1. BAUMAN, Zygmunt a Tim MAY. Myslet sociologicky. Netradiční uvedení do sociologie. Praha: SLON, 2004. ISBN 80-86429-28-8.
2. BERGER, Peter L. Pozvání do sociologie. Humanistická perspektiva. Praha: Barrister and Principal, 2007. ISBN 978-80-870-2910-7
3. GIDDENS, Anthony. Sociologie. Praha: Argo, 1999. ISBN 80-7203-124-4.
4. JANDOUREK, Jan: Úvod so sociologie.Praha: Portál 2003.ISBN 8071787493
5. KELLER, Jan. Úvod do sociologie. Praha: SLON, 2005. ISBN 80-86429-30-3.
6. Kniha sociologie. Praha: Universum, 2016. ISBN 978-80-242-5395-4.
7. PETRUSEK, Miloslav. Základy sociologie. Praha: AVP, 2009. ISBN 978-80-872-0702-4.
Available at the Comenius University Academic Library and at reference library of the Department of Sociology.
The literature is supplemented to individual topics of the subject in teaching presentations.
Written exam in the exam period with a gain of at least 60 points.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period.
slovak/english
1. Introduction to sociology, structure of sociology, basic approaches 2. Development of modern society through the eyes of a sociologist and current social trends 3. Family as an institution and family behavior - current characteristics and problems 4. Culture, society and the individual - the process of socialization and enculturation, current problems of clash of cultures 5. Social stratification of society and social inequalities 6. Dimensions of social inequalities and their manifestations in different areas of life 7. Social deviations and social norms 8. Social control and social sanctions 9. Political system of society - main institutions and processes 10. Economic system of society - main institutions and processes 11. Basic cognitive strategies of sociological research and specifics of sociological research 12. Principles of questionnaire creation and question formulation - practical application
0/100
During the course, students will get acquainted with the subject and focus of sociology and with the basics of sociological cognition through the presentation of selected key problem areas in the field of sociology. Upon successful completion, the student has knowledge of the structure and functioning of the company, its basic institutions and processes. Understands the determinants of social behavior of individuals and groups and the interconnectedness of social phenomena. The acquired knowledge strengthens his ability to understand the context of social life and to be able to apply them appropriately in various areas of future professional activity.
KOLMAN, Vojtěch (Ed.). Možnost, skutečnost, nutnost. [Possibility, Reality, Necessity.] Praha: Filosofia, 2005. ISBN 978-80-700-7203-2
PEREGRIN, Jaroslav. Logika a logiky. [Logic and Logics.] Praha: Academia, 2004. ISBN 978-80-200-1187-0
PRIEST, Graham. From If to Is. An Introduction to Non-Classical Logic. Cambridge: Cambridge University Press, 2008. ISBN 978-05-118-0117-4
SVOBODA, Vladimír, PEREGRIN, Jaroslav. Od jazyka k logice. [From Language to Logic.] Praha: Academia, 2009. ISBN 978-80-200-1740-6
ZOUHAR, Marián. Základy logiky pre spoločenskovedné a humanitné odbory. [Fundamentals of Logic for Social Sciences and Humanities.] Bratislava: Veda, 2008. ISBN 978-80-224-1040-3.
During semester: homeworks (10 pts), seminar assignments (20 pts), 1 test during the semester (20 pts); After semester: final test (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak
It is recommended to master the basics of classical propositional and predicate logic and basic knowledge of English and Czech.
Principles of exclusion of the third and exclusion of the contradiction. Reasons for their violation and multi-value logic. Principles of substitution and extensionality. Modalities in natural language. Basic systems of propositional modal logic, their philosophical interpretations and applications - temporal, epistemic and deontic logic. Predicate modal logic, its philosophical issues and applications. Intensional and hyperintensional model of meaning. Intuitionistic logic. Paradoxes of material implication and logic of conditional sentences. Relevant logics.
50/50
Students have an understanding of the most important non-classical logics. They are familiar with the debates of the basic principles of classical logic. They know some of the logical systems that violate these principles and the possibilities of their application in philosophy. They are ablee to logically analyze arguments with modalities. Students can logically analyze a wider range of conditional sentences.
CMOREJ, Pavel. Úvod do logickej syntaxe a sémantiky. [Introduction to Logical Syntax and Semantics.] Bratislava: Iris, 2001. ISBN 80-89018-19-X.
SOAMES, Scott. Reference and Description, 2007. ISBN 978-0-691-13099-6.
ZOUHAR, Marián. Rigidná designácia: metafyzická téma vo filozofii jazyka. [Rigid Designation: A Metaphysical Topic in the Philosophy of Language] Bratislava: Infopress, 2006. ISBN 80-85402-79-3.
ZOUHAR, Marián. Medzi sémantikou a epistemológiou jazyka. [Between Semantics and Epistemology of Language.] Bratislava: aleph, 2010. ISBN 978-80-89491-01-8.
During semester: homework (20 pts), presentation of a selected topic at a seminar (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
Philosophical reflection of language. Philosophy of language versus linguistics versus theory of communication. Language and expression. Expression and meaning. Language and language use. Natural language semantics; pragmatics of natural language - competencies and differences. Propositions and truth conditions. Theory of reference and singular expressions. Proper names, singular descriptions, indexical expressions. Russell's theory of descriptions versus Frege's theory of descriptions. Uses of descriptions - referential, attributive. Description theory of proper names. Causal theory of proper names. Rigid designation. Semantics of indexical expressions.
50/50
By completing the course students gain knowledge about the basic problems and concepts of philosophy of language, theory of meaning and use of language. In general, the course enables students to reflect on the philosophical aspects of language and its use. Since the subject has a partially interdisciplinary character, students gain knowledge they can use in their work in other scientific disciplines.
BORG, Emma. Minimal Semantics. Oxford: Oxford University Press, 2006. ISBN 978-0-19-920692-6.
CMOREJ, Pavel. Úvod do logickej syntaxe a sémantiky. [Introduction to Logica Syntax and Semantics.] Bratislava: Iris, 2001. ISBN 80-89018-19-X.
SOAMES, Scott. Reference and Description, 2007. ISBN 978-0-691-13099-6.
ZOUHAR, Marián. Význam v kontexte. [Meaning in Context.] Bratislava: aleph, 2011. ISBN 978-80-89491-07-0.
During semester: homework (20 pts), presentation of a selected topic at a seminar (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
Various concepts of propositions. Structure of meaning. Expressed propositions versus meant propositions (implied propositions). Conversational implicatures. Pragmatics of language. Speech act theory (Austin, Searle). Constatives and performatives. Context sensitivity of language - semantic minimalism, contextualism, indexicalism. Context and meaning: explicit and implicit components of semantic content. Some special problems of philosophy of language - anaphora, ellipsis, deference, propositional attitudes.
50/50
By completing the course students gain knowledge about the basic problems and concepts of philosophy of language, theory of meaning and use of language. In general, the course enables students to reflect on the philosophical aspects of language and its use. Since the subject has a partially interdisciplinary character, students gain knowledge they can use in their work in other scientific disciplines.
1. Duží, M. – Materna, P.: TIL jako procedurální logika (TIL as procedural logic). Aleph, Bratislava 2012. ISBN 978-80-89491-08-7. 2. Tichý, P.: Jednotliviny a ich roly. (I) – (IV). Organon F, r.1, č.1 až 4., Bratislava. ISSN 1335-0668. 3. Tichý, P.: The Foundations of Frege´s Logic. De Gruyter, Berlin – New York, 1988. ISBN 3-11-011668-5. 4. Tichý, P.: O čem mluvíme. Vybrané stati k logice a sémantice. Filosofia, Praha, 1996. ISBN 80-7007-087-0.
Mastery of the basics of classical propositional and predicate logic is assumed
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
czech
english
The meaning of a linguistic expression. Formal language, symbolic language, language as coding, logical analysis of natural language. Individuals versus roles (individual anti-essentialism, intensional essentialism). Characteristic features of TIL: acceptance of the principle of compositionality, anti-contextualism, realism, formalism only as a tool (anti-formalism), anti-actualism. Basic background and some concepts: object base, intensional base, types, constructions (procedures). Transparent semantic scheme.
40/60
Students are introduced to the basics of the Transparent Intensional Logic system, its characteristics, background and some concepts.
1. Duží, M. – Materna, P.: TIL jako procedurální logika (TIL as procedural logic). Aleph, Bratislava 2012. ISBN 978-80-89491-08-7. 2. Tichý, P.: Jednotliviny a ich roly. (I) – (IV). Organon F, r.1, č.1 až 4., Bratislava. ISSN 1335-0668. 3. Tichý, P.: The Foundations of Frege´s Logic. De Gruyter, Berlin – New York, 1988. ISBN 3-11-011668-5. 4. Tichý, P.: O čem mluvíme. Vybrané stati k logice a sémantice (2. What we're talking about. Selected essays on logic and semantics). Filosofia, Praha, 1996. ISBN 80-7007-087-0.
Introduction to TIL
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
czech
english
The method of analysis and the Parmenides principle. Intrinsic constructions, partiality, beta-transformation rule. Subconstructions and constants. Open and closed constructions, substitution, equivalence. Quantifiers. Synonymy, procedural isomorphism, theory of concepts. Logic of intentions. Substitutions de dicto versus de re, topic versus focus. Logic of attitudes. Modalities. Pragmatically incomplete meaning, indexical expressions, vague descriptions, anaphora. Execution and display constructions.
40/60
Students deepened their knowledge of the Transparent Intensional Logic system and became familiar with its applications to semantic problem solving.
1. Frede, M.: Stoische logik. Goetingen, 1974. 2. Gahér, F.: Stoická sémantika a logika z pohľadu intenzionálnej logiky. UK Bratislava, 2006. ISBN 80- 223-2188-5. 3. Marko, Vladimír: Diodorus´ Master argument. Dizertácia, UK Bratislava, 1997 4. Sextus Empiricus: Against the Logicians I. –II. Cambridge Texts in the History of Philosophy, 2006. 5. Sextus Empiryk: Preciw logikom. Warszawa, PWN, 1970.
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
english
german
The lekton as the meaning of a linguistic expression, axioms, structurality of the denoted, types of compound axioms. The system of Stoic propositional logic, the meaning of propositional conjunctions. Stoic theory of reasoning. The theory of deduction. Universal proposition in Stoic doctrine and fragment of predicate logic.
40/60
Students are introduced to the foundations of Stoic semantics and logic, its background, characteristics and key concepts, as well as their application to familiar philosophical problems.
Keimpe Algra, Jonathan Barnes, Jaap Mansfeld, Malcolm Schofield, eds: Cambridge History of Hellenistic Philosophy, 1999. ISBN 9781139053617
BOBZIEN, S.: Determinism and Freedom in Stoic Philosophy, Oxford: Clarendon Press, 1998. ISBN 9780198237945
HUGHES, G.E.: John Buridan on Self-Reference: Chapter Eight of Buridan's 'Sophismata', with a Translation, an Introduction, and a Philosophical Commentary, Cambridge, CUP, 1982. ISBN 9780521288644
SHARPLES, R.W.: Cicero, On Fate and Boethius, Consolation of Philosophy IV.5-7. and V, London: Aris & Phillips, 1991. ISBN 978-0856684753
SEXTUS EMPIRICUS: Outlines of Scepticism. Cambridge: Cambridge University Press, 2nd ed. 2000. ISBN 978-0521778091
WHITAKER, C. W. A.: Aristotle's De Interpretatione: Contradiction and Dialectic. Oxford: Clarendon Press, 1996. ISBN 978-0198236191
Grades in the basics of classical propositional and predicate logic.
During the semester: active participation (10 points), a seminal presentation of two appropriate subject (20 + 20 points), Final assessment: seminal work, 6-8 pages (50 points); Grading 100 - 92, B: 91 - 84, C: 83 - 76, D:75 - 68, E: 67 - 60, FX: 59 - 0 pts
Slovak (work on seminars, part of literature) English (part of literature)
Methodological basics of historical reconstruction within history logic and the problems of the reconstruction of historical sources. Propositional, predicate, modal, tense and deontic logic during the Helenism. Reconstruction, analysis and interpretation of classical themes from history logic: Aristotle's problem of tomorrow's sea battle; Diodorus' The Master Argument ; Aristotle and Stoic understanding of basic logical concepts: proposition, truthfulness, axioma, meaning, sign, inference.
50/50
The student has knowledge about logical problems and arguments of ancient authors - about the ways and outcomes of their historical and philosophical reconstructions, as well as their current logical interpretations. Student is familiar with logical problems and arguments of Ancient authors - their linguistic, historical, philosophical and logical reconstruction as well as their current logical interpretations.
RUSSELL, B. : “On the Notion of Cause”; “On the Notion of Cause, with Applications to the Free Will Problem,” In: B. Russell, Our Knowledge of External World, London: Sagwan Press, 2015 (1914). ISBN 978-1296941499
BUNGE, M.: Causality. Harvard: Harvard University Press, 1959. ISBN 9780608328195
DUMMETT, M.: “Bringing about the Past”, Philosophical Review, 73(3):338-359. 1964.
HANKINSON, R. J. (ed.): Cause and Explanation in Ancient Greek Thought, Oxford: Clarendon Press, 1998. 9780198237457
HEIL, J. & A. MELE: Mental Causation, Oxford: Oxford University Press, 1993. ISBN: 9780198235644
LEWIS, D.: “Causation as Influence,“ Journal of Philosophy 97 (4):182-197, 2000.
LEWIS, D.: „Counterfactual dependence and time’s arrow“, Noûs 13 (4):455-476, 1979.
SOSA, E. and TOOLEY, M. ed.,: Causation, Oxford: Oxford University Press, 1993. ISBN 9780198750932
TOOLEY, M.: Causation: A Realist Approach. Oxford: Clarendon Press. 1987. ISBN 9780198249627
WOODWARD, J.: Making Things Happen: A Theory of Causal Explanation. Oxford: Oxford University Press, 2003. ISBN 9780195189537
Continuous during the semester: active participation in seminars }10 points
two presentations (20 + 20 points
; Final evaluation: seminar paper of 6-8 standard pages (50 points); Grading scale: A: 100-93 points; B: 92-85 points; C: 84-77 points; D: 76-69 points; E: 68-60 points; Fx: 59-0 points.
Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
Slovak (work on seminars, part of literature) English (part of literature)
Causality - historical bases and opinions. Causes and conditions (Mackie). Causal relations (Davidson). Causality and Determination (Anscombe). Logic and epistemology of causal relations (von Wright). Contrafactual Theory of Causality (Lewis, Horwich, Bennett). Probabilistic causality (Salmon). Causality: Reduccionism vs. Realism (Tooley). Russell's theory of causal processes.
Causality and Laws (Van Fraassen, Horwich).
50/50
The course is conceived as a text seminar and by its absolving a student gains knowledge about the concept of causality, various interpretations of the term "cause", on aspects of causality in the contexts such as time, explanation, laws of nature, or philosophy of science.
BERNSTEIN, M. H.: Fatalism, University of Nebraska Press, 1992. ISBN ISBN 0-8032-1227-5.
BUNGE, M.: Causality. The Place of the Causal Principle in Modern Science. Cambridge: Harvard University Press., 1959. ISBN 978-0486237282
EARMAN, J.: A Primer on Determinism, Dordrecht: Reidel, 1986. ISBN 978-9027722416
HONDERICH, T.: A Theory of Determinism. Oxford: Oxford University Press, 1988. ISBN 978-0198244691
HUME, D.: An Enquiry Concerning Human Understanding, Oxford, Oxford University Press, 1999. 978-0199549900
KANE, R.: The Oxford Handbook of Free Will, Oxford: Oxford University Press, ii ed. 2011. ISBN 978-0195399691
LUCAS, J. R.: “The Open Future”, in The Nature of Time, Flood & Lockwood (eds.), Oxford: Wiley-Blackwell, 1986. 978-0631165781
LUKASIEWICZ, J.: Selected Works, ed. L. Borkowski, Nort-Holland, Amsterdam-London, 1990. ISBN 9780720422528
TAYLOR, R.: Metaphysics, 4ed. Prentice Hall, 1992, ISBN 978-0135678190
ZAGZEBSKI, L.: Foreknowledge and Free Will, 2017. Stanford: https://plato.stanford.edu/entries/free-will-foreknowledge/
During the semester: active participation (10 points), a seminal presentation of two appropriate subject (20 + 20 points), Final assessment: seminal work, 6-8 pages (50 points); Grading 100 - 92, B: 91 - 84, C: 83 - 76, D:75 - 68, E: 67 - 60, FX: 59 - 0 pts
Slovak (work on seminars, part of literature) English (part of literature)
Ancient theories of determinism. Fatalism. Causal, nomological and logical determinism. Compatibilism and incompatibilism. Laws of Nature and the problem of explanation. Prediction, responsibility and free will. Modern theories, interpretations and problems of determinism.
50/50
Students is informed about classical arguments for and against determinism in ancient period (Demokritos, Aristotles, Epicuros, Stoce) and in the philosophy of the twentieth century.
BROWN, J. R. The Laboratory of the Mind. Thoughts Experiments in the Natural Sciences. 2nd. ed. New York – London: Routledge, 2011. ISBN 978-0-415-99653-2.
GENDLER, T. S. Thought Experiment. On the Powers and Limits of Imaginary Cases. New York – London: Garland Publishing, Inc, 2000. ISBN 978-1-1389-9033-3.
PICHA, M. Kdyby chyby. Epistemologie myšlenkových experimentů. Olomouc: Nakladatelství Olomouc, 2011. ISBN 978-80-7182-288-2.
PICHA, M. a PICHOVÁ, D. 100 myšlenkových experimentů ve filozofii. Praha: dybbuk, 2013. ISBN 978-80-7438-096-9.
The literature will be provided in an electronic form.
50 % - active participation during the semester (30 points for activities on seminar; 20 points for homework); 50 % the final assignment (an essay); Classification: A: 100 – 93 p.; B: 92 – 85 p.; C: 84 – 77 p.; D: 76 – 69 p.; E: 68 – 60 p.; Fx: 59 – 0 p.
Slovak (seminar work)
Czech (part of literature)
English (part of literature)
Thought experiments and real experiments. The structure of a thought experiment. Typologies of thought experiments. Examples of thought experiments: The Ship of Theseus, Lucretius’ Spear, Galileo’s Gravitational Balls, Descartes’ Demon, Thomson’s Violinist, Achilles and Turtle etc.
50/50
The student is capable of distinguishing among the main approaches to thought-experiment-modelling and she/he knows some classical as well as some specific thought experiments from philosophy and science. Moreover, she/he is able to construct an original thought experiment concerning a particular philosophical claim.
MARX, K. A Contribution to the Critique of Political Economy. Available at: https://www.marxists.org/archive/marx/works/1859/critique-pol-economy/
MARX, K. Early Writings. London: Penguin, 1975. 978-0-14-044574-9
MARX, K. Grundrisse. Foundations of the Critique of Political Economy (Rough Draft). London: Penguin, 1973. ISBN 978-0-14-044575-6.
MARX, K. – ENGELS, F. The German Ideology. Available at: https://www.marxists.org/archive/marx/works/1845/german-ideology/
SAYER, D.: The Violence of Abstraction. London: Basil Blackwell, 1987. ISBN 978-0-63-115318-4.
Readings will be made available to students in electronic form.
Written assignments (30 pts.), active participation in class (bonus points or points subtracted due to lack of engagement). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak
1. Introduction to the sources of Marx's social theory
2. The development of Marx's theory: from the philosophical critique of religion and politics (“early Marx”) to the theory of modern society and critique of political economy (“late Marx”)
3. Principles, problems and variants of the “materialist view of history”
4. Contradictions between Marx's metatheory and scientific practice
5. Marx's influence on 20th century social theory and its methodology
100/0
Students are familiar with the fundaments of Marx's approach to social research. They are able to identify the assumptions underlying Marx's view of society, and assess them critically. They can apply concepts introduced by Marx into social theory and methodology.
MARX, K. Grundrisse. Foundations of the Critique of Political Economy (Rough Draft). London: Penguin, 1973. ISBN 978-0-14-021667-7.
MARX, K. Capital I: A Critique of Political Economy. Harmondsworth: Penguin, 1976. ISBN 978-0-14-044570-1.
RUBIN, I. I. Essays on Marx's Theory of Value. Montréal: Black Rose Books, 1990. ISBN 978-0-91-961818-3.
Readings will be made available to students in electronic form.
