See class syllabus.
The requirement for completing the course is active participation in seminars and presentation of selected publication.
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. DE LOLLIS, Cesare. Život Kryštofa Kulumba. Praha: Nakladatelství Melantrich, 1992. ISBN 80-7023-123-8.
2. DE LAS CASAS, Bartolomé. O zemí indijských pustošení y vylidňování zpráva nejstručnejší. Praha: Lidová demokracie, 1954, ISBN nemá.
3. CORTÉS, Hernán. Dopisy. 2. a 3. dopis o dobytí Tenochtitlánu. Praha: Argo, 1999, ISBN 80-7203-213-5.
4. LEÓN-PORTILLA, Miguel. Conquista pohledem poražených. Vyprávění Indiánů o dobytí Mexika. Praha: Pavel Mervart, 2013, ISBN 978-80-7465-050-5.
5. TODOROV, Tzvetan. Dobytí Ameriky. Problém druhého. Praha: Mladá fronta, 1996, ISBN 80-204-0582-8.
6. DÍAZ DEL CASTILLO, Bernal. Pravdivá historie dobývání Mexika 1, 2. Praha: Odeon, 1980, ISBN nemá.
7. SOUSTELLE, Jacques. Čtvero sluncí. Mexické vzpomínky a úvahy jednoho etnologa. Praha: Argo, 2000, ISBN 80-7203-283-6.
8. LEÓN-PORTILLA, Miguel, SILVA GALEANA, Librado. Huehuehtlahtolli. Svědectví starého slova. Brno: Akademické nakladatelství CERM, 2002, ISBN 80-7204-250-5.
9. DE LANDA, Diego. Správa o veciach na Yucatáne. Bratislava: SAHI, 2010, ISBN 978-80-970325-1-7.
10. HLÚŠEK, Radoslav. Nican Mopohua. Domorodý príbeh o zjavení Panny Márie Guadalupskej. Bratislava: Chronos, 2014, ISBN 978-80-89027-40-8.
11. LEÓN-PORTILLA, Miguel. Aztécka filozofie. Myšlení Nahuů na základe původních pramenů. Praha: Argo, 2002, ISBN 80-7203-461-8.
12. VRHEL, František, MIKEŠ, Vladimír. Tanec živlů. Poezie starých Aztéků. Praha: Československý spisovatel, 1976, ISBN nemá.
100%/0%
After completing the course, students have knowledge of specific religious manifestations of Mesoamerica, based on read and presented publications and subsequent discussion. The publications are primarily focused on the sources in which Mesoamerican religions and cultures are reflected in some way. Thus, students also understand the sources themselves and are able to understand them within the contexts of the era.
main literature (general):
• 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
• OCHRANA, F. Metodologie, metody a metodika vědeckého výzkumu. Praha: Karolinum, 2019. ISBN 978-80-246-4200-0.
• STEINEROVÁ, Jela. Kvalitatívne metódy výskumu v informačnej vede. In: ProInFlow: časopis pro informační vědy [online]. 2015, No. 2, s. 12-28 [cit. 2021-09-09]. Available at: https:// www.phil.muni.cz/journals/index.php/proinflow/article/view/2015-2-3
• STEINEROVÁ, Jela. Metodologické problémy výskumov v informačnej vede. In: ProInflow [online]. In: ProInFlow. 2011, roč. 3, 4. 1, s. 4-18 [cit. 2020-08-09]. ISSN 1804-2406. Available at: https://www.phil.muni.cz/journals/index.php/proinflow/article/view/2011-1-2
• ZOUHAR, M., BIELIK, L. a Miloš KOSTEREC. Metóda: metodologické a formálne aspekty. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4352-7.
Further literature is determined by the thesis supervisor depending on the topic of the thesis.
continuously during the semester:
systematic preparation of the master's thesis in accordance with the goals set out in the assignment and the individual schedule given to the student by the thesis supervisor;
regular consultations with the thesis supervisor and acquainting the thesis supervisor with the progress on the agreed tasks, which include: a study of literature on the thesis topic, submission of the thesis structure, research plan, if necessary, its modification, acquainting the thesis supervisor with the research procedure, first and other results. The evaluation in the A-FX grading scale will be given to the student by the supervisor of the final thesis based on meeting the individual conditions agreed on at the beginning of the semester.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak or another foreign language required for the study of literature depending on the language competences of the student
1. Defining the main and partial goals of the master's thesis.
2. Information research on the issue of the master's thesis.
3. Analysis, interpretation, and critique of scientific literature, or possibly historical sources and other information sources relating to the issue of the master's thesis.
4. Continuous and consistent creation of citation apparatus for the master's thesis.
5. Compilation of the structure of the master's thesis in the context of its topic and requirements for the structure of the master's thesis given by the internal quality system of Comenius University.
6. Terminological definition of the issues of the master's thesis.
7. Processing of the theoretical part of the master's thesis.
8. Methodological definition of the topic: determination of the research problem, research questions, or variables and hypotheses, appropriate methods, procedures, and research sample.
9. Verification of pre-research methods.
10. Possible modification of research and research methodology.
11. Collection, processing, and first interpretation of data.
100/0
After successfully completing the course, the student knows the published domestic and foreign literature, possibly archival sources, relating to the issues of the master's thesis and can analyse, interpret, and subject them to criticism. The student has the knowledge and skills to work on the theoretical part of their thesis. The student also knows how to practically work on theoretical preparation, methodology, and research methods and can define a research problem, research questions, and hypotheses. He has a research plan and first preliminary results. The student is able to process the obtained data, verify hypotheses and come up with conclusions.
main literature (general):
• 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
• OCHRANA, F. Metodologie, metody a metodika vědeckého výzkumu. Praha: Karolinum, 2019. ISBN 978-80-246-4200-0.
• STEINEROVÁ, Jela. Kvalitatívne metódy výskumu v informačnej vede. In: ProInFlow: časopis pro informační vědy [online]. 2015, No. 2, s. 12-28 [cit. 2021-09-09]. Available at: https:// www.phil.muni.cz/journals/index.php/proinflow/article/view/2015-2-3
• STEINEROVÁ, Jela. Metodologické problémy výskumov v informačnej vede. In: ProInflow [online]. In: ProInFlow. 2011, roč. 3, 4. 1, s. 4-18 [cit. 2020-08-09]. ISSN 1804-2406. Available at: https://www.phil.muni.cz/journals/index.php/proinflow/article/view/2011-1-2
• ZOUHAR, M., BIELIK, L. a Miloš KOSTEREC. Metóda: metodologické a formálne aspekty. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4352-7.
Further literature is determined by the thesis supervisor depending on the topic of the thesis.
continuously during the semester:
systematic preparation of the master's thesis in accordance with the goals set out in the assignment and the individual schedule given to the student by the thesis supervisor;
regular consultations with the thesis supervisor and acquainting the thesis supervisor with the progress on the agreed tasks, which include: a study of literature on the thesis topic, submission of the thesis structure, research plan, if necessary, its modification, acquainting the thesis supervisor with the research procedure, first and other results. The evaluation in the A-FX grading scale will be given to the student by the supervisor of the final thesis based on meeting the individual conditions agreed on at the beginning of the semester.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak or another foreign language required for the study of literature depending on the language competences of the student
1. Elaboration of the theoretical part of the diploma thesis. 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 first 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 issues of the diploma thesis, can analyze, interpret and critique them. He has the knowledge and skills to process the theoretical part of his thesis. Practically manages theoretical preparation, methodology and research methods, can formulate a research problem, research questions and hypotheses. He has a research plan and first preliminary results. He is able to process the obtained data, verify hypotheses and formulate conclusions.
BARRETT, David. Sekty, kulty a alternativní náboženství. Praha: Ivo Železný. 1998. ISBN: 80-240-0066-0
PARTRIDGE, Christopher. Encyklopedie nových náboženství: Nová náboženská hnutí, sekty a alternativní spiritualita. Praha: Knižní klub, 2008. ISBN: 80-242-1605-1
VOJTÍŠEK, Zdeněk. Nová náboženství a jak jim porozumět. Praha: Alfa Publishing, 2007. ISBN: 978-80-86851-64-8
BARKER, Eileen. New Religions and New Religiosity. London:H.M.S.O., 1989, ISBN
9788772885520
LUŽNÝ, Dušan. Nová náboženská hnutí, Brno: Masarykova Univerzita, 1997. ISBN 80-210-1645-0
Dočasný učebný text k predmetu je dostupný v Moodle, MS TEAMS. S doplnkovou literatúrou budú študenti oboznámení počas
výučby a pod.
Written exam: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Maximally two absences tolerated.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introductory lecture on the course and evaluation conditions
2. Introduction to the study of new religiosity (problems of definition, basic concepts, historical contexts)
3. Theoretical approaches to the new religiosity
4. Typology of new religious movements
5. Movements based on Christianity
6. Movements based on the religions of India I
7. Movements based on the religions of India II
8. Movements based on Islam, Zoroastrianism, Buddhism and East Asian religious traditions
9. Non-traditional religions and neo-paganism
10. Esoteric and occult movements of the West
11. Religious-psychotherapeutic movements and personal development movements
12. Postmodernism as a new challenge of religion
0%/100%
After completing the course, the student is oriented in the issues of new religiosity and new religious movements. The first part of the course is the introduction to basic theoretical concepts with which contemporary religion approaches the phenomenon of new religiosity. The second part of the course is devoted to overview lectures on individual types of new religious movements. At this stage of the course, students are introduced to the most important new religious movements, the historical contexts of their origin and operation, their worldview paradigms, leaders, or the organization and lifestyle of their members. Thanks to the course, the graduate has an overview of the current scene of new religiosity in Slovakia.
ABU AMR, Ziad, Islamic Fundamentalism in the West Bank and Gaza. Muslim Brotherhood and Islamic Jihad, Bloomington, Indiana U.P., 1994.
ANTOUN, Richard T., Undestanding Fundamentalism: Christian, Islamic, and Jewish Movements, Lanham, Alta Mira Press, 2001.
HEILMAN, Samuel C., Defenders of the Faith: Inside Ultra-Orthodox Jewry, Los Angeles, University of California Press, 1999.
KROPÁČEK, Luboš, Islámský fundamentalismus, Praha, Vyšehrad, 1996.
