. Students will be acquainted with supplementary literature during the classes.
30% class work (active participation); 70% test / essay result - A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
• Introduction 1 - postcolonial era and humanities. Perception of the other. An overview of the most important authors and their works.
• Introduction 2 - postcolonial era and humanities. Perception of the other. An overview of the most important authors and their works.
• Academic knowledge of the period of colonialism - source texts
• Asia as the Orient. Occident and Orientalism. The Orient and scientific approaches to it, Orientalism as a science - essentialism and "area studies", current trends in research in the Orient and its religions.
• Edward Said and his work 1 - Oriental, Orient and Reductive Categories. Imaginative geography, languages, texts, representations.
Edward Said and His Work 2 - Power and Intellectual Authority over the Orient (Example of Islam)
• Academic opposition to Said - multiculturalism and skeptics. Huntington, religions and cultural connections.
• Metageography and division of cultural space - critical evaluation of the usual division of the world and the division of the world in general, Eurocentrism and macrocultural regions (Lewis and Wigen).
• Mystic East and esoteric knowledge (King)
• Colonial consciousness and religion (Comaroffs).
• The power and historical contexts of religion, between theory and research (Talal Asad).
• Current trends in postcolonial studies (D. Figueira and her critique of pedagogies of alterity)
30%/70%
The graduate has an overview and a deeper knowledge of the basic works of theorists of postcolonialism and their approach to religions and cultures. The graduate is able to apply the acquired knowledge in practice at work in state administration, cultural and educational institutions, tourism and, last but not least, in the formal and informal educational sphere.
• Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK, 2015 [cit. 2020-08-13]. Available at: https://midas.uniba.sk/
• 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
• 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. Available at: https://uniba.sk/fileadmin/ruk/nasa_univerzita/ NU2020-21/201021_Nasa_univerzita_1_20-21.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/
Written assignment in the credits assignment week of the semester: submission of selected parts of the bachelor's thesis, which meet the formal and content requirements for bachelor's theses given by the internal quality system of Comenius University (15 points). The following is evaluated: the formatting of the cover, title page, bibliographic reference of the abstract, table of contents, and five bibliographic references in the list of bibliographic references of the bachelor's thesis.
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.
Slovak
1. Theory of citing and referencing used sources (basic terms, standards).
2. Creation of bibliographic references (standard, electronic, non-book documents).
3. Citation techniques.
4. Reference management software (types, functions, restrictions).
5. Academic ethics and integrity, plagiarism, types of plagiarism.
6. Main principles of creating a scientific text (creating both the content and formal sides, problems).
7. Formal adjustments of the thesis
8. Main parts of the thesis: table of contents, sequence of parts, writing (preface, abstract, introduction, conclusion).
9. Requirements for the thesis according to the internal quality system of Comenius University.
10. Basic requirements for submitting the thesis.
11. Basic requirements for the defence the thesis.
12. The most common problems of creating the thesis (using specific examples of submitted bachelor's theses).
100/0
After successfully completing the course, the student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics. The student masters the theory of citing and referencing used sources and has skills in creating bibliographic references and citations. The student understands the principles of what makes up the formal and content side of the bachelor's thesis depending on the internal quality system of Comenius University. He understands the causes of plagiarism, know its various types, and can avoid them. The student has sufficient information competencies to acquire, process, and interpret basic scientific literature.
• Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK, 2015 [cit. 2020-08-13]. Available at: https://midas.uniba.sk/
• 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
• 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. Available at: https://uniba.sk/fileadmin/ruk/nasa_univerzita/ NU2020-21/201021_Nasa_univerzita_1_20-21.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/
Written assignment in the credits assignment week of the semester: submission of selected parts of the bachelor's thesis, which meet the formal and content requirements for bachelor's theses given by the internal quality system of Comenius University (15 points). The following is evaluated: the formatting of the cover, title page, bibliographic reference of the abstract, table of contents, and five bibliographic references in the list of bibliographic references of the bachelor's thesis.
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.
Slovak
1. Processing of the theoretical part of the work. 2. Methodological definition of the topic: determination of the research problem, research questions, or variables and hypotheses, appropriate methods, procedures and research sample. 3. Verification of pre-research methods. 4. Possible modification of research and research methodology. 5. Data collection, processing and interpretation.
100/0
After successful completion of the course, which is the submission of the final version of the work, the student knows the published domestic and foreign literature, or. archival sources concerning the issue of work, can analyze, interpret and critique them. He has the knowledge and skills to process the theoretical part of his work. Practically manages theoretical preparation, methodology and research methods, can formulate a research problem, research questions and hypotheses. He can compile a research plan and get results. He is able to process the obtained data, verify hypotheses and formulate conclusions.
DEÁK, Dušan. Ako rozumieť náboženským spoločenstvám v Indii? In M. Karásek, M., I. Souček, zost. Indické cesty do duchovného sveta. Bratislava: Cad Press, 2016, s. 11-29. ISBN 978-80-88969-73-0.
FRIŠ, Oldřich. Védské hymny. Praha: DharmaGaia, 2000. ISBN 80-85905-62-0.
HAWLEY, John S., NARAYANAN, Vasudha, zost. The Life of Hinduism. Berkeley: University of California Press, 2006. ISBN 978-0520249141.
ONDRAČKA, Lubomír. Pojetí božství Indii. In R. Chlup, zost. Bůh a Bohové. Pojetí božství v náboženských tradicích světa. Praha: DharmaGaia, 2004, s. 131-159. ISBN 978-8086685427
ZBAVITEL, Dušan. Hinduismus a jeho cesty k dokonalosti. Praha: 1993. ISBN 80-901225-5-8.
ZBAVITEL, Dušan a kol. Bohové s lotosovýma očima. Praha: 1986. ISBN 80-7021-215-2.
ZBAVITEL, Dušan. Hinduismus. Základní texty východních náboženství, Sv. 1, Praha: Argo, 2007. ISBN 978-80-7203-846-6.
The texts needed for classes are available either in AK UK or in MS TEAMS. Students will be acquainted with supplementary literature during the classes.
30% class work (active participation); 70% project presentation result - A (100-93% project assignment) B (92-85% project assignment) C (84-78% project assignment) D (77-69% project assignment) E (68-60% project assignment) ) Fx (59% or less of the project assignment).
In the case of distance learning, visual contact is required (video on).
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
• introduction to the study of Hinduism - basic data, theoretical debate on Hinduism, the principle of continuity and discontinuity in Indian religions
• Vedic religion - the basis of Hinduism? sacrifice and ritual, shruti and smriti, the Vedas, their Indo-European context and the pantheon, Vedic society as a cultural model, social organization
• Darshans and their philosophical legacy
• Post-Vedic theology, practice and organization: the legacy of Bhagavadgita, the role of the narrative tradition (epics, puranas), shastra, post-Vedic pantheon and innovation of ritual practice (darshana, yatra, puja, prasad), new organization - sampradaya, panth
• Shivaism - iconography, philosophy, mythology, religious practice and representatives of Shivaism
• Vishnuism - iconography, philosophy, mythology, religious practice and representatives of Vishnuism
• Shaktism and tantra - devi-shakti and its iconography, philosophy, mythology, religious practice and representatives of the shaktas
30% class work (active participation); 70% result of project presentation
The graduate has a basic knowledge of religious concepts of Hinduism and its impact on the structure and culture of Indian society. The graduate is able to apply the acquired knowledge in practice at work in state administration, cultural and educational institutions, tourism and, last but not least, in the formal and informal educational sphere.
HAWLEY, John S., NARAYANAN, Vasudha, zost. The Life of Hinduism. Berkeley: University of California Press, 2006. ISBN 978-0520249141.
MILLS, Margaret, A., CLAUS, Peter, J., DIAMOND, Sarah, zost. An Encyclopedia of South Asian Folklore. New York: Routledge, 2003. ISBN 978-0415939195
OLIVELLE, Patrick. The Āśrama System. Oxford: Oxford University Press, 1993. ISBN 0-19-508327-X
PANDEY, Rajbali. Hindu samskaras, Delhi: Motilal Banarsidass, 2002. ISBN 81-208-0434-1.
PRASAD, R.C., ŚARMA, Bhāyarām. The Vivāha. The Hindu Marriage Samskāras. Delhi: Motilal Banarsidass, 1993. ISBN 81-208-1132-1.