Written assignments (30 pts.), active participation in class (bonus points or points subtracted due to lack of engagement). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak
1. Introduction to political economy and Marx's critique
2. Marx's analysis of commodity circulation
3. Marx's concept of capital
4. Marx's critique of the “law of appropriation”
5. Epistemological and methodological aspects of Marx's Capital
6. Marx's notion of a critical social science
100/0
Students are familiar with the conceptual system of one of the classics in social theory. They can identify the theoretical assumptions originating in the Marxian approach in other, more modern social theories.
PEREGRIN, Jaroslav. Kapitoly z analytické filosofie. [Chapters from Analytic Philosophy.] Praha: Filosofia, 2005. ISBN 80-7007_207-5.
SOAMES, Scott. Philosophical Analysis in the Twentieth Century. Vol. 1. Princeton: Princeton University Press, 2005. ISBN 0-691-12244-X.
WITTGENSTEIN, Ludwig. Tractatus logico-philosophicus. Bratislava: Kalligram, 2003. ISBN 80-7149-600-6.
ZOUHAR, Marián. Problémy jazyka a počiatky analytickej filozofie. [Problems of Language and the Origins of Analytic Philosophy.] Bratislava: aleph, 2010. ISBN 978-80-89491-02-5.
During semester: homework (20 pts), seminar assignments (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
The place of the Tractatus in the context of analytic philosophy. Basic concepts of metaphysics of the Tractatus - world, state of affairs, fact, subject, situation. Metaphysics of the Tractatus as a way of explaining the meaning of language. Image theory of meaning. Logical form. The doctrine of showing. Language as an image. Meaningful sentences versus the sentences of logic and mathematics. Nonsensical strings of words. Language as a source of philosophical problems. The nature of logic and mathematics. Solipsism of the Tractatus. Ethics and aesthetics of the Tractatus.
50/50
Students are acquainted with a key work of modern philosophy and one of the fundamental works of analytic philosophy, Wittgenstein's Tractatus logico-philosophicus. A detailed analysis of the work deepens the ability to critically read and analyze philosophical works.
BOKULICH, A. Explanatory Fictions. In: SUÁREZ, M., ed. Fictions in Science: Philosophical Essays on Modeling and Idealization. London: Routledge, 2009, 91–109. ISBN 978-0-41-588792-2.
JONES, M. R. Idealization and Abstraction: A Framework. In: JONES, M. R. a CARTWRIGHT, N., eds. Idealization XII. Correcting the Model. Amsterdam: Rodopi, 2012, 173–217. ISBN 978-90-420-1955-3.
KNUUTTILA T. Representation, Idealization, and Fiction in Economics. In: SUÁREZ, M., ed. Fictions in Science: Philosophical Essays on Modeling and Idealization. London: Routledge, 2012, 205–231. ISBN 978-0-41-588792-2.
MCMULLIN, E. Galilean Idealization. Studies in History and Philosophy of Science. 1985, 16(3), 247–273. ISSN 0039-3681.
NOWAK, L. Laws of Science, Theories, Measurement. Philosophy of Science. 1972, 39(4), 533–548. ISSN 0031-8248.
ROHWER, Y. – RICE, C. Hypothetical Pattern Idealization and Explanatory Models. Philosophy of Science. 2013, 80(3), 334–355. ISSN 0031-8248.
WEISBERG, M. Three Kinds of Idealization. The Journal of Philosophy. 2007, 104(12), 636–659. ISSN 0022-362X.
Readings will be made available to students in electronic form.
1. written assignments throughout the semester (10 points), 2. in-class presentation (10 pts.), 3. submission of presentation in written form (5 pts.). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak (seminars)
English (B2, readings)
1. Abstraction and idealization: a first look
2. Abstraction and idealization in the classical approaches to explanation and laws
3. The Poznan School on idealization
4. McMullin's approach to idealization
5. Weisberg and Jones on idealization
6. Problems of non-Galilean idealization
7. Abstraction and idealization in social-scientific theories
100/0
Students are familiar with the most important approaches to the methods of abstraction and idealization in the philosophy of science, as well as with critical objections to them. Upon finishing the course, students can characterize the ways in which particular scientific theories or models use both mehotds (e.g. to identify idealizing assumptions).
BIELIK, L. Metodologické aspekty vedy. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4788-4.
DALY, Ch. An Introduction to Philosophical Methods. Ontario: Broadview Press, 2010. ISBN 978-1-55111-934-2.
ROSENBERG, A. a MCINTYRE, L. Philosophy of Science. A Contemporary Introduction. 4th ed. New York - London: Routledge, 2020. ISBN 978-1-138-33151-8.
WILLIAMSON, T. Doing Philosophy. From Common Curiosity to Logical Reasoning. Oxford: Oxford University Press, 2018. ISBN 978-0-19-882251-6.
The literature will be provided in electronic form.
Continuous during the semester: active participation in class and continuous completion of homework: 50 points; Final assessment: final test: 50 points. Violation of academic ethics may result in the nullification of points earned in the appropriate assessment item.
Grading scale: A: 100-93 points; B: 92-85 points; C: 84-77 points; D: 76-69 points; E: 68-60 points; Fx: 59-0 points.
Slovak (class work, part of literature)
English (part of literature)
1. Boundaries between philosophy and science
2. Statements: modal import and sources of knowledge
3. Analytic methods of science and philosophy: defining, inferring and arguing
4. Empirical methods of science
5. Methods of philosophy: thought experiments, conceptual analysis
6. Intuition, common sense and scientific knowledge
7. Scientific theories and philosophical concepts
8. Testing: scientific hypotheses and philosophical theses
9. Naturalized philosophy
50/50
The graduate of the course understands the basics of the theory of science (basic scientific procedures, terminology) and the thought processes of philosophy (deductive and non-deductive reasoning, conceptual analysis, thought experiments, defining, etc.). Can distinguish between descriptive and normative aspects of philosophical and scientific work, understands the differences between scientific and philosophical explanation as well as the differences between testing philosophical and scientific theses.
1. BIELIK, Lukáš: Metodologické aspekty vedy (Methodological aspects of science). Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4788-4. 2. GAHÉR, František: Logická sémantika a všeobecná teória prekladu (Logical semantics and general translation theory). Bratislava, Stimul, 2010. URL: https://stella.uniba.sk/texty/fg-lsavtp.pdf ISBN 978-80-89236-97-8. 3. GAHÉR, František: Kontrafaktuály (Counterfactuals). In: Filozofia, 2018, roč. 73, č. 1, s. 36 – 50. ISSN (print) 0046-385X. 4. GAHÉR, František, ŠTEVČEK, Marek, BRAXATORIS, Martin: Nástroje a pravidlá produkcie a interpretácie koncízneho textu (s osobitným zreteľom na normativitu) (Tools and rules for the production and interpretation of a concise text (with special regard to normativity). In: Jazykovedný časopis, 2019, 70 (1), 75 – 94. ISSN (online) 1338-4287. 5. GAHÉR, František: Metódy abstrakcie, idealizácie a konkretizácie v logike: prípad posunutého času vo faktuálných kondicionáloch (Methods of abstraction, idealization and concretization in logic: the case of shifted time in factual conditionals). In: Filozofia, 2020, roč. 75, č. 8, s. 660 – 676. ISSN (print) 0046-385X 6. Gahér, František: Vetné operátory: ich interakcie (s vektormi času, kauzality a epistemickej relevancie) a ich konštrukcie (Sentencial operators: their interactions (with vectors of time, causality and epistemic relevance) and their constructions). In: Jazykovedný časopis. 2020, Roč. 71, č. 2, s. 197-212. ISSN (online) 1338-4287. 7. Zouhar, Marian: Význam v kontexte (Meaning in Context). Aleph, Bratislava, 2011, ISBN 9788089491070.
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
Traditional semantics: concept name versus concept; concept versus idea associated with concept name; concept content and scope, conceptual features, scope ratios of concepts. Principles of logical semantics (LS) for the analysis of natural language - p. effective communication, p. objectivity of the meaning of an expression, p. competent language user (practical mastery of the rules of language, basic ability to reason (logically), knowledge base - knowledge of the core lexis of the language, the range of analytical truths and empirical truths that are relevant to the text being analysed, p. p. of complete meaning, p. of compositionality (compositionality) of meaning, p. of predication and supposition de dicto and de re, Parmenides' (Frege's) principle of what a sentence is about, p. of substitutability (Leibniz's principle of salva veritate), p. of posibilism (anti-actualism). Theory of meaning (TM): extensional versus intensional TM; the de dicto and de re substitution of expressions; logical versus linguistic synonymy of expressions. Hyperintentional TM (epistemic and doxastic attitudes; types of contexts) and structuration of meanings of expressions - meaning of expression as a structured procedure. Interaction of logical operators and vectors of condition (and its facticity or irreality), time and relevance (factual, hypothetical and counterfactual conditionals; deductive and abductive predication and retrodiction). Violation of LS principles: idioms, metaphors, oxymorons, privative modifiers. Distortion of the validity of LS principles in condensed text: sentence elision (entymeme), word and phrase elision, intra-textual referencing; rules for the formation of elisions and references, and rules for the reconstruction of condensed and unconstrained texts.
40/60
Students deepened their knowledge in the field of logical semantics, its principles, became familiar with linguistic phenomena that violate the principles of logical semantics and linguistic phenomena that distort these principles, and became familiar with the rules of creating and reconstructing compacted texts.
Selected texts by key authors (Dilthey, Weber, Schuetz, Mead, Becker, Garfinkel, Winch and Geertz) published in the four-volume anthology:
DAVID, M. ed. Methods of Interpretive Sociology. London: SAGE Publications, 2010. ISBN 978-18-4787-947-9.
Secondary literature:
BEVIR, M. and BLAKELY, J. Interpretive Social Science : An Anti-Naturalist Approach. Oxford: Oxford University Press, 2018. ISBN 978-01-9883-294-2.
MATTICK JR., P. Social Knowledge : An Essay on the Limits of Social Science. London: Hutchinson, 1986. ISBN 0-09-165460-2.
Readings will be made available to students in electronic form.
Active participation in seminars, written assignments throughout the semester (15 pts.), in-class presentation (also submitted in written form; 15 pts.). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity will result in the voiding of points in the given category. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak
English (B2, required for readings)
1. Interpretivism, anti-positivism, anti-naturalism and intentionalism: A terminological introduction
2. Origins of interpretivism in the 19th century "debates on method" (W. Dilthey, neo-Kantianism)
3. M. Weber's "verstehende Soziologie"
4. A. Schuetz's fenomenological sociology
5. Symbolic interactionism (G. H. Mead, H. S. Becker)
6. Ethnomethodology (H. Garfinkel)
7. The culturalist turn in anthropology and problems of "translation" (P. Winch, C. Geertz)
8. Contemporary empiricist critiques of interpretivism
9. Interpretivism vs. critical theory
100/0
Students can characterize the basic assumptions of one of the main research strategies in social science. They are able to draw comparisons between the various forms of interpretivism and situate them in a wider context of philosophical debates, as well as critically assess the arguments in favor or against them. They can also identify interpretivist theses in social-scientific texts.
FERGUSON, Niall. Vzostup peňazí. Finančné dejiny sveta. Bratislava: Kalligram, 2011. ISBN: 978-80-8101-456-7
HOLMAN, Robert. Dějiny ekonomického myšlení. Praha: C. H. Beck, 2005. ISBN: 80-7179-380-9
LISÝ, Ján et al. Dejiny ekonomických teórií. Praha: Wolters Kluwer, 2018. ISBN: 978-80-7598-080-9
POLOUČEK, Stanislav et.al. Peniaze, banky, finančné trhy. Bratislava: Iura Edition, 2010. ISBN: 978-80-8078-305-1
ŠILENAS, Žilvinas a VYŠNIAUSKAITE, Marija. Ekonómia v 31 hodinách. Bratislava: Expol Pedagogika, 2019. ISBN: 978-80-8091-532-2
The assessment consists of:
10% Attendance at seminars (preliminary assessment)
90% Final written test with the possibility of an oral re-examination (in the examination period)
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%
To obtain credits, it is necessary to obtain min. 60% of the total assessment.
Violation of academic ethics results in the cancellation of earned points in the relevant item evaluation.
slovak
1 / Introduction - economic systems: socialism and capitalism - planned and market economy, current welfare states and mixed economies
2 / Economic systems: socialism and capitalism-economic transition / transformation from planned to market economy
3 / Banking and money - evolution and typology of money, functions and properties of money, monetary policy and monetarist theory
4 / Public finances - deficits, debts and state bankruptcies. Government bonds and bond markets. Fiscal institutions.
5 / Modern trading companies - joint stock companies with limited liability. Stocks, stock markets, stock exchanges, financial bubbles and crises.
6 / Insurance, pension and hedge funds, financial derivatives, welfare states. Classical typology of welfare states, socio-economic models and variations of capitalism.
7 / Real estate markets and mortgage markets. State institutions - economic policy instruments.
8 / Big debates I .: What is the wealth of nations? Free trade or protectionism? Mercantilists versus classical liberalism. Economic and financial globalization. Trade and currency wars.
9 / Great debates II .: Laissez faireverzus interventionism - liberalism or (neo) classical economics versus keynesianism / keynesianism. The role of competition in economic growth.
10 / Big Debates III .: Why are some countries rich and some poor? Various explanations, the role of institutions. Ownership rights, law enforcement and the rule of law (rule of law) as a cornerstone of the success of capitalism
11 / Big Debates III .: Why are some countries rich and some poor? Different explanations, the role of culture, religion, value orientations and traditions.
10/90
The aim of the course is to provide students with a basic overview of economic institutions, their origin and evolution, as well as the most important theories and concepts in economics. Students will understand the basic economic concepts, their historical development, current significance as well as the mechanism of operation of economic transactions and economic policy instruments. Upon successful completion of this course, students should understand common economic phenomena, the functioning of economic institutions (such as banks, money, bonds, stock exchanges, trading companies and various financial products), basic economic indicators and thus understand most economic news.
DESCOMBES, Vincent. Stejné a jiné. 45 let francouzské filosofie (1933 – 1978). Praha 1995.
PEREGRIN, Jaroslav Kapitoly z analytické filosofie. Praha 2005.
PETŘÍČEK, Miroslav. Úvod do (současné) filosofie. Praha 1997.
THURHNER, Rainer – RÖD, Wolfgang – Schmidinger, Heinrich. Filosofie 19. a 20. století III.
Praha: Oikoymenh 2009.
VIŠŇOVSKÝ, Emil. Nové štúdie o pragmatizme a neopragmatizme. Bratislava: Veda, 2014.
VIŠŇOVSKÝ, Emil. Richard Rorty a zrkadlo filozofie. Bratislava, Kalligram, 2015.
Students will be acquainted with supplementary literature during the lessons.
Preliminary: activity in seminars 10%, report 10%, check-up test 20% Examination period 60%: Final oral exam
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Introduction. The main topics, problem areas and subdivisions of 20th century philosophy.
2. Classic Pragmatism.
3. Analytic Philosophy.
4. Ludwig Wittgenstein and ordinary language philosophy.
5. Edmund Husserl and phenomenology.
6. Martin Heidegger and fundamental ontology.
7. Jean-Paul Sartre and existentialism.
8. Michel Foucault and (post)structuralism.
9. Jürgen Habermas and critical theory of the Frankfurt School.
10. Logical positivism and post-analytic philosophy.
11. Richard Rorty, neopragmatism and postmodernism.
40%/ 60%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, students will have the knowledge of the nature of 20th century philosophy and its development; the basic trends in 20th century philosophy and their major ideas and contributions; and the fundamental ideological contribution and significance of American Pragmatism. In terms of skills, the students are able to analyse and interpret selected texts of 20th century philosophers; ask questions and formulate answers on issues in the history of 20th century philosophy, as well as to think (philosophize) independently about philosophical issues raised in 20th century philosophy.
ANZENBACHER, Arno. Úvod do etiky. Praha: Academia, 2001. ISBN 80-200-0953-1
Kolář, Peter - Svoboda, Vladimír. Logika a etika. Úvod do metaetiky. Praha: Filosofia, 1997. ISBN: 80-7007-100-1
RICKEN, Friedo. Obecná etika. Praha: OIKOYMENH, 1995. ISBN: 80-85241-72-2
BRÁZDA, Radim: Ethicum. Zlín: VeRBuM, 2010. ISBN: 978-80-904273-9-6
Additional literature will be presented at the beginning and during the semester. Teachers' presentations are available at MS TEAMS.
a) During the instruction period of the semester: during the instruction part of the semester, each student will give a presentation on one compulsory philosophical text of their choice, and in the penultimate week of the instruction part of the semester a test will be written. Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points.
b) In the examination period there is an oral examination. Admission to the oral exam is subject to the submission of a presentation on the analysis of the philosophical text and successful passing of the test.
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Test grading scale: A: 100%-92%;
B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of oral examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Metaethics and ethics
2. Sources of metaethical reasoning
3. Semantic aspects of the language of morality
4. Characteristics of noncognitivism
5. Emotivism
6. Prescriptivism
7. Ontological aspects of noncognitivism
8. Characteristics of cognitivism
9. Moral realism
10. Moral naturalism
11. Structure of practice (rationality, emotionality and will)
12. Problems with metaethics
preliminary 50%; final 50%
After successfully completing the course, students have knowledge of basic metaethical problems and concepts (congitivist and noncognitivist). They have knowledge of the main representatives of metaethical approaches and argumentation strategies in dealing with moral issues. Students can identify the fundamental problems of metaethics (dichotomy of facts and values / descriptions - prescriptions; naturalistic fallacy), can compare and critically evaluate the different positions. The acquired knowledge of metaethical theories can be used and applied in solving selected moral conflicts (euthanasia, abortion, the problem of health, etc.).
LONGINO, Helen. Usmerňovanie sociálneho obratu vo filozofii vedy. Filozofia. 2009. roč. 64, č. 4, s. 312-324. ISSN 0046-385X (dostupné tiež na http://www.klemens.sav.sk/fiusav/doc/filozofia/2009/4/312-323.pdf).
SZAPUOVÁ, Mariana. Fakty a hodnoty: k otázke hodnotovej neutrality vedy. Filozofia. 2018, roč. 73, č. 9, s. 693-706. ISSN 0046-385X (Available on: http://www.klemens.sav.sk/fiusav/doc/filozofia/2018/9/693-706.pdf).
SZAPUOVÁ, Mariana. Kognitívne a nekognitívne hodnoty v normatívnej štruktúre vedy. Filosofický časopis. 2020, roč. 68, č. 4, s. 535 – 550. ISSN: 0015-1831 (Available on: https://kramerius.lib.cas.cz/search/nimg/IMG_FULL/uuid:78fce738-b711-4cb6-84c6-2f6c74c772f3).
SZAPUOVÁ, Mariana, NUHLÍČEK, Martin, CHABADA, Michal (eds). Veda, spoločnosť a hodnoty. Bratislava: Univerzita Komenského v Bratislave, 2019 (vybrané kapitoly). ISBN 978-80-223-4749-5
SEDOVÁ, Tatiana. Konštruktivizmus ako filozofia a sociológia vedy: problémy, možnosti a limity. Filozofia. 2007, roč. 62, č. 9, s. 750 – 764. ISSN 0046-385X (Available on: http://www.klemens.sav.sk/fiusav/doc/filozofia/2007/9/750-764.pdf).
SZAPUOVÁ, Mariana, NUHLÍČEK, Martin. Veda v spoločnosti: tvorba poznania v novom režime. In: Bioetické výzvy a súčasnosť z pohľadu nových poznatkov a trendov. Bratislava: Centrum vedecko-technických informácií 2021, s. 277-293. ISBN 978-80-89965-92-2.
Students will be acquainted with supplementary literature during the lessons.
Preliminary evaluation during the instruction period: presentation of two selected topics in form of report (50 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (50 points)
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The condition for admission to the exam is the scoring of min. 30 points from the preliminary assessment. Grading scale: 100-90: A; 89-79: B; 78-68: C; 67-57: D; 56-46: E; 45- -0: FX Maximum 2 justified absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak
1. Epistemology and philosophy of science in the 20th century. From scientism to the social turn.
2. Science and non-science: the problem of demarcation.
3. New inspirations: the sociology of scientific knowledge.
4. The social turn in the philosophy of science.
5. The social context of scientific knowledge.
6. The subject of scientific knowledge, the problem of objectivity and value neutrality of science.
7. The problem of the autonomy of science.
8. Feminist reflection on science.
9. The normative structure of science.
10. Science and values, the ethos of science.
11. Ethics in science and ethics of science.
50%/ 50%
After successfully completing the course, students have knowledge of the conceptions of science formed in 20th century philosophy, they are able to critically evaluate and compare them. They understand the issue of the relationship between science and society in its entirety, can evaluate the current discourse on the social aspects of the development of science. They are able to critically reflect on and develop questions of the ethics of science.