MARTY, Martin E. & APPLEBY, R. Scott (eds.), Fundamentalisms and Society: Reclaimeing the Sciences, the Family, and Education , Chicago, University of Chicago Press, 1993.
MENDEL, Miloš, Židé a Arabové. Dialog idejí a zbraní, Prachatice, Rovina, 1992.
Interim mini-tests, Final test, 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
Introductory lesson. Overview of basic literature, authors and academic workplaces.
What is religious fundamentalism? Fundamentalism, traditionalism, modernism.
Fundamentalism as a language. Rhetoric, semantics, symbolism and iconographic means of fundamentalism.
Fundamentalism as an ideology. Fundamentalism as an alternative means of political instrumentation of religion. Fundamentalism, nationalism, modernity and religion.
Christian fundamentalism.
Islamic fundamentalism. The validity of the use of the term "fundamentalism" in the Islamic context. Anchorage problems Western intervention? Brief characteristics of some groups and ideologies.
Jewish fundamentalism.
Fundamentalism in South Asia.
Religious fundamentalism and the individual. Family, personal life, sexuality, the status of women, ethical standards ...
Religious fundamentalism and community. "We" and "they". "Ideal community" and "religious state".
"Holy War". Religious fundamentalism and religiously motivated violence.
Religious fundamentalism and the challenges of modernity: media, communication, technology, science, education.
Comparison. An attempt to compare religious fundamentalism in different religious systems. Relevance of the concept and comparative method.
Final class. Summary, Open discussion of selected issues, comments and specific questions.
.
20/80
Students mastered the basic knowledge of the terminology and realities of religious fundamentalism. They have acquired a basic competence for elementary orientation and in the field of various manifestations and various aspects (social, political, religious, etc.) of fundamentalism in a historical perspective and in the present.
DUBOIS, Thomas. Úvod do šamanismu. Praha: Volvox Globator, 2011. ISBN 978-1-107-40040-5
ELIADE, Mircea. Šamanizmus a nejstarší techniky extáze. Praha: Argo, 1997
LÉVI-STRAUSS, Claude. Strukturální antropologie. Praha: Argo, 2006. ISBN 80-7203-713-7
VITEBSKY, Piers. Svět šamanu. Praha: Knižní klub, 1996. ISBN 80-85809-43-5
XENOFANTOV, Gavriil. Sibiřskí šamani a jejich ústní tradice. Praha: Argo,2001. ISBN80-7203-334-4
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 - 60 and less
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, content and conditions of evaluation
2. Shaman and shamanism as scientific categories
3. Shamanism and cosmology
4. Selection and initiation of a shaman
5. Shaman and society
6. Shamanism and altered states of consciousness
7. Shaman as a healer
8. Shaman's props and their symbolism
9. Shaman in folklore
10. Elements of shamanism in the religions of the world
11. Revitalization of shamanism
12. Neo-shamanism
0%/100%
Student who absolved the course understands the problems related to the use of the term shaman and shamanism as scientific categories and knows the most important theoretical approaches to understanding shamanism. He/she has knowledge about the place of shamans in cosmological ideas and in the social organization of the companies in which they operate and are also familiar with the issue of altered states of consciousness and scientific explanations of this phenomenon. Finally, students gained basic knowledge in areas such as the projection of the shamanic understanding of the world into material and artistic culture in various societies of the world; revitalization of shamanism in communities where the shamanic tradition existed; or neo-shamanism.
W. PADEN: Náboženské svety (rukopis slovenského prekladu od M. Hubinu), W. PADEN: Bádání o posvátnu, Brno 2002.
Continuous assessment - Elaboration of two papers on assigned topics (in the form of presentations). Final evaluation - consists of calculating the evaluation of each paper 40% + 40% and active participation in seminars + 20%. Rating of each of the papers A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. Introduction to W. Paden's theory 3. Comparative strategies 4. Plurality of worlds 5. Structures and variations 6. Ritual and time 7. Interpretive frameworks 8. Sociological perspective 9. Psychological perspective 10. Comparative perspective. 11. Emic perspective 12. Contextual interpretation.
100%/0%
The graduate gained an overview in the so-called new comparative studies. He went through the theoretical development of the author W. Paden, starting with the work Religious Worlds and ending with the Study of the Sacred. He learned to place Paden's conception in the broader context of relativism in religion. He mastered the theoretical context and differences with the work of M. Eliade. He learned to apply the acquired theoretical knowledge to practical examples and gained possible theoretical equipment for writing a master thesis.
ELIADE, M. 1993. Mýtus o věčném návratu. (Archetypy a opakování). (Le mythe de l‘ éternel retour. Archétypes et répétition). Praha: Oikoymenh. Preložila Eva Strebingerová.
ELIADE, M. 1998. Mýty, sny a mystéria. (Mythes, rêves et mystères). Praha: Oikoymenh. Preložil Jiří Vizner.
ELIADE, M. 1999. Jóga, nesmrtelnost a svoboda. (Le Yoga. Immortalité et liberté).Praha: Argo. Preložili Jiří Vizner, Jiří Našinec.
ELIADE, M. 2004. Obrazy a symboly. (Images et symboles. Essai sur le symbolisme magico-religieux). Brno: Computer Press. Preložila Barbora Antonová.
ELIADE, M. 2004. Iniciace, rituály, tajné společnosti: Mystická zrození. (Initiation, rites, sociétés secretes. Naissances mystiques). Brno: Computer Press. Preložila Barbora Antonová.
ELIADE, M. 2004. Pojednání o dějinách náboženství. (Traité d‘ histoire des religions). Praha: Argo. Preložil Jindřich Vacek.
ELIADE, M. 2006. Posvátné a profánní. (Le sacré e le profane). Praha: Oikúmené. Preložil Filip Karfík.
ELIADE, M. 2011. Mýtus a skutečnost. (Aspects du mythe). Praha: Oikoymenh. Preložil Milan Lyčka.
(Prípadne ktorákoľvek iná kniha od Eliadeho, či články a knihy o Eliadem.)
final work - essay
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. Socio-cultural space-time of Eliade's life and work. Romanian area, interwar Romania. India. Romania after returning from India. Life in exile.
2. Theoretical basis of Eliade's religion. Phenomenology of religion.
Hermeneutics and others.
3. Eliade's total hermeneutics. New humanism. Homo religiosus.
4. Sacred dialectics. Change. Initiation.
5. Basic elements of Eliade's religion. Myth. Archetype. Symbol. Imagination as a tool of understanding.
6. Time. Determination over time as a problem. Archaic societies and cyclical time. Big time in Indian philosophy. Mythical time.
7. Space. To exist is to inhabit the space in the middle. Vertical space - Axis Mundi.
8. Eliade as a religionist and writer. Eliade Vocational vs. fiction. Authenticity. Eliade's mythical realism. Transformational literature or initiation by reading ...? Creation as a way of grasping the world.
0%/100%
The course provides an insight into the life and work of M. Eliade in the context of the social situation of the first half of the 20th century. It also offers a view of the timeless dimension of Eliade's philosophy and raises questions about the possibility of the impact of his ideas on today's man. Because Eliade theoretically used several research methods in his work, students can consolidate knowledge from several religious theoretical approaches.
KOVÁČ, Milan: Slnko Jaguára: Náboženský svet Olmékov, Mayov a Aztékov.
Chronos, Bratislava 2002. KOVÁČ, Milan, Radoslav HLÚŠEK: Slnko zemetrasenia. Spiritualita súčasných mexických Indiánov. Bratislava, Chronos, 2015. KOVÁČ, Milan, PODOLÍNSKA, Tatiana: Lacandónci- Poslední praví Mayovia.Chronos, Bratislava 2001. MOLESKY-POZ, Jean (2006): Contemporary Maya Spirituality- Ancient Ways are not lost.
University of Texas Press, Austin 2006. TEDLOCK, Dennis: Breath on the Mirror- Mythic Voices and Visions of the Living Maya. University of New Mexico Press, Albuquerque 1999.
Continuous assessment - Elaboration of assignments (in the form of reports). Final evaluation - colloquium A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. Spiritual conquest, its history and consequences. 3. Diego de Landa and the liquidation of the original Mayan religion. 4. Traditionalists, context and context. 5. Lacandón religion as an example of survival. 6. Demons and survivors. 7. Rituals and their reinterpretations. 7. Mayan Catholicism 8. Cult of Maximon and other saints. 9. The concept of death, soul and afterlife. 10. Ritual and theater. 11. Revivalism and neotraditionalism. 12. Neoprotestantism and the second spiritual conquest.
40% / 60%
The graduate gained an overview of contemporary Mayan religions with a focus on the issue of religious change. The basic starting point is the division into traditionalist faith, neotradicalist, syncretic-Catholic and neo-Protestant. The graduate learned to distinguish between them in terms of cultural context and theoretical concepts of religious and cultural change associated with them.
ČEJKA, Marek. Judaizmus a politika v Izraeli. Brno: Barrister a Principal, 2009. ISBN 978-80-87029-39-8
ČEJKA, Marek (2010). Izrael a Palestina. Minulost, současnost a směrování blzkovýchodního konfliktu. Brno: Barrister a Principal, 2010. ISBN 80-903333-9-7
KRUPP, Michal. Sionizmus a Stát Izrael. Historický nástin. Praha: Vyšehrad, 1999. ISBN 80-7021-265-9
BROŽ, Ivan. Arabsko-izraelské války. Praha : Epocha, 2010. ISBN 978-80-7425-044-6
GILBERT, Martin. Izrael: Dějiny. Praha : BB Art, 2002. ISBN 80-7257-740-9
a) During the semester PowerPoint presentation on the agreed topic / resp. profile of personalities from the issues of Zionism and the state of Israel. Time allowance 15 min. It is not possible to submit a written presentation. Total 30%
(b) an oral examination during the examination period. Total 70%
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.
The exact date and topic of the seminar assignment will be announced at the beginning of the semester.
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, selection of seminar assignments.