PREIHAELTEROVÁ, Hana. Hinduista od zrození do zrození, Praha: Vyšehrad, 1997. ISBN 80-7021-211-X
The texts needed for classes are available either in AK UK or in MS TEAMS. Students will be acquainted with supplementary literature during the classes.
30% class work (active participation); 70% test result - A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
• Samskaras and rites of passge in Hinduism - an introduction to the issue
• Hindu social hierarchy and patriarchality as determinants of practical religiosity
• ceremonies associated with birth and childhood
• ceremonies associated with the study (upanayana and its importance)
• gender roles in Hindu society, pre-wedding period, wedding and wedding ceremonies
• Images of the death and departure of the Hindu from the world
• basic Hindu holidays (holi, mahasivaratri, navaratri, dashahra, divali ...), their history, mythology and meaning I
• basic Hindu holidays (holi, mahasivaratri, navaratri, dashahra, divali ...), their history, mythology and meaning II
30% class work (active participation); 70% test result
The graduate has a basic knowledge of Hinduism as a lived religion, Hindu life-cycle rituals and calendar holidays. The graduate is able to apply the acquired knowledge in practice at work in state administration, cultural and educational institutions, tourism and, last but not least, in the formal and informal educational sphere.
HRADSKÁ KATARÍNA. Židovská Bratislava. Bratislava: Albert Marenčin, 2008. ISBN 978-80-89218-80-6
GOLD, Hugo et al. Židia v Bratislave v minulosti a súčasnosti. Bratislava: Marenčin PT, 2010. ISBN 978-80-8114-031-0
SALNER, Peter a Martin KVASNICA Kvasnica, Peter (2002). Chatam Sofer Memoriál 1762 – 2002. Zing Print, Bratislava, 2002. ISBN 80-88997-15-1
ALNER, Juraj. Slovenské pohľady na Židov a Židia v Slovenských pohľadoch. Bratislava: Adora Lingua s.r.o. , 2011. ISBN 978-80-970550-1-1
SALNER, Peter. Prežili holokaust. Bratislava: Veda, 1997. ISBN 80-224-0507-8
VRBA, Rudolf. Utekl jsem z Osvětimi. Praha: Sefer, Praha. (vybrané kapitoly-dokumenty a studie, s. 337-416). ISBN 80-85924-50-1
KAMENEC, Ivan. Protižidovský pogrom v Topoľčanoch v septembri 1945. In Studia historica Nitriensia, VIII/2000, s. 85 – 100. ISBN 9788080503475
SALNER, Peter. Židia na Slovensku medzi Tradíciou a asimiláciou. Bratislava: ZING PRINT, 2000. ISBN 80-88997-07-0
ŠPITZER, Juraj. Nechcel som byť žid. Bratislava: Kalligram. ISBN 80-7149-047-4
VRZGULOVÁ, Monika. Deti holokaustu. Bratislava: Dokumentačné stredisko holokaustu, 2007. ISBN 978-80-969857-0-8
NIŽŇANSKÝ, Eduard. Nacismus, holokaust, slovenský štát. Bratislava: Kalligram, 2010. ISBN
978-80-8101-396-6
Completion of a lecture course The Jews in Slovakia.
During the semester, the presentation of the assigned professional text according to the attached scheme, resp. paper review. Written processing as well as oral presentation at the seminar and student activity are also evaluated.
Evaluation of written seminar assignments 50%, oral presentation of seminar work 50%.
Overall rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Introduction. Schedule and scope of the course.
2. HRADSKÁ, Katarína. Židovská Bratislava. Bratislava: Albert Marenčin, 2008. ISBN 978-80-89218-80-6
(vybrané kapitoly)
3. GOLD, Hugo et al. Židia v Bratislave v minulosti a súčasnosti. Bratislava: Marenčin PT, 2010. ISBN 978-80-8114-031-0 (vybrané kapitoly)
4. SALNER, Peter a Martin KVASNICA Kvasnica, Peter (2002). Chatam Sofer Memoriál 1762 – 2002. Zing Print, Bratislava, 2002. ISBN 80-88997-15-1 (vybrané kapitoly)
5. ALNER, Juraj. Slovenské pohľady na Židov a Židia v Slovenských pohľadoch. Bratislava: Adora Lingua s.r.o. , 2011. ISBN 978-80-970550-1-1 (vybrané kapitoly)
6. SALNER, Peter. Prežili holokaust. Bratislava: Veda, 1997. ISBN 80-224-0507-8 (vybrané kapitoly)
7. VRBA, Rudolf. Utekl jsem z Osvětimi. Praha: Sefer, Praha. (vybrané kapitoly-dokumenty a studie, s. 337-416). ISBN 80-85924-50-1 (vybrané kapitoly)
8. KAMENEC, Ivan. Protižidovský pogrom v Topoľčanoch v septembri 1945. In Studia historica Nitriensia, VIII/2000, s. 85 – 100. ISBN 9788080503475
9. SALNER, Peter. Židia na Slovensku medzi Tradíciou a asimiláciou. Bratislava: ZING PRINT, 2000. ISBN 80-88997-07-0 (vybrané kapitoly)
10. ŠPITZER, Juraj. Nechcel som byť žid. Bratislava: Kalligram. ISBN 80-7149-047-4 (vybrané kapitoly)
11. VRZGULOVÁ, Monika. Deti holokaustu. Bratislava: Dokumentačné stredisko holokaustu, 2007. ISBN 978-80-969857-0-8 (vybrané kapitoly)
12. NIŽŇANSKÝ, Eduard. Nacismus, holokaust, slovenský štát. Bratislava: Kalligram, 2010. ISBN
978-80-8101-396-6
50/50
The graduate has gained a deeper knowledge of the literature on the issue. He has mastered reading comprehension, skills in the analysis and interpretation of professional and source literature usable e.g. in writing a diploma thesis and other scientific and other professional activities. He improved his knowledge of presentation and argumentation, deepened his knowledge of the issue.
WEINGREEN, Jacob. Učebnice biblické hebrejštiny. Praha: Karolinum, 2008. ISBN 9788024606231
A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
a) continuous assessment during the semester in preparation for the seminar and mastery of the lectured material. Total 50%
b) at the end of the semester, reading a selected Hebrew text. A total of 50%.
Overall rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak
The course is conducted in a distance form. Contact person: ivica.stalmachovic.bumova@uniba.sk
1. Alef-zajin, 2. Ches – lamed, 3. Mem - Lange fej, 4. Cadik – tav, 5. Kamac a patach, 6. Cejrej a segol, 7. Sheva, 8. Cholam a chirik, 9. Kubuc a Shuruk, 10. Vynimky, 11. Practicing, 12. Practicing
50/50
The student mastered the printed and written form of the Hebrew script and a complete reading of the Hebrew language with a basic understanding of grammar rules.
WEINGREEN, Jacob. Učebnice biblické hebrejštiny. Praha: Karolinum, 2008. ISBN 9788024606231 A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Completion of the course Biblical Hebrew I.
a) continuous assessment during the term in preparation for the seminar and mastery of the lectured material. Total 50% b) at the end of the term reading a selected Hebrew text. A total of 50%. Overall rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak
1. Certain article, 2. Inseparable prepositions, 3. Noun and adjective in singular, 4. Gender and number of nouns and adjectives, 5. Provision of substitutions, 6. Bound status, 7. Appropriative pronouns, 8. Past tense, 9 Particles and prepositions with suffixes, 10. Present tense, 11. Ownership. 12. Practicing.
50/50
The student has completely mastered the reading of the Hebrew language with an understanding of grammatical rules, reads and translates Hebrew texts with understanding.
HENDON, Julia A., OVERHOLTZER Lisa, JOYCE, Rosemary (Editors): Mesoamerican Archaeology: Theory and Practice, Wiley Blackwell 2021. NICHOLS, Deborah Christopher POOL: The Oxford Handbook of Mesoamerican Archaeology, Oxford 2012. Ďalšie materiály z archeologických správ, časopisov a článkov budú študentom k dispozícii online.