BUBER, Martin. Problém člověka. Praha: Kalich, 1997. ISBN 80-7017-109-X.
CORETH, Emerich. Co je člověk? Praha: Zvon, 1994. ISBN 80-7113-098-2.
LEAKEY, Richard. Pôvod ľudstva. Bratislava: Archa, 1996. ISBN 80-7115-103-3.
PLAŠIENKOVÁ, Zlatica. Obrazy človeka z filozofickej a eticko-axiologickej perspektívy 1. časť [online]. Bratislava: Stimul 2010. Available on: http://stella.uniba.sk/texty/FIF_ZP_obrazy.pdf
SEILEROVÁ, Božena. Človek v paradigmách filozofickej antropológie. Bratislava: Iris, 2004. ISBN 80-89018-70-X.
Temporary teaching texts for the subject are available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
1. Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points;
b) Presentation of one selected topic: max. 30 points;
c) Final test of the entire scope of the subject: max. 60 points.
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100-92
B: 91-84
C: 83-76
D: 75-68
E: 67-60
FX: 59-0.
The teacher will accept a maximum of two absences with documentation. The dates for the final test will be announced through AIS at the beginning of the instruction period.
Slovak, Czech (receptive acquaintance)
1. An introduction to philosophical anthropology. Philosophy of man and non-philosophical conceptions of man.
2. The place of philosophical anthropology in the system of human sciences. A typology of anthropological orientations and directions.
3. Basic problems of philosophical anthropology and the definition of man.
4. Basic images of man in the history of European culture.
6. Man in medieval Christian thought.
7. Man in the period of Renaissance and modern thought.
8. Enlightenment-rationalist conceptions of man and anthropological materialism.
9. From the history of biological anthropology and basic hominization hypotheses and models.
10. Philosophical Anthropology Program. Man's place in the universe.
100%/ 0%
After successfully completing the course, students have knowledge of the basic problems of historical and philosophical ideas about man and his key definitions. They understand the basic principles of man's relationship to the world, the universe and God. The students are able to navigate the knowledge of biological anthropology from Darwin to the present and understand the criteria of the typology of anthropological orientations and directions.
CASSIRER, Ernst. Esej o človeku. Bratislava: Pravda, 1977.
CORETH, Emerich. Co je člověk? Praha: Zvon, 1994. ISBN 80-7113-098-2.
GEHLEN, Arnold. Duch ve světe techniky. Praha: Svoboda, 1972.
JASPERS, Karl. Filosofická víra. Praha: ISE, 1994. ISBN 0-85241-77-3.
PLAŠIENKOVÁ, Zlatica. Obrazy človeka z filozofickej a eticko-axiologickej perspektívy 2. časť [online]. Bratislava: Stimul, 2018. Available on: http:// stella.uniba.sk/texty/FIF_ZP_obrazy-2.pdf
SCHELER, Max. Místo člověka v kosmu. Praha: Academia, 1968.
Temporary teaching texts for the subject are available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
1. Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points;
b) Presentation of one selected topic: max. 30 points;
c) Final test of the entire scope of the subject: max. 60 points.
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100-92
B: 91-84
C: 83-76
D: 75-68
E: 67-60
FX: 59-0.
The teacher will accept a maximum of two absences with documentation. The dates for the final test will be announced through AIS at the beginning of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Max Scheler's Program in Philosophical Anthropology.
2. The conception of man and the understanding of human nature in A. Gehlen.
3. The concept of H. Plessner and the basic anthropological laws.
4. Anthropology and culture. Man as creator and creation of culture (M. Landmann).
5. Anthropology and moral culture in the concept of respect for life (A. Schweitzer).
6. Concept of the man of E. Cassirera. Man as a symbolic being.
7. The cosmological-anthropological conception of P. Teilhard de Chardin.
8. Selected anthropological conceptions of existentialist and personalist character (K. Jaspers, G. Marcel).
9. The Image of Man in Psychoanalytic Concepts (E. Fromm, V. E. Frankl).
10. Images of the man of 21st century (Z. Bauman).
100%/ 0%
After successfully completing the course, students will be familiar with the different approaches of the representatives of various anthropological concepts of the 20th and 21st centuries. They have knowledge of modern philosophical anthropology represented by M. Scheler, H. Plessner, A. Gehlen, as well as of conceptions of man within the philosophy of symbolic forms and cultural anthropology (E. Cassirer, M. Landmann, A. Schweitzer). He understands cosmological-anthropological and existentialist conceptions of man (P. Teilhard de Chardin, K. Jaspers, E. Fromm). They are able to identify the core values associated with the question of the meaning of life of contemporary man and his images in the context of the 21st century.
POPELOVÁ, Jiřina. Filozofia Jana Amosa Komenského. Bratislava: Pravda, 1985.
PALOUŠ, Radim. Komenského Boží svět. Praha : SPN 1992.
KOMENSKÝ, Jan Amos: Předehra pansofie. Objasnění pansofických pokusů. Praha: Europa // ACADEMIE, 2010. ISBN 978-80-200-1862-5
MASARYK, Tomáš G. Sebevražda. Praha: Ústav T. G. Masaryka, 2002. ISBN 80-86495-13-2.
MASARYK, Tomáš G. Nová Evropa. Brno: Doplněk, 1994. ISBN 80-85765-29-2.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E
- 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Comenius in the context of Czech culture. The basic foundations of his work.
2. Syncriticism. Pansophia. Divine world.
3. Comenius' socio-philosophical and pedagogical views.
4. 19th century and Czech philosophy.
5. Masaryque’s doctoral thesis. The foundations of his philosophical work.
6. Realism of T. G. Masaryque.
7. The New Europe Project.
8. Ideas of democracy.
9. Reflections of Comenius and Masaryque in Slovak and Czech philosophical thought.
10. Patoček's interpretation of Comenius and Masaryque.
100% preliminary
After successfully completing the course, students will have knowledge of the work of two key figures of the Czech philosophical scene: John Amos Comenius and Thomas G. Masaryque. They possess knowledge of the times they lived in. They understand relevant philosophical concepts and are able to analyse and critically reflect on selected portions of the works of both authors as well as their major commentator: Jan Patočka.
ŠALÁT, Tibor, SMÍTAL, Jaroslav. Teória množín. Bratislava: Univerzita Komenského, 1995. ISBN 80-223-0974-5.
BUKOVSKÝ, Lev. Množiny a všeličo okolo nich. Bratislava: Alfa, 1985. ISBN 8070975784
HALMOS, Paul Richard. Naive set theory. New York: Springer, 1974. ISBN 0-387-90092-6.
DEVLIN, Keith. The joy of sets Fundamentals of contemporary set theory. New York: Springer, 1993. ISBN 0-387-94094-4.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points: 30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. The position of set theory in mathematics. Set theory as the “foundation of mathematics”
2. The concept of sets: The first definitions of set in B. Bolzano, G. Cantor and R. Dedekind.
3. The “naive” understanding of a set and the implicit definition of a set through axioms.
4. Zermel's axiomatisation of set theory.
5. The concept of infinity and infinite set: Potential and actual infinity in mathematics.
6. George Cantor's understanding of the infinite (finite - transfinite - absolutely infinite; transfinite ordinal and cardinal numbers).
7. Cantor's theorem. Dedekind's definition of an infinite set.
8. Proofs of the existence of an infinite set (Bolzano, Dedekind, Russell).
9. The axiom of infinity in the Zermel-Fraenkel set theory.
10. Problems at the origin of set theory: The origin of Russell's paradox from Cantor's theorem. First attempts to overcome paradoxes.
11. The most controversial axiom of set theory: The “axiom of selection” (AC).
12. Contemporary philosophical issues in set theory.
100% preliminary
After successfully completing the course, students have knowledge of the basic concepts of set theory, the historical context of the origin of set theory, and the mathematical and philosophical problems associated with some of the key concepts and axioms of set theory. They are able to handle set concepts and practically provide elementary proofs, which allows them to better understand the emergence of analytic philosophy at the beginning of the 20th century and thus has built a more professional foundation for pursuing a deeper study of the philosophy of mathematics.
LONG, Anthony Arthur. Hellénistická filosofie. Preložil Petr Kolev. Praha: OIKOYMENH, 2020. ISBN 978-80-7298-497-8.
KALAŠ, Andrej. Raný pyrrhónizmus alebo blažený život bez hodnôt? Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2519-6.
EPIKUROS. O šťastnom živote. Preložil Miloslav Okál. Bratislava: Pravda, 1989. ISBN 80-218-0013-5.
TITUS LUCRETIUS CARUS: O přírodě. Preložila a úvod napísala Julie Nováková. Praha: Svoboda, 1971 (ISBN nedostupné).
Zlomky starých stoikov. Preložil Miloslav Okál. Bratislava: Pravda, 1984 (ISBN nedostupné).
GAHÉR, František. Stoická sémantika a logika z pohľadu intenzionálnej logiky. Bratislava: Stimul, 2000. ISBN 80-88982-18-2.
Temporary teaching texts for the subject are available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Preliminary assessment during the instruction period: a report (max. 30 points) on one of the seminar topics and a seminar paper of 6-8 standard pages (max. 70 points) on one of the topics offered by the course teacher.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. Exact deadlines for the submission of the selected topics of seminar papers and reports chosen by the students will be announced at the beginning of the semester. In the first lesson, the teacher will specify the topics of the seminar papers. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak, Czech (receptive acquaintance); English (minimum level B1 required)
Reading and interpretation of selected primary and secondary texts in Hellenistic philosophy addressing the following topics:
1. Epicurean sensualist epistemology
2. Divergence of the atom and free will (Epicurus, Lucretius, Cicero)
3. Negative hedonism
4. Epicurean views on society (Epicurus, Lucretius)
5. Pyrrhon and Timon (the problem of sources, their evaluation and reconstruction)
6. Aristocles' fraction in Eusebius and its interpretation
7. Pyrrhon and India
8. The negative dogmatism of the Middle and New Academies (Arkesilaos, Carneades)
9. Sextus Empiricus as a source and sceptical philosopher, Neopyrrhonian Phenomenalism
10. Stoic physics: the cosmos as a dynamic continuum, the pneuma and its tension, the doctrine of the soul and man, the division and hierarchization of causes, determinism and freedom.
11. Stoic ethics.
12. A basic introduction to the principles of Stoic logic.
100% preliminary
After successfully completing the course, students will be able to critically read and interpret philosophical texts of the Hellenistic period. They understand the basic methodological principles guiding the critical treatment of a stated topic (problem) in the history of philosophy of the particular period. They are able to further continue the historical and philosophical exploration based on a scientific approach to the sources and interpretations of the research authorities.
FRANK, Manfred. Štýl vo filozofii. Bratislava: Archa, 1994. ISBN 80-7115-051-7.
GOMÉZ-MARTINÉZ, José Luis. Teória eseje. Bratislava: Archa, 1996. ISBN 80-7115-121-1.
CAMPAGNON, Antoine. Démon teórie. Literatúra a bežné myslenie. Bratislava: Kalligram, 2006. ISBN 80-7149-804-1.
FARKAŠOVÁ, Etela. Paralely a prieniky. Bratislava: V SSS, 2015. ISBN 978-80-8061-886-5.
SARTRE, Jean-Paul: Slová. Bratislava: VSSS, 2011. ISBN 978-80-8061-430-0.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E
- 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Historical forms of the relationship between literature and philosophy.
2. Specifics of literary texts.
3. The forms of philosophical texts.
4. Comparing the functions of literature and philosophy.
5. The relationship of fiction and philosophy. The forms of so-called national literatures and philosophies.
6. Philosophical and literary style.
7. Autobiographical memoir.
8. Philosophical novel.
9. Theory of essay.
10. Intentions and interpretations of texts.
100% preliminary
After successfully completing the course, students have knowledge of the relationship between philosophy and literature in its historical and contemporary forms. They know the characteristic and specific features of both philosophy and literature, understanding the nature of their relationship. They have a more specific knowledge of the theory of the essay used by both literary authors and philosophers. They are able to analyse and critically reflect on selected texts of authors who have paid attention to the given issue.
NIETZSCHE, Friedrich. Ecce homo. Ako sa človek stane tým, čím je. Bratislava: IRIS, 2004. ISBN 80-89018-51-3.
ŠTÚR, Svätopluk. Zápasy a scestia moderného človeka. Bratislava: Veda, 1998. ISBN 80-224-0536-1.
MÜNZ, Teodor. Listy filozofom. Bratislava: Kalligram, 2002. ISBN 80-7149-459-3.
SARTRE, Jean-Paul: Existencializmus je humanizmus. Bratislava: Slovenský spisovateľ, 1997. ISBN 80-220-0775-7.
SMREKOVÁ, Dagmar. Zbohom Sartrovi? Bratislava: IRIS, 1996. ISBN 80-88778-26-3.
Additional literature will be presented at the beginning and during the semester. Teacherʹs presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Slovak philosophical thought at the turn of the last centuries.
2. Friedrich Nietzsche and his philosophical work.
3. Analysis of the work of F. Nietzsche: Ecce Homo. How One Becomes What One Is
4. Reflection of F. Nietzsche in the Slovak and Czech environment.
5. Alexander Matuška, Svätopluk Štúr and Teodor Münz: an analysis of texts on F. Nietzsche.
6. Existentialism and the predecessors of existentialism.
7. Analysis of the work of J.-P. Sartre: Existentialism is humanism.
8. Penetrations of existentialism into the Slovak cultural environment.
9. Three “waves” of interest in existentialism.
10. The “shipwreck” of existentialism today?
100% preliminary
After successfully completing the course, students have knowledge of the specific issues of reflection on the views of F. Nietzsche and French existentialists in the Slovak and Czech environment. They know and understand the source texts necessary for the interpretation of the two problem areas. They can analyse and critically reflect on the views of key authors and make comparisons with the views of selected Western European philosophers.
ČAPEK, Karel. Pragmatismus čili filozofie praktického života. Olomouc: Votobia, 2000.
DEWEY, John. Demokracie a výchova. Praha: J. Leichter, 1932.
DEWEY, John. Rekonštrukcia liberalizmu. Bratislava: Kalligram, 2001.
JAMES, William. Druhy náboženské zkušenosti. Praha: Melantrich, 1930.
JAMES, William. Pragmatismus. Brno: CDK, 2003.
PEIRCE, Charles Sanders. Lingvistické čítanky. Praha: SPN, 1972.
VIŠŇOVSKÝ, Emil - MIHINA, František, ed.: Pragmatizmus (Malá antológia filozofie XX. storočia, I). Bratislava: IRIS, 1998.
VOROVKA, Karel. Americká filosofie, Praha, Sfinx 1929.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak/ Czech (receptive acquaintance)/ English; Some information sources and sources used on the subject seminars are in English (required level - min. B1).
1. Introduction to American philosophy and pragmatism.
2. Classical pragmatism: its origin and development.
3. Ch. S. Peirce and his variant of classic pragmatism.
4. W. James and his variant of classic pragmatism.
5. J. Dewey and his variant of classic pragmatism.
6. Reception of pragmatism in 20th century philosophy
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, students will have knowledge of the philosophy of pragmatism, in particular, what are the basic stages in the development of North American philosophy; what is pragmatism as a philosophy; who was Ch. S. Peirce as a philosopher; who was W. James as a philosopher; who was J. Dewey as a philosopher; what is the place of classical pragmatism in the history of philosophy. In the area of practical philosophical competences and skills, the students are able to analyse the philosophical concepts of pragmatism; ask questions and formulate answers regarding the history of classical pragmatism; develop their skills of philosophical expression (text analysis, writing, discussion); think critically philosophically (philosophise) about or within the philosophy of pragmatism on their own.
RORTY, Richard. Nahodilost, ironie, solidarita. Praha: Pedagogická fakulta UK, 1996.
RORTY, Richard. Filozofia a zrkadlo prírody. Bratislava. Kalligram, 2000.
RORTY, Richard. Filozofické orchidey. Bratislava: Kalligram, 2006.
RORTY, Richard – VATTIMO, Gianni. Budoucnost náboženství. Praha: UK, 2007.
VIŚŃOVSKÝ, Emil - MIHINA, František, ed.: Pragmatizmus (Malá antológia filozofie XX. storočia, I). Bratislava: IRIS, 1998.
VIŚŃOVSKÝ, Emil. Štúdie o pragmatizme & neopragmatizme. Bratislava: Veda, 2009.
VIŚŃOVSKÝ, Emil. Nové štúdie o pragmatizme & neopragmatizme. Bratislava: Veda, 2014.
VIŚŃOVSKÝ, Emil. Richard Rorty a zrkadlo filozofie. Bratislava: Kalligram, 2015.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak / Czech (receptive acquaintance/ English; Some information sources and sources used on the subject seminars are in English (required level - min. B1).
1. The relationship between classical pragmatism and neo-pragmatism.
2. Rorty's meta-philosophy, Rorty's anti-metaphysics (anti-foundationalism).
3. Rorty's anti-epistemologism (anti-representationalism).
4. Rorty’s social philosophy and ethics.
5. Rorty’s philosophy of culture.
6. Hilary Putnam and his version of neopragmatism.
7. Reception of neopragmatism in contemporary philosophy.
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, students have knowledge of the philosophy of neopragmatism, especially what neopragmatism is as a philosophy; who R. Rorty was; what is the place of neopragmatism in contemporary philosophy. In the field of practical philosophical competences and skills, the students are able to analyse the philosophical concepts of neopragmatism; ask questions and formulate answers about neopragmatism; develop their skills of philosophical expression (text analysis, writing, discussion);
- think critically philosophically (philosophise) about or within the philosophy of neopragmatism on their own.
Sousedík, Stanislav: Úvod do četby sv. Tomáše Akvinského. Praha: Česká křesťanská akademie, 1992. ISBN: 80-900615-8-3
Chabada, Michal: Ján Duns Scotus. Vybrané kapitoly z jeho epistemológie a metafyziky. Bratislava: Univerzita Komenského, 2007. ISBN: 978-80-223-2264-5.
Svoboda, David: Metafyzické myšlení Tomáša Akvinského od pojmu jsoucna a jednoty k pojmu celku a části. Praha: Krystal, 2012. ISBN: 978-80-87183-40-3
Otisk, Marek: Metafyzika jako věda Ibn Síná a Ibn Rušd ve scholastické diskusi. Praha: Filosofia, 2006. ISBN: 80-7007-242-3
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
During the instruction period of the semester: one test (in the first half of the semester) and the seminar paper is submitted in the last week of the instruction period of the semester. Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points. The weight of the test is 50% of the final assessment. The remaining 50% of the assessment consists of seminar paper. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item. Test grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
Slovak, Czech (receptive acquaintance)
1. Aristotle - division of the sciences, nature of the first philosophy
2. Avicenna - ontological understanding of metaphysics
3. Averroes - theological understanding of metaphysics
4. Aquinas - existence as an analogous concept I.
5. Aquinas - existence as an analogous concept II.
6. Aquinas - metaphysics and theology
7. John Duns Scotus - the subject of metaphysics
8. John Duns Scotus - existence as an unambiguous concept I.
9. John Duns Scotus - existence as an unambiguous concept II.
10. John Duns Scotus I. - metaphysics and theology
11. The historical influence of Thomas Aquinas
12. The historical influence of John Duns Scotus
100%: preliminary
After completing the course, students will have knowledge of key metaphysical concepts in medieval scholastic philosophy. They know the main representatives of these metaphysical theories (Thomas Aquinas and Duns Scotus) and their treatment of the question of the object of metaphysics: theological, ontological or onto-theological. They are able to understand a scholastic text, able to make historical and philosophical connections (especially with medieval Arabic philosophy: Avicenna and Averroes), identify key issues, and be able to compare scholastic understandings of metaphysics with contemporary metaphysical conceptions, especially the views of P. F. Strawson (revisionist vs. descriptive metaphysics).
AKVINSKÝ, Tomáš. O zákonech v Teologické sumě. Praha: Krystal OP, 2003. ISBN: 80-85929-59-7
SCOTUS, Ján Duns. Desetero a přirozený zákon. Ordinatio III, suppl. dist. 37. Salve. 2005, 15 (4), 39-48.