2. The emergence of the Zionist movement.
3. The British Mandate, Jews and Arabs before the founding of the State of Israel, World War II.
4. The end of the British mandate and the establishment of the State of Israel, Czechoslovakia and Israel.
5. Judaism and democracy in Israel (Israeli constitution, religious law and human rights, return law)
6. Religious institutions in Israel, education, army.
7. Israeli Jews and Judaism (religious groups, rabbis, Hasidis and Mitnagdim).
8. Relations of Charedim to secular Jews.
9. Political parties in Israel
10. Religious radicalism
11. Period from r. 1949 to the Six Day War
12. Seventies and eighties (war on Yom Kippur, invasion of Lebanon, first intifada, desert storm)
13. Ninety years, peace process, second intifada.
30/70
Students have knowledge of the historical and political context of the establishment of the State of Israel and the determinants of the Palestinian-Israeli conflict. They are well versed in the democratic and religious institutions of the State of Israel and the issue of respect for human rights. They understand the diversity of ethnic, social and religious groups in the state and the interrelationships of secular and religious people. They have basic knowledge of the manifestations of religious radicalism.
BUDIL Ivo.T. Jitro árijců. Život a dílo Arthura Gobineaua, zakladatele árijské ideologie. Praha: Triton, 2009. ISBN 978-80-7387-274-8 (kapitola: Vznik rasové teorie, s.14-30.)
WISTRICH, Robert S. Hitler a holokaust. Bratislava: Slovart, 2002. ISBN
80-7145-682-9
KAPLAN, Karel. Kronika komunistického Československa. Klement Gottwald a Rudolf Slánsky. Brno: Barrister&Principal, 2009. ISBN 80-86598-98-5.
RUCKER, Laurent. Stalin, Izrael a Židé. Praha: Rybka Publishers, 2001. ISBN 80-86182-53-3
SALNER, Peter. Prežili holokaust. Bratislava: Veda, 1997. ISBN 80-224-0507-8
Dočasný učebný text k predmetu je dostupný v Moodle, MS TEAMS. S doplnkovou literatúrou budú študenti oboznámení počas výučby.
The oral exam during the exam period. Total 100%. Classification scale: 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.
2. Antisemitism and Jews - modernity.
3. Political and racial theories.
4. Republic of Weimar.
5. Advent of Nazism, persecution in Germany.
6. The final solution.
7. Persecution and resistance.
8. Communism and Zionism, Stalin and the Jews in the USSR.
9. Holocaust in Slovakia. Autonomy of Slovakia.
10. Anti-Jewish legislation and propaganda in the First Slovak Republic.
11. Jews in Czechoslovakia after the Second World War, property rehabilitation, assimilation, emigration.
12. The relationship of the communist regime to the Jews, ŠtB, persecution, the position of the community.
13. Jewish identities / Judaism after the Holocaust and the present.
0/100
Graduates students knows the processes leading to the formation of racial theories and their use in contemporary totalitarian ideologies. They understand the issue of the relationship between selected totalitarian regimes in the 20th century towards the Jewish communities in the European context and the processes that led to their genocide. They have knowledge of the issues of the post-war Czech-Slovak historical context and the relationship of the communist regime to the Jewish minority. They know how to orient themselves in professional literature.
ALI, Daud. Technologies of the Self: Courtly Artifice and Monastic Discipline in Early India. Journal of the Economic and Social History of the Orient. 1998, 41 (2): 159-184. ISSN 0022-4995.
CLÉMENTIN-OJHA, Catherine. ‘India, that is Bharat…’: One Country, Two Names. SAMAJ - South Asia Multidisciplinary Academic Journal. 2014, 10: 1-18. ISSN 1960-6060
COHN, Bernard. An Anthropologist Among the Historians and Other Essays. New Delhi: Oxford University Press, 2015 (1987). ISBN 0-19-562616-8.
DE MICHELIS, Elizabeth. A Preliminary Survey of Modern Yoga Studies. Asian Medicine. 2007, 3:1–19. ISSN 1573-420X.
DEÁK, Dušan. Niekoľko pohľadov na tradičnú kultúru v Južnej Ázii. In: D. Deák, zost. Ázia – tradícia a kultúra. Trnava: UCM, 2011, s. 13-56. ISBN 978-80-8105-241-5
DEÁK, Dušan, GÁFRIK, Róbert – RÁCOVÁ, Anna, zost. Farebná India. Bratislava: Perfekt, 2017. ISBN 978-80-8046-827-9
EATON, Richard M. India in the Persianate Age, 1000-1765, London: Allen Lane, 2019. ISBN 978-0-713-99582-4.
FÁREK, Martin. Indie očima Evropanů. Praha: Karolinum, 2014. ISBN 978-80-246-2494-5.
GUHA, Sumit. Beyond Caste. Identity and Power in South Asia, Past and Present. Leiden: Brill, 2013. ISBN 978-9004249189
MILTNER, Vladimír. Mahábhárata aneb Velký boj. Praha: Argo, 1990. ISBN 80-201-0119-5.
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% essay result - A (100-93% assignments) B (92-85% assignments) C (84-78% assignments) D (77-69% assignments) E (68-60% assignments) Fx (59% a less assignments)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
• India versus South Asia. How to understand the Indian cultural space?
• From the Harappans to the Aryans and Indians. Ethnicity as a bone of contention for interpretations of the beginnings of India's cultural history
• Social organization versus asceticism. Constructing an image of early India
• Indian national epics and their role in understanding Indian culture (geographical and cultural connotations of the narrative tradition).
• Caste as a social organization of culture?
• India of Sultans and Kings. How to understand the so-called Islamization of India?
• Colonialism and the image of India in the West.
• Export of Indian culture: yoga
• Export of Indian culture: Ayurveda
• Export of Indian culture: diet
• Indian culture in Slovakia: stereotypes and realities
active participation in classes and processing of assigned tasks - 30%; final essay 70%.
The graduate knows the basic academic concepts of Indian culture and can search for their sources. She/he has the competence to critically evaluate Indian culture on the basis of its academic interpretations, which she/he can apply in cultural, educational and administrative institutions and professions. At the same time, she/he can use the acquired knowledge and skills in the commercial sphere.
BENSON, Elizabeth a Gillett Griffin. Maya Iconography. New Jersey: Princeton University Press 1988.
KETTUNEN, Harri. Nasal Motifs in Maya Iconography- A Methodological Approach to the Study of Ancient Maya Art. Helsinki: Academia Scientiarum Fennica, 2006.
MILLER, Mary, a Simon MARTIN. Courtly Art of the Ancient Maya. Fine Arts Museum of San Francisco. London: Thames and Hudson, 2004.
MILLER, Mary a Karl TAUBE. An Illustrated Dictionary of The Gods and Symbols of Ancient MExico and the Maya. London: Thames & Hudson, 1993.
PROSKOURIAKOFF, Tatiana. A Study of Classic Maya Sculpture. Washington: Carnegie Institute, 1950.
SATURNO, William, David STUART a Karl TAUBE. The Murals of San Bartolo, El Petén, Guatemala, Part I: The North Wall. Ancient America. 2005, 7.
Final test - 100% evaluation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts
2. Sources of Mayan art
3. Iconography of the pre-classic period
4. Iconography of the classic period
5. Iconography of the post-classic period
6. Gods and supernatural beings
7. People and society
8. Fauna in Maya iconography
9. Flora in Maya iconography
10. Mythological stories I. - Maize god
11. Mythological stories II. - Hero twins
12. Mythological stories III.
0% / 100%
The graduate masters basic knowledge in the field of Maya iconography. He can clearly distinguish the types of art within the chronology of Mesoamerica and is able to classify art on the basis of geographical specifics. He has the skills to approach iconography correctly methodologically, which can also be used for art outside the Maya area.
ELIADE, Mircea. Kováři a alchymisté. Praha: Argo, 2000. ISBN 8072033204
FRICK, Karl. Osvícení v tradici gnosticko-teosofických a alchymicko-rosenkruciánských tajných společností do konce 18. století. Praha: Academia, 2014.ISBN 9788020022578
FUJDA, Milan. Akulturace hinduismu a formování moderní religiozity: K sociálním dejinám českého okultismu 1891- 1941. Praha: Malvern, 2010. ISBN 978-80-86702-81-0
JESENSKÝ, Miloš. História alchýmie na Slovensku. Bratislava: Balneotherma, 2009. ISBN 978-80-970156-3-3
ROOB, Alexander. Alchemy and Mysticism. Kolín: Taschen, 2018. ISBN 978-3-8365-4936-3
SCHOLEM, Gershom. Počátky kabaly.Praha: Malvern, 2009. ISBN 978-80-86702-52-0
The condition for passing the course is successful completion of a written exam.
A - at least 80 points
B - at least 75 points
C - at least 70 points
D -at least 65 points
E - at least 60 points
A (100-93 %) B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) Fx (59 % and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
English, Czech
1. Introductory lecture on the course, content and conditions of evaluation.
2. Occultism and esotericism
3. Gnosticism
4. The roots of European occultism in Kabbalah, alchemy and hermeticism
5. Initiation orders (Rosicrucianism, Freemasonry)
6. Basic principles and elements in the symbolism and iconography of Western occult movements
7. Astrology and tarot in the context of symbolism of occult and hermetic teachings
8. Occult Religious Movements and Contemporary Communities I (Satanist Churches, Vampire Temple)
9. Occult Religious Movements and Contemporary Communities II (Grail Spirituality and Neo-Templar Movements)
10. Occultism in neo-pagan and Wiccan new religious movements
11. Possibilities and ways of interpretation of occult symbols and iconography
12. Occultism in art and popular culture (literature, computer games, film production, metal music and subculture, etc.)
0/100%
Students will get an overview of the cultural, religious, historical and philosophical contexts that led to the emergence of occult societies and that contributed to the creation of their worldview. After successful completion of this course, students have basic skills in the interpretation of the symbols of the occult and esoteric societies of the West.
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 ai. He is able to distinguish different technical approaches to data processing in religion.
BARRET, David. Sekty, kulty, alternativní náboženství. Praha: Ivo Železný, 1998. ISBN 80-240-0066-0
Partridge, Christopher (ed.). Encyklopédie nových náboženství. Nová náboženská hnutí, sekty a alternativní spiritualita. Praha: Knižní klub, 2006.
MARGRY, Peter (ed.). Shrines and Pilgrimage in the Modern World: New Itineraries into the Sacred. Amsterdam: Amsterdam University Press, 2008.
ROBBINS, Thomas a PHILLIP, Charles Lucas. From ‘Cults’ to New Religious Movements: Coherence, Definition, and Conceptual Framing in the Study of New Religious Movements. In: The SAGE Handbook of the Sociology of Religion, James A. Beckford a N. J. Demerath(eds.). London: SAGE Publications, 2007, p.227-247.