Interim evaluation - Elaboration of assignments (in the form of papers) Final evaluation - test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. History, methods and procedures of Mesoamerican archeology. 3. LiDAR and its applied use. 4. Overview of Mesoamerican areas, ethnicity and geography. 5. Olmecs - mother culture. 6. Zapotek and the Albanians. 7. Teotihuacán. 8. Mayovia - Petén and the southern lowlands. 9. Mayovia - Yucatan and the Northern Lowlands. 10. Maya - Pacific coast and volcanic area. 11. Mixing Mesoamerican cultures. 12. Totonakovia, Mixtékovia a aztécky Tenochtitlán.
30% / 70%
The graduate gained an overview of Mesoamerican archeology, its history, modern research techniques and processing methods. He focused on basic archaeological data in connection with the religious and ritual centers of the Olmec, Zapotec, Teotihuacan, Mayan, Mixtec, Totonakov and Aztec cultures. From the above-mentioned settlements, he obtained a basic overview of the architectural dispositions, functions and significance of the researched objects. He also gained an overview of sculptures and ritual objects. He paid special attention to funeral rites and practices based on archaeological data and evidence. Subsequently, he created a thorough picture of the history and religion of the whole region, based solely on the archaeological perspective, ie on the basis of data and their analysis.
DE VRIES, Simon Philip. Židovské obrady a symboly. Praha: Vyšehrad, 2009. ISBN
978-80-7021-963-8
NOSEK, Bedřich a Paula DAMOHORSKÁ. Židovské tradice a zvyky. Praha: Karolinum, 2010. ISBN
978-80-246-1518-9
STERN, Marc. Svátky v životě Židů. Vzpomínání, slavení, vyprávění. Praha: Vyšehrad, 2002. ISBN 80-7021-551-8
GANZFIELD, Šlomo. Kicur šulchan aruch I. Mšeno: Agadah, 2011. ISBN 9788087571002
GANZFIELD, Šlomo. Kicur šulchan aruch II. Mšeno: Agadah, 2012. ISBN 9788087571019
LAU, Jisrael Meir. Praktický judaizmus. Praha: Nakladatelství P3K, 2012. ISBN 9788087343098
A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
a) During the termr, short annotations of source texts on the topic are prepared for each lesson. A total of 40%.
b) Written examination during the examination period. A total of 60%. The condition for admission to the exam is the written submission of all assignments during the term.
Overall rating: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Max. 2 absences with proven documents.
Exam dates will be published via AIS no later than the last week of the training section.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Jewish calendar
2. Rosh Hashanah, Yom Kippur
3. Passover
4. Shavuot, Sukkot
5. Shabbat
6. Šmini aceret, Simchat Tora, Tu bi-švat
7. Hanukkah
8. Purim
9. Lent days and periods of mourning
10. Modern holidays
11. Religious practice
12. Excursion
40/60
Graduates have knowledge of the way of life of Jewish communities, the specifics of the past to the current cultural contexts and the celebration of modern holidays in the State of Israel. They understand the origin and manner of celebrations of Jewish holidays and the specifics of Jewish culture in the diaspora, the division of ceremonial roles in the Jewish family and the issue of contemporary Judaism, its forms and diversity.
FERRO, Marc. Dějiny kolonizací. Praha: NLN, 2007. ISBN 978-80-7106-837-2.
JANÁČEK, Josef. Čtyři plavby Kryštofa Kolumba. Praha: Paseka, 2003. ISBN 80-7185-625-8.
TODOROV, Tzvetan. Dobytí Ameriky. Problém druhého. Praha: Mladá fronta, 1996. ISBN 80-204-0582-8.
KLÍMA, Jan. Zámořské objevy. Vasco da Gama a jeho svět. Praha: Libri, 2006. ISBN 80-7277-326-7.
RAKOVÁ, Svatava. Dobrodruzi, puritáni, Indiáni aneb Angličané v Novém světe. Praha: Libri, 1998. ISBN 80-85983-43-5.
KLÍMA, Jan. Dějiny Portugalska. Praha: NLN, 2007. ISBN 978-80-7106-904-1.
UBIETO ARTERA, Antonio et al. Dějiny Španělska. Praha: NLN, 1995. ISBN 80-7106-117-4.
MORGAN, Kenneth O. et al. Dějiny Británie. Praha: NLN, 1999. ISBN 80-7106-347-9.
FERRO, Marc. Dějiny Francie. Praha: NLN, 2011. ISBN 978-80-7106-403-9.
VAN DER HORST, Han. Dějiny Nizozemska. Praha: NLN, 2005. ISBN 80-7106-487-4.
HLOUŠKOVÁ, Kateřina et al. Dějiny Ruska. Praha: NLN, 2017. ISBN 978-80-7422-324-2.
CRAIG, Albert M. a Edwin O. RISCHAUER. Dějiny Japonska. Praha: NLN, 2012. ISBN 978-80-7106-513-5.
KRIEGER, Karl-Friedrich et al. Dějiny Německa. Praha: NLN, 2004. ISBN 80-7106-188-3.
PROCACCI, Giuliano. Dějiny Itálie. Praha: NLN, 2010. ISBN 978-80-7106-721-4.
TINDALL, George B. a David E. SHI. Dějiny USA. Praha: NLN, 2010. ISBN 978-80-7106-588-3.
Final test 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Europe at the end of the Middle Ages and at the beginning of the modern age (social, economic and political situation)
2. Causes of overseas discoveries
3. Portugal
4. Spain
5. England
6. France
7. Netherlands and Belgium
8. Russia and Japan
9. Germany and Italy
10. USA
11. Conquest of Mexico and Peru as an illustrative example of the expansion and colonization
12. Decolonization a neocolonialism
20%/80%
After completing the course students have knowledge of the history of overseas discoveries and subsequent European overseas expansion from 15th to 20th century. They understand the causes of these processes and their course and they are able to reflect their consequences for Europe and other continents.
Ginzberg Louis. Legendy zidů 1. Praha/Kroměříž: Triton, 2021. ISBN 978-80-7553-917-5;
Dubovský, Peter. Genesis 1. Komentáre k Starému zákonu. Trnava: Dobrá kniha, 2008. ISBN 9788071416265; www.biblia.sk
The student reads for each seminar and briefly processes the assigned source text according to the attached assignment. During the seminar, he actively participates in discussions on the topic.
The text preparation of assignments (50%) and seminar activity (50%) will be evaluated.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% a menej)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
1. Creation of the world
2. Creation of the world
3. The creation of man
4. Adam and Eve in Paradise
5. Punishment
6. Cain and Abel
7. Abraham
8. The birth of Isaac
9. The binding of Isaac
10. Jacob and Esau
11. Jacob in Laban
12. Jacob's match with an angel
50/50
The student gained a deeper orientation in biblical source texts and rabbinic commentaries on the original biblical texts.
BLACK, J. - GREEN, A.: Bohové, démoni a symboly starověké Mezopotamie. Praha, 1999
DALLEY, S.: Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford, 2009.
HRUŠKA, B.: Kultovní život starého Sumeru. Praha, 1975
KRAMER, S.N.: Historie začíná v Sumeru. Praha, 1961
McCALLOVÁ, H.: Mezopotamské mýty. Praha, 2006
PROSECKÝ, J., HRUŠKA, B., SOUČKOVÁ, J., BŘEŇOVÁ, K.: Encyklopedie mytologie starověkého Předního východu. Praha, 2003
Interim assessment - essay on selected topic Final assessment - test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Introductory lesson. Course schedule and scope, literature. 2. Ancient Near East. Geography, history, culture. Ethnic composition of the population. 3. Mesopotamia - from city-states to empire. 4. Sumer and Akkad I. Pantheon, cosmic and astral triad of gods. Natural gods. 5. Sumer and Akkad II. Demonology and magic. Mythology. Temples and priesthood. 6. Babylon and Assyria. Rise of Marduk. 7. Asia Minor and ancient Anatolia. History and ethnic composition of the population. Indo-Europeans in Asia Minor. 8. Hittite Empire. Local pantheons. Ritual. 9. Mitanni. Pantheon, mythology. 10. Indo-European gods in the Churrit pantheon. 11. Temple villages of Asia Minor. 12. Urartu. Pantheon, mythology. Holidays and rituals. Urart's theory and the Far East. 13. Conclusions, discussion.
30%/70%
The graduate gained an overview of the history of religions in the Far East. He learned to distinguish and define the different types of deities of Sumer, Akkad, Assyria, the Hittite Empire, Churrit and Urartu. He mastered the iconography and basic epigraphic elements of the names and epithets of the deities. He gained knowledge of the cultural development of Mesopotamia with an emphasis on history, writing and art.