SOUSEDÍK, Stanislav. Svoboda a lidská práva. Jejich přirozenoprávní základ. Praha: Vyšehrad, 2010. ISBN: 978-80-7429-036-7
CHABADA, Michal. Prirodzený zákon v scholastike a širšej dejinno-filozofickej perspektíve. Bratislava: Univerzita Komenského, 2014. ISBN: 978-80-223-3524-9
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
During the instruction period of the semester: one test (in the first half of the semester) and the seminar paper is submitted in the penultimate week of the instruction period of the semester. Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points. The weight of the test is 50% of the final assessment. The remaining 50% of the assessment consists of seminar paper. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item. Test grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
Slovak, Czech (receptive acquaintance)
1. Starting points - Stoicism, Aristotelianism and Neo-Platonism
2. Augustinus - the eternal and temporal law
3. Aquinas - nature of law
4. Aquinas - eternal law
5. Aquinas - natural law I.
6. Aquinas - natural law II.
7. Aquinas - positive law
8. Aquinas - divine law
9. Aquinas - relationship between natural and positive law
10. Aquinas - theory of common good, division of the constitutions
11. John Duns Scotus - natural law I.
12. John Duns Scotus - natural law II.
100%: preliminary
After successfully completing the course, students will have knowledge of the main features of the scholastic understanding of natural law, especially in Thomas Aquinas and John Duns Scotus. They can navigate the scholastic naturalistic and antinaturalistic justification of moral standards, the relationship between ethics and law, and has a basic insight into the medieval understanding of the virtues. Students will be able to understand a scholastic text, make historical and philosophical connections, and identify parallels and differences between scholastic and contemporary socio-political and ethical debates regarding the justifiability of universal human rights. They can use the acquired knowledge in the comparison of scholastic and contemporary models of the relationship between ethics, politics and law.
HROCH, Miroslav (ed.). Pohledy na národ a nacionalizmus. Praha: Slon 2003. ISBN 80-86429-20-2.
GELLNER, Arnošt. Národy a nacionalismus. Praha: Hříbal, 1993. ISBN 80-900892-9-1
LAJČIAK, Ján. Slovensko a kultúra. Bratislava: Q 111, 2007. ISBN 978-80-89092-35-2.
CHMEL, Rudolf (ed.). Slovenská otázka v 20. storočí. Bratislava: Kalligram, 1997. ISBN 80-7149-155-1.
PICHLER, Tibor. Národovci a občania. O slovenskom politickom myslení v 19. storočí. Bratislava: Veda, 1998. ISBN 80-224-0533-7.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak
1. Introduction into the problem of the nation. Basic concepts of European intellectuals.
2. Ernest Gellner and his conception of nation and nationalism.
3. Reflection of the issue in the works of Slovak thinkers since the Enlightenment.
4. The national defence efforts of the Štúr movement.
5. The turn of the century: the role of T. G. Masaryk.
6. Slovakia and the culture of Ján Lajčiak.
7. The Czechoslovak problem.
8. The Slovak question. Autonomisation efforts.
9. Philosophical Anthology of Matica slovenská and the problem of the nation.
10. New perspectives on the nation after World War II.
11. Integration of European nations.
12. Challenges of the 21st century related to migration waves in the post-Covid period.
100% preliminary
After completing the course, students have knowledge of modern conceptions of nation and nationalism, and are familiar with the most important of them. They can critically reflect and understand the concepts of Slovak and foreign authors dealing with the given topic. They can analyse selected works, understand the period and the conditions determining the often complex political, social, cultural and ideological relations.
KOLLÁR, Karol, KOPČOK, Andrej a PICHLER, Tibor (eds.): Dejiny filozofie na Slovensku v 20. storočí. Bratislava: Infopress, 1998. ISBN 80-85402-32-7.
ŠTÚR, Svätopluk. Zápasy a scestia moderného človeka. Bratislava: Veda, 1998. ISBN 80-224-0536-1.
ŠIMEČKA, Milan. Kruhová obrana. Bratislava: Artforum, 2011. ISBN 978-80-89445-37-0.
NOVOSÁD, František: Vysvetľovanie rukami. Bratislava: IRIS. ISBN 80-88778-00-X.
KICZKO, Ladislav, LALÍKOVÁ, Erika a ZIGO, Milan (eds.). Problémy a osobnosti slovenskej filozofie v 20. storočí. Bratislava: Univerzita Komenského, 2013. ISBN 978-80-223-3529-4.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Reflection of Slovak philosophical thought at the turn of the 19th and 20th centuries.
2. Formation of the first positivist and realist philosophical concepts.
3. Features of religious philosophy in the Slovak environment.
4. Anthropological and scientistic orientation of the various movements and personalities of the period.
5. Neopositivism and Igor Hrušovský.
6. Philosophy of life and Svätopluk Štúr.
7. Philosophy in Slovakia during World War II. Critical versus intuitive realism.
8. Marxist philosophy in Slovakia.
9. Philosophical dissent.
10. Forms of philosophy at the end of the 20th century.
11. New forms and shapes of philosophy in the early 2020s.
100% preliminary
After successfully completing the course, students have knowledge of the most important trends and currents in Slovak philosophy over the last hundred years. They knows the philosophical works of the period, have an overview of how philosophy as a scientific discipline was gradually profiled. They are able to carry out a critical reflection on the work of key personalities, understand their starting points and the conclusions they reached in an often complicated period.
XENOFÓN: Hostina. Sokratova obhajoba. Preložil, poznámkami k prekladu, slovnou zásobou a jazykovým komentárom doplnil Andrej Kalaš. Bratislava: Kalligram 2006. ISBN 80-7149-890-4.
XENOFÓN: O prosperujúcej domácnosti. Bratislava: Kalligram, 2007. ISBN 978-80-7149-958-9.
Diogenove zlomky. Úvodná štúdia, preklad zlomkov a komentár [Diogenés zo Sinopy]; Jaroslav Cepko, Andrej Kalaš, Vladislav Suvák. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4099-1.
COPLESTON, Frederick. Dějiny filosofie I: Řecko a Řím. Olomouc: Refugium Velehrad – Roma, 2014. ISBN 978-80-7412-167-8.
PLATÓN: Dialógy 1-3. Bratislava: Tatran, 1990. ISBN 80-222-0127-8.
Temporary teaching text for the subject is available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Preliminary assessment during the instruction period: a report (max. 30 points) on one of the seminar topics and a seminar paper of 6-8 standard pages (max. 70 points) on one of the topics offered by the course teacher.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. Exact deadlines for the submission of the selected topics of seminar papers and reports chosen by the students will be announced at the beginning of the semester. In the first lesson, the teacher will specify the topics of the seminar papers. The teacher will accept a maximum of 2 documented absences. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak, Czech (receptive acquaintance)
1. The image of Socrates in Socratic literature in the time before the trial.
2. The image of Socrates in court in Plato's interpretation.
3. The image of Socrates in court in Xenophon's interpretation.
4. Plato's image of Socrates in prison, philosophical reasons for refusing to escape.
5. The death of Socrates and its philosophical dimension.
6. Xenophon's Socrates as a practical man (“On the Prosperous Household”).
7. Xenophon's Socrates as the prototype of piety.
8. Diogenes' attitude towards human sexuality.
9. Hedonistic asceticism versus oriental asceticism.
10. Socrates’ daimonion.
11. Plutarch's Socrates as the prototype of morality.
12. Plutarch's Socrates as the prototype of piety.
100% preliminary
Graduates of the course will be able to critically read and interpret philosophical texts of the Socratic literature. They understand the basic methodological principles guiding the critical treatment of a stated problem (topic) from the history of Ancient philosophy. They are able to further continue the historical and philosophical exploration based on a scientific approach to the sources and critical evaluation of the research authorities.
RIST, John Michael. Stoická filosofie. Přeložil Karel Thein. Praha: OIKOYMENH, 1998. ISBN 80-86005-73-9.
Zlomky starých stoikov. Pravda, 1984.
KALAŚ, Andrej. Stoické chápanie kauzality a teória príčin. In: Brnianske prednášky členov Katedry filozofie a dejín filozofie Filozofickej fakulty Univerzity Kmenského v Bratislave. Editori Etela Farkašová, Lenka Bohunická, Miroslav Marcelli. Brno: Masarykova univerzita, 2003, s. 107 - 138. ISBN 80-210-3046-1.
LONG, Anthony Arthur. Hellénistická filosofie. Preložil Petr Kolev. Praha: OIKOYMENH, 2020. ISBN 978-80-7298-497-8.
Od Aristotela po Plotina. Antológia z diel filozofov. Bratislava: Iris, 2006. ISBN 976-80-89238-11-8.
Temporary teaching text for the subject is available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Assessment during the instruction period includes: a). successful presentation of a paper on one of the topics listed in the course syllabus (max. 30 points) b) Successful completion of a control test at the end of the semester (max. 70 points) connected with oral consultation of the written answers. The student will be admitted to the test only with a minimum of 10 points from paper. Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. FX. The exact date for the test and the topics of the paper will be announced at the beginning of the semester. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak, Czech (receptive acquaintance)
1. Hellenism - period, culture, philosophy, Hellenistic schools and their character, the position of Stoicism as a dogmatic school.
2. Stoic physics of the elements: an integrated Stoic universe. Difference between to holon and to pan. Active and passive elements.
3. Stoic psychology: Integration function of the pneuma, its tension and degrees.
4. The doctrine of the Logos, fate, providence and God. The degree of dynamism and autonomy of the pneuma is determined by its fire element.
5. The place of the man-sage in the cosmos in terms of the quality of his soul.
6. Stoic epistemology: imagination (fantasy), instinct, assent, catalepsy, knowledge, division of fantasies according to origin and cognitive relevance.
7. Stoic theory of causes. Stoic cause as something physical. The blending of Stoic and Peripatetic theories of causes.
8. Stoic theory of division and hierarchisation of causes. Practical examples from life.
9. Stoic theory of free decision and action: degrees of autonomy of the pneuma, freedom as the possibility of independent action, the Stoic sage - is he really free?
10. Modal categories in the Stoic conception of freedom: fate, necessity, chance, possibility, freedom.
11. Stoic ethics, the problem of bliss and Stoic ataraxia, mean and perfect duties.
12. The problem of indifferent things, their articulation and revision of approaches, virtue as a rational disposition, three definitions of Stoic virtue, final connection with the understanding of freedom.
100% preliminary
After successfully completing the course, students will know how universal determinism and at the same time the freedom of the sage can be admitted within the Stoic system. They understand the integral connection of the three parts of Stoic philosophy (physics, logic, ethics). They are able to address the dilemma of determinism and freedom on the ground of other philosophical conceptions as well, and not only in antiquity.
HUSSERL, Edmund. Ideje k čisté fenomenologii a fenomenologické filosofii. Praha: Oikúmené 2004. ISBN 80-7298-085-8.
WITTGENSTEIN, Ludwig. Modrá a Hnedá kniha. Bratislava: Kalligram 2001. ISBN 80-7149-439-9.
DERRIDA, Jacques. Texty k dekonstrukci. Bratislava: Archa 1993. ISBN 80-7115-046-0.
GÁL, Egon, MARCELLI, Miroslav (ed.). Za zrkadlom moderny filozofia posledného dvadsaťročia. Bratislava: Archa, 1991. ISBN 80-7115-025-8.
Supplementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library UK literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preparation for the lesson (reading texts), at least one oral report in class or written seminar paper (max. number of points: 20), final written exam in the credit week (max. number of points: 30). Total assessment: max. number of points - 50. A (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Phenomenological philosophy of E. Husserl.
2. Philosophy of being of M. Heidegger.
3. Existentialism: J.-P. Sartre.
4. Early analytic philosophy: G. Frege, B. Russell, L. Wittgenstein.
5. Philosophy of later L. Wittgenstein.
6. Philosophy of logic positivism: R. Carnap, M. Schlick.
7. Analytic philosophy of the 2nd half of 20th century: W.V. O. Quine, D. Davidson.
8. Critical theory and J. Habermas.
9. Structuralist philosophy of M. Foucault.
10. Deconstruction of J. Derrida.
11. Postmodern philosophy: J.-F. Lyotard.
12. Philosophy of science in 20th century: K. R. Popper, T. S. Kuhn.
100% preliminary
Through detailed critical analysis and interpretation of selected texts, students have a more in-depth knowledge of the ideas and methods of major 20th-century philosophers. They are better able to understand the main currents of 20th-century philosophy and are able to discuss philosophical issues in a more informed way: to put forward their own insights and comments, to defend their own interpretations, and to respond productively to the views of others.
BAUMAN, Zygmunt. Tekutá modernita. Praha: Mladá fronta, 2002.
BÉLOHRADSKÝ, Václav. Společnost nevolnosti. Praha: SLON, 2007.
HARARI, Yuval Noah. Sapiens. Stručná história ľudstva. Bratislava: Aktuell, 2018.
HAUSER, Michal. Prolegomena k filosofii současnosti. Praha: Filosofia, 2007.
LYOTARD, Jean-Francois. O postmodernismu. Praha: Filosofický ústav ČSAV, 1993.
SPENGLER, Oswald. Zánik Západu. Praha: Academia, 2010.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak; Czech (receptive acquaintance); English
1. Philosophical concept of the present (civilization)
2. The concept of late modernity
3. Anthropocene: the age of man
4. Philosophical issues of globalisation
5. Philosophical issues of scientific and technological development
6. Artificial intelligence, the internet and virtual reality
7. The problem of media communication (post-truth era)
8. The crisis of culture
9. Educational perspectives
10. The possibilities of philosophy in the contemporary world.
50%/ 50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, in the field of knowledge students know what the key problems of contemporary civilization from the point of view of philosophy are; what solutions to the current problems of mankind are proposed by contemporary philosophy. In the area of philosophical competences, the students are able to analyse selected philosophical concepts of contemporary philosophy; to develop their skills of philosophical expression (text analysis, writing, discussion); to think (philosophize) critically about the key issues of the contemporary civilisation.
BAUMAN, Zygmunt: Retrotopia. Bratislava: Kalligram, 2017.
BROCKMAN, John, ed.: Příštích padesát let. Praha: Dokořán a Argo, 2004.
FEUERBACH, Ludwig: Zásady filosofie budoucnosti a jiné filosofické práce. Praha: Filosofický ústav ČSAV, 1959.
HARARI, Yuval Noah: Homo deus. Bratislava: Aktuell, 2018.
JASPERS, Karl.: Atómová bomba a budoucnost lidstva. Praha: Academia, 2016.
KOVÁĆ, Ladislav.: Konec lidské evoluce. Červený Kostelec: Mervart, 2017.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period.
Slovak / Czech (receptive acquaintance) / English; The information sources and sources used to on the subject seminars are also in English. Requires min. level B1.
1. Culture versus nature
2. Humanism, Posthumanism and Transhumanism
3. The idea of human improvement
4. Perspectives on techno-, info- and neurosciences
5. Digitalism/dataism and the society of the algorithm
6. Do we have free will?
7. Are there any alternatives to capitalism?
8. Will we live forever?
9. The crisis of values
10. Philosophy and the future of humanity.
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, in the field of knowledge, students know what issues are dealt with by philosophy reflecting the future of mankind; what solutions to the problems of the future of mankind are proposed by philosophy. In the area of practical philosophical competences, the students are able to analyse selected philosophical concepts and problems of the future of humanity; to develop their skills of philosophical expression (text analysis, writing, discussion); to think (philosophize) critically about the issues of the future of humanity on their own.
DAYOVÁ, Barbara. Sametoví filozofové. Brno: Doplněk, 1999. ISBN 80-7239-045-7.
KUSÁ, Jolana, ZAJAC, Peter (eds.). Prítomnosť minulosti, minulosť prítomnosti. Bratislava: Nadácia M. Šimečku, 1999. ISBN 80-967156-8-2.
PATOČKA, Jan, Češi I. Praha: OIKOYMENH, 2006. ISBN 80-7007-230-X. ISBN 80-7298-181-1.
ŠIMEČKA, Milan. Společenství strachu a jiné eseje. Bratislava: Nadácia M. Šimečku, 2003. ISBN 80-89008-16-X.
KUSÝ, Miroslav, ŠIMEČKA, Milan. Veľký brat a veľká sestra. Bratislava: Nadácia M. Šimečku, 2000. ISBN
80-89008-01-1.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E
- 33-30 points; Fx – 29 points or less
Slovak, Czech (receptive acquaintance)
1. Life behind the “Iron Curtain”.
2. Specifics of philosophical (and literary) texts and their forms in the period from World War II to 1989 in the Czech Republic and Slovakia.
3. Features of the formation of Marxist philosophy in the Central European context.
4. Charter 77, the period of normalization and its impact on the status and level of philosophy.
5. Prague and Bratislava seminars and samizdat.
6. The Demon of Consent by Dominik Tatarka.
7. Big Brother and Big Sister by Milan Šimečka and Miroslav Kusý.
8. Marian Váross, Ján Kocka, Ivan Kadlečík, Marcel Strýko.
9. Jan Patočka, Ladislav Hejdánek and Václav Havel.
10. Critical probing and looking back.
100% preliminary
After successfully completing the course, the students have knowledge of Czechoslovak dissent. They understand the relationship between Marxist and so-called non-Marxist philosophies in the post-World War II period. They know the most important dissident personalities and can critically reflect on and analyse their views.
EINSTEIN, Albert, INFELD, Leopold. Fysika jako dobrodružství poznání. Praha: Orbis, 1957.
BEISER, Arthur. Úvod do moderní fyziky. Praha: Academia, 1978.
KNIGHT, Randall. Physics for scientists and engineers A strategic approach with modern physics.
Harlow: Pearson Education, 2017. ISBN 1-292-15742-9.
GRIFFITHS, David. Introduction to Quantum Mechanics. Upper Saddle River: Pearson/Prentice Hall, 2005. ISBN 0-13-191175-9.
Supplementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library UK literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Basic characteristics of classical physics.
2. From classical physics to quantum physics - key problems and experiments: black body radiation (M. Planck), photoelectric phenomenon (A. Einstein).
3. From classical physics to quantum physics - key problems and experiments: Compton’s phenomenon, models of the atom (J. J. Thomson, E. Rutherford, N. Bohr).
4. Basic concepts of probability theory and statistics: probability density, average value, variance, standard deviation.
5. Complex numbers and complex functions in quantum theory.
6. The wave function and Schrödinger equation.
7. The wave and particle image.
8. Born's statistical interpretation of the wave function.
9. One-dimensional single-particle quantum mechanics: Free particle
10. One-dimensional single-particle quantum mechanics: Particle in the potential well.
11-12. Quantum harmonic oscillator.
100% preliminary
After successfully completing the course, students have knowledge of the basic concepts and methods of elementary quantum mechanics. They are able to apply them quantitatively to simple (one-dimensional, one-particle) cases.
EINSTEIN, Albert, INFELD, Leopold. Fysika jako dobrodružství poznání. Praha: Orbis, 1957.
BEISER, Arthur. Úvod do moderní fyziky. Praha: Academia, 1978.
KNIGHT, Randall. Physics for scientists and engineers A strategic approach with modern physics.
Harlow: Pearson Education, 2017. ISBN 1-292-15742-9.
GRIFFITHS, David. Introduction to Quantum Mechanics. Upper Saddle River: Pearson/Prentice Hall, 2005. ISBN 0-13-191175-9.
Supplementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library UK literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Postulates of quantum mechanics - introduction and comparison with classical mechanics.
2. Postulates of quantum mechanics - analysis of the main physical concepts.
3. Mathematical apparatus of quantum mechanics: Differential equations.
4. Mathematical apparatus of quantum mechanics: The basics of linear algebra.
5. Mathematical apparatus of quantum mechanics: Hilbert space.
6. Mathematical apparatus of quantum mechanics: Operators in quantum mechanics.
7. The generalised Heisenberg uncertainty relation.
8. Position and momentum representation of the state vector. Fourier transforms.
9. Problems of interpretation of quantum mechanics: The "measurement problem", quantum entanglement and the problem of locality.
10. Problems of interpretation of quantum mechanics: ontological/epistemological status of the wave function, wave-particle dualism, determinism vs indeterminism.
100% preliminary
After successfully completing the course, students have a deeper insight into the mathematical structure and the system of postulates of non-relativistic quantum mechanics. They understand the philosophical problems associated with the interpretation of quantum mechanics. They have the mathematical skills necessary to understand not only quantum mechanics, but also much of the exact sciences, and are therefore able to address questions of the philosophy of science at an advanced level.