FRANK, Bradley a BANGERTER, Adrian a BAUER, Martin. Conspiracy theories as quasi-religious mentality: an integrated account from cognitive science, social representations theory, and frame theory. Frontiers in Psychology, 2013, (4)24.
PANCHENKO, Alexander. The beast computer in Brussels: Religion, conspiracy theories and contemporary legends in post-Soviet culture. In Folklore. 2013 roč. 69. č. 1., pp 69-90.
Dočasný učebný text k predmetu je dostupný v Moodle, MS TEAMS. S doplnkovou literatúrou budú študenti oboznámení počas výučby.
Test: 50%
Seminar paper: 50%
In the written exam To obtain grade A it is necessary to obtain at least 80 points, to obtain grade B at least 75 points, to grade C at least 70 points, to grade D at least 65 points and to grade E at least 60 points.
A (100-93 %) B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) Fx (59 % and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Czech, English
1. Introductory lecture
2. Modernity and postmodernism
3. Science in religion and religion in science
4. Eclecticism and current aspects of conversion
5. Atheism as a faith, implicit religion and recessive quasi-religions
6. Cult of popular personalities and artifacts of mass culture
7. From "urban legend" to conspiracy theory: hoax as a religionist phenomenon
8. Ufokulty
9. Feminist and ecofeminist spirituality
10. Contemporary apocalyptic and millennial movements
11. Social pathological religious movements
12. Modern revitalization of religious traditions and the current form of religious
fundamentalism
50%/50%
Students will have an overview of the specific problems of religion in the current postmodern situation. They wuill get to know selected new religious phenomena of today's - mostly Western - society and the resulting challenges for the conceptual and theoretical apparatus of religion and social sciences. Theoretical-conceptual and practical-methodological tools that students will acquire in the course will be used in the seminar paper, where they will present the results of their research on a given topic in the field of postmodern religiosity.
BEATTIE, Cordelia, and Kirsten A. Fenton. Intersections of Gender, Religion and Ethnicity in the Middle Ages. Basingstoke: Palgrave Macmillan, 2011.
BELLINGER, Gerhard J.. Sexualita v náboženstvích světa. Praha: Academia, 1998.
BROWNING, Don S., M. Christian Green, and John Witte. Sex, Marriage, and Family in World Religions. New York: Columbia University Press, 2009.
KRIPAL, Jeffrey J. Secret Body: Erotic and Esoteric Currents in the History of Religions. Chicago: The University of Chicago Press, 2019.
MACHACEK, M.; David W.; Wilcox, Melissa. Sexuality and the World's Religions. Santa Barbara, UNITED STATES: ABC-CLIO, 2003.
PARRINDER, Geoffrey. Sex in the World’s Religions. Oxford University Press, 1980.
RUNZO, Joseph a Nancy M. Martin. Love, Sex and Gender in the World Religions. Oneworld Academic, 2000.
Test makes up 100% of the evaluation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English
1. Schedule, basic information
2. We read Kamasutra: the body of ascetic and householder in Indian religions
3. Mead, laughter and sex: ideas about bodily pleasures in Viking mythology
4. Prisoners in Mesoamerica and the importance of their bodies
5. Intimacy, body and sexuality in medieval Christian society
6. Relation to corporeality and sexuality in Judaism
7. Garden of scents: body and sexuality in the Islamic tradition
8. Body and sexuality in Mesoamerican art
9. Forbidden pleasure? Body and sexuality in Christianity
10. Body and sexuality in the new religiosity
11. The importance of Creole and Indigenous women in the Spanish conquest of America
0% / 100%
Graduates have an overview of notions of the body and sexuality in various religious traditions. Upon successful completion of the course, the student has an extended basic knowledge of various world religions and their perception of the human body. He has an overview not only of the Abrahamic religions, but also of the Old Germanic religion, the Indian religion, the religions of Mesoamerica, or the ideas about the body and sexuality in the new religiosity.
DAVIES, Jon. Death, burial and rebirth in the religions of antiquity. Routledge, 2013.
FOX, Mark. Religion, spirituality and the near-death experience. Routledge, 2003.
GARCES-FOLEY, Kathleen. Death and religion in a changing world. Armonk, NY: ME Sharpe, 2006.
KOVÁČ, Milan, KOVÁCS, Attila, PODOLINSKÁ, Tatiana, ed. Cesty na druhý svet: smrť a posmrtný život v náboženstvách sveta. Bratislava: Chronos, 2005.
SEGAL, Alan. Life after death: A history of the afterlife in western religion. Image, 2010.
Final evaluation - Test
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introductory lesson, schedule
2. Death and the afterlife in Judaism
3. Death and the afterlife in Christianity
4. Death and the afterlife in Islam
5. Death and the afterlife in Buddhism
6. Death and the afterlife in Hinduism
7. Death and the afterlife in Egyptian mythology
8. Death and the afterlife in Mesopotamian mythology
9. Death and the afterlife in Mesoamerica I. (Maya)
10. Death and the afterlife in Mesoamerica II. (Aztecs)
11. Death and the afterlife in the religions of North and South America
12. Summary
0%/100%
The graduate gained basic information about the ideas about death, dying and the afterlife in the world's religions, such as Islam, Christianity, Judaism, Buddhism, Hinduism, or in ancient religions such as Egyptian, Mesopotamian, Mayan, or Aztec.
- according to the recommendations of the teachers in the lectures according to the individual topics
Final evaluation - Test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introduction
2. What is magic?
3. Talismans, amulets and jinn in Islam
4. Tantra, mantra, yantra and yoga - magical ideas and practices in India
5. Magic and divination - the I Ching
6. Golem in Jewish tradition
7. Magic and Divination - Cartomancy and Tarot
8. Magic in Western Occultism
9. Ritual of the Bacabs - Mayan healing spells
10. The magical transformation of water into alcohol among the Lacandon tribe
11. Magical practices of Mexican rain summoners
12. Summary
0%/100%
The graduate has acquired basic information about magical and prophetic elements in various religious and cultural denominations.
- according to the recommendations of the teachers in the lectures according to the individual topics
Final evaluation - Test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introduction
2. Bhakti - Folk Music Religious Tradition of India (Dusan)
3. From Sufi to Nasheed - Music in the Islamic Tradition (Attila)
4. Klezmer - music in the folk dovekey tradition (Ivica)
5. Mayan harmony of the spheres - music and wind (Milan)
6. Music as a means to trance in shamanism (Matej)
7. St. Cecilia - the patron saint of Mexican musicians (Rado)
8. Black metal, satanism (Puchovský)
9. Spirituality in techno and psytrance
10. Reggae and Rastafarian spirituality
11. Spiritual music of the Christian West
12. Summary
0%/100%
The graduate has acquired basic information about music in different world religious traditions.
AHMAD, Imtiaz, zost. Caste and social stratification among the Muslims. Delhi: Manohar Book Service, 1973. ISBN 978-9350025468.
EATON, Richard, M., zost. India’s Islamic Traditions 711-1750. Oxford: Oxford University Press, 2003. ISBN 978-0195683349
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
RIZVI, Saiyid Athar Abbas, History of Sufism in India. Vol. I. Delhi: Munshiram Manoharlal, 1978. ISBN 978-8121500395.
RIZVI, Saiyid Athar Abbas. History of Sufism in India. Vol. II. Delhi: Munshiram Manoharlal, 1983. ISBN 978-8121500388.
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% essay 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 visual contact is required (video on).
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
• Introduction, demography of Muslims in South Asia
• The arrival and influence of Muslims in South Asia - ethnic and political conditions, the most important states and their policy of Islam
• The main forms of conversion to Islam in South Asia and their academic critique
• Caste / biradari among South Asian Muslims in the past and present
• Islamic mysticism, Sufism, in India - clarification of terminology, origin and development of Sufism in India and its most important figures, the role of Sufis in Indian society
• Dargah as a space of multi-religious participation
• Religion of the elites - Akbar and Din-i Illahi, Dara Shikoh and Majma ul-Bahrain
• Indian Muslims and forms of their religiosity (worship of saints and Indian religious figures)
• Liminal Islamic religious groups of their traditions
• Reforms in Indian Islam and the path to nationalization of religion (Shah Wali Allah; Alighar and Deoband schools; two-nation theory)
30% class work (active participation); 70% essay result
The graduate has a basic knowledge of the religious concepts and practices of Muslims in India and the influence of regionally formed Islam on the structure and culture of Indian society. The graduate is able to apply the acquired knowledge in practice at work in state administration, cultural and educational institutions, tourism and, last but not least, in the formal and informal educational sphere.
Paden, William. Religious Worlds: The Comparative study of religion. Boston: Beacon Press, 1994, ISBN0-8070-1229-7
Paden, William. Bádaní o posvátnu. Náboženství ve spektru interpretací. Brno: Masarykova univerzita, 2002.ISBN80-210-2977-3
Geertz, Clifford. Interpretace kultur. Praha:Sociologické nakladatelství, 2000.ISBN80-85850-89-3
ASAD, T. Anthropological Conceptions of Religion: Reflections on Geertz. In Man, New Series, Vol. 18, No. 2, pp- 237-259. Dostupné na: https://moodle.swarthmore.edu/pluginfile.php/49369/mod_resource/content/0/course%20readings/Asad-%20Response%20to%20Geertz%20in%20Man.pdf
BOYER, Pascal. Religion explained the human instincts that fashion gods, spirits and ancestors. London: Vintage, 2002. ISBN0-099-28276-3
active work during seminars, critical reading of academic texts, contributing to disscusions, seminar paper
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1.Introductory lecture
2. Religious worlds
3. Religion and comparative perspective
4. Structures and variations in religious worlds
5. Interpretive frameworks
6. Interpretation of cultures
7. Religion as a system of symbols
8. Talal Asad and his critique of Geertz's conception
9. Cognitive religion I
10. Cognitive religion II
11. Religion and power
12. Anthropological turnover
100%/0%
Student who absolved the course has an overview of current theories of religion and is able to apply the basis of these theories to solve various problems of religion.
BARNOVSKÝ, Michal a Jan PEŠEK. Štátna moc a cirkvi na Slovensku 1948-1953. Bratislava: Veda, 1997. ISBN 80-224-0528-0
BARNOVSKÝ, Michal a Jan PEŠEK. Pod kuratelou moci. Cirkvi na Slovensku v rokoch 1953-1970. Bratislava: Veda, 1999. ISBN 80-224-0589-2.