BOWIE, Fiona. Antropologie náboženství. Rituál, mytologie, šamanismus, poutnictví. Praha: Portál, 2008. ISBN 978-80-7367-378-9.
CARRASCO, Davíd. Náboženství Mezoameriky. Praha: Prostor, 1999. ISBN 80-85190-97-4.
HULKRANTZ, Åke. Domorodá náboženství Severní Ameriky. Praha: Prostor, 1998. ISBN 80-85190-77-X.
KOVÁČ, Milan a Radoslav HLÚSEK. Slnko zemetrasenia. Spiritualita súčasných mexických Indiánov. Bratislava: Chronos, 2015, ISBN 978-80-89027-41-5.
KOVÁČ, Milan. Slnko jaguára. Náboženský svet Olmékov, Mayov a Aztékov. Bratislava: Chronos, 2002. ISBN 80-967138-6-8.
KOSTIĆOVÁ, Zuzana Marie, Markéta KŘÍŽOVÁ a Sylvie KVĚTINOVÁ. Krvavé rituály Střední a Jižní Ameriky. Praha: XYZ, 2011. ISBN 978-80-7388-467-3.
Final test 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Importance of partial / final evaluation: 20/80
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. General characteristics of Native religions of America
2. Mesoamerica
3. Central Andes
4. North and South America
5. Mythology
6. Cult and ritual
7. Sacred time
8. Sacred space
9. Pilgrimage
10. Transformation of Native religions of America in colonial era
11. Current forms of Native religions of America
12. Religion and identity of Native Americans
20%/80%
After completing the course students have a basic knowledge of the Native religions of North and South America and Mesoamerica. They understand the essence of Native American religions, their typology as well as the characteristics of these religions. They are also familiar with Native mythologies and ritualism and they are able to reflect on the context of changes in Native American religions after the arrival of Europeans as well as the current forms of these religions.
KRUPA, Viktor a Juraj GENZOR. Jazyky sveta v priestore a čase. Bratislava: VEDA. 1996. ISBN 80-224-0459-4.
KRUPA, Viktor. Geopolitické špecifiká regiónov sveta. Bratislava: Univerzita Komenského. 1999. ISBN 80-223-1207-X.
WOLF, Josef. Lidé pěti světadílů. Praha: Práce. 1979. ISBN nemá.
Atlas sveta.
Partial tests from particular continents, 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Europe – physical and political geography
2. Europe – cultural, linguistic and ethnic composition
3. Asia – physical and political geography
4. Asia – cultural, linguistic and ethnic composition I
5. Asia – cultural, linguistic and ethnic composition II
6. Africa – physical and political geography
7. Africa – cultural, linguistic and ethnic composition
8. Australia and Oceania – physical and political geography
9. Australia and Oceania – cultural, linguistic and ethnic composition
10. America – physical and political geography
11. America – cultural, linguistic and ethnic composition
12. Conclusion
100%/0%
After completing the course students have knowledge of the ethnic and linguistic composition of each continent as well as of its physical and political geography. They understand linguistic classification, they have skills in working with the map and orientation on it and they are able to reflect this knowledge in their further study as well as in practical life.
BLACK, Jeremy, Anthony GREEN: Bohové, démoni a symboly starověké Mezopotámie. Volvox Globator 1999. KERÉNYI Karl: Mytologie Reku I, II. Oikumene 1996. GRAVES, R.: Řecké mýty I, II. Plzeň 1996, HOMÉR: Ílias, Odysseia (preklad M. Okál), Bratislava 1986, HÉSIODOS: Zpěvy železného věku, Praha 1990, DOSTÁLOVÁ, R. - HOŠEK, R.: Antická mystéria, Praha 1997. KOVÁČ, Milan: Náboženstvá staroveku III. Antika. Bratislava Stimul 2010.
Continuous assessment - Elaboration of two assignments (in the form of a presentation and an essay on a given topic 25% + 25%) Final exam - test (50%) Assessment: A (100-93%) B (92-85%) C (84-78 %) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. The gods of ancient Mesopotamia 3. The main mythological characters in Mesopotamia. 3. Religion of ancient Crete. 4. Greek Asia Minor tradition and Homer. 5. Hesiod. 6. Olympic gods 7. Heracles and other heroes. 8. Main Greek mythological cycles. 9. Gods of the ancient Etruscans. 10. Roman religion 11. Eleusinian mysteries. 12. Hellenistic cults and religions.
50% / 50%
The graduate gained an overview of the religions of antiquity with a focus on antiquity. He became acquainted with the basics of the religions of the ancient Near East, especially the civilization of ancient Mesopotamia. He also gained an overview of the religions of ancient Crete and the Etruscans. He became acquainted with basic texts by Homer and Hesiod. He acquired knowledge of the Olympic pantheon and the basic characteristics of Greek gods and heroes. He learned the basic motives of ancient mythology. He learned the basic types of ancient mysteries and the main features of the religion of the ancient Romans.
BOONE, Elizabeth. 2000. Stories in Red and Black. Pictorial Histories of the Aztecs and Mixtecs. University of Texas Press: Austin.
BOONE, Elizabeth. 2007. Cycles of Time and Meaning in the Mexican Books of Fate. University of Texas Press: Austin.
BOONE, Elizabeth. 2021. Descendants of Aztec Pictography. The Cultural Encyclopedias of Sixteenth-Century Mexico. University of Texas Press: Austin.
BROTHERSTON, Gordon. The year in the Mexican codices: the nature and structure of the eighteen feasts. Estudios de Cultura Náhuatl, 2003, 34: 67-98.
MIKULSKA, Katarzyna. 2015. Tejiendo destinos: un acercamiento al sistema de comunicación gráfica en los códices adivinatorios. Zinacantepec, México.
Interim evaluation - Elaboration of the assignment (6 assignments in the form of short reports) Final evaluation - Test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60 %) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Schedule
2. Technical specifics of the Mexican Codices (structure of the codices),
3. Aztec Codices I. - Borgia Group,
4. Aztec Codices II. - Codex Borbonicus, Ixtilxochitl, Fejéváry-Mayer, Codex Vaticanus,
5. Mixtec codices- Becker Codex, Zouche-Nuttal, Egerton
6. Aztec calendars and writing
7. Gods in Codices I.
8. Gods in Codices II.
9. Gods in Codices III.
10. Gods in Codices IV.
11. Almanacs in Codices
12. Summary
40%/60%
The graduate has a basic overview of Mexican codices, their structure and content. The student is able to identify Aztec deities and other characters in the codes. The graduate is able to identify these deities on the basis of iconographic elements and functions that the gods had in the codices. He also has knowledge of the functioning of calendar almanacs and rituals in codices.
Coranič, Jaroslav: Náboženská situácia na Slovensku I.-II. Prešov: Vydavateľstvo Prešovskej univerzity, 2017, 2019. Poláčik, Štefan: Atlas cirkví, religiozity a náboženských spoločností na Slovensku. Bratislava Chronos 2000. Tížik, Miroslav: Náboženstvo vo verejnom živote na Slovensku. Bratislava: VEDA, 2011. Tížik, Miroslav: Svetonázorové dilemy, ateizmus a náboženská viera na Slovensku. Bratislava: Sociologický ústav SAV, 2019.
Interim evaluation - Elaboration of assignments (in the form of presentations) and participation on the fnal discussion. Final evaluation - colloquium A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Introduction 2. Definition of terms (Church, religious society, denomination), statistics and geographers of religion in the Slovak Republic 3. Religion and the state in our country until 1989 4. Religion and state afther 1989 (registration, status, etc., general things), 5. Roman Catholic Church in the Slovak Republic (organization and hierarchy, relations from state and politics, affairs, etc.) 6. Greek Catholic and Orthodox Church C. from the state, the struggle for churches, affairs, etc.) 7. Evangelical and Reformed Church in the Slovak Republic (organization and hierarchy, relations from the state, ethnicity and embankment, affairs, etc.) 8. Minorite registered embankment. Communities in the Slovak Republic I. Christian 9. minority registered embankment. Communities in Slovakia II. Other 10. Unregistered embankment. Communities in the Slovak Republic I. West 11. Unregistered embankment. Communities in Slovakia II. Asian 12. Atheism and agnosticism in Slovakia 13. Final debate 14. Conclusions
50% / 50%
The graduate gained an overview of the current state of churches and religious societies in Slovakia. He got acquainted with all registered churches in Slovakia. He gained an overview of current legislation and conditions for church registration. He got to know unregistered churches and religious societies and their issues. He became acquainted with the issue of religious minorities. He obtained detailed information about the Muslim and Jewish minorities. He dealt thoroughly with the state of the church and the state. He gained theoretical knowledge of the relationship between society, politics and religion.