SZAPUOVÁ, Mariana. Kapitoly z feministickej filozofie. Bratislava: Univerzita Komenského v Bratislave, 2010. Elektronický zdroj. ISBN 978-80-233-2786-2.
SZAPUOVÁ, Mariana. Filozofický pohľad na rovnosť žien a mužov: perspektíva J. S. Milla. Filozofia, 2005, roč. 60, č. 2, s. 103-114. ISSN (Available on: http://www.klemens.sav.sk/fiusav/doc/filozofia/2005/2/103-114.pdf) ISSN 0046-385X.
MILL, John Stuart. Poddanstvo žien. Bratislava: Kalligram, 2003. ISBN 80-7149-593-X.
FARKAŠOVÁ, Etela. Na ceste k „vlastnej izbe“. Postavy, podoby, problémy feministickej filozofie. Bratislava: Iris, 2006, s. 13-77. ISBN 80-89256-00-7.
MILLETT, Kate: Sexuální politika. In: Oates-Indruchová, Libora (ed.). Dívčí válka s ideologií. Praha: Sociologické nakladatelství, 1998. s. 69 – 89. ISBN 80-85850-67-2.
Preliminary evaluation during the instruction period: presentation of one selected topic (30 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (40 points)
The condition for admission to the exam is the scoring of min. 10 points from the preliminary assessment. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale:
A: 70-65, B: 64-59, C: 58-53, D: 52-47, E: 46-42, Fx: 41-0. A maximum of 2 excused absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. What is feminist philosophy - definition of basic terms.
2. Feminist reflection and critique of the philosophical canon.
3. Historical stages in the development of feminist thought, the origins of feminist philosophy.
4. Developmental forms of feminist philosophy: the philosophical starting points of the Enlightenment liberal feminism.
5. Enlightenment feminism and the problem of gender disparity (Rousseau versus Wollstonecraft).
6. Enlightenment Liberal Feminism - Harriet Taylor Mill and John Stuart Mill.
7. Woman as the Second One - Simone de Beauvoir, existentialist inspirations.
8. Theories of the second wave of feminism, typologies of feminist concepts and currents.
9. Philosophical foundations of liberal feminism and its limits.
10. Radical feminism, its main themes and starting points. Analysis of patriarchy and sexual politics theory.
11. The materialist theory of women's oppression and the problem of domestic work.
12. Feminist philosophy and postmodernism.
43%/ 57%
After successfully completing the course, students have knowledge of the genesis and historical development of feminist philosophy and are familiar with the periodisation of feminist thought. They know the typology of feminist philosophical concepts and currents, being familiar with their conceptual apparatus. They understand the differences between the individual historical types of feminist philosophy and understand the issues that feminist thought has thematised at different stages of development. They are able to navigate different concepts and understand the central lines of argument.
KUHN, Thomas S. Štruktúra vedeckých revolúcií. Bratislava 1981, str. 37-47.
POPPER, Karl R. Hľadanie lepšieho sveta. Bratislava: Archa, 1995, str. 11-57. ISBN 80-7115-113-0
SCHLICK, Moritz. M. Zobrané state. In: Antológia z diel filozofov. Logický empirizmus a filozofia prírodných vied. Bratislava: Vydavateľstvo politickej literatúry, 1968. str. 211-255.
SARDAR, Ziauddin. Thomas Kuhn a vedecké války. Praha: Triton,2001. ISBN 80-7254-209-5.
SZAPUOVÁ, Mariana, NUHLÍČEK, Martin. Naturalizmus a skepticizmus. Filozofia, 2020, roč. 75, č. 9., s. 760-775. ISSN 0046-385X (Available on: https://www.sav.sk/journals/uploads/11250922filozofia.2020.75.9.3.pdf)
Course requirements:
Preliminary evaluation during the instruction period: presentation of one selected topic (30 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (40 points)
The condition for admission to the exam is the scoring of min. 10 points from the preliminary assessment. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale:
A: 70-65, B: 64-59, C: 58-53, D: 52-47, E: 46-42, Fx: 41-0. A maximum of 2 excused absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. The problem of science in 20th century philosophy.
2. The Vienna Circle initiative. Understanding the nature and object of epistemology in neopositivism.
3. Major themes and issues in neopositivist epistemology.
4. Critical rationalism and falsificationism of K.R. Popper.
5. Fallibility of human cognition.
6. Changes in the conception of scientific knowledge initiated by postpositivism. Kuhn's conception of the development of science.
7. The epistemological anarchism of P. Feyerabend.
9. Naturalised epistemology.
10. New initiatives in contemporary epistemology: socialized epistemology.
11. The problem of science in feminist philosophy.
12. The concept of situated science.
preliminary 43%/ final 57%
After successfully completing the course, students have knowledge of the philosophical conceptions of science formed on the ground of 20th century philosophy, their starting points, main themes and solutions. They understand the main problems addressed in these approaches and can compare the different solutions. They are able to navigate contemporary philosophical debates about science.
FREUD, Sigmund. Přednášky k úvodu do psychoanalýzy. Praha: Portál, 2020. ISBN 978-80-262-1573-8.
FREUD, Sigmund. Nespokojenost v kultuře. Praha: Hynek, 1998. ISBN 80-86202-13-5.
STORR, Anthony. Freud. Praha: Argo, 1996. ISBN 80-85794-93-4.
ČERNOUŠEK, Michal. Sigmund Freud - Dobyvatel nevědomí. Praha: Paseka, 1996. ISBN 80-7185-082-9.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preparation for the lesson (reading texts), at least one oral report in class or written seminar paper (max. number of points: 20), final written exam in the credit week (max. number of points: 30). Total assessment: max. number of points - 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Freud in 20th century philosophy and culture. The penetration of psychoanalytic terminology and teachings into the general consciousness.
2. Basic concepts and theses of Freud's conception of psychology and its historical background and systematic foundations.
3. A comparison of psychoanalysis as a distinct psychological current with other major streams of psychological research and theorising at the turn of the nineteenth and twentieth centuries.
4. Freud, Breuer and the theory of hysteria.
5. Freud's psychoanalytic theory of dreams.
6. Freud's psychoanalytic theory of psychosexual development.
7. A topographical and structural model of the mental apparatus.
8. A psychoanalytic theory of defence mechanisms.
9. Extension of psychoanalysis from therapy to a general theory or philosophy of culture. Freud's analysis of morality, art and religion.
10. Positive and negative reactions to Freud's psychoanalysis in 20th century philosophical history.
11. Criticism of Freud in terms of scientific theory and methodology.
100% preliminary
After successfully completing the course, students will have an understanding of the basic concepts, theories, and therapeutic methods of Freudian psychoanalysis and its relationship to philosophy. They are able to understand the emergence of psychoanalysis in the historical and philosophical context of the turn of the 19th and 20th centuries. The students are able to identify similarities and differences between Freud's conception and the philosophical conceptions of selected philosophers and are able to analyse the theses of psychoanalysis from a methodological-scientific point of view
ZNÁM, Štefan (a kolektív). Pohľad do dejín matematiky. Bratislava: Alfa, 1986.
ČIŽMÁR, Ján. Dejiny matematiky - Od najstarších čias po súčasnosť. Bratislava: Perfekt, 2017. ISBN 978-80-8046-829-3.
STRUIK, Dirk J. Dějiny matematiky. Praha: Orbis, 1963.
RÉNYI, Alfréd. Dialógy o matematike. Bratislava: Alfa, 1977.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. The relationship between philosophy and mathematics in the history of philosophy.
2. Thales and the idea of mathematical proof.
3. Pythagoreans and the discovery of incommensurability.
4. Zeno's aporias (paradoxes).
5. Aristotle's solution of Zeno's aporia.
6. Zeno's aporias from the perspective of modern science.
7. Plato's philosophy of mathematics. Platonism in the philosophy of mathematics.
8. Aristotle's philosophy of mathematics. The problem of (mathematical) infinity.
9. Euclid's Elements as a model for mathematics and philosophy.
10. Descartes' analytic geometry as a model method.
11. Spinoza's ethics according to the model of geometry.
12. Leibniz as a mathematician. The discovery of infinitesimal calculus.
100% preliminary
After successfully completing the course, students have knowledge of significant events in the history of ancient and modern mathematics, which are closely related to philosophical thinking. They have a deeper understanding of the role of exact thinking in philosophy. They are able to apply and extend their mathematical skills (algebra, arithmetic, geometry, basics of differential calculus) using particular examples.
Predsokratovci a Platón. Zostavil Jaroslav Martinka. Bratislava: Iris, 1996. ISBN 80-88778-50-6. Diogenove zlomky. Úvodná štúdia, preklad zlomkov a komentár [Diogenés zo Sinopy]; Jaroslav Cepko, Andrej Kalaš, Vladislav Suvák. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4099-1.
KALAŠ, Andrej. Sloboda u Sokrata a jeho nasledovníkov v skeptickej Akadémii. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2963-7.
GAHÉR, František.. Stoická sémantika a logika z pohľadu intenzionálnej logiky. Bratislava: Stimul, 2000. ISBN 80-88982-18-2.
KALAŠ, Andrej. Raný pyrrhónizmus alebo blažený život bez hodnôt? Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2519-6.
MARKO, Vladimír. Štyri antické argumenty o budúcich náhodnostiach. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4425-8.
Students will be acquainted with supplementary literature during the lessons.
Assessment carried out during the instruction period of the semester includes:
a) Successful presentation of a paper on one of the seminar topics (max. 30 points)
b) Successful completion of a control test at the end of the instruction period of the semester (max. 70 points) The student will be admitted to the test only with a minimum of 8 points from paper.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test and the topics of the paper will be announced at the beginning of the semester.
The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Sceptic elements in Pre-Socratic philosophy (Xenophanes)
2. Scepticism and relativism in sophists (Protagoras, Gorgias)
3. Scepticism in Socrates and his ethical dimension (“I know that I know nothing”).
4. Scepticism in Socrates’ followers (Antisthenes, Diogenes, Plato)
5. Scepticism of the middle and new Academy, negative dogmatism (Arkesilaos, Carneades).
6. Sceptical atomism
7. Pyrrhon and Timon
8. Pyrrhon and India in terms of the transfer of sceptical ideas.
9. Neo-pyrrhonism and its phenomenalism
10. Rationalistic and empirical medical school, Stoic division of the non-obvious and distinction of symptoms
11. The ethical dimension of ancient scepticism
12. Dogmatism versus scepticism in Hellenistic philosophy.
100% preliminary
Students who have successfully completed the course will be able to identify the sceptical elements in the various historical periods of ancient philosophy. They understand the specific connection between ancient scepticism and the ethical need to attain the blissful life. They are able to apply the acquired knowledge in philosophical discourse beyond ancient philosophy.
NUHLÍČEK, Martin. Čo je zdôvodnenie? (Odpoveď M. Taligovi). Filozofia. 2013, 68 (2), 139-150. ISSN 0046-385X.
NUHLÍČEK, Martin. Spory o charakter zdôvodnenia v súčasnej analytickej epistemológii. Filozofia. 2013, 68 (6), 517-522. ISSN 0046-385X.
NUHLÍČEK, Martin. Sceptical and Practical Criticisms of Epistemic Externalism. Prolegomena. 2015. 14 (1), 31-45. ISSN 1333-4395.
GOLDMAN, Alvin I. What Is Justified Belief? In: PAPPAS, George S. (ed.). Justification and Knowledge. Dordrecht: Reidel, 1979, s. 1-23.
ZAGZEBSKI, Linda. What Is Knowledge? In: GRECO, John, SOSA, Ernest (eds.). The Blackwell Guide to Epistemology. Malden: Blackwell, 1999, s. 92-116.
Students will be acquainted with supplementary literature during the lessons.
Preliminary evaluation during the instruction period:
a) Seminar paper on a selected topic from the course syllabus: max. 10 points;
b) Written test focusing on the knowledge of texts analysed in seminars: max. 10 points. The topic of the seminar paper has to be discussed with the teacher in advance. The deadline for submission of the seminar paper as well as the deadline for the written test will be announced at the beginning of the semester. Grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60%; FX: 59%-0%.
Absences with documentation not exceeding 25 % of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Slovak; some texts are in English - required level B2.
1. Traditional theories of knowledge.
2. Gettier’s problem.
3. A causal approach to knowledge.
4. Reliabilism.
5. Advantages and problems of reliabilism.
6. Internal and external justification.
7. Disputes over the notion of justification.
8. Justificatory scepticism.
9. Epistemology of virtues.
10. The nature of cognitive virtues.
11. Cognitive character and responsibility.
12. Metaepistemological perspectives.
100 % preliminary
After successfully completing the course, students have knowledge of the most important trends in contemporary epistemology. They understand the claims of a philosophical theory of knowledge as well as the major problems involved in formulating it in a satisfactory way. They are able to analyse and critically reflect on issues of human knowledge in the broader relations between epistemology, ethics and philosophy of science.
NUHLÍČEK, Martin, SZAPUOVÁ, Mariana. Poznámky ku skepticizmu alebo čo spochybňuje, a čo nespochybňuje skeptik. Filozofia. 2012, 67 (2), 147-159. ISSN 0046-385X.
NUHLÍČEK, Martin. Hodnota filozofického skepticizmu. Filosofický časopis. 2016, 64 (5), 675-690. ISSN 0015-1831.
NUHLÍČEK, Martin, SZAPUOVÁ, Mariana. Naturalizmus a skepticizmus. Filozofia. 2020, 75 (9), 760-775. ISSN 0046-385X.
NUHLÍČEK, Martin. Návod na použitie filozofického skepticizmu. Studia philosophica [online]. 2021, 68 (1), 71–79 [cit. 2021-10-22]. Available on: https://digilib.phil.muni.cz/handle/11222.digilib/144129.
NUHLÍČEK, Martin. The Priority of Common Sense in Philosophy. Croatian Journal of Philosophy. 2021, 21 (62), 319-337. ISSN 1333-1108.
Students will be acquainted with supplementary literature during the lessons.
Preliminary evaluation during the instruction period:
a) Seminar paper on a selected topic from the course syllabus: max. 10 points;
b) Written test focusing on the knowledge of texts analysed in seminars: max. 10 points. The topic of the seminar paper has to be discussed with the teacher in advance. The deadline for submission of the seminar paper as well as the deadline for the written test will be announced at the beginning of the semester. Grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60%; FX: 59%-0%.
Absences with documentation not exceeding 25 % of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Slovak; some texts are in English - required level B2.
1. Common and sceptical doubt.
2. Sceptical scenarios and hypotheses.
3. Types of sceptical arguments.
4. Searching for the scepticism representatives.
5. Doctrinal and instrumental scepticism.
6. The value of philosophical scepticism.
7. Typology of reactions to scepticism
8. The philosophy of common sense.
9. Evidence of the outside world.
10. Scepticism and certainty.
11. Contextualism.
12. Pragmatic answers.
100 % preliminary
After successfully completing the course, students understand the nature, presuppositions, and implications of philosophical scepticism. They are proficient in selected argumentative strategies against scepticism and can evaluate their possibilities and limitations. They are able to reflect critically on the importance of sceptical reasoning in philosophy, especially in relation to questions of the certainty and usefulness of human knowledge.
BROŽÍK, Vladimír. Hodnotové orientácie. Nitra: UKF, 2007.
HARTMANN, Nicolai. Struktura etického fenoménu. Praha: Academia, 2002.
VÁROSS, Marián. Úvod do axiológie. Bratislava: Epocha, 1970.
WINDELBAND, Wilhelm. Prelúdiá. In: Hrušovský I., Zigo M., ed. Antológia z diel filozofov. zv. 7.
Bratislava: VPL, 1967, 501-537.
WINCH, Peter. Idea sociální vědy. Brno: CDK, 2004.
WRIGHT VON, Henrik Georg. Humanizmus Ako životný postoj. Bratislava: Kalligram, 2001.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Active attendance (20 p.), Presentation (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance), English; The information sources and sources used to work on the subject seminars are also in English. Request - min. level B1.
1. What is axiology?
2. History of axiology
3. Concept of value
4. Concept of valuation
5. Theory of good and evil
6. Values and facts
7. Values and norms
8. Types of values
9. Crisis of values and nihilism
10. Humanism
50%/ 50% - The overall assessment is the sum of the continuous and final assessment.
After successfully completing the course, the students will be familiar with the key ideas and concepts of the main representatives and trends of axiology; the content and meaning of the concept of values in philosophy and science.
In the area of practical philosophical competencies and skills, they can develop philosophical thinking about the contemporary issues in axiology.
BROCKMAN, John, ed. Příštích padesát let. Praha: Dokořán a Argo, 2004.
GÁL, Egon, ed.: Myseľ/telo/stroj. Bratislava: Bradlo, 1992.
RUSSELL, Stuart. Jako člověk. Praha: Argo, 2021.
SEARLE, John. Mysl, mozek a věda. Praha: Mladá fronta.
WIENER, Norbert. Kybernetika a společnost. Praha: N-ČSAV, 1963.
ZELINKA, Ivan: Umělá inteligence - hrozba nebo naděje? Praha: BEN, 2003.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance), English; The information sources and sources used to work on the subject seminars are also in English. Requires min. level B1.
1. Philosophical issues of technology and technological development
2. The idea of machine and the idea of thinking machine
3. The concept of artificial intelligence
4. AI applications: informatics and info-technology,
5. AI applications: virtual/digital reality,
6. AI applications: cyber and robo-sapiens,
7. AI implications: artificial life and post/trans-humanism,
8. Risks and criticisms of AI, the meaning of AI, ethical and social aspects,
9. Issue of UI control
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
Following successful completion of the course, within the field of knowledge, students know what issues are dealt with in contemporary philosophy of artificial intelligence; who are the main contemporary representatives of the philosophy of artificial intelligence; how contemporary philosophy of artificial intelligence deals with selected issues.
In the area of practical philosophical competences and skills, they are able to analyse selected concepts and problems in the philosophy of artificial intelligence and to think (philosophize) critically about issues in the philosophy of artificial intelligence on their own.
Akvinský, T.: O lásce: výběr otázek z Teologické sumy. Translated, with notes and introduction Karel Šprunk. Praha: Krystal, 2005; ISBN: 80-85929-71-6.
Lotz, J. B.: Vědění a láska. Praha: Vyšehrad, 1999. ISBN: 80-7021-304-3.
Peroutka, D.: Tomistická filozofická antropologie. Praha: Krystal OP, 2012. ISBN: 978-80-87183-42-7.
Machula, T. – Holub, Š. M.: Tomismus čtyřiadvaceti tezí. Praha: Krystal, 2010. ISBN: 978-80-87183-28-1.
Chabada, M.: Kapitoly z dejín stredovekej filozofie 4. Vrcholná latinská scholastika. Bratislava: Univerzita Komenského, 2021. ISBN: 978-80-223-5242-0.
Students will be introduced to the supplementary literature during the course.
1. Preliminary assessment during the teaching part:
(a) voluntary presentation at seminars: 3 points per presentation;
(b) written test on the knowledge of the texts analysed in the seminars: maximum 10 points. The date of the written test will be specified at the beginning of the semester. The points for the voluntary presentation will count towards the overall grade.
The date of the written test will be specified at the beginning of the semester.
Grading scale:
A: 100% - 92%; B: 91% - 84%; C: 83% - 76%; D: 75% - 68%; E: 67% - 60%; FX: 59% - 0%.
Excused absences not exceeding 25% of the range of classes held are accepted. Violation of the Academic Conduct Policy may result in the cancellation of points earned for the student's performance in question.
1. Aquinas's life and work, Aquinas's philosophical project.
2. The structure of the human psyche according to Aquinas.
3. The passions of eagerness and the passions of fervour.
4. The passions of the soul and moral good and evil.
5. The interrelation of the passions.
6. Love as a passion of the soul.
7. Causes and effects of love.
8. Hatred as a passion of the soul.
9. Love and friendship.
10. Love as a natural and supernatural virtue.
11. The order of love.
12. Aquinas' importance for the history of ethics.
preliminary -100 %
Upon successful completion of the course, the student has knowledge of the nature of love in the structure of human emotionality according to Thomas Aquinas. The student understands the implications of Aquinas' understanding of love and emotionality in selected philosophical and ethical ideas such as virtue theory, the function of emotions in evaluative practical judgments, the understanding of the relationship of reason, will, and emotion, and the transcendent dimension of love (the supernatural virtues). The student is able to critically reflect on and evaluate the possibilities and limits of human emotionality, including in the broader context of the relationships between philosophy, ethics, and moral theology.