BARNOVSKÝ, Michal a Jan PEŠEK. V zovretí normalizácie. Cirkvi na Slovensku v rokoch 1969 - 1989. Bratislava: Veda, 2004. ISBN 80-224-0787-9.
HEYWOOD, Andrew. Politické ideologie. Plzeň: Vydavatelství a nakladatelství Aleš Čeněk, 2008. ISBN 978-80-7380-137-3.
WISTRICH, Robert S. Hitler a holokaust. Bratislava: Slovart, 2002. ISBN 80-7145-682-9.
Oral presentation using PowerPoint on a pre-agreed topic. The date will be determined in advance. Time allowance 15 min. The presentation should contain expanding material for the selected event / personality. It is not possible to submit a paper in writing. A total of 30%.
During the examination period, a short entrance test for an oral examination of concepts (20% in total). The oral exam consists of two questions (50% in total).
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 proven documents.
The exact date and topic of the mid-term evaluation will be announced at the beginning of the semester.
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, English advantage
1. Introduction. Schedule and scope of the course, acquaintance with basic literature.
2. Authoritarian and totalitarian regime.
3. Socialism and communist ideology.
4. Fascism, Nazism.
5. National socialism and religion.
6. Pius XII, relation to the Third Reich.
7. Religion in the USSR.
8. The position of the church in the First Slovak Republic.
9. Church in Slovakia in the years 1948-1953.
10. Church in Slovakia in the years 1953 - 1963.
11. Vatican Council and Church in Slovakia.
12. Church in Slovakia in the period of normalization.
30/70
Students have knowledge of the ideas and also the most important political ideologies and their development since about the turn of the 19th / 20th century. They also gained a more comprehensive orientation in the issues of the relationship between the totalitarian state and churches in that period. They know the situation of the development of individual totalitarian regimes in European countries and their relationship to individual religious denominations in the 20th century. and are oriented in detail in this area in the context of the history of (Czech) Slovakia.
ARENDTOVÁ, Hanah. Původ totalitarizmu. Praha: Oykomenh, 1993. ISBN 80-86005-13-5
DRÁBIK, Jakub. Fašizmus. Bratislava: Premedia, 2019. ISBN 978-80-8159-781-7
ZAVACKÁ, Marína. Ľudácka prevýchova. Mária Janšáková v Ilave roku 1939 a jej Cela č. 20. Bratislava: Artforum, 2018. ISBN 978-80-8150-210-1.
SZABÓ, Miloslav. Klérofašisti. Bratislava: Slovart, 2019. ISBN 978-80-556-3902-4.
KRYL, Miroslav et al. Rasizmus, antisemitizmus, holokaust. Ústí nad Labem: Filozofická fakulta Univerzity J. E. Purkyně, 2011. ISBN 978-80-7414-389-2 (FiF UJEP), 978-80-7239-262-9 (Doplněk), 978-80-87317-14-3 (Vakát)
PLACÁK, Petr. Gottwaldovo Československo jako fašistický stát. Praha, Litomyšl: Paseka, Ústav pro studium totalitních režimů, 2015. ISBN 978-80-7432-604-2, 978-80-87912-32-4
LETZ, Róbert ed. Dokumenty k procesu s katolíckymi biskupmi Jánom Vojtaššákom, Michalom Buzalkom a Pavlom Gojdičom. Bratislava: Ústav pamäti národa, 2007. ISBN 978-80-969296-6-5.
LANGEROVÁ, Žo. Vtedy v Bratislave. Môj život s Oskarom L. Bratislava: Albert Marenčin, 2007, ISBN 978-80-89218-50-9.
Completion of the lecture course Totalitarianism and religion.
For each lesson, reading and processing the assigned text according to the attached scheme, which is also sent in writing. During the lesson, oral presentation of the read text and active discussion on the topic. During the term, 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. Course schedule, overview of recommended literature.
2. ARENDTOVÁ, Hanah. Původ totalitarizmu. Praha: Oykomenh, 1993. ISBN 80-86005-13-5 (vybrané kapitoly)
3. ARENDTOVÁ, Hanah. Původ totalitarizmu. Praha: Oykomenh, 1993. ISBN 80-86005-13-5 (vybrané kapitoly)
4. DRÁBIK, Jakub. Fašizmus. Bratislava: Premedia, 2019. ISBN 978-80-8159-781-7 (vybrané kapitoly)
5. DRÁBIK, Jakub. Fašizmus. Bratislava: Premedia, 2019. ISBN 978-80-8159-781-7 (vybrané kapitoly)
6. ZAVACKÁ, Marína. Ľudácka prevýchova. Mária Janšáková v Ilave roku 1939 a jej Cela č. 20. Bratislava: Artforum, 2018. ISBN 978-80-8150-210-1.
7. ZAVACKÁ, Marína. Ľudácka prevýchova. Mária Janšáková v Ilave roku 1939 a jej Cela č. 20. Bratislava: Artforum, 2018. ISBN 978-80-8150-210-1.
8. SZABÓ, Miloslav. Klérofašisti. Bratislava: Slovart, 2019. ISBN 978-80-556-3902-4.
9. KRYL, Miroslav et al. Rasizmus, antisemitizmus, holokaust. Ústí nad Labem: Filozofická fakulta Univerzity J. E. Purkyně, 2011. ISBN 978-80-7414-389-2 (FiF UJEP), 978-80-7239-262-9 (Doplněk), 978-80-87317-14-3 (Vakát) (vybrané kapitoly)
10. PLACÁK, Petr. Gottwaldovo Československo jako fašistický stát. Praha, Litomyšl: Paseka, Ústav pro studium totalitních režimů, 2015. ISBN 978-80-7432-604-2, 978-80-87912-32-4
11. LETZ, Róbert ed. Dokumenty k procesu s katolíckymi biskupmi Jánom Vojtaššákom, Michalom Buzalkom a Pavlom Gojdičom. Bratislava: Ústav pamäti národa, 2007. ISBN 978-80-969296-6-5.
12. LANGEROVÁ, Žo. Vtedy v Bratislave. Môj život s Oskarom L. Bratislava: Albert Marenčin, 2007, ISBN 978-80-89218-50-9.
A temporary textbook for the subject is available in Moodle, MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
50/50
Graduates have a deeper knowledge of professional literature on the subject. They have acquired reading comprehension, skills in the analysis and interpretation of period sources, usable e.g. in writing a diploma thesis and other scientific and other professional activities. They improved their knowledge of presentation, critical reading and argumentation.
CALLEWAERT, Winand, M., SNELL, Rupert, zost. According to Tradition (Hagiographical writing in India), Wiesbaden: Harrasowitz Verlag, 1994. ISBN 978-3447035248
ROBERTS, Geoffrey, zost. The History and Narrative Reader. London: Routledge, 2001. ISBN 978-0415232494
INDEN, Ronald. Introduction: From Philological to Dialogical Texts. In R. INDEN, D. ALI, J. WALTERS, zost. Querying the Medieval: Texts and the History of Practices in South Asia. New York: Oxford University Press, 2000, s. 3-28. ISBN 9780195124309.
SNELL, Rupert, SHACKLE, Christopher. The Indian Narrative: Perspectives and Patterns, Wiesbaden: Otto Harrassowitz, 1992. ISBN 978-3447032414
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% 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.
English
• text and culture, textuality, orality and recording of knowledge
• Indian contexts, rules and modes of textuality
• history as a textualized knowledge of the past - between narrative and research
• traditional sources of historical knowledge versus alternative sources
• Indian hagiography - caritra and tazkira
• From the Puranas to the biographies of the saints
• lived religion of the text and religious practice
30%/70%
The graduate has knowledge of Indian hagiography as an alternative source of historical knowledge. He acquired skills that would allow him to analyze a religious text from a socio-historical point of view. 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.
DIGBY, Simon. The Sufi Shaikh as a Source of Authority in Medieval India“, In: Purušártha, č. 9, 1986, s. 57 – 77. ISSN 2456-1371.
DIGBY, Simon. Divotvorní náthové. Plzeň: Siddhaika, 2014. ISBN 978-80-905130-2-0.
Hawley, John S. Author and Authority in the Bhakti poetry of North India. In: The Journal of Asian Studies, Roč. 47, č. 2, 1988, s. 269-290. ISSN 0021-9118
MULDER-BAKKER, Anneke B. zost. The Invention of Saintliness. London: Routledge, 2002, s. 38-57. ISBN 9780415862943
NARAYAN, Kirin. Storytellers, Saints and Scoundrels (Folk Narrative in Hindu Religious Teaching). Philadelphia: University of Pennsylvania Press, 1989. ISBN 978-0812212693.
SCHOMER, Karin - MCLEOD, Hew, W. zost. The Sants (Studies in Devotional Tradition in India). Delhi, Motilal Banarsidass, 1987, s. 359-373. ISBN 978-0961220808.
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% 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
• holiness as a concept across the world's religions
• holiness from a historical and anthropological point of view; phenomenology of holiness
• Holiness in the Indian cultural space - basic ideas, concepts and academic interpretations
• holiness as a constitutive element of Indian religions
• Holiness in India in a social and historical context
• The most important figures of Indian saints and their academic interpretations
• The anthropology of the contemporary worship of saints in the Indian cultural space
30% hourly work (active participation); 70% essay result
The graduate has an overview of the basic concepts of holiness in the Indian cultural environment and their social and historical contexts. 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.
BOURDIEU, Pierre. Nadvláda mužu. Praha: Karolinum, 2000. ISBN 80-7184-775-5
DOUGLAS, Mary. Purity and Danger: An Analysis of the Concepts of Pollution and Taboo. London a New York,1984. ISBN-10: 0415289955
GEERTZ, Clifford. Interpretace kultur. Praha: Slon, 2000. ISBN: 80-85850-89-3
HOLEŠ, Jan a ČERNÝ, Jiří. Sémiotika. Praha: Portál, 2004, ISBN 8071788325
TURNER, Victor. Pruběh rituálu. Brno: Computer Press, 2004. ISBN: 80-7226-900-3
Interim classification - Seminar paper : 30%. Final exam - Test: 70%
The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
Grading scale: A (100-93 %) B (92-85 %) C (84-78 %) D (77-69 %) E (68-60 %) Fx (59 % and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English, Czech
1.Introductory lecture
2. Sign, symbol and semiotics
3. Semiotics as an ideological and methodological source of symbolic anthropology
4. New ethnography and its reaction to older anthropological paradigms
5. Culture as a text and metasocial commentary: Interpretation of culture as a system of signs
6.Possibilities and limits of "thick description"
7. Clean-unclean dichotomy and taboo
8. Ritual and liminality
9. Body and gender as a symbol and part of a ritual
10.Symbolic aspects of gender and gender roles
11. Interpretive and symbolic approaches to the study of religion, myth and ritual
12. Critique of symbolic anthropology
30% / 70%
After this course, student has a deeper knowledge of the symbolic dimensions of culture and religion. He/she also has an overview of the possibilities and ways of interpreting religious and sociocultural phenomena from the point of view of the school of symbolic anthropology and has also developed his/her own interpretive skills.