BOWIE, Fiona. Antropologie náboženství. Rituál, mytologie, šamanismus, poutnictví. Praha: Portál, 2008. ISBN 978-80-7367-378-9.
ERIKSEN, Thomas Hylland. Sociální a kulturní antropologie. Příbuzenství, národnostní příslušnost, rituál. Praha: Portál, 2008. ISBN 978-80-7367-465-6.
TURNER, Victor. Průběh rituálu. Brno: Computer Press, 2004. ISBN 80-722-6900-3.
TURNER, Victor a Edith TURNER. Image and Pilgrimage in Christian Culture. Anthropological Perspectives. New York: Columbia University Press, 1978. ISBN 0-231-04286-8.
van GENNEP, Arnold. Přechodové rituály. Systematické studium rituálů. Praha: NLN, 1997. ISBN 80-7106-178-6
Final test 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Theoretical approaches and methodology of research
2. Classification of rituals
3. Rites of passage – Arnold van Gennep
4. Rites of passage – Victor Turner
5. Rituals associated with the birth and childhood
6. Rituals of initiation
7. Rituals associated with the marriage
8. Funeral rituals
9. Liminality and communitas
10. Rituals of farmers (example of Mesoamerica)
11. Rituals of hunters and gatherers (example of Great Plains in North America)
12. Pilgrimage as a ritual
20%/80%
After completing the course students have knowledge of what ritual and ritual practices are both in world and Native religions. They understand the essence of the relationship between religion and performative aspect of the ritual as well as the significance of the sacred places where the rituals are performed. They are also acquainted with the theories of ritual, which are among the basic ones in religion studies and anthropology of religion. They are also able to reflect on the transcendence of ritual practices outside of religious life.
BOWIE, Fiona. Antropologie náboženství. Rituál, mytologie, šamanismus, poutnictví. Praha: Portál, 2008. ISBN 978-80-7367-378-9.
HIRSCH, Eric a Michael O'HANLON. The Anthropology of Landscape Perspectives on Place and Space. Oxford: Clarendon Press, 1995. ISBN 0-19-827880-2.
PARK, Chris C. Sacred Worlds. An Introduction to Geography and Religion. London, New York: Routledge, 2003. ISBN 0-203-72929-3.
TILLEY, Christopher. A Phenomenology of Landscape. Places, Paths and Monuments. Oxford, Providence: Berg, 1994. ISBN 0-854-96919-5.
WILSON, Colin. The Atlas of Holy Places and Sacred Sites. An Illustrated Guide to the Location, History and Significance of the World's Most Revered Holy Sites. New York: DK Adult, 1996. ISBN 978-0789-4105-11.
The condition for passing the course is successful completion of a written exam. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Theoretical approaches and methodology of research
2. Geography of religion
3. Religion and environment
4. Landscape and its perception
5. Social construction of landscape
6. World view
7. Religions of hunters and gatherers vs. religions of farmers
8. Native vs. world religions
9. Mythology
10. Cult and ritual
11. Sacred sites and pilgrimage
12. Sacred sites and politics and economy
20%/80%
After completing the course students have knowledge of the sacred space and ritual landscape in both world and Native religions. They understand the essence of the relationship between space and religions as well as the importance of sacred places in religious life and practices. They are also acquainted with world views, mythologies and ritualism, which are associated with sacred places and ritual lands and they are able to reflect the context of the changes that have affected the sacred space and its place in religions in the course of time.
Anderson, B. 1983. Imagined Communities. Reflections on the Origin and Spread of Nationalism. London: Verso.
Brubaker, R. & Cooper, F. 1999. Beyond ‘Identity’. Theory and Society, 29(1), 1–47. https://doi.org/10.1023/A:1007068714468
Cigán, Jakub. 2013. Náboženská konverzia ako kolektívne rozpomínanie. Sociální studia. Brno: Masarykova univerzita, roč. 10, č. 2, s. 63-83. ISSN 1214-813X
Ernst, Carl W. - Stewart, Tony (2003): „Syncretism“, In: Mills, Margaret A. – Claus, Peter J. – Diamond, Sarah, eds.: An Encyclopedia of South Asian Folklore. New York: Routledge, s. 586-588.
Gupta, A. & Ferguson, J. Eds. 1997. Culture, Power, Place. Explorations in Critical Anthropology. Durham and London: Duke University Press.
Hyden, Robert et. al. 2019. Antagonistic Tolerance. Competitive Sharing of Religious Sites and Spaces. London: Routledge.
Lužný, Dušan & Václavík, David a kol. 2010. Individualizace náboženství a identita. Poznámky k současné sociologii náboženství. Praha: Malvern.
Shaw, Rosalind & Stewart, Charles. eds. 1994. Syncretism/Anti-Syncretism. The Politics of Religious Synthesis. London: Routledge.
Van der Veer, Peter. 2009. “Spirituality in Modern Society.” Social research 76 (4): 1097-1120.
Voll, John, Obert. 1994. “Islam as a Special World-System.” Journal of World History 5 (2): 213-226.
The texts needed for classes are available either in AK UK or in MS TEAMS. Students will be acquainted with supplementary literature during the classes.
The interim assessment consists of class work (active participation), which accounts for 30% of the assessment. The main outcome for the course assessment is the writing of an essay, which accounts for 70% of the assessment. Attendance at lectures is also a prerequisite for passing the course; a maximum of two absences are allowed.
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% a menej).
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Religious heterogeneity as a problem of historical construction of the concept of religion
2. Religious heterogeneity on selected examples from world religions (at home and abroad)
3. Syncretism, conversion, identity, religiosity
4. Seminar on theoretical problems regarding religious heterogeneity
5. Religious heterogeneity in the Christian cultural space
6. Religious heterogeneity in the Indian cultural space
7. Religious heterogeneity in the cultural space of the Middle East
8. Religious heterogeneity in the cultural space of Mesoamerica
9. Religious heterogeneity in the Slovak cultural space on the example of Judaism
10. Religious heterogeneity in the Slovak cultural space on the example of new religious movements
30%/70%
The graduate has basic knowledge of theoretical works on creation of religious boundaries. At the same time, he/she knows the categories of academic debates that concern the delimitation of religions or religious groups (e.g. syncretism, conversion, identity, heterogeneity, religiosity, modernity). The graduate is able to apply the acquired knowledge in practice at work in state administration, cultural and educational institutions, tourism and, last but not least, in the formal and informal educational sphere.
BOWIE, Fiona. Antropologie náboženství. Rituál, mytologie, šamanismus, poutnictví. Praha: Portál, 2008. ISBN 978-80-7367-378-9.
DALLEN, Timothy a Daniel OLSEN (eds.). Tourism, Religion and Spiritual Journeys. London, New York: Routledge, 2006. ISBN 9-78-0-415-35445.
GRIFFIN, Kevin a Razaq RAJ (eds.). Conflicts, Religion and Culture in Tourism. Wallingford, Boston: CABI, 2017. ISBN 978-17863-90-646.
SWATOS Jr., William H. (ed.). On the Road to Being There. Studies in Pilgrimage And Tourism in Late Modernity. Leiden, Boston: Brill, 2006.ISBN 978-90-04-15183-3.
SWATOS Jr., William H. a Luigi TOMASI (eds.). From Medieval Pilgrimage to Religious Tourism. The Social and Cultural Economics of Piety. Westport, London: Praeger, 2002. ISBN 0-275-97384-0.
TURNER, Victor a Edith TURNER. Image and Pilgrimage in Christian Culture. Anthropological Perspectives. New York: Columbia University Press, 1978. ISBN 0-231-04286-8.