Thomas Aquinas: Summa theologiae, q.90 - 97; q.100; q.107.
Kluxen, W.: Philosophische Ethik bei Thomas von Aquin. Hamburg : Meiner - Verlag, 1998. q.90 - 97; q.100; q.107. Prague : Krystal OP, 2003.
During the instruction period of the semester: one test (in the first half of the semester) and the
seminar paper is submitted in the penultimate week of the instruction period of the semester.
Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points. The weight of the test is 50% of the final assessment. The remaining 50% of the assessment consists of seminar paper.
Test grading scale: A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
Violation of academic ethics may result in the cancellation of the points scored in the relevant
assessment item.
English, German
Definition of law .
Law and reason; law and will.
Classification of laws.
Eternal law.
Natural law - 1.
Natural law - 2.
Law and practical reason; synderesis and conscience.
Positive law.
Functions of the positive law.
Division of the positive law.
Relation of the Decalogue, the natural and positive law.
Criticism and reception of natural-law theories.
100%/ 0%
E. Višňovský, M. Popper, J. Plichtová, ed.: Príbehy o hľadaní mysle. Bratislava: Veda 2001.
J. Rybár et. al.: Filozofia a kognitívne vedy. Bratislava: Iris, 2002.
J. Rybár et al.: Kognitívne vedy. Bratislava: Kalligram, 2002.
I. Zelinka: Umělá inteligence - hrozba nebo naděje? Praha: BEN, 2003.
J. Brockman, ed.: Příštích padesát let. Praha: Dokořán a Argo, 2004.
M. Petrů: Fyziologie mysli. Praha: Triton, 2007.
V. Mařík, O. Štěpánková, J. Lažanský: Umělá inteligence. Sv. 5. Praha: Academia, 2007.
J. Brockman: Třetí kultura. Praha: Academia, 2008.
J. O. de La Mettrie: Člověk stroj. Praha: N-ČSAV, 1958.
N. Wiener: Kybernetika a společnost. Praha: N-ČSAV, 1963.
E. Gál, ed.: Myseľ/telo/stroj. Bratislava: Bradlo, 1992.
J. Searle: Mysl, mozek a věda. Praha: Mladá fronta, 29-43.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10
p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the
instruction period. Violation of academic ethics may result in the cancellation of the points scored
in the relevant assessment item.
1. The idea of the machine.
2. The idea of a thinking machine.
3. The concept of artificial intelligence.
4. Philosophical issues of artificial intelligence.
5. Applications of AI: computer science and info-technology.
6. Applications of AI: virtual/digital reality.
7. AI applications: cyber- and robo-sapiens.
8. Implications of AI: artificial life and post/trans-humanism.
9. Risks and critiques of AI, the meaning of AI, ethical and social aspects.
Scale of assessment (preliminary/final): 50%/50%; The overall assessment is the sum of the
preliminary and final assessment.
A: in the field of knowledge to know:
- What issues are addressed in current AI philosophy
- Who are the main contemporary exponents of the philosophy of artificial intelligence
- How contemporary AI philosophy addresses selected problems
B: in the area of practical philosophical competence, know:
- Analyze selected concepts and issues in the philosophy of artificial intelligence
- Develop their philosophical expression skills (text analysis, writing, discussion)
- To think critically philosophically (philosophise) independently about issues in the philosophy of artificial intelligence
ZNÁM, Štefan (a kolektív). Pohľad do dejín matematiky. Bratislava: Alfa, 1986.
ČIŽMÁR, Ján. Dejiny matematiky - Od najstarších čias po súčasnosť. Bratislava: Perfekt, 2017. ISBN 978-80-8046-829-3.
STRUIK, Dirk J. Dějiny matematiky. Praha: Orbis, 1963.
RÉNYI, Alfréd. Dialógy o matematike. Bratislava: Alfa, 1977.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. The relationship between philosophy and mathematics in the history of philosophy.
2. Thales and the idea of mathematical proof.
3. Pythagoreans and the discovery of incommensurability.
4. Zeno's aporias (paradoxes).
5. Aristotle's solution of Zeno's aporia.
6. Zeno's aporias from the perspective of modern science.
7. Plato's philosophy of mathematics. Platonism in the philosophy of mathematics.
8. Aristotle's philosophy of mathematics. The problem of (mathematical) infinity.
9. Euclid's Elements as a model for mathematics and philosophy.
10. Descartes' analytic geometry as a model method.
11. Spinoza's ethics according to the model of geometry.
12. Leibniz as a mathematician. The discovery of infinitesimal calculus.
100% preliminary
After successfully completing the course, students have knowledge of significant events in the history of ancient and modern mathematics, which are closely related to philosophical thinking. They have a deeper understanding of the role of exact thinking in philosophy. They are able to apply and extend their mathematical skills (algebra, arithmetic, geometry, basics of differential calculus) using particular examples.
KALAŠ, Andrej. O Pyrrhon : eudaimon philosophos choris aksies. Nicosia: Cyprus University Press, 2017. ISBN 978-9925-553-04-4.
COPLESTON, Frederick. A History of Philosophy. Greece&Rome. London: Search Press, 1946. ISBN (UK) 0 85532 181 4.
KALAŠ, Andrej. I ypodochi tou Pyrrona stin istoria tis anazitisis tou kritiriou eudaimonias ston arxaio skeptikismo. Athens: Parnassos 52, 2010, pp. 79-88. ISSN 0048-301X.
A) Preliminary evaluation during the instruction period: one written examination during the semester assessed by max. 50 points.
b) In the examination period: oral examination. The student will be admitted to the examination only with a minimum of 20 points from the test. The exam assignment contains two questions from the syllabus. For the examination, the student can score max. 50 points.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test will be announced at the beginning of the semester. The dates for the examination will be announced through AIS no later than in the last week of the instruction period. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Greek
1. The origin of ancient philosophy. Division into periods. Sources.
2. Milesian school: Anaximander and his sociomorphism. Heraclitus.
3. Parmenides and his followers: Atomists, Empedocles, Anaxagoras and their concept of mixture.
4. Sophists and Socrates.
5. Plato: work, era, relationship to Socrates, efforts to reform the society.
6. Plato’s epistemology.
7. Plato’s ontology.
8. Plato’s concept of ideal state.
9. Aristotle: work, relationship to Alexander, historical significance for the history of thought and science.
10. Aristotle’s physics: theory of four causes of motion.
11. Aristotle’s ethics and politics.
12. Hellenistic philosophy. Plotinus, Christianity and the transfer to medieval thought
50% preliminary/50% examination period
After successfully completing the course, the students have knowledge of the basic developmental lines and central figures of ancient philosophical thought. They understand how the different periods of ancient philosophy built on each other and how they differed. They are able to deal with basic philosophical questions and problems in other subjects of his specialised study.
McCARTHY, Michael - O´DELL, Felicity. Academic Vocabulary in Use with Answers. Second edition. Cambridge: Cambridge University Press, 2016. ISBN 9781107591660.
JORDAN, R. R.. Academic Writing Course. Study Skills in English. Longman, 2004 [cit. 2021-10-29]. Dostupné na: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7mdi_gvPzAhUCif0HHaKuBH0QFnoECAMQAQ&url=https%3A%2F%2Fdl2.languagecentre.ir%2FWriting%2FAcademic_Writing_Course%2520%5Bwww.languagecentre.ir%5D.pdf&usg=AOvVaw1zhy4688cst68QL_78gmCk
SWALES, John - FEAK, Christine. Academic Writing for Graduate Students, 3rd edition. University of Michigan Press, 2012. ISBN 978-0472034758.
Other texts will be provided in the course of the semester.
The course is aimed for students with English level B1 and above.
Students are required to continuously prepare for the lessons, read the assigned texts, take active part in the classes and carry out smaller tasks (in writing and orally) that are assigned continuously throughout the term. They need to present a specialized text they have read.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of absences: 2
English, Slovak
The course is aimed at students with English on the level B1 and higher.
Work with scholarly texts and information sources. Strategies for reading and understanding English scholarly texts effectively.
Analysing texts with regard to its communication function and thematic and content structure. Consolidating and expanding the students’ knowledge of lexical and grammatical means to use in historical sciences.
Communication competencies for the public presentation of their own scholarly results - preparing an abstract, a research plan, a poster, a conference paper, etc.
Producing academic communications in written and oral form. The range of the different elements can be adapted to the course participants and their practical needs in research and study.
100/0
During the course, students practice and consolidate the language skills they need to work with historical science texts focusing on developing their reading skills.
They get familiar with the scholarly vocabulary, as well as with the key language resources, styles and genres that allow them to work successfully with selected types of written sources and scholarly literature in English.
Students also develop the basic skills and resources necessary to present scholarly historical science themes and their own work in English.
The course is intended for students with English level B1 and higher.
McCARTHY, Michael - O´DELL, Felicity. Academic Vocabulary in Use with Answers. Second edition. Cambridge: Cambridge University Press, 2016. ISBN 9781107591660.
JORDAN, R. R.. Academic Writing Course. Study Skills in English. Longman, 2004 [cit. 2021-10-29]. Dostupné na: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7mdi_gvPzAhUCif0HHaKuBH0QFnoECAMQAQ&url=https%3A%2F%2Fdl2.languagecentre.ir%2FWriting%2FAcademic_Writing_Course%2520%5Bwww.languagecentre.ir%5D.pdf&usg=AOvVaw1zhy4688cst68QL_78gmCk
SWALES, John - FEAK, Christine. Academic Writing for Graduate Students, 3rd edition. University of Michigan Press, 2012. ISBN 978-0472034758.
Other texts will be provided during the semester.
Students are required to continuously prepare for the lessons, read the assigned texts, take active part in the classes and carry out smaller tasks (in writing and orally) that are assigned continuously throughout the term.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of absences: 2
English, Slovak
The course is aimed at students with English on the level B1 and higher.
Work with scholarly texts and information sources, reading and understanding English scholarly texts.
Analyzing Texts.
Consolidating and expanding the students’ knowledge of lexical and grammatical means to be used in historical sciences.
Communication competencies for the public presentation of the results of their own scholarly activity - preparing an abstract, a research plan, a poster, a conference paper, etc.
Producing academic communications in written and oral form. Presenting their own scholarly results in English and conducting a scholarly discussion in English.
The range of the different elements can be adapted to the course participants and their practical needs in research and study.
100/0
During the course, students practice and consolidate the language skills they need to work with historical science texts focusing on developing their reading skills.
They get familiar with the scholarly vocabulary, as well as with the key language resources, styles and genres that allow them to work successfully with selected types of written sources and scholarly literature in English.
Students also develop the basic skills and resources necessary to present scholarly historical science themes and their own work in English.
BALÁŽ, G [et al.] : Krátka gramatika ruského jazyka. Bratislava: SPN, 1976.
BALCOVÁ, T.: Rusko-slovenský a slovensko-ruský slovník. Bratislava: Kniha – Spoločník, 2006. ISBN
80-88814-45-6.
KOLLÁR, D. a kol.: Slovensko-ruský slovník. Bratislava: SPN, 1976.
NEKOLOVÁ, V., Camutaliová, I., Vasiljevova-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2002. ISBN 80-85927-96-9.
Jazykovo dostupné autentické tlačové materiály
Written tests, compositions, brief presentations. The Grading Scale is set as: 100 % – 91% A, 90 – 81% B, 80% – 73% C, 72% – 66% D, 65% – 60% E, 59% and less – FX (a student does not fill the conditions for evaluation).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Russian, Slovak
The student acquires:
• font system
• general vocabulary which is directly related to daily life and professional interests (1)
• grammar rules (morphological and syntactic), which are necessary to perception and production of texts in common situations of personal and professional life (1)
• learning and development the receptive and productive skills, which are necessary for communication on the topics of common life and are also useable for factual conversation. (1)
• making and keeping contact, personal life, family, work, hobbies, and free time.
Evaluation score value: 100/0
Students can use a language (writing, vocabulary, grammar) and communication competence (receptive and productive) which are necessary for daily communication on the topic of personal, professional life and which are also useable for factual conversation.
BALÁŽ, G [et al.] : Krátka gramatika ruského jazyka. Bratislava: SPN, 1976.
BALCOVÁ, T.: Rusko-slovenský a slovensko-ruský slovník. Bratislava: Kniha – Spoločník, 2006. ISBN
80-88814-45-6.
KOLLÁR, D. a kol.: Slovensko-ruský slovník. Bratislava: SPN, 1976.
NEKOLOVÁ, V., Camutaliová, I., Vasiljevova-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2002. ISBN 80-85927-96-9.
Jazykovo dostupné autentické tlačové materiály
Written tests, compositions, brief presentations. The Grading Scale is set as: 100 % – 91% A, 90 – 81% B, 80% – 73% C, 72% – 66% D, 65% – 60% E, 59% and less – FX (a student does not fill the conditions for evaluation).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Russian, Slovak
The student acquires:
• font system
• general vocabulary which is directly related to daily life and professional interests (2)
• grammar rules (morphological and syntactic), which are necessary to perception and production of texts in common situations of personal and professional life (2)
• learning and development the receptive and productive skills, which are necessary for communication on the topics of common life and are also useable for factual conversation (2).
• making and keeping contact, personal life, family, work, hobbies and free time.
• intercultural communication, travelling to work and hobbies, orientation in the city, lifestyle, housing culture, eating habits, city – city history
Evaluation score value: 100/0
Students can use a language (writing, vocabulary, grammar) and communication competence (receptive and productive) which are necessary for daily communication on the topic of personal, professional life and which are also useable for factual conversation.
The students will receive texts of inscriptions at the beginning and during the semester.
VIDMAN, Ladislav. Psáno do kamene, Praha: Academia, 1975.
HOŠEK, Radislav. Tituli Latini Pannoniae Superioris annis 1967 - 1982 in Slovacia reperti. Praha: Univerzita Karlova, 1984.
SCHUMACHER, Leonhard. Römische Inschriften Lateinisch-Deutsch ausgewählt, übersetzt, kommentiert und mit einer Einführung in die lateinische Epigraphik herausgegeben von Leonhard Schumacher. Stuttgart: Philipp Reclam, 2001. ISBN 3-15-008512-8
ŠEDIVÝ, Juraj a kol. Latinská epigrafia, dejiny a metodika výskumu historických nápisov zo Slovenska. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3776-2.
KEPPIE, Lawrence. Understanding Roman Inscriptions, London: Johns Hopkins University Press, 1991. ISBN 9780415151436.
SCHMIDT, Manfred G. Einführung in die lateinische Epigraphik, Darmstadt: Wissenschaftliche Buchgesellschaft, 2015. ISBN-10: 3534267559.
Systematic preparation and active work in classes. Analysis of the selected text and its subsequent elaboration in written form. Final colloquium. One absence is allowed. In the case of the second absence the student prepares a substitute assignment on the assigned topic. In the case of multiple absences (for serious reasons), the lecturer decides on the substitution of duties or on the repetition of the course. The student is evaluated according to active participation in class throughout the whole semester (sub-assignments, papers, translations and analysis of texts, discussion) and according to final colloquium.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction to the history of epigraphy. Epigraphy in the world. Epigraphy in Slovakia. The importance of epigraphy for the study of ancient history. Editing and publishing of epigraphic sources. Overview of the most famous collections of inscriptions (CIL, ILS, AE). Corpus inscriptionum Latinarum. Modernising inscription work-inscription databases. Working with online inscription databases. Types of Latin inscriptions. Reading selected Latin inscriptions and their interpretation. Final colloquium.
100/0
The students gain an overview of epigraphic sources -Latin inscriptions and of epigraphy as a science and its importance for the study of the history of ancient antiquity. Students are able to apply basic rules for reading ancient epigraphic sources and they know how to interpret them in a historical context. They are able to work with and to interpret the ancient epigraphic sources of various kinds (fasti Romani, diplomata, miliaria, instrumenta publica, tituli sacri, tituli sepulcrales...). After successful completion of this course, the students know how to work effectively with epigraphic sources, and they also know the basic rules of reading them. The students are able to develop abbreviations, to translate and to interpret. The students are also able to present their knowledge by presenting their own findings and to discuss their interpretations.
Students will receive the texts of the inscriptions from the teacher at the beginning and during the semester. Texts and additional literature will be available in MS TEAMS.
VIDMAN, Ladislav. Psáno do kamene, Praha: Academia, 1975.
HOŠEK, Radislav. Tituli Latini Pannoniae Superioris annis 1967 - 1982 in Slovacia reperti. Praha: Univerzita Karlova, 1984.
SCHUMACHER, Leonhard. Römische Inschriften Lateinisch-Deutsch ausgewählt, übersetzt, kommentiert und mit einer Einführung in die lateinische Epigraphik herausgegeben von Leonhard Schumacher. Stuttgart: Philipp Reclam, 2001. ISBN 3-15-008512-8
ŠEDIVÝ, Juraj a kol. Latinská epigrafia, dejiny a metodika výskumu historických nápisov zo Slovenska. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3776-2.
KEPPIE, Lawrence. Understanding Roman Inscriptions, London: Johns Hopkins University Press, 1991. ISBN 9780415151436.
SCHMIDT, Manfred G. Einführung in die lateinische Epigraphik, Darmstadt: Wissenschaftliche Buchgesellschaft, 2015. ISBN-10: 3534267559.
Systematic preparation and activity during the semester. Analysis and a written paper of a chosen text. Final colloquium. One absence is permitted, two more absences could be compensated with an assignment on a chosen topic. In the case of more absences the teacher decides about the additional assignments or the repetition of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Latin language - at least 2 semesters of Latin; basic knowledge of Latin and work with Latin texts.
Brief history of epigraphy
The importance of epigraphy in the study of ancient history
Editing and publishing epigraphic sources. The most famous editions of inscriptions (CIL, ILS, AE)
Modernization of work with inscriptions – work with online databases of inscriptions
Types of Latin inscriptions
Family epitaphs
Imperial epitaphs – dedicatory and grave inscriptions
Instrumenta domestica
Votive inscriptions
Reading of chosen Latin inscriptions and their interpretation
Final colloquium
100/0
The students gain knowledge about the epigraphic sources – Latin inscriptions and about epigraphy as a science and its importance for the study of ancient history. They know the basic rules of reading ancient epigraphic sources and they can interpret them in a historical context. They can work with ancient epigraphic sources of different types (fasti Romani, diplomata, miliaria, instrumenta publica, tituli sacri, tituli sepulcrales...) especially with grave inscriptions. With their interpretation they exhibit their knowledge in the form of presentation and discussion of their interpretations. After finishing the course, the students can work with epigraphic sources (reading, resolving abbreviations, translating, and interpreting them) and apply them to their research.
BAJCUROVÁ, Katarína. Moderna. Bratislava: Slovenská národná galéria, 2023.
BARTOŠOVÁ, Zuzana. Napriek totalite. Neoficiálna slovenská výtvarná scéna sedemdesiatych a osemdesiatych rokov 20. storočia. Bratislava: Kalligram, 2011.
GERŽOVÁ, Jana (ed.). Slovník svetového a slovenského výtvarného umenia druhej polovice 20. storočia. Od abstraktného umenia k virtuálnej realite. Idey – pojmy – hnutia. Bratislava: Profil, 1999.
KUSÁ, Alexandra. Prerušená pieseň. Výtvarné umenie v časoch stalinskej kultúrnej praxe 1948 – 1956. Bratislava: Slovenská národná galéria, 2019.
RUSINOVÁ, Zora a kolektív. 20. storočie: dejiny slovenského výtvarného umenia. Bratislava: Slovenská národná galéria, 2000.
Online database: Web umenia. [online] Available on: <https://www.webumenia.sk/>
Preliminary - presentation (around 15 min.) on a chosen topic (work of an artist, their style, technique, etc.), attendance at visits to galleries, active engagement in the discussions during classes
Final - Students need to submit a written term paper based on the interpretation/commentary of a group of works/an oevre of a chosen artist
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3.
Slovak
1. The founding generation of Slovak modern art
2. Košice modernism
3. Avant-garde artistic expressions and influences in the interwar period
4. Generation 1909
5. Socialist realism
6. Galandovci (Mikuláš Galanda Group)
7. Abstract art and conceptual art
8. Op-art, kinetic art and geometric abstraction
9. Gradual promotion of postmodernism
10. Neoconceptual and postconceptual art
11. Video art and performance
12. Excursions to galleries in Bratislava, ongoing sharing of observations, comments, asking questions, discussions about works of art and selected topics of artistic life
50/50
Students gain orientation in the key developmental stages, styles, representative personalities and concepts of modern and postmodern visual arts in Slovakia in the 20th and early 21st centuries.