BECKER, Howard. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Chicago: University of Chicago Press, 2008.
DUNLEAVY, Patrick. Authoring a PhD: How to plan, draft, write and finish a doctoral thesis or dissertation. New York: Palgrave Macmillan, 2003.
FOSTER, Cate et. al. Good Practice for Conference Abstracts and Presentations. Research Integrity and Peer Review. 2019, 4 (11).
LEVRAI, Peter and Averil BOLSTER. Academic Presenting and Presentations: Student´s Book. LinguaBooks, 2019.
ZENDER, Marc. Citation and Referencing Strategies for Secondary and Post-Secondary Students. Mesoweb Publications, 2005.
Continuous assessment - Elaboration of assignments
Final evaluation - scientific work
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Schedule, basic concepts 2. Discussion on the ethics of academic writing 3. Discussion on planning an academic text 4. Discussion on the form, composition and methodology of the academic text 5. How can we quote? Where to look for resources? 6. How to (not) present the results of your work? 7. How to make a presentation? 8. Present a scientific study 9. Consultations and discussions of student works I. 10. Consultations and discussions of student works II. 11. Presentations of student works I. 12. Presentations of student works II.
60%/40%
The graduate has acquired advanced skills in scientific writing and presentation of the results of his academic or scientific work. He is able to create an ideal structure and technical way of presentation. He has improved his knowledge in the field of citation and search for sources.
CARRASCO, Davíd. Náboženství Mezoameriky. Praha: Prostor, 1999. ISBN 80-85190-97-4.
FRIEDLANDER, Judith. Being Indian in Hueyapan. New York: Palgrave MacMillan. 2006. ISBN 978-0-230-60165-9.
KOVÁČ, Milan a Radoslav HLÚSEK. Slnko zemetrasenia. Spiritualita súčasných mexických Indiánov. Bratislava: Chronos, 2015, ISBN 978-80-89027-41-5.
HLÚŠEK, Radoslav. Being Indian in Mexico. Problems of Identity in Nahua Villages of Hueyapan and Santa Clara Huitziltepec. In: Půtová, B. (ed.): Identity, Tradition, and Revitalization of American Indian Cultures. Praha: Karolinum, s. 30-45. 2017. ISBN 978-80-246-3562-0.
HLÚŠEK, Radoslav. Hueyapan – Live Under/With the Volcano. Ritual Landscape of a Nahua
Community. Axis Mundi. 2017, 1(12), 16-26. ISSN 1337-0626.
KAPUSTA, Jan. Oběť pro život. Tradice a spiritualita dnešních Mayů. Praha: Argo, 2020. ISBN
978-80-257-3344-8.
MÁCHA, Přemysl (ed.). Lighting the Bonfire, Rebuilding the Pyramid. Case Studies in Identity, Ethnicity and Nationalism in Indigenous Communities in Mexico. Ostrava: Ostravská univerzita v Ostravě. 2009. ISBN 978-80-7368-591-1.
Final test 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Position of Mexican Native peoples in colonial era
2. Position of Mexican Native peoples in the era of independence
3. Tradition and modernity
4. Social and political organization
5. Religion – general characteristics
6. Religion – agricultural cycle
7. Religion – ritualism
8. Religion – cult of Saints and Our Lady of Guadalupe
9. Religion – liturgical year
10. Compadrazgo
11. Political and religious hierarchies
12. Language and education
20%/80%
After completing the course students have knowledge of religion and, more broadly, the culture and social organization of contemporary Mexican Native peoples. They also understand the syncretic processes that have determined the form of current religious as well as social life of Mexican Native peoples. They are familiar with historical context and are able to understand and explain their impact on contemporary Mexican Native cultures.
FONSECOVÁ, Isabel: Pochovajte ma po stojačky, Bratislava Slovart 1999, PODOLINSKÁ Tatiana - HRUSTIČ, Tomáš (Eds.): Čierno-biele svety. Rómovia v majoritnej spoločnosti na Slovensku. Bratislava: Veda, 2016. KOVÁČ Milan, Arne B. MANN (eds.): Boh všetko vidí. Duchovný svet Rómov na Slovensku. Bratislava, Chronos 2003.
Continuous assessment - elaboration of one paper on a given topic (in the form of a presentation). Final evaluation - consists of calculating the evaluation of the paper 40% + 60% of the test result based on knowledge of lectures, papers and assigned literature. Rating A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Harmonogram, základné pojmy. 2. Rómovia na Slovensku a vo svete 3. Dejiny a kultúrne špecifiká Rómov. 4. Rómske zvyky a obrady 5. Rómska démonológia, prísahy a zaklínadlá 6. Prehľad cirkví pôsobiacich medzi Rómami na Slovensku 7. Misijné stratégie medzi Rómami 8. Špecifiké viery a domáce kulty 9. Zázraky a zjavenia 10. Kult Panny Márie u Rómov. 11. Funkcia svätcov 12. Kozmovízia a eschatológia.
40% / 60%
The graduate gained an overview of Romani history and culture, Romani religious ideas, contemporary Romani religiosity, magic and demonology. The graduate also got acquainted with the current situation of the Roma in Slovakia and the issue of addressing social, linguistic and cultural differences. He gained competencies in assessing the impact of new religious movements and various religious missions on Roma communities. He understood the specifics of Romani religiosity and was able to reflect on the theoretical level.
KOVÁČ, Milan: Slnko jaguára, Náboženský svet Olmékov, Mayov a Aztékov. Bratislava, Chronos 2002. Správa o veciach na Yucatáne, ktorú napísal brat Diego de Landa z rádu sv. Františka roku Pána 1566. Bratislava 2010 (preklad a komentáre Milan Kováč). CARRASCO, David: Náboženství Mesoameriky, Praha 1989. KOSTIČOVÁ, Zuzana: Náboženství Mayu, Carolinum, Praha 2019.
Interim evaluation - Elaboration of assignments (in the form of reports) Final evaluation - test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Schedule, basic concepts. 2. Geographical, historical and linguistic context of Mayan culture 3. Basic sources for the study of the Mayan religion 4. Itzamna and the sun god 5. Chaak and the corn god. 6. Goddess of the moon. 7. Other post-classical Mayan deities. 8. Specifics of pre-classical religion 9. Classical gods and epigraphy 10. Cosmology and cosmogony 11. Blood, soul and rituals of royal power 12. Animism, animatism and Mayan ontology. .
30% / 70%
The graduate gained an overview of the history of the ancient Maya religion. He learned to distinguish and define individual deities on the basis of their diagnostic elements from the pre-classic to the post-classic period. He mastered the iconography and basic epigraphic elements of the names and epithets of the deities. He became acquainted with the issue of double spiritual identities, naguals and ways. He gained knowledge of Mayan cosmology, eschatology, functions and sacrifices of blood, as well as basic rituals throughout Mayan history. He gained knowledge of the concept of the soul, animism and animatism in the Mayan environment. He acquired the skills of theoretical reflection in the field of Mayan ontology.
DRIVER, Harold E. Indians of North America. Chicago: The University of Chicago Press. 1969. ISBN 0-226-16467-5.
HULKRANTZ, Åke. Domorodá náboženství Severní Ameriky. Praha: Prostor, 1998. ISBN 80-85190-77-X.
KAŠPAR, Oldřich a František VRHEL. Etnografie mimoevropských oblastí. Amerika III – Severní Amerika. Praha: SPN. 1987. ISBN nemá.
NEIHARDT, John G. Mluví Černý jelen. Životní příběh svatého muže z kmene Sioux Oglala. Praha: Volvox Gobator, 2014. ISBN 978-80-7511-105-0.
(FIRE), J. Chromý jelen, ERDOES, Richard. Chromý jelen. Vyprávění siouxského medicinmana. Praha, Litomyšl: Paseka, 2004. ISBN 80-7185-523-5.
MOORE, John H. Šajeni. Praha: NLN, 2003, ISBN 80-7106-392-4.
Final test 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Culture areas – cultural and linguistic composition of North America 1
2. Culture areas – cultural and linguistic composition of North America 2
3. Prehistoric cultures of North America
4. Social organization of Native peoples of North America
5. Religions of Native peoples of North America – general characteristics
6. Religions of Native peoples of North America – hunting and farming patterns
7. Religions of Native peoples of North America – mythology
8. Great Plains culture area – general characteristics
9. Great Plains culture area – social organization and culture
10. Ritualism on the Plains – Sun dance and sweat lodge rituals
11. Religion of Pueblo peoples
12. Reservation era
20%/80%
After completing the course students have knowledge of the Native religions of North America. They understand the essence of North American Native religions and they can distinguish between the religious pattern of hunters and gatherers and farmers. They are also familiar with Native mythologies and ritualism and are able to reflect the context of Native American cultures and religions as well as their current forms. They also understand the theory of cultural areas and are able to apply it to the example of North America.
CARRASCO, Davíd. Náboženství Mezoameriky. Praha: Prostor, 1999. ISBN 80-85190-97-4.
KOVÁČ, Milan a Radoslav HLÚSEK. Slnko zemetrasenia. Spiritualita súčasných mexických Indiánov. Bratislava: Chronos, 2015, ISBN 978-80-89027-41-5.
KOVÁČ, Milan. Slnko jaguára. Náboženský svet Olmékov, Mayov a Aztékov. Bratislava: Chronos, 2002. ISBN 80-967138-6-8.
KOSTIĆOVÁ, Zuzana Marie, Markéta KŘÍŽOVÁ a Sylvie KVĚTINOVÁ. Krvavé rituály Střední a Jižní Ameriky. Praha: XYZ, 2011. ISBN 978-80-7388-467-3.
