General:
McCARTHY, M. a O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul , 2022 [cit. 2022-01-01]. Dostupné na: https://dspace.uniba.sk/xmlui/handle/123456789/43.
Subject-specific:
CERAMELLA, N., a LEE, E. Cambridge English for the Media. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-72457-9.
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 1 [online]. Bratislava: Stimul, 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 2 [online]. Bratislava: Stimul , 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available at: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available at:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´presentations. Supplementary literature may be introduced through the course of the semester.
Evaluation:
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
Selection from:
• My study programme (content, graduate profile)
• What is an academic text?
• Language conventions in the academic environment
• Academic and subject-specific terminology and its use
• Academic texts - structure, style, register
• Work with subject-specific model texts with the aim of developing specific language skills
• Development of reading competence (authentic texts from humanities and social sciences)
• Identification of definitions in texts, their use
• Text-making procedures and writing short academic texts (e.g. definitions, listing and comparative-contrast texts, etc.)
• Signal words, their meaning and function
• Use of appropriate signal words
• Transformation of graphs and diagrams into continuous text
• Transformation of continuous text into graphs and diagrams
100/0
The student has knowledge of various language skills and distinguishes various styles and genres that enable him/her to successfully master the processes of foreign language communication (oral and written) in a specific segment of the professional sphere, which is the preparation for a profession in a university environment. The student is thus able to talk about his/her university studies in Slovakia, introduce his/her own study programme, describe its practical application and explain his motivation to study. The level of achieved language competence and skills will enable the student to develop subject-specific vocabulary and obtain information from various English language sources. He/She can understand simple authentic texts from humanities and social sociences.The student is able to write a selection of texts used in the academic environment. He/She can extract information and data from simple academic texts and visually present them using graphs and tables, and use appropriate vocabulary when communicating in the academic environment.
General:
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Dostupné na: https://dspace.uniba.sk/xmlui/handle/123456789/43
https://dspace.uniba.sk/xmlui/handle/123456789/43.
Subject-specific:
CERAMELLA, N., a LEE, E. Cambridge English for the Media. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-72457-9.
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 1 [online]. Bratislava: Stimul, 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 2 [online]. Bratislava: Stimul , 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available at: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available at:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´presentations. Supplementary literature may be introduced through the course of the semester.
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91%-84% - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
Dates will be announced during the semester. Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
A selection from:
• Academic and subject-specific terminology and its use
• Development of reading competence (authentic texts from humanities and social sciences)
• Work with model texts with the aim of developing specific language skills
• Plagiarism and academic code of ethics
• Citation formats
• Paraphrasing
• How to quote
• Preparing literature review and bibliography
• Summarising techniques
• Identification of main and supporting ideas texts
• Research methods in various fields of social sciences and humanities
• Presentation of research data and results
100/0
The students is able to actively use acquired subject-specific specific as well as academic vocabulary in communication in the academic environment, e.g., when presenting a short project or interpreting data from graphs and tables, which can be converted into text. The student is able to obtain information from English language sources (texts from the field of social sciences and humanities), while more detailed work with them ensures he is acquainted with various research methods and he can describe them. The student is also familiar with text summarising techniques and is able to summarize short academic texts, pinpointing the main and supporting arguments. He can write selected texts from the academic environment, using appropriate paraphrasing and citation techniques, referring to sources and he is able to compile an appropriate bibliography, thus avoiding plagiarism.
General
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Available on: https://dspace.uniba.sk/xmlui/handle/123456789/43
Subject-specific
ELIAŠOVÁ, V. Marketing communication resource materials (for 2nd year students) [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_MCRM.pdf
ELIAŠOVÁ, V.Journalism Resource Materials (for 2nd year students) [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JRM.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019. ISBN 978-80-223-4123-3.
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available on:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´ presentations. Supplementary literature may be introduced through the course of the semester.
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
Dates will be announced during the semester. Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
A selection from the following:
•Developing and consolidating communication competence in the academic environment
• Active use of academic and subject-specific vocabulary
• Building reading competence (authentic texts from the filed of humanities and social sciences)
• Work with model texts from humanities/social sciences
• Use of brainstorming
• Structuring and presenting arguments
• Text outline and keyword selection
• Structure of academic papers (introduction, core, conclusion)
• Transformation of graphs and diagrams into continuous text
• Transformation of continuous text into graphs and diagrams
• Hedging and its use in academic texts
• Questionnaire, survey report and research report
• How to prepare a survey
• Presentation techniques
• Preparation of a group presentation
• Discussion strategies
100/0
The student has aquired language skills that enable him to successfully communicate in the academic environment. These skills enhance his reading comprehension of various texts from the field of social sciences and humanities. The student is thus able to use information from sources writen in English, prepare a questionnaire and conduct a survey or a simple research (based on the needs of the discipline studied) and report on it in written as well as oral form. He can write selected academic texts using suitable academic vocabulary, incorporating techniques of outline and brainstorming when searching for a suitable topic. The student is able to participate in the preparation and delivery of group presentation on a subject-specific topic as well as participate in a discussion.