-PIJOAN, J.: Dejiny umenia. Gotické umenie. Bratislava: Ikar, 1999. ISBN 8071187135.
- PIJOAN, J.: Dejiny umenia. Ranokresťanské a byzantské umenie. Bratislava: Ikar, 1999. ISBN 8071186554.
GOMBRICH, Ernst. Príbeh umenia. Bratislava : Ikar, 2017. ISBN 978-80-551-5381-0.
Le GOFF, J.: Kultura středověké Evropy. Praha: Odeon, 1991. ISBN 80-207-0206-7.
MRÁZ, B.: Dějiny výtvarné kultury 1. Praha: Idea servis, 2016. ISBN 978-80-85970-89-0.
The Art of medieval Hungary. ed. Xavier Barral i Altet ... [et al.] Roma: Viella, 2018. ISBN 978-88-6728-661-4.
GERÁT, Ivan. Stredoveké obrazové témy na Slovensku osoby a príbehy. Bratislava: Veda, 2001. ISBN 80-224-0643-0.
Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Art of late antiquity and Germanic art.
2. Art in the Frankish Empire.
3. Art in the 6th to 11th centuries in Central Europe. (Great Moravia and Hungary).
4. Byzantine art.
5. Romanesque art in Western Europe.
6. Romanesque art in our territory.
7. Gothic architecture.
8. Gothic painting.
9. Gothic sculpture.
10. Gothic art in our territory and its specific features.
11. Medieval aesthetics.
100/0
The student shall have a basic knowledge of art in the period of late antiquity and the German tribes and the art of Central Europe in the 6th - 11th centuries, with special emphasis on Great Moravian art. He shall be able identify the basic elements of Romanesque culture in Western Europe and in our territory. Student shall know and understand characteristic elements of Gothic architecture, painting and sculpture and their specific features on the European continent and in our territory.
- RUSINA, Ivan. Rusina Renesancia umenie medzi neskorou gotikou a barokom. Bratislava: Slovenská národná galéria, Slovart, 2009. ISBN 978-80-8085-940-4.
- SAVICKÝ, Nikolaj. Savický Renesance jako změna kódu o komunikaci slovem a obrazem v italském rinascimentu. Praha: Prostor, 2010. ISBN 978-80-7260-236-0.
- HUYGHE, René. a kol.: Umění renesance a baroku. Encyklopedie. Umění a lidstvo. Praha : Odeon, 1970.
- COLEOVÁ, Alison. Renesancia. Umenie zblízka. Bratislava : Perfekt, 1995. ISBN 80-8046-008-6.
- PIJOAN, J.: Dejiny umenia. Počiatky renesancie. Bratislava: Ikar, 1999. ISBN
80-7118-714-3.
- PIJOAN, J.: Dejiny umenia. Vrcholné diela renesancie. Bratislava: Ikar, 1999. ISBN 80-7118-715-1.
- PIJOAN, J.: Dejiny umenia. Barok. Bratislava: Ikar, 1999. ISBN 80-7118-793-3.
Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. The birth of the Renaissance art. Late Gothic and Europe. Humanism and the Renaissance, new impulses for the arts. Church transformations, science and art. Roots in antiquity. Material culture. 2. Early Renaissance. Architecture, painting, sculpture F. Brunelleschi, L. B. Alberti - architects inspired by antiquity. From Giotto to Leonardo da Vinci. Personalities, art paths in the 15th century. The victorious L. Ghiberti and the door of the Baptistery in Florence. Donatello. 3. Leonardo da Vinci and the synthesis of the 15th century. 4. Architecture of the High Renaissance. Michelangelo as an architect. Rome as the center of the art of the High Renaissance. Sculpture and painting of the High Renaissance (15th - 16th centuries). Michelangelo, Raffaelo Santi, Corregio. 5. Late Renaissance of Venice. Bellini, Giorgione, Titian. Contacts. 6. Renaissance beyond the Alps. Germany, the Netherlands, France and the rest of Europe. 7. Mannerism. (1520 - 1,600) 8. Art of the 17th and 18th centuries. Expansion and inspiration. Main tasks and topics. Development of arts. The importance of the Council of Trent. The main laws of the Baroque. Counter-Reformation art and secular art.9. Baroque architecture and sculpture in Italy. Important personalities in Italy and the rest of Europe. 10. Rococo - the final period of the Baroque. Art areas, influence. 11. Baroque classicism of the 17th century. France, Versailles. Russian architecture.
100/0
Student shall have a basic knowledge of art in the 15th to 18th centuries. He shall be able to identify the great transformations of art in the late Gothic and the birth of the Renaissance in Italy. Moreover shall understand the importance of the position of cities and their influence on the development of art in humanism and the Renaissance, which passed into Mannerism as a bridge to the Baroque of the 17th century. Student shall be able to identify the expansion of Baroque art on a geographical basis and thus the emergence of new areas.
- Příběh malířství jak se dělalo umění. Praha: Grada, 2021. ISBN 978-80-271-1348-4.
- Hollingsworthová, M.: Umenie v dejinách človeka. Bratislava : Obzor, 1994. ISBN 80-215-0277-0.
- Rusinová, Z.: Dejiny slovenského výtvarného umenia 20. storočia. Bratislava: Slovenská národná galéria, 2000. ISBN 80-8059-031-1.
- GOMBRICH, Ernst. Príbeh umenia. Bratislava : Ikar, 2017. ISBN 978-80-551-5381-0.
- PIJOAN, J.: Dejiny umenia. Umenie 18. a 19. storočia. Bratislava: Ikar, 2000. ISBN 80-7118-828-X.
- PIJOAN, J.: Dejiny umenia. Umenie posledných desaťročí 19. storočia až po dvadsiate roky 20. storočia. Bratislava: Ikar, 2000. ISBN 80-7118-829-8.
- PIJOAN, J.: Dejiny umenia. Vývoj umenia až po sedemdesiate roky 20. storočia. Bratislava :Tatran, 1991. ISBN 80-222-0255-X.
Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
I. The revolutionary changes of the 19th and 20th centuries are foreshadowed already in the 2nd half. 18th century. Changes in the focus of world architecture development. Concepts of classicism and romanticism. Utopian architecture of classicism. II. Empire. French architecture, sculpture, painting. Napoleon and culture. Empire and neoclassicism in Italy, England, Germany, Northern Europe. Personalities. Classicist complexes in Russia. III. Romanticism, individualism, subjective life, vitality. From measurable to freedom without conventions. Secular and bourgeois art. The importance of personality and nation in art. Painting and sculpture in Germany and France. Romanticism in England and the importance of civil engineering for future development. IV. Historicism and academicism. Early and late eclectic. Urban redevelopment, engineering and art synthesis. World exhibitions. V. Painters of realism. Barbizons. City painters. VI. Impressionism and reactions. Sculpture. VII. Art Nouveau and the early 20th century. VIII. Modern art - a means of visual understanding of the world. Subjective and objective. Means of art in the 20th century. IX. 20th century art trends. Fauvizmism, Futurism, Cubism, Expressionism. X. Orphism, Subjective Abstraction, Neoplasticism, Russian avant-garde. From Dadaism to Surrealism. Bauhaus.
100/0
The student shall have a knowledge of art from the end of the 18th century, trends of the first half of the 20th century in brief. Student shall be able to characterize development tendencies in the culture of the environment, in architecture, artistic expressions to the trends of visual communication.
GOMBRICH, Ernst H. Příběh umění. Praha: Mladá fronta, Argo, 1995. ISBN 80-204-0685-9.
KŘIVSKÝ, Petr - SKŘIVAN, Aleš. Století odchází: Světla a stíny "belle époque". Praha: Aleš Skřivan ml., 2004. ISBN 80-86493-12-1.
McAULIFFE, Mary. Dawn of the Belle époque : the Paris of Monet, Zola, Bernhardt, Eiffel, Debussy, Clemenceau, and their friends. Lanham: Rowman & Littlefield, 2014. ISBN 978-1-4422-0928-2.
PETERAJOVÁ, Ľudmila. Secesia. Bratislava: Pallas, 1974.
PIJOAN, José. Dejiny umenia 9. Bratislava: Tatran, 1991. ISBN 80-222-0249-5.
Two absences are allowed; The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Brief introduction to the social conditions and political situation at the turn of the 19th and 20th centuries.
2. Industrialization and redefinition of artistic approaches
3. Avant-garde movements.
4. Impressionism and Post-Impressionism
5. Arts & crafts and Art Nouveau (Jugenstil, L'art nuoveu, Moderný štýl)
6. Art Deco
7. Russian and Soviet avant-garde
8.Cubism, Futurism
9. Film, theatre, visual arts
10. Literature
11. Symbolism
12. Architecture -functionalism, Bauhaus, historicizing styles, eclecticism
40/60
The course provides an overview of the transformation and development of art at the turn of the 19th and 20th centuries in the context of scientific and technological progress, social and political changes. The look at the development of fine and applied arts, architecture, music, dance, and literature creates the preconditions for a better understanding of the overall social modernization in the period before the First World War, which is symbolically labelled the Belle Époque. Students can identify trends which became crucial for the modern period in the 20th century, especially the so-called Soviet avant-garde. Equally important for understanding of social development is the history of film, visual art, theatre, and other forms which have emphasized the interaction with society. Students gain competencies enabling them to analyse modern art and culture in correlation with modern understandings of the individual and society.
KRŠÁK, Pavol (ed.). Ottov historický atlas Slovensko. Praha: Ottovo nakladatelství, s. r. o., 2009, pp. 176-273. ISBN 978-80-7360-834-7.
HALÁSZOVÁ, Ingrid. Pred portrétom. Úvahy o obsahoch, významoch, funkciách a reprezentačných stratégiách portrétu v ranom novoveku. Trnava: Typi Universitatis Tyrnaviensis, 2020. ISBN
978-80-568-0388-2.
RUSINA, Ivan a kol. Renesancia. Bratislava: SNG, 2009. ISBN 978-80-8085-940-4.
RUSINA, Ivan a kol. Barok. Bratislava: SNG, 1998. ISBN 80-8059-014-1.
Students are evaluated on the basis of the results of the written test they are required to take during the examination period. The form of the test questions indicate students they are expected to give a factual description of the topic, presenting the facts without any further analysis or generalization.
The classification scale is the following:
100-92 % of the max. number of points A,
91 – 84 % B,
83 – 76 % C,
75 – 68 % D,
67 – 60 % E,
<60% Fx
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.The exact regular and retake dates will be published in the AIS during the credit week. Maximum number of possible absences: 2. Students with more absences, resulting from objectively justifiable and documented reasons, can complete the course under the following conditions: for each absence beyond the set framework, students need to submit a paper of around 5 standard pages on a pre-assigned and consulted topic. The paper must include an introduction, the main part (without footnotes), conclusions and the bibliography.
Slovak
1. Introduction to the subject. Opening debate with students about the content and purpose of the course. Samples of visual sources.
2. General introduction - historical context in which selected works of art and architecture originated. Example on approaches of the issue.
3. Field research and virtual tours of art and architecture.
4. Portrait painting, portrait galleries of aristocrats.
5. The denominational aspect in early modern art. Reformation and Counter-Reformation vs. art.
6. Sepulchral monuments.
7. The phenomenon of Central European sculpture. Donner in Pressburg.
8. Land fortification and Italian engineers.
9. Veduta, historical scenery of urban landscapes and their narratives.
10. Urban culture and topography.
11. Industrial landscape - mining areas, the beginnings of industrialization in the country.
12. Utility in art.
13. The future of monuments on the example of technical objects in situ, the possibilities of restoration, the monument fund and national cultural monuments.
Scale of assessment preliminary/final: 0/100
The course aims at making students familiar (in situ, or on the website of galleries / museums, portals of memory institutions, through virtual exhibitions) with early modern art, which is physically “accessible” to people today. At the end of the course, students are able to identify those items from the material culture of Slovakia that concern the 16th - 18th centuries, and what information these works of art and period architecture can provide about past centuries. Students have an overview of the best known facts from the different regions of the country and the legacy the different early (modern, professional, national or otherwise identified) societies left behind. Students are familiar with the historical context of the existence of works and with information about the material possibilities and mentality of the time. They can also define the role of visual art in the different periods.
1. KUTNAR, František - MAREK, Jaroslav. Přehledné dějiny českého a slovenského dějepisectví. Od počátků národní kultury až do sklonku třicátých let 20. století. Praha: Nakladatelství Lidové noviny, 1997. ISBN 80-7106-252-9
2. HORVÁTH, Pavel. Počiatky slovenskej historiografie. Historický časopis. 1982, vol. 30, no. 6, pp. 859-877.
3. PODOLAN, Peter. Aspekty slovenskej historiografie generácie Jána Kollára a Pavla Jozefa Šafárika. In: Forum historiae [online]. Bratislava: Historický ústav Slovenskej akadémie vied, 2007, vol. 1, no. 1, pp. 21-33. [cit. 2021-10-20] Dostupné na: https://www.forumhistoriae.sk/sites/default/files/podolan1.pdf.
4. DUCHÁČEK, Milan. Václav Chaloupecký. Hledání československých dějin. Praha: Karolinum, 2014. ISBN 978-80-246-2482-2.
5. HUDEK, Adam. Najpolitickejšia veda. Slovenská historiografia v rokoch 1948-1968. Bratislava: Historický ústav SAV vo vydavateľstve Typoset, 2010. ISBN 978-80-970302-3-0.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them.
a) Maximum number of justified absences: 3.
b) Students are asked questions throughout the term to make sure they are prepared.
c) Final Assessment: written test
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech (reading)
1. The subject of historiography, its place in historical science. Literature
2. The beginnings of historiography in the early Middle Ages in Slovakia. Writing during and after the existence of Great Moravia.
3. Medieval historiography in the Kingdom of Hungary. Legends and chronicles, ethnogenesis of the Magyars, the image of Great Moravia and the origin and character of the Kingdom of Hungary in their conception. The most important Czech and Polish medieval chronicles
4. Humanistic or renaissance historical writings. Political influences, main features and personalities. Genesis of Slovak historiography.
5. Baroque historical writings. The Critical Historiographical School in the Kingdom of Hungary and the Foundations of the Modern Historical Method. Understanding the ethnogenesis of Slovaks and Slavs.
6. 18th century historical writings. Important personalities - Samuel Timon, Matej Bel, Karol Wagner, J. Pray, S. Katona, J. Severini. Critical historiography in the Kingdom of Hungary.
7. “Revival” historiography. The role of historiography and historicism in the shaping of a modern nation. The “nationalization” of the past. Defensive features of Slovak historiography.
8. Hints of Slovak historiography’s successful establishment in the 1850s and 1870s. Matica slovenská, the national, cultural and scientific organization of Slovaks. Personalities of historians and the first professional periodicals.
9. The deformed development of Slovak historiography under increased national oppression in the late 19th century and at the turn of the 19th and 20th centuries. Defensive character, modest conditions, amateur level. Rise of special historical disciplines. Emphasis on the regional dimension of history. The synthetic works by František Víťazoslav Sasinek, Ján Botto, Jozef Škultéty.
10. Professionalization of Slovak historiography after 1918. Growing quality and quantity during the existence of Czechoslovakia. Czech historians in Slovakia. The first professional historians. Positivism and Daniel Rapant.
11. Slovak historiography between 1939 and 1945
12. Historiography after 1948, political and ideological restrictions, quantitative and qualitative growth and limits.
0/100
At the end of the course and self study cycle, students are familiar with the development Slovak historiography went through from its beginning to the present. They are also familiar with the different periods and their characteristics, the way truth was understood in them, their institutional background, personalities and relation to the historiographies of the neighbouring countries. They are able to analyze specific key works in the context of the time, the author’s work and their ideology.
GOMBOS, Ferenc Albin. (ed.). Catalogus fontium historiæ Hungaricæ ævo ducum et regum ex stirpe Arpad descendentium ab anno Christi DCCC usque ad annum MCCCI. I – IV. Busapestini: b. v., 1937 – 1943. (relevant parts will be provided by the teacher)
KUZMÍK, Jozef. (ed.). Slovník starovekých a stredovekých autorov prameňov a knižných skriptorov so slovenskými vzťahmi. Martin: Matica slovenská, 1983.
PERTZ, Georgius Heinricus et al. Monumenta Germaniae Historica. Scriptores (in Folio) I – XXXIX. Hannoverae: Impensis Bibliopolii Avlici Hahniani, 1826 – 2009. Dostupné na: https://www.dmgh.de/ss.htm [cit. 2021-10-16].
PERTZ, Georgius Heinricus et al. Monumenta Germaniae Historica. Scriptores rerum Germanicarum in usum scholarum separatim editi I – LXXXVI. Hannoverae: Impensis Bibliopolii Hahniani, 1871 – 2016. Dostupné na: https://www.dmgh.de/ss_rer_germ.htm [cit. 2021-10-16].
SOMMERLECHNER, Andrea. Stupor mundi? Kaiser Friedrich II. und die mittelalterliche Geschichtsschreibung. Wien: Verlag der österreichischen Akademie der Wissenschaften, 1998. ISBN 3-7001-2784-7.
- further literature will be specified during the semester
To pass the course successfully, students are required to prepare for every seminar, reading the assigned sources of imperial provenance related to the history of the countries in Central Europe. Having prepared at home, students are expected to engage in the seminar discussions, to understand the text and compare it with other sources.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2.
Slovak
Czech, Latin, German (reading)
1. Introductory seminar: students get acquainted with the goal of the course, its requirements, plan, basic literature and sources.
2. Getting familiar and working with databases of original imperial sources on the history of Central Europe - Manuscript, Manuscriptorium, Geschichtsquellen des deutschen Mittelalters, Monasterium and others.
3. Getting familiar and working with databases of editions of imperial sources on the history of Central Europe– dMGH, CMS, RI and others.
4. Annals I: Austrian annals and their continuation – Annales Mellicenses, Annales Admuntenses, Annales Gotwicenses and others.
5. Annals II: Czech annals – known as the Continuation of the (Cosmas) chronicle of the Czechs – Annales Otakarini, Annales Pragenses I – III and others.
6. Annals III: annals from other parts of the Holy Roman Empire – Annales Altahenses and others.
7. Chronicles I: Austrian chronicles written in Latin – Anonymi Leobiensis Chronicon, Chronicon rhytmicum Austriacum, the works by John of Viktring, Thomas Ebendorfer and others.
8. Chronicles II: Austrian chronicles written in German – the works by Jans der Enikel (Weltchronik, Fürstenbuch), die Steirische Reimchronik, die Österreichische Chronik von den 95 Herrschaften, and others.
9. Chronicles III: Czech and other imperial chronicles – Chronicon Aulae Regiae, die Chronik des Mathias von Neuenburg, Ioannes Vitoduranus and others.
10. Other types of sources of imperial provenance concerning the history of Central Europe - catalogues, obituaries, poems and songs of the imperial Minnesängers.
11. Diplomatic sources in narrative sources - taking over documents and letters into chronicles and annals.
12. Final seminar: evaluation of students’ work, evaluation of the fulfilment of the course plan, closing evaluation.
100/0
At the end of the course, students have a basic overview of the narrative sources of imperial provenance having to do with the history of Central Europe in the high middle ages. They are able to analyze the reasons why the different medieval imperial texts originated, i.e. the reasons their author had to write them, what might have influenced these authors when writing their work, and how his information influenced later historiography. Students are able to work with narrative sources of German provenance, understand the circumstances of their origin and develop the ability to compare them with sources from the Kingdom of Hungary, Poland and the Czech lands. They are able to apply the acquired knowledge in practice, for example for writing their seminar papers and theses. They are also able to use this theoretical foundations when taking other courses, especially when analyzing the contents of different sources.
POLÁKOVÁ, Eva. Mediálne kompetencie. Trnava: Fakulta masmediálnej komunikácie UCM Trnava, 2008, 144 p. ISBN 9788089220656.
SÁMELOVÁ, Anna – STANKOVÁ, Mária – HACEK, Ján (eds.). Od novinovedy k teórii a dejinám žurnalistiky. Bratislava: Mass-Media-Science, 2020, 127 p. ISBN 9788097357504.