MILLER, Mary Ellen a Karl TAUBE. An Illustrated Dictionary of the Gods and Symbols of Ancient Mexico and the Maya. London: Thames & Huson, 1993. ISBN: 978-0-500-27928-1.
TAUBE, Karl. Aztécké a mayské mýty. Praha: Kma, 2007. ISBN978-80-7309-455-3.
TODOROV, Tzvetan. Dobytí Ameriky. Problém druhého. Praha: Mladá fronta, 1996, ISBN 80-204-0582-8.
VAILLANT, George C. Aztékové. Praha: Orbis, 1974, ISBN nemá.
Final test 100%, A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Mesoamerica as a culture area – general characteristics
2. Ethnic and linguistic composition of Mesoamerica
3. Rise and fall of the Aztecs
4. Tenochtitlan and Templo Mayor
5. State and society of the Aztecs
6. Aztec religion I – supreme gods
7. Aztec religion II – Aztec pantheon
8. Cult of human sacrifice
9. Rituals of agricultural cycle
10. Aztec philosophy and mystic militarism
11. Aztec culture and art
12. Nahua beliefs of today
20%/80%
After completing the course students have knowledge of Aztec (in the broader context Nahua) civilization, which represents one of the most famous Native civilizations not only of Mesoamerica, but of America as such. They understand the essence of Aztec religion as well as the culture and they are able to situate them into a broader Mesoamerican and American contexts. They are also familiar with Aztec mythology and ritualism (including the cult of human sacrifice) and are able to understand and explain their essence.
Panczová, Zuzana. Konšpiračné teórie: témy, historické kontexty a argumentačné stratégie. Bratislava: VEDA 2017. ISBN 978-80-224-1546-0
Chudinová, Eva a kol. Médiá – moc – manipulácia. Bratislava: Paneurópska vysoká škola 2016. ISBN 978-80-89453-28-3
Gregor, Miloš – Vejvodová, Petra, Nejlepší kniha o fake news dezinformacích a manipulacích!!!, Praha: CPress 2018. ISBN 978-80-264-1805-4
Mendel, Miloš. Náboženství v boji o Palestinu. Judaismus, islám a křesťanství jako ideologie etnického konfliktu. Brno: Atlantis 2000. ISBN 80-7108-189-2
Beránek, Ondřej – Ostřanský, Bronislav (eds.). Islámský stát. Blízký východ na konci časů. Praha: Academia 2016. ISBN 978-80-200-2654-5
Ostřanský, Bronislav. Atlas muslimských strašáků aneb vybrané kapitoly z "mediálního islámu", Praha: Academia 2014. 978-80-200-2428-2
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.
Grading scale: (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. Terms - media and mass media, internet, ethics
3. Processes of mass media communication, positives and negatives, violence and propaganda
4. Conspiracy theories and religions
5. Ideological and thematic frameworks of conspiracies (Jews, Masons, migrants, Muslims)
6. Media and terrorism.
7. The State of Israel and the Jews in contemporary propaganda
8. Jewish fundamentalism and the Jewish-Palestinian wars
9. Media strategies of Palestinian Islamist movements
10. Media representations of Jerusalem in the Israeli-Palestinian conflict
11. Development of a media strategy for jihadist movements I. from Afghan jihad to from al-Qa'eda
12. Development of media strategy of jihadist movements II. so-called Islamic State / Dá’is
13. Islamophobia in the West and in Central Europe
14. Final discussion.
0% / 100%
After completing the course, students have a basic orientation on the media image of contemporary religious issues and organizations. They are able to recognize, analyze and interpret media manifestations of militant and radical groups operating by ideologies based on religious teaching.
CAMPBELL, A. (2005) Spiritualising the Internet, Heilderberg journal of Religons on Internet, Heilderberg DAWSON L. & COWAN, D., eds. (2004) Religion Online: Finding Faith on the Internet, New York, Routledge DUNNINGAN, J. F. (2004) Bojiště zítřka, Praha, Baronet
HILLIS, D. W. (2003) Vzor v kameni, Praha, Academia Hojsgaard, M. T. & Warburg, M. (eds.) (2005) Religion and Cyberspace, New York: Routledge
LÉVY, P. (2000) Kyberkultura, Praha, Karolium, 2000.
Interim evaluation - Elaboration of the assignment (6 assignments in the form of reports) Final evaluation - Presentation
A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, English, Czech
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
1. Introductory lesson (timetable, conditions)
2. Cyberreligion, religion in cyberspace, cyberreligion
3. Religion on social networks
4. Religion on forums
5. Religion in video games
6. Religion in TV shows and movies
7. Religion in the Covid period
8. New religious movements and cyberspace
9. Islam and cyberspace
10. Student presentations I.
11. Student presentations II.
12. Summary
50%/50%
Graduates gained knowledge about the origin and development of communities on the Internet with an emphasis on groups expressing a particular religious identity. They know how to identify and analyze the activities of religious groups on websites and social networks.
DESCOLA, P.: Human Natures. European Association for Social Anthropologists 2009.
DESCOLA, P.: Beyond Nature and Culture, Journal of Ethnographic Theory 2 (1), 2012.
INGOLD, T.: What is an animal? Routledge 1994.
INGOLD, T.: Anthropology Beyond Humanity, Edward Westermarck Memorial Lecture, May 2013. INGOLD, T.: Life of Lines. Routledge 2015.
INGLOD, T.: Anthropology. Why it Matters, Cambridge 2018.
Interim evaluation - Papers 25% + Essay 35%, Final colloquium 40%. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
Grading scale: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% or less). Violation of academic ethics will result in the nullification of the points obtained in the respective item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introductory lesson, schedeule
2. Beyond nature and culture
3. Human nature
4. Man, animal and thing
5. Animism and animatism
6. Ecology of religion
7. Religious studies beyond the science of human
8. Nature and society
9. Non-participant observation or how to take others seriously
10. The animate and the inanimate
11. Ontological turn and the problem of the subject
12. Summary
60%/40%
The graduate has basic information about the latest theories concerning the ontological turn in anthropology, related to the problem of religion with special emphasis on animism. He know the methodological procedure in dealing with various model situations. He actively and critically evaluate the strengths and weaknesses of theory as well as its application in practice.
Boyer, Pascal. Religion Explained: The Evolutionary Origins of Religious Thought Basic Books, 2001.
Geertz, Armin W. (2004). "Cognitive Approaches to the Study of Religion," in P. Antes, A.W. Geertz, R.R. Warne (Eds.) New Approaches to the Study of Religion Volume 2: Textual, Comparative, Sociological, and Cognitive Approaches. Berlin: Walter de Gruyter, pp. 347–399.
Sørensen, J. "A Cognitive Theory of Magic." AltaMira Press, 2006.
Final evaluation - Test A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less) Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
1. Introduction
2. Cognitive science of religion
3. Evolutionary theory and religious studies
4. Cognitive historiography
5. Cognitive theory of ritual
6. Experimental approach in the study of religions
7. Religion and prosociality
8. Transmission of religious ideas
9. Student presentations
10. Student presentations
11. Summary
12. Conclusion
0%/100%
The graduate has gained information about cognitive science and its application to the study of religion. The student will be able to define the basic approaches of cognitive science and apply them directly.
Allen, Chris. Islamophobia, Farnham – Burlington: Ashgate, 2010. Kryl, Miroslav a kol. Rasizmus, antisemitizmus, holokaust. Ústí nad Labem - Brno: Doplněk a Vakát, 2011. Laquer, Walter. Měnící se tvář antisemitizmu. Praha: Lidové noviny, 2007. Mendel, Miloš. Islám jako nepřítel ? Eseje a poznámky k dějinám a současnosti islámu. Brno: Masarykova univerzita , 2014. Ostřanský, Bronislav (ed.). Islamofobie po česku. Praha: Vyšehrad, 2018. Panczová, Zuzana. Konšpiračné teórie: témy, historické kontexty a argumentačné stratégie. Bratislava: Veda, 2017.
During the teaching part, continuously report (40 points) on the basis of the assigned texts/topics.
In the examination period: written test (60 points)
Grading scale: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and below)
Instructors will accept a maximum of 2 absences with documented evidence. Violation of academic ethics will result in the cancellation of the points earned in the respective grade item.
Slovak, Czech, English
1. Introduction
2. Modern anti -Semitism - interpretations
3. Racism and Jewish conspiracy, assimilation, opponents
4. Conspiracy theories, historical contexts
5. Ideological and thematic frames of conspiracy, strategies persuasion
6. Current forms of anti -Semitism
7. Anti -Semitism and political left Muslim world of the
8. Western notions of Islam and Muslims - Historical Overview of the
9. Orientalism, "Civilization Class" and Islamophobia - General Foundation
10. Islamophobic Movements and Literature (Robert Spencer, Bill Warner and others) in the West
11. Islamophobia around the world (Israel around the world (Israel , India, Myammar and elsewhere)
12. Islamophobia in V4 States
13. Anti -Semitism and Islamophobia: Comparison
40%/60%
The graduate has basic information on the various forms of anti-Semitism and Islamophobia in both global and regional contexts. Upon successful completion of the course, the student is able to describe, analyse and understand the various manifestations of anti-Semitism and Islamophobia in social and political events.
CARRASCO, Davíd. Náboženství Mezoameriky. Praha: Prostor, 1999. ISBN 80-85190-97-4.
KOVÁČ, Milan. Slnko jaguára. Náboženský svet Olmékov, Mayov a Aztékov. Bratislava: Chronos, 2002. ISBN 80-967138-6-8.
KOSTIĆOVÁ, Zuzana Marie, Markéta KŘÍŽOVÁ a Sylvie KVĚTINOVÁ. Krvavé rituály Střední a Jižní Ameriky. Praha: XYZ, 2011. ISBN 978-80-7388-467-3
HLÚŠEK, Radoslav. Hueyapan – Live Under/With the Volcano. Ritual Landscape of a Nahua Community. Axis Mundi. 2017, 1(12), 16-26. ISSN 1337-0626.
HULKRANTZ, Åke. Domorodá náboženství Severní Ameriky. Praha: Prostor, 1998. ISBN 80-85190-77-X.
KAPUSTA, Jan. Oběť pro život. Tradice a spiritualita dnešních Mayů. Praha: Argo, 2020. ISBN 978-80-257-3344-8.