Final test 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Theoretical approaches and methodology of research
2. Classification of pilgrimages
3. Pilgrimage as a ritual – Victor Turner
4. Sacred sites
5. Pilgrimages in world religions
6. Pilgrimages in Native religions
7. Guadalupe pilgrimage in Mexico
8. Religious syncretism and pilgrimage
9. Religious tourism
10. Profane aspects of pilgrimage
11. Economic aspect of pilgrimage
12. Religious tourism and cultural heritage
20%/80%
After completing the course students have knowledge of pilgrimages and pilgrimage practices. They know the theoretical approaches to the study of pilgrimage and understand the role of pilgrimage in the Native and world religions. They also have knowledge of the relationship between pilgrimage and tourism and they can distinguish between religious tourism (insiders - practicing believers) and adventure tourism (outsiders - ordinary tourists). They are also able to reflect the impact of pilgrimage on the economy of pilgrimage centers and its importance for tourism as such.
BARRET, David. Sekty, kulty, alternativní náboženství. Praha: Ivo Železný, 1998. ISBN 80-240-0066-0
Partridge, Christopher (ed.). Encyklopédie nových náboženství. Nová náboženská hnutí, sekty a alternativní spiritualita. Praha: Knižní klub, 2006.
MARGRY, Peter (ed.). Shrines and Pilgrimage in the Modern World: New Itineraries into the Sacred. Amsterdam: Amsterdam University Press, 2008.
ROBBINS, Thomas a PHILLIP, Charles Lucas. From ‘Cults’ to New Religious Movements: Coherence, Definition, and Conceptual Framing in the Study of New Religious Movements. In: The SAGE Handbook of the Sociology of Religion, James A. Beckford a N. J. Demerath(eds.). London: SAGE Publications, 2007, p.227-247.
FRANK, Bradley a BANGERTER, Adrian a BAUER, Martin. Conspiracy theories as quasi-religious mentality: an integrated account from cognitive science, social representations theory, and frame theory. Frontiers in Psychology, 2013, (4)24.
PANCHENKO, Alexander. The beast computer in Brussels: Religion, conspiracy theories and contemporary legends in post-Soviet culture. In Folklore. 2013 roč. 69. č. 1., pp 69-90.
A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Attendance at lectures (maximum two absences), successful completion of a written exam. The condition for passing the course is successful completion of a written exam. at least 65 points for a D rating and at least 60 points for an E rating; elaboration of the assignment of the seminar work
A (100-93 %) B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) Fx (59 % and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1.Introductory lecture on the course and conditions of completion
2. Religion as a topic of security policies
3. Violence and Islamism
4. Islamic State Movement
5. Anti-Semitism in the past and present
6. Socially pathological religious groups and movements I
7.Social pathological religious groups and movements II
8. Religion studies in the postmodern and post-actual period
9.Culture of personality and implicit religiosity
10. Hoax, conspiracy theory and disinformation as a subject of religion
11. Religion as part of hybrid threats
12. Religious aspects of extremism
25%/75%
The graduate of the course is familiar with the issues of security challenges related to religion and religiosity both in the home territory of Slovakia and in the wider global context. The graduate of this course is able to effectively apply the acquired knowledge in the security and intelligence services of the state as well as in the field of media and state administration.
VANČO, Martin: Od doby kamennej po Veľkú Moravu (Dejiny umenia Slovenska). Perfekt 2011. AKIMJAK Amantius, Iveta FRANZENOVÁ: Kresťanské sakrálne umenie, Verbum 2017. VANČO, Martin: Stredoveké rotundy na Slovensku, Bratislava, Chronos 2000. Ďalšie materiály budú poskytnuté študentom ako katalógy výstav, on-line výstavy a ďalšie študijné materiály priamo vyučujúcim.
Interim evaluation - Elaboration of assignments (in the form of papers) Final evaluation - test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. Methods and sources for the study of sacred art 3. Great Moravian Christianity and its symbolism. 4. Romanesque art and architecture. 5. Gothic sacral buildings and their symbolism. 6. Gothic altars, their composition, iconography and symbolism. 7. Gothic statues and paintings of saints. 8. Depiction of the Holy Trinity throughout history. 9. The Last Judgment, allegories and other motifs of medieval murals. 10. Renaissance sacred art. 11. Baroque sacral art and architecture. 12. Modern sacred art in Slovakia.
40% / 60%
The graduate gained an overview of Christian art in Slovakia with a focus on sacred art such as Gothic altars - their dispositions, composition, symbolism; murals in sacred spaces, statues of saints, depictions of the Holy Trinity and the like. He also gained competence in the identification of sacral buildings in Slovakia, from Romanesque rotundas, through Gothic cathedrals to Renaissance and Baroque sacral buildings. He recognized their disposition, symbolism and other special characteristics. The graduate also gained an overview of key Christian symbols and ways of depicting them throughout history.
ČEJKA, Marek, Izrael a Palestina. Minulost, současnost a směrování blízkovýchodního konfliktu, Praha, Barrister & Principal, 2007.
MENDEL, Miloš, Náboženství v boji o Palestinu. Judaismus, islám a křesťanství jako ideologie etnického konfliktu, Brno, Atlantis, 2000.
PAPPÉ, Ilan (ed.), The Israel/Palestine Question, London - New York, Routledge, 2005.
TESSLER, Mark, A History of the Israeli-Palestinian Conflict, Bloomington, Indiana University Press, 2009.
Final evaulation: 40 %
Debates about the actual events of the last week in Israel/Palestine last 5 % per hour, total: 40 % papers on the relevant hours: 20 %. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed. Total rating: (100-93 % B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) FX (59 %and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction
2. Definition of terms (Jews/Jews, Israeli, Arabs, Palestinians, etc.)
3. Definition of space
4. Definition of conflict
5. From the beginning to the Gush Emunim
6. From Kahanism until today
7. Christian Zionism
8. Palestinian and Middle Eastern Christians and Conflict
9. Palestinian Islamist movements and conflict
10th Israel/Palestine in the field of Islamic solidarity
11. Case study 12. Conclusions
60%/40%
The graduate has basic information about the Israeli-Palestinian conflict as well as the role of religions in it, especially Judaism, Christianity and Islam, as well as their radical forms. After completing the subject, students will gain basic skills to actively recognize, analyze and include the role of religion in Israeli-Palestinian relationships.
BROWN, Dee. Mé srdce pohřběte u Wounded Knee. Praha: Hynek. 1998. ISBN 80-85906-62-7-
HEMING, John. Dobytí říše Inků. Praha: Odeon. 1970. ISBN nemá.
GWYNNE, S.C.. Říše letního měsíce. Vzestup a pád národa Komančů. Praha: Argo. 2018. ISBN 978-80-257-2637-2.
RAKOVÁ, Svatava. Dobrodruzi, puritáni, Indiáni aneb Angličané v Novém světe. Praha: Libri, 1998. ISBN 80-85983-43-5.
ROEDL, Bohumír. Araukánske války 1546-1881. Dolní Březany: Scriptorium. 2007. ISBN 978-80-86197-80-7.
STINGL, Miloslav. Indiáni na vojnovom chodníku. Bratislava: Mladé letá. 1991. ISBN 80-06-00324-6.
TODOROV, Tzvetan. Dobytí Ameriky. Problém druhého. Praha: Mladá fronta, 1996. ISBN 80-204-0582-8.
The condition for passing the course is successful completion of a written exam. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
Total rating: (100-93 % B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) FX (59 %and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Conquest of the Caribbean
2. Conquest of Mexico and Peru
3. Arauco wars
4. Indian uprisings in Mexico and Guatemala
5. Indian uprisings in Peru
6. Indian wars in Virginia and New England
7. Indian wars na pozadí anglicko-francúzskeho súperenia Indian wars beyond the Anglo-French rivalry
8. USA – Indian wars in the East
9. Texas-Indian wars
10. Sioux wars
11. Apache wars
12. War of the Nez Perce and the Modoc, Indian reservations
0%/100%
After completion of this course, students have knowledge of the history of European expansion in the Americas and the Indian wars from the 15th to the 20th centuries. They understand the causes of both European expansion and Native resistance and their course and are able to reflect their consequences for both Europe and Native Americans.
Partidge, Ch.(ed.): Lexikon světových náboženství. Slovart, 2006.
Profantová, N. a Profant, M.: Encyklopedie slovanských bohů a mýtů, Libri, Praha, 2004.