General
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Available on: https://dspace.uniba.sk/xmlui/handle/123456789/43
Subject-specific
ELIAŠOVÁ, V. Marketing communication resource materials (for 2nd year students) [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_MCRM.pdf
ELIAŠOVÁ, V.Journalism Resource Materials (for 2nd year students) [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JRM.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019. ISBN 978-80-223-4123-3.
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available on:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´ presentations. Supplementary literature may be introduced through the course of the semester.
a) Continuous assessment throughout the semester (45% ): written assignment - (30 points) and individual assignments for every seminar (15points)
b) Examination period (55%): presentation including discussion (50+5points)
Assessment:
100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
• Developing and consolidating communication competence in the academic environment
• Active use of subject-specific and academic vocabulary
• Developing reading competence (various texts from the field of humanities and social sciences)
• Work with model factual texts
• Writing selected academic texts (abstract, research report, etc.)
• Structure of an academic essay
• Preparing a presentation: selecting a suitable topic (brainstorming, group work)
• Preparing a presentation: hypothesis and research question
• Presentation skills, including slide preparation
• Presentation: preparation and delivery
• Participating in a discussion – useful strategies
• Active participation in the after-presentation discussion
50/50 (%)
The student actively uses the English language for communication in the academic environment. The level of achieved language competencies means that the student is able to obtain information from sources written in English (printed sources, electronic media) and work with them, building on the knowledge from his field of study. He is able to actively use academic and subject-specific vocabulary, independently prepare a suitably structured presentation on a topic from his field of study (including slides) using appropriate vocabulary. This means that he can present the results of his own research in a form that is suitable for the academic environment and actively participate in discussion. The student can write various academic texts using appropriate linguistic means. He follows the academic code of ethics (avoiding plagiarism, employing appropriate paraphrasing anf quotation techniques).
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben.
Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für
Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011.
ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III.
Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ®
III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs
Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN
3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• University studies, its organization, self-study techniques, techniques of acquiring a foreigner language
• Study program, its contents, graduate profile, obtaining information about the field of study from foreign universities, comparison of studies in Slovakia and abroad (according to available information)
• Language and its conventions in everyday and academic environments
• Issues of factual texts - composition, styles, register
• Work with model factual texts with regard to the development of communication skills
• Lexical and grammatical means of factual text
• Summarization techniques, determining the main statements in the text
100 / 0
The students are able to report in a foreign language about university studies in Slovakia and its organization. The students are able to present their own study program, they can describe what their
application and motivation to study in a foreign language. The students know the techniques of summarizing texts and are able to summarize a shorter professional text and determine the main statements of the text. The students are able to actively use vocabulary specific to the given field of study and academic environment in general.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Developing reading competence
• Professional terminology and its use
• Familiarization with some qualitative and quantitative scientific methods relevant to the field of study
• Transformation of texts into graphs, description of the graph
• Text-making procedures and their use in the practice of writing short professional texts (e.g., enumeration and comparative-contrast texts)
• Recognition of the main arguments used in professional texts
• Argument-based opinion
100/0
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. The students are able to transform the information obtained by studying the literature into a graph or other forms of visualizations and vice versa, they can describe diagrams or graphs. They know qualitative and quantitative research methods. They can recognize the main arguments presented in shorter professional texts. The students can substantiate their arguments in the discussion.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Developing and consolidating communication competence in the academic environment
• Active use of professional vocabulary
• Basics of citation and paraphrasing
• Practical use of citations and paraphrases
• Plagiarism and academic ethics
• Identification of definitions in texts and rules of their use, formulation of definitions with the help of professional literature
• Formulation of constructive feedback
• Presentation techniques I.
100/0
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. They are able to work with definitions and, with the help of the literature, to define terms by reference to the literature. The students are able to obtain information for their own paper from the literature and to cite and paraphrase the source. The students are able to report on the role of their study program in society. They know how to express feedback constructively.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 1 written project (30 points), continuous tasks (20 points)
b) During the examination period: 1 presentation of the project (35 points), 1 discussion for own presentation and active participation in colleagues' discussions (15 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Preparation of the presentation: selection of a suitable professional topic
• Literature search and its subsequent study
• Structure and presentation of arguments
• Outline text and keyword selection
• Structure of professional work (abstract, keywords, introduction, core, conclusion)
• Presentation techniques II.
• Presentation of research data and research results
• Active participation in a simulated student conference
50/50
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. The students are able to prepare presentations on the chosen professional topics. They are able to substantiate their claims with arguments from studied literature, or own research. They can ask questions and lead a discussion with classmates.
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.
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.
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.
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.
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.
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.
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.
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.
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.
• 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.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he completed the study program, and has adequate knowledge and understanding of the relevant issues. The student can apply his skills in the collection, interpretation, and processing of basic scientific literature, or even in its application in practice, or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the bachelor's thesis, the student is able to logically deal with the theoretical background of the bachelor's thesis and respond to questions relating to the relevant issues.