The condition for passing the course is successful completion of a written exam. The condition for completing the course is also participation in lectures, a maximum of two absences are allowed.
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. General characteristics of the cultural area of Mesoamerica
2. Mountains and their place in Mesoamerican religions
3. Mountains in the Atzec religion
4. Spiritual conquest of ritual landscape of the Nahuas in Mexico
5. Mountains in the worldview of the Nahuas of central Mexico
6. Hueyapan – life under/with the volcano (example of a Nahua community)
7. Closing the water as an example of a Nahua ritual
8. Tentzohuehue – from the rain deity to the devil
9. Mountains in the context of pilgrimage
10. General characteristics of the cultural area of the Great Plains
11. Islands on the Plains – sacred mountains in the religions of Great Plains Natives
12. Capacocha – child sacrifice in Inca religion
0%/100%
After completion of the course, students have knowledge of one particular part of the indigenous religions of the Americas, with a primary focus on Mesoamerica. Specifically, it is about the sacred mountains and ritual landscapes that form a fundamental part of Native American cosmovision, cosmology, cosmogony, and mythology. They understand the processes that have led to sacred mountains being ever-present and central to these religions, and are able to reflect on the contexts related to Native American cultures and religions as well as the significance that sacred sites still hold for Native Americans today.
COE, Michael, SNOW, Dean a Elizabeth Benson. Svět předkolumbovské Ameriky. Praha: Knižní klub, Balios. 1997, ISBN 80-7176-519-8.
KAŠPAR, Oldřich a František VRHEL. Etnografie mimoevropských oblastí. Amerika I – Jižní Amerika. Praha: SPN. 1987. ISBN nemá.
KATZ Friedrich. Staré americké civilizace, Praha: Odeon. 1989, ISBN 80-207-0151-6.
LOWIE, Robert H.: The Culture Area Concept As Applied to North and South America. 32nd International Congress of Americanists 1958. pp. 73-78.
von HAGEN Victor. Pouštní říše ve starém Peru. Praha: Mladá fronta. 1967. ISBN 23-136-67.
ZELENÝ ATAPAMA, Mnislav. Atlas Indiánů Jižní Ameriky. Život, sex, smrt. Praha: Argo. 2021. ISBN 978-80-257-3570-1.
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.
Grading scale: 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. Geography of South America
2. Culture areas – cultural and linguistic composition of South America
3. Central Andes – characteristics of the cultural area
4. Chavin civilization
5. Paracas civilization
6. Nazca civilization
7. Moche civilization
8. Tiwanaku-Wari civilization
9. Chimu civilization
10. Inca civilization – history, myth about arrival
11. Inca civilization – social organization, culture features
12. Inca civilization – religion
0%/100%
After completing the course, students have knowledge of the indigenous religions of South America. They understand the nature of South American indigenous religions as well as the social organization of South American indigenous groups, their customs and material culture. They are also familiar with the cultural and historical processes in South America as well as the ethnic and linguistic composition of the continent. They also understand the theory of cultural areas and are able to apply it to the example of South America. More specifically, they know the cultural area of the Central Andes, where the highest civilizations of South America developed.
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
The course will be created space within Microsoft Teams with shared materials (presentations, literature).
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 calculus.
5. Calendar systems II. - calendar circle, distance numbers, additional series.
6.-11. Group work - solving.
12. Summary.
Attendance at lectures - 10%
Tasks - 35%
Main text decryption - 55%
Extra points - 10%
1. The graduate has a basic knowledge of the grammar of Maya hieroglyphs and a basic vocabulary.
2. Has the ability to identify the most used hieroglyphs and 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
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.
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.
Benson, P. L. (1992). Religion and substance use. Religion and mental health, 211-220.
Carod-Artal, F.J. (2015). "Alucinógenos en las culturas precolombinas mesoamericanas" [Hallucinogenic drugs in pre-Columbian Mesoamerican cultures]. Neurología (in Spanish). 30 (1): 42–49.
Michalak, L., & Trocki, K. (2006). Alcohol and Islam: an overview. Contemporary drug problems, 33(4), 523-562.
Perkins, H. W. (1985). Religious traditions, parents, and peers as determinants of alcohol and drug use among college students. Review of Religious Research, 15-31.
Shannon, Benny (2008). "Biblical Entheogens: a Speculative Hypothesis". Time and Mind. 1 (1): 51–74.
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.
Grading scale: A (100-93%) B (92-85%) C (84-78%) D (77-69%) E (68-60%) Fx (59% and less)
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak, Czech, English
A space will be created for the course within Microsoft Teams, with shared materials (presentations, literature).
1. Introductory lesson (schedule, course introduction)
2. Victorious cannabis, intoxicating alcohol and divine Soma. Narcotics in Indian Culture and Religious Practice
3. Opium Myths of the Mountain Tribes of North Vietnam
4. Narcotic Christianity: Alcohol, Incense and Myrrh
5. Sitting by Hookah: Tobacco, Incense, Myrrh, Coffee and Tea in Islamic tradition
6. Consumption of alcoholic beverages and narcotics in the New Age movements in Slovakia
7. Intoxicating is what obscures the mind: alcohol and drugs as a probe into the development of Islamic-legal interpretations.
8. Gateway to the Gods: The Ritual Use of the Mayan-Lacandón Balch Drink
9. Alcohol in the Religions of the Ancient Near East
10. Kosher Wine (and Other Alcoholic Drinks)
11. The Cult of Enteogens and Psychedelic Spirituality as Part of New Religiosity
0% / 100%
The student gained an overview of psychotropic substances used in selected religious traditions of the world.
• 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 master’s thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master’s 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 master’s thesis.
The supervisor of the final thesis and its opponent will prepare evaluations of the master’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
Master’s thesis evaluation criteria:
1. The contribution of the master's thesis, the fulfilment of the objectives of the thesis in its assignment, and the requirements for the content of the master's thesis given by the internal quality system of Comenius University. It is assessed whether the student has worked on the chosen topic at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the study program is evaluated and the degree of demonstration of knowledge and understanding of the diploma thesis is reflected.
2. Originality of the work (master’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the master’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 master’s thesis with the prescribed composition defined by the internal quality system of Comenius University.
5. Respecting the recommended length of the master’s thesis (the recommended length of the master’s thesis is usually 50 – 70 standard pages = 90,000 to 126,000 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 master’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 master’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 master’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 the evaluations – comments and questions.
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. The student knows the methods used in the field of study, is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the master’s thesis, the student is able to design, implement, critically reflect, and justify his research intention. The student understands the context of the problem, can clearly define research conclusions, state his positions, and make recommendations. He can respond argumentatively and flexibly to questions about the research topic, its methodology, and its conclusions.
Literature recommended for courses in the theory and methodology of religion during the master's degree.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining credits for successful completion of state exams he achieves the required number of credits for proper completion of studies, b) after successful completion of compulsory subjects, compulsory electives and electives in the composition determined by the study c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act, d) if no disciplinary proceedings are conducted against him. Successful completion of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination commission decides by consensus on the evaluation of the state examination or its part. If the examination commission does not reach a consensus, the evaluation of the state examination or its part is decided by voting. Based on the wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty study schedule. Departments are obliged to publish their state exam dates on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system at least three weeks before the date of its holding. The student is entitled to one regular and two resit dates of the state exam. The regular term is the one for which the student applied for the first time within the deadline set for state exams. If a student has been graded FX on the regular date of the state examination, the student may make corrective dates on the state examination a) in the following dates for the state exams in the relevant academic year or b) in the dates for holding the state exams in any of the following academic years in accordance with § 65, par. 2 of the Higher Education Act. If a student is unable to attend the date of the state examination for which he / she has registered, he / she is obliged to apologize in writing to the chairman of the examination commission in advance or no later than three working days after the date of the state examination or its part, if there were serious obstacles that in advance. If a student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination commission does not acknowledge his / her excuse, he / she is assessed with the FX mark from the given date of the state examination.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set by the department. 2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection of printed questions or a generator. 3. The examination board will give the student a reasonable amount of time to prepare an oral answer to the question. 4. The student presents the prepared answer to the question in front of the examination board and also answers the supplementary questions. 5. Upon completion of the student's answer, the examination commission will decide on the results of the state examination, which will take place in a closed session of the examination commission. The course of the state examination and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issue of the state exam in the context of specified areas. He has theoretical and practical knowledge based on the current state of knowledge of the theory and methodology of religion, as well as the ability to apply and use them creatively. He is able to apply this knowledge to interdisciplinary relationships, he is able to think critically and argue scientifically.
Recommended literature according to profile subjects.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining credits for successful completion of state exams he achieves the required number of credits for proper completion of studies, b) after successful completion of compulsory subjects, compulsory electives and electives in the composition determined by the study c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act, d) if no disciplinary proceedings are conducted against him. Successful completion of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination commission decides by consensus on the evaluation of the state examination or its part. If the examination commission does not reach a consensus, the evaluation of the state examination or its part is decided by voting. Based on the wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty study schedule. Departments are obliged to publish their state exam dates on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system at least three weeks before the date of its holding. The student is entitled to one regular and two resit dates of the state exam. The regular term is the one for which the student applied for the first time within the deadline set for state exams. If a student has been graded FX on the regular date of the state examination, the student may make corrective dates on the state examination a) in the following dates for the state exams in the relevant academic year or b) in the dates for holding the state exams in any of the following academic years in accordance with § 65, par. 2 of the Higher Education Act. If a student is unable to attend the date of the state examination for which he / she has registered, he / she is obliged to apologize in writing to the chairman of the examination commission in advance or no later than three working days after the date of the state examination or its part, if there were serious obstacles that in advance. If a student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination commission does not acknowledge his / her excuse, he / she is assessed with the FX mark from the given date of the state examination.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set by the department. 2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection of printed questions or a generator. 3. The examination board will give the student a reasonable amount of time to prepare an oral answer to the question. 4. The student presents the prepared answer to the question in front of the examination board and also answers the supplementary questions. 5. Upon completion of the student's answer, the examination commission will decide on the results of the state examination, which will take place in a closed session of the examination commission. The course of the state examination and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issue of the state exam in the context of specified areas. He has theoretical and practical knowledge based on the current state of knowledge of history and cultural context of the selected religious tradition, as well as the ability to apply and use them creatively. He is able to apply this knowledge, he is able to think critically and argue scientifically.