Werner, Karel. 2002. Náboženské tradice Asie. Od Indie po Japonsko. Brno: Masarykova Univerzita.
The condition for passing the course is successful completion of a written exam. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
Total rating: (100-93 % B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) FX (59 %and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction
2. Prehistoric primitive religious manifestations I. (cave paintings, graves, megaliths, etc.)
3. Prehistoric religion in Slovakia
4. European pre-Christian religions I. (Germans)
5. European pre-Christian religions II. (Slavs)
6. European pre-Christian religions III. (Celts)
7. Zoroastrianism, Mandaeans, Yezidis
8. Confucianism, Taoism
9. Religions of Japan (Shinto, Zen)
10. Religions of Africa
11. Religions of Australia and Oceania
0%/100%
After completing the course, students understand the basic realities, historical contexts, thoughts, ideas and traditions of selected world religions. They also have knowledge about the selected and specific problems related to the given religions.
SAID, E. Orientalismus. Praha: Paseka, 2008.
TODOROVA, M. Imagining the Balkans, Oxford: Oxford University Press, 2009
BAKIC-HAYDEN, M. Nesting Orientalisms: The Case of Former Yugoslavia. In Slavic Review. Rok 1995, roč. 60, č. 4, s. 917-931.
GOLDSWORTHY, V.: Inventing Ruritania: The Imperialism of the Imagination. New Haven, London: Yale University Press, 1998.
DUDKOVÁ, J.: Balkán alebo metafora: Balkanizmus a srbský film 90. Rokov. Bratislava: SAV, 2009
JEZERNIK, B. (ed.): Europe and its Others: Notes on the Balkans. Ljubljana: Oddelek za Etnologijo in Kulturno Antropologijo, 2007
PECKHAM, R. Internal Colonialsm: Nation and memory in ninetheen century Greece. In Balkan Identities: Nation and Memory. London : Hurst, 2004. s. 43.
KIOSSEV, A.: Notes on Self-colonising Cultures. In. After the Wall: Art and Culture in Post-communist Europe (ed. Bojana Pejic). Stockholm: Moderna Museet, 1993.
BJELIĆ, D. a SAVIĆ, O. (eds) Balkan as metaphor: Between Globalization and Fragmentation. MIT Press, 2005
The condition for passing the course is successful completion of a written exam. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
Total rating: (100-93 % B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) FX (59 %and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
1. Introductory lecture: goals and content of the course and the requirements for its completion
2. Introduction to the stereotypes about the Balkan: From vampires to war criminals
3. Orient and the Balkan - Orientalism and Balkanism
4. The Balkans as a geographical and geopolitical category
5. The nesting orientalisms and the fluid borders of the West and the East
6. The Balkans and colonialism of the imagination: The Balkans as a scene of horror, detective stories and adventure
7. The Balkans and psychoanalysis: Balkanism as a mental disorder and the unconscious of Europe
8. Balkan limen: The Balkan as a space of mythical and ritual in-between
9. Border Orientalism: Images of the Balkan in Central European folklore
10. From Andrić to Kusturica: self-colonization and self-exoticization in Balkan art and movie
11. Urbicides and genocides in the Balkan: Balkanism as a self-fulfilling prophecy
12. Summary: Imaginary worlds and their real consequences
0%/100%
Students of the course will be introduced to the the stereotypes and legends attributed to the Balkans and its inhabitants. They will also acquire knowledge about how such stereotyping appeared and appears in European political, artistic, journalistic and public discourses, and how the inhabitants of the Balkans react to this discourses. Students will acquire a range of theoretical tools through which they will be able to conceptualise, interpret and analyze such sets of stereotypes. Students will be able to reveal the common denominators of stereotypes and legends about the Balkans, and at the same time to understand the Balkans not only as a category at the geographical level, but also at the so-called metageographic level, i.e. at the level of collective representations of this space and its symbolic meanings.In European tradition, the Balkan is often considered the birthplace of vampires and war criminals, Balkan is compared to a bridge between the world of the life and the dead and between barbarism and civilization. Europeans consider Balkan as an unstable "barrel with gunpowder", the wild European Orient, or even as the dark subconscious of Europe. The Balkans became a metaphor for chaos, barbarism, bloodlust, violence, and sexual and emotional ferocity.
HLÚŠEK, Radoslav (ed.). Terénny výskum v špecifickom prostredí: Na príklade Indie, Mexika, Zambie a Južného Sudánu. Trnava: UCM v Trnave, 2019. ISBN 978-80-8105-705-2
SPRADLEY, James. Participant Observation.Orlando: Harcourt Brace Jovanovich College Publishers, 1980. ISBN9781478632085
SPRADLEY, James.The Ethnographic Interview. New York: Harcourt, 1979. ISBN: 9780030444968 TUŽINSKÁ, Helena. Otázky opisu a prekladu. Bratislava: Stimul, 2009. ISBN 978-80-89236-91-6
VANĚK, Miroslav. Orální historie. Metodické a "technické" postupy. Olomouc: Univerzita Palackého, 2003.ISBN: 80-244-0718-3
Study of relevant literature during the semester, the output of which will be the submission of developed research questions/possible questionnaire for fieldwork. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed. The grade is given during the final colloquium.
Grading scale: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and below) Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Slovak, Czech, English
1. Course introduction, Ethnography as a method of research on religion
2. Contemporary non-destructive religious archaeology
3. Epigraphy and its approaches in the study of religions
4. Visual representation in the interpretation of religions
5. Content analysis of text (coding practice)
6. Preparation of questionnaire/research questions for field practice
7. Developing the questionnaire/research questions for the fieldwork
8. Developing the questionnaire/research questions for the fieldwork
9. Development of questionnaire/research questions for fieldwork
10. Development of questionnaire/research questions for fieldwork
11. Preparation for fieldwork
12. Colloquium
0% / 100%
The graduate has advanced theoretical and practical skills in the preparation and conduct of field ethnographic research, is familiar with the techniques of archaeological research and textual analysis. He/she has mastered the techniques of preparing questionnaires and research questions for fieldwork and is ready to undertake fieldwork.
- Maps and regional ethnographic monographs of given locations - Specialized monographs recommended research by research according to a particular type of excursion
Excursion report (100%) - in the exam period Assessment: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) FX (59% and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
For this course, it is not possible to indicate a particular bibliography when it is always determined by a given location or theme of excursions.
Preparation: Study of literature and the methodological instruction; 1.-6/7. day realization of excursions.
0/100
During and after completing excursions students will apply their knowledge gained on other subjects in practice. Students have the opportunity to take a field trip led by teachers to an interesting location abroad that is relevant to the study of religious studies.
- according to the recommendations of the teachers in the lectures according to the individual topics
Final evaluation - Test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introduction
2. Bhakti - Folk Music Religious Tradition of India (Dusan)
3. From Sufi to Nasheed - Music in the Islamic Tradition (Attila)
4. Klezmer - music in the folk dovekey tradition (Ivica)
5. Mayan harmony of the spheres - music and wind (Milan)
6. Music as a means to trance in shamanism (Matej)
7. St. Cecilia - the patron saint of Mexican musicians (Rado)
8. Black metal, satanism (Puchovský)
9. Spirituality in techno and psytrance
10. Reggae and Rastafarian spirituality
11. Spiritual music of the Christian West
12. Summary
0%/100%
The graduate has acquired basic information about music in different world religious traditions.
- according to the recommendations of the teachers in the lectures according to the individual topics
Final evaluation - Test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introduction
2. What is magic?
3. Talismans, amulets and jinn in Islam
4. Tantra, mantra, yantra and yoga - magical ideas and practices in India
5. Magic and divination - the I Ching
6. Golem in Jewish tradition
7. Magic and Divination - Cartomancy and Tarot
8. Magic in Western Occultism
9. Ritual of the Bacabs - Mayan healing spells
10. The magical transformation of water into alcohol among the Lacandon tribe
11. Magical practices of Mexican rain summoners
12. Summary
0%/100%
The graduate has acquired basic information about magical and prophetic elements in various religious and cultural denominations.
DAVIES, Jon. Death, burial and rebirth in the religions of antiquity. Routledge, 2013.
FOX, Mark. Religion, spirituality and the near-death experience. Routledge, 2003.
GARCES-FOLEY, Kathleen. Death and religion in a changing world. Armonk, NY: ME Sharpe, 2006.
KOVÁČ, Milan, KOVÁCS, Attila, PODOLINSKÁ, Tatiana, ed. Cesty na druhý svet: smrť a posmrtný život v náboženstvách sveta. Bratislava: Chronos, 2005.
SEGAL, Alan. Life after death: A history of the afterlife in western religion. Image, 2010.
Final evaluation - Test
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introductory lesson, schedule
2. Death and the afterlife in Judaism
3. Death and the afterlife in Christianity
4. Death and the afterlife in Islam
5. Death and the afterlife in Buddhism
6. Death and the afterlife in Hinduism
7. Death and the afterlife in Egyptian mythology
8. Death and the afterlife in Mesopotamian mythology
9. Death and the afterlife in Mesoamerica I. (Maya)
10. Death and the afterlife in Mesoamerica II. (Aztecs)
11. Death and the afterlife in the religions of North and South America
12. Summary
0%/100%
The graduate gained basic information about the ideas about death, dying and the afterlife in the world's religions, such as Islam, Christianity, Judaism, Buddhism, Hinduism, or in ancient religions such as Egyptian, Mesopotamian, Mayan, or Aztec.
BEATTIE, Cordelia, and Kirsten A. Fenton. Intersections of Gender, Religion and Ethnicity in the Middle Ages. Basingstoke: Palgrave Macmillan, 2011.
BELLINGER, Gerhard J.. Sexualita v náboženstvích světa. Praha: Academia, 1998.
BROWNING, Don S., M. Christian Green, and John Witte. Sex, Marriage, and Family in World Religions. New York: Columbia University Press, 2009.
KRIPAL, Jeffrey J. Secret Body: Erotic and Esoteric Currents in the History of Religions. Chicago: The University of Chicago Press, 2019.
MACHACEK, M.; David W.; Wilcox, Melissa. Sexuality and the World's Religions. Santa Barbara, UNITED STATES: ABC-CLIO, 2003.
PARRINDER, Geoffrey. Sex in the World’s Religions. Oxford University Press, 1980.
RUNZO, Joseph a Nancy M. Martin. Love, Sex and Gender in the World Religions. Oneworld Academic, 2000.
Test makes up 100% of the evaluation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
1. Schedule, basic information
2. We read Kamasutra: the body of ascetic and householder in Indian religions
3. Mead, laughter and sex: ideas about bodily pleasures in Viking mythology
4. Prisoners in Mesoamerica and the importance of their bodies
5. Intimacy, body and sexuality in medieval Christian society
6. Relation to corporeality and sexuality in Judaism
7. Garden of scents: body and sexuality in the Islamic tradition
8. Body and sexuality in Mesoamerican art
9. Forbidden pleasure? Body and sexuality in Christianity
10. Body and sexuality in the new religiosity
11. The importance of Creole and Indigenous women in the Spanish conquest of America
0% / 100%
Graduates have an overview of notions of the body and sexuality in various religious traditions. Upon successful completion of the course, the student has an extended basic knowledge of various world religions and their perception of the human body. He has an overview not only of the Abrahamic religions, but also of the Old Germanic religion, the Indian religion, the religions of Mesoamerica, or the ideas about the body and sexuality in the new religiosity.
- according to the recommendations of the teachers in the lectures according to the individual topics
Final evaluation - Test
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introductory lesson (schedule, course introduction) 2. “Victorious cannabis, intoxicating alcohol and divine Soma. Narcotics in Indian Culture and Religious Practice ”3.“ Opium Myths of the Mountain Tribes of North Vietnam ”4.“ Narcotic Christianity: Alcohol, Incense and Myrrh ”5.“ Sitting by Hookah: Tobacco, Incense, Myrrh, Coffee and Tea in Islamic tradition "6." Consumption of alcoholic beverages and narcotics in the New Age movements in Slovakia "7." Intoxicating is what obscures the mind: alcohol and drugs as a probe into the development of Islamic-legal interpretations. " 8. “Gateway to the Gods: The Ritual Use of the Mayan-Lacandón Balch Drink” 9. “Alcohol in the Religions of the Ancient Near East” 10. “Kosher Wine (and Other Alcoholic Drinks)” 11. “The Cult of Enteogens and Psychedelic Spirituality as Part of New Religiosity ”
0% / 100%
The student gained an overview of psychotropic substances used in selected religious traditions of the world.
Bryant, Edwin. ed. 2009. The Yoga Sūtras of Patañjali. New York: North Point Press.
Baier, Karl, Maas, Philipp A. and Karin Preisendant, eds. 2018. Yoga in Transformation. Historical and Contemporary Perspectives. Vienna: Vienna University Press.
Digby, Simon. 2012. Divotvorní náthové. Mystické příběhy jóginů, súfijců a dervišů z hindské a indo-perzské literatury. Plzeň: Siddhaika.
Fujda, M. 2010. Akulturace hinduismu a formování moderní religiozity: K sociálním dějinám českého okultizmu, 1891 – 1941. Praha: Malvern.
Gáfrik, Róbert, 2024. prel. Upanišady, Bratislava: Veda.
Jacobsen, Knut A. 2012 Yoga powers: Extraordinary Capacities attained through meditation and concentration. Leiden: Brill.
Larson, Gerard, J. 1979. Classical Sāṃkhya. An Interpretation of its History and Meaning. Delhi: Motilal Banarsidass.
Mallinson, James – Singleton, Mark. 2017. Roots of Yoga. London: Penguin Random House UK.
Mallinson, James. 2018. Haṭha Yoga. In Brill’s Encyclopaedia of Hinduism. Vol.3. Leiden: Brill, s. 770-781.
Newcombe, Suzanne. 2009. The Development of Modern Yoga: A Survey of the Field. Religion Compass 3/6 (2009): 986–1002.
Padoux, André. 2017. The Hindu Tantric World. An Overview. Chicago: University of Chicago Press.
Singleton, Mark. 2010. Yoga Body: The Origins of Modern Posture Practice. Oxford: Oxford University Press.
Vivekananda, Swami. 1996. Raja Yoga or Conquering the Internal Nature. Calcutta: Advaita Ashram.
White, David Gordon. 2009. Sinister Yogis. Chicago: Chicago University Press.
To successfully complete the course and receive credits, students must pass a written exam. Passing the written exam is a mandatory requirement for completing the course. To achieve a grade of A, a minimum of 80 points is required; for a B, a minimum of 75 points; for a C, a minimum of 70 points; for a D, a minimum of 65 points; and for an E, a minimum of 60 points.
Attendance at lectures is also a requirement for completing the course, with a maximum of two permitted absences.
Slovak, Czech, English
1. Introductory Questions: What are the theoretical and methodological challenges of studying yoga? Is yoga a philosophy of life or a physical practice? Is there only one yoga? Is yoga related to religion? How does the study of the Indian yoga tradition intersect with the modern Western concept of yoga?
2. A Five-Thousand-Year-Old Tradition? Early sources of knowledge on yoga: asceticism and its representations in the Upanishads, the Mahabharata, and Buddhism.
3. Samkhya as the Philosophical Foundation of Yoga Practice and Philosophy: The body, principles (tattvas), and liberation from the cycle of rebirth (moksha).
4. Patanjali's Yogasutra: Immortality and freedom.
5. Yoga and Tantra: The network of energies, centers (chakras), mantras, and the ritual cosmology of yoga.
6. The Naths and Hatha Yoga (the yoga of force, i.e., the physical capacities of the body) based on the example of Svatmarama's Hatha Pradipika.
7. Should We Fear Yogis? Indian narrative representations of yogis and their powers.
8. Yoga and Muslims: Riyada (technique) leading to the realization of the oneness of God.
9. Modern Postural Yoga: From Vivekananda to Iyengar.
10. Yoga in Slovakia: Czechoslovak mystics on the path to enlightenment.
11. Yoga as an Intangible Cultural Heritage of India: Between Hindutva politics and the free yoga traditions of India.
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Students possess fundamental knowledge related to the Indian tradition of yoga: its history, philosophy, and modern forms. They are able to navigate scientific literature on yoga and are familiar with the most significant primary and secondary sources for its study. They can also apply the acquired knowledge practically, for example, in yoga courses.
• 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.
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.
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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.