HACEK, Ján. Otvorené zdroje a dáta pre novinárov na Slovensku. Bratislava: Univerzita Komenského v Bratislave, 2020, 200 p. ISBN 9788022348454.
MCQUAIL, Denis. Úvod do teorie masové komunikace. Praha: Portál, 1999, 447 p. ISBN 8071782009.
STRUHÁRIK, Filip. Co je nového v médiích. Praha: Nová beseda, 2022, 117 p. ISBN 9788088383345.
40% preliminary - regular attendance at seminars, preparedness for the lessons, and engagement in the discussions. Preparation of a presentation on a given topic in duration of approx. 20 min.
60% final - submitting of a term paper, colloquium
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Conditions for awarding the assessment.
2. Introduction to journalism.
3. Journalist and his social function.
4. How to move in the media environment.
5. Trustworthy and untrustworthy information sources.
6. Critical thinking.
7. History and journalism.
8. Our history and how it is reported.
9. Historian as writer.
10. How to write popularization articles (1)
11. How to write popularization articles (2)
12. Conclusion.
40/60
After completing the seminar, students will acquire basic knowledge in the field of journalism, critical thinking and evaluation of reliable information sources. Lectures and seminars will deal with the media environment in Slovakia and the role of the historian in creating or guiding public discourse. Students will acquire skills in the field of writing popularization-scientific articles.
SOPKO, Július (ed.). Kroniky stredovekého Slovenska. Budmerice: Rak, 1995. ISBN 80-85501-06-6
MARSINA, Richard (ed.). Legendy stredovekého Slovenska. Budmerice: Rak, 1997. ISBN 80-85501-08-02
TIBENSKÝ, Ján. Chvály a obrany slovenského národa. Bratislava: SVKL - Slovenské vydavateľstvo krásnej literatúry, 1965.
SEDLÁK, Vinent (ed.). Ján Baltazár Magin: Obrana slávnej župy Trenčianskej a mesta tohože mena. Martin: Matica slovenská, 2002. ISBN 80-7090-672-3
- further literature and sources will be made available during the semester
Students are required to systematically prepare at home throughout the whole term. This includes reading the assigned sources and scholarly literature the course requires. Throughout the term, students need to prepare and present short reports (ca. 20 min.) on older Slovak historiography works in front of the class.
100% continuous evaluation.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. Introduction: Students get acquainted with the course requirements, the credit granting scheme, as well as with the content of the course.
2. The Moravian-Pannonian legends and Proglas.
3. The Legend of Svatopluk and Saint Stephen and their development throughout the History of Slovakia.
4. Medieval Chronicles from the Kingdom of Hungary.
5. Medieval Annals from the Kingdom of Hungary
6. Medieval Legends from the Kingdom of Hungary and their significance for the Hungarian statehood.
7. Foreign narrative sources and Slovak history.
8. Baroque Slavism I (Jakub Jakobeus, Daniel Sinapius Horčička).
9. Baroque Slavism II (Martin Svätojánsky/Szentiványi , Ján Baltazár Magin).
10. Baroque Slavism III. (Juraj Sklenár, Juraj Papánek).
11. Baroque Slavism IV. (Samuel Timon a Juraj Fándly).
12. Final Session - End-of-term assessment and the students’s engagement during the lessons. Assessment closing.
100/0
After successfully completing the course, students have a general overview of the way the history of Slovakia and Slovaks has been perceived at the different periods and how this perception has evolved since the Middle Ages to the present.
Students go through and are able to identify the main development tendencies in the earliest Slovak historiography while acquiring the foundations of critical thinking on history. They are able to work with sources and critically analyze their content as well as the reasons why they originated. Upon completing the course, students are familiar with the fundamental Slovak history works (chronicles, annals, hagiographic sources, older 17th - 19th Century historiography) and are capable of applying this knowledge when producing their seminar papers and final theses, among others.
Slovak
Czech
HRUŠOVSKÝ, Ján. Umelci a bohémi. Bratislava : Slovenský spisovateľ, 1963.
PONIČAN, Ján. Búrlivá mladosť. Spomienky. 1. 1920 - 1938. Bratislava : Slovenský spisovateľ, 1975.
VAŠŠ, Martin. Spomienky predstaviteľov slovenskej umeleckej bohémy na ich službu v rakúsko-uhorskej armáde počas prvej svetovej vojny. In Studia Academica Slovaca 43. Bratislava : Univerzita Komenského, 2014, pp. 112 – 134.
Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 1. diel. Valerián Bystrický, Róbert Letz, Ondrej Podolec. (Eds.) Bratislava : Academic Electronic Press, 2007. (Spomienky : Ján Bečko, Ferdinand Čatloš, Ján Dafčík, Ferdinand Ďurčanský, Anton Granatier, Franz Karmasin, Ján Kaššovic, Jozef. M. Kirschbaum, Viliám Kovar, Ján Lichner, Alexander Mach, Karol Murgaš.) ISBN 978-80-88880-79-0
Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 2. diel. Valerián Bystrický, Róbert Letz, Ondrej Podolec (Eds.), Bratislava : Academic Electronic Press, 2008. (Spomienky : Gejza Medrický, Ľudovít Mutňanský, Ján Paulíny-Tóth, Karol Sidor, Martin Sokol, Julius Stano, Ladislav Szathmáry, Jozef Turanec, Peter Zaťko. Zápisnice z výsluchov: Alfréd Helmut Naujoks, Arttur Seyss-Inquart, Pavol Teplanský, Jozef Tiso, Ján Ursíny.) ISBN 978-80-88880-82-0
Further literature will be specififed during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics.
b) final - students need to deliver a term paper on a selected topic interpreting and analyzing the selected narrative source. The extent of the paper has to be 10 pages in their own words and must include footnotes and bibliography.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3.
Slovak
1. Definition and typology of narrative sources. Basic definitions of the different types and genres of narrative sources.
2. Memoirs. Characteristics of this key narrative source.
3. Reading and interpreting memoirs by Slovak politicians and economists. By mutual agreement, the students choose the specific works they want to work with from among the list of works offered by the teacher.
4. Reading and interpreting memoirs by Slovak writers and Bohemians. The students choose the specific works they want to work with from among the list of works offered by the teacher.
5. Reading and interpreting memoirs by Slovak artists. The students choose the specific works they want to work with from among the list of works offered by the teacher.
6. Reading and interpreting memoirs by Slovak musicians, singers and actors. The students choose the specific works they want to work with from among the list of works offered by the teacher.
7. Reading and interpreting diaries by Slovak politicians. The students choose the specific works they want to work with from among the list of works offered by the teacher.
8. Reading and interpreting critical-realistic novels. The students choose the specific works they want to work with from among the list of works offered by the teacher.
9. Reading and interpreting social-critical and ideologically motivated poetry. The students choose the specific works they want to work with from among the list of works offered by the teacher.
10. Presenting, discussing and recapitulating acquired knowledge.
30/70
At the end of the course, students are able to work effectively and creatively with narrative sources (especially memoirs, diaries and different literary texts) on the period 1918 - 1948.
They are able to use their own approach to interpret narrative sources. They can also lead a scholarly discussion and formulate authentic ideas and observations. They can recognize and determine the information value of narrative sources.
MACÚREK, ,J. Dějepisectví evropského východu. Praha : Historický klub, 1946. S. 89-129, 213-258.
MACÚREK, J. Dějiny východních Slovanu. D.I - III. Praha : Melantrich, 1947.
DANIŚ, M. Východná Európa v premenách času I. Bratislava: Univerzita Komenského 1999. ISBN 80-223-1403-X. S. 6-62
MAGOCSI, Paul Robert a RYCHLÍK, Ján. Dějiny Ukrajiny. Praha : NLN, 2005. ISBN 9788071064091.
GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.
A student is evaluated on basic of submitting the papers of selected topics and writing a final test. The score for passing the test is at least 60%.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Ukrainian historiography and historians
2. Emigration from Ukraine and emigrant historiography
3. The origins of the Ukrainian statehood – Kievan Russia
Principality of Galicia-Volhynia
The Polish-Lithuanian state and Ukraine
Cossacks and the Zaporozhian Sich
Process of the national unification in Ukraine in the 17th Century
Ukraine in the 18th Century
The Kyiv-Mohyla Academy and the cultural trends in Ukraine
The movement of national emancipation in Ukraine in the 19th Century
Ukraine and Russia – problems of mutual communication
Ukrainian art
100/0
Students have basic knowledge of the historical, social, political, and cultural conditions in Ukraine and the genesis of Ukrainian statehood.
Paměti Louis de Rouvroy de Saint-Simon. Praha : Státní nakladatelství krásné literatury, hudby a umění, 1959.
VOLTAIRE. Storočia Ľudovíta XIV. Bratislava : Tatran, 1988.
CASTIGLIONE, Baldassare. Kniha o dvoranovi. Bratislava : Tatran, 1985.
A collection of ordinances and regulations for the government of the royal household, made in divers reigns. From King Edward III. to King William and Queen Mary. [online] London : Printed for the Society of Antiquaries by J. Nichols, 1790 [citované 21.10.2021]. Dostupné na: https://wellcomecollection.org/works/evs98d3z
WEIROVÁ, Alison. Jindřich VIII. král a dvůr. Praha : BB art, 2013. ISBN 978-80-7461-392-0.
preparation of paper (500 words) on chosen topic concerning the functioning of royal court, using the period sources + active participation in course. Teacher will accept two absences during the semester. In case of the third absence student will receive additional work in form of written paper
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Institution of curia regis
2. Permanent royal residence – itinerant royal court
3. Court as administrative centre
4. Evolution of French royal court in the Middle Age
5. Changes of English royal court in the Middle Age
6. French royal court during Renaissance – rule of the last kings of Valois
7. Royal court under the rule of Tudor dynasty
8. Court ceremonial during the reign of Louis XIV.
9. Stuart royal court before and after Civil war on British Iles
10. Advantages and disadvantages of Imperial court
11. Courtier – payed employee
12. Royal favorites
13. Court culture
100/0
After taking part in course the student is able to recognize the structure of functioning of royal court as an institution and knows about court culture in particular European countries during the Middle Age an Early Modern Times, particularly on courts of rulers of Western Europe.
LIVET, Georges : Náboženské války. Praha: ERM, 1995. ISBN 80-85913-03-8.
JOUANNA, Arlette: Bartomějská noc zločin v záumu státu : 24. srpen 1572. Praha : Garamond, 2010. ISBN 978-80-7407-084-6 .
FRIEDOVÁ, Leonie. Katarína Medicejská životopis. Praha : Academia, 2007. ISBN 978-80-200-1434-4.
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
KOVAŘÍK, Jiří. Bitvy a osudy válečníků I. Války pro víru (1526-1588). Třebíč: Akcent, 2017. ISBN 978-80-7497-192-1.
KOVAŘÍK, Jiří. Bitvy a osudy válečníků II. Boje o trůny (1588-1626) Třebíč: Akcent, 2018. ISBN
978-80-7497-223-2.
Student present portraits of chosen personalities of the 16th century if France from the period of Wars of Religion using only 100 words. Written paper is 50% of final evaluation. Written examination is other half of evaluation. The students write the same test at the beginning and in the end of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Introduction the problematics, periodization and key problems
2. Reformation in France
3. Personalities (1): Henry II., Anne de Montmorency, Francois de Guise, Antoine de Bourbon, Gaspard Coligny, Charles IX.
4. Beginning of conflict (1559) a 1. war (1562/63)
5. 2. a 3. wars (1567 -70)
6. Night of St. Bartholomew – myths and legends; 4. war (1572/73)
7. Personalities (2): Henry III., duke of Anjou, Henrich de Giuse, Henry of Navarre, prince de Conde, "mignons", "party of Malcontents"
8. 5. a 6. wars (1574/77)
9. La Ligue
10. 7. a 8. wara (1579/ 98)
11. Accession of Henry IV. and Edict of Nantes (1598)
12. Women on the political scene: Margaret of Navarre, Catherine de Medici, Jeanne de l`Albert, queen Margot, "escadron volant"
13. French relations to foreign countries during the Wars of religion
100/0
Student has more detailed information about Wars of religion in France in the 16th century. He understandis complex problems of beginnings of reformation in France and knows about the course of religious wars and their internal and international consequences for France in the 16th century.
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
EHLERS, Joachim Ehlers, MÜLLER, Heribert Müller, SCHNEIDMÜLLER Bernd Francouzští králové v období středověku od Oda ke Karlu VIII. (888 - 1498). Praha: Argo, 2003. ISBN
80-7203-465-0.
VALENTE, Claire. The Deposition and Abdication of Edward II. In The English Historical Review 1998, roč.. 113, č. 453, s.. 852- 881.
WILKINSON, B. The later Middle Ages in England 1216-1485. London: Longman, 1993. ISBN
0-582-48032-9.
COWARD, Barry. The Stuart age England 1603-1714. London: Longman, 1994. ISBN
0-582-06722-7.
Active participation on course. The teacher will accept a maximum of two absences without giving the cause of absence. At third absence student will receive individual task and after the fulfillment of all the requirements he will be accepted for evaluations during the examination period. If the student has four and more absences he will not be admitted to final evaluation. Students prepare and present short portraits of chosen personalities connected to particular lecture.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. John the Lackland and Magna carta libertatum
2. Henry III. against Simon of Monfort - beginnings of English parliament
3. Abdication of Edward II.
4. Deposition of Richard II.
5. "Les Armagnacs" against "Les bourguignons" during the reign of Charles VI.
6. League of Public Health (La ligue de bien publique) against Louis XI.
7. Catholic League and French kings Henry III. and Henry IV.
8. On the eve of English Civil war – parliament against Charles I.
9. La Fronde and Louis XIV.
10. Who rules the Holy Roman Empire?
11. Glorious revolution and James II.
12. Jacobite uprisings against Hanoverian dynasty
100/0
On particular examples, the student is able to identify the methods used by nobility pursuing the rise of its political, legal and other powers against the ruler, in various European countries during the Middle Ages and Early Modern Times.
SKŔIVAN, A. - DRŠKA,V. - STELLER,F. Kapitoly z dějin evropské politiky do roku 1648. Praha : I.S.E., 1995. ISBN 80-85241-87-0
DUROSELLE, J.-B.: Dejiny Európy a Európanov. Bratislava: Fortuna, 2002. ISBN 80-88980-54-2.
MACKENNEY, Richard. Evropa šestnáctého století. Praha: Vyšehrad, 2001. ISBN 80-7021-469-4.
MUNCK, Thomas. Evropa sedmnáctého století 1598-1700. Praha: Vyšehrad, 2002. ISBN 80-7021-508-9.
Doplňujúcu literatúru študenti dostanú od vyučujúcej podľa konkrétneho zamerania prednáškové cyklu.
Exam test is based on lecture, particular questions are given to the student after each individual lecture. Two absences without stating the cause and permitted Grading scale: 100-92% = A; 91-84% = B; 83-76% = C; 75%-68 = D; 67-60% = E; 590-0% Fx
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Assassination of Henry IV.
2. United Netherland Provinces and their economic interest – creation of trade companies
3. Anglo- Dutch wars in the 17th century
4. Gun powder plot
5. The first circumnavigation of the world
6. French – Spanish conflicts in the first half of the 16th century
7. Michel Servet – conscience against violence
8. Elisabeth I. and Mary Stuart
9. Decapitation of Charles I.
10. Oliver Cromwell and his dictature
11. Meeting in Field of Golden Cloth
12. Duel of favorites – duel culture in France
13. Jacobite uprisings - Old Pretender and Young Pretender (Bonnie Prince Charlie)
100/0
Student knows more about key events of Early Modern TIems.
MARSINA, Richard. Kristianizácia Maďarov a Uhorska medzi východom a západom. In: Historický časopis, 1992, roč. 40, č. 4, s. 409 - 421. LUKAČKA, Ján. K problému kontinuity kresťanstva na území Slovenska v 10. storočí. In Studia Historica Tyrnaviensia. 3, Trnava : Katedra histórie Trnavskej univerzity, 2003, s. 37 – 40. MARSINA, Richard. Začiatky cirkevnej organizácie na Slovensku (Od prelomu 8./9. až do začiatku 11. storočia). In: Slovenská archivistika, 1995, roč. 30, č. 2, s. 113 - 126. MÚCSKA, Vincent. O prvých uhorských biskupstvách. Historický časopis, Roč. 51, č. 1 (2003), s. 3-22. AVENARIUS, Alexander. Byzantská kultúra v slovanskom prostredí. Bratislava : Veda, 1992, 280 s. ISBN 80-224-0359-8; KÓNYA, Peter a kol. Dejiny Uhorska. Prešov: VPU, 2013, 787 s. ISBN 978-80-555-0921-1; ULIČNÝ, Ferdinand. Dejiny Slovenska v 11. až 13. storočí. Bratislava: Veda, 2013, 567 s. ISBN 978-80-224-1292-6
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Continuous preparation for the classes
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1.Christianization of the Magyars (Hungarians) in Hungary – continuity and discontinuity, the effect of the Great Moravian church
2. The formation of Hungarian church organisation I – bishoprics
3. The formation of Hungarian church organisation II – cloisters + the effect of the eastern church
4. Pagan reactions
5. Development and stabilization of church life until the turn of the 11th and 12th century
100/0
The students gain knowledge about the basic problems of the early development of Hungarian church history.
1, DRGONEC, Ján. Právne kultúry Ázie a Afriky. Bratislava : VEDA, 1991. ISBN 8022402273.
2, HRBEK, Ivan. Korán. Praha : Levné knihy Kma, 2006. ISBN 8073099926.
3, KNAPP, Viktor. Velké právní systémy (Úvod do srovnávací právní vědy). 1. Vydání. Praha : C.H. Beck. 1996. ISBN 8071790893.
4, KROPÁČEK, Ľ. Duchovní cesty islámu. Praha : Vyšehrad, 2006. ISBN 80-7021-821-5
5, POTMĚŠIL, Ján. Šaría - úvod do islámského práva. Praha : Grada, 2012. ISBN 978-80-247-4379-0.
Attendance at lectures, final colloquium. Teacher accepts no more than 2 absences and only with the provable documents.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Introduction to the history of Muslim state and law
2. Formation of Islam and Muslim state a its legal system
3. Basic characteristics of Muslim state and law and its development
4. Essential sources of Muslim law
5. Main schools of Muslim law
6. Tax system of Islam and its development
7. Main institutes and branches of Muslim law
8. – 10. Muslim law systems (property and inheritance law, family law and marriage in Islam, criminal and procedural law, commercial, financial amd economic law)
11. Figures of Muslim law and its development (in comparision with other world legal systems)
50/50
Student has a basic knowledge of the historical constitutional development of Islamic countries from the formation of Islam to the present with an emphasis on the specifics of Islamic religion. This knowledge is necessary for understanding the fundamental differences between European and Islamic socio-religious and constitutional system.
BURNS, James H - GOLDIE, Mark (eds.). The Cambridge History of Political Thought 1450–1700. Cambridge University Press 1992. ISBN 9781139055406
EVANS, Robert John Weston. Vznik habsburské monarchie 1550-1700. Praha 2003. ISBN 9788072034635
ŠKOVIERA, Daniel (ed.). Latinský humanizmus. Kalligram 2009. ISBN 9788081011368
SCHELLE, Karel a kol. (eds.). Velké dějiny zemí Koruny české – Stát. Paseka 2015. ISBN 978-80-7432-652-3
preliminary - regular attendance during the course, preparedness for the lessons (reading assignments), engagement in the discussions
final - submitting of an essay (10 pages), colloquium
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
English (reading)
1. Methods. Concepts. Springs
2. Law and politics.
3. Renaissance humanism. Ancient sources and innovation.
4. Republican tendencies at the level of language and practice
5. History and its use in politics
6. Confessionalization and religion in politics
7. Absolutism and the authority of the monarch
8. Estate rights and freedoms
9. "Public good" versus "old custom"
10. Homeland, nation and language in political thinking
11. Enlightenment
12. Conclusion
50/50
Students will become familiar with the basic phenomena that characterized political thinking from the late Middle Ages to the early modern period. The focus of attention will be on the Central European context, thanks to which students will also gain an overview of the forms of the relationship between the "center" and the "periphery" and the possibilities of intellectual exchange in the pre-modern era. In addition to knowledge about the main trends (absolutist, republican, estate, patriotic and other discourses), they will also gain basic knowledge about the methodological possibilities of research within the history of ideas and the potential problems caused by the terminology used and the changing meanings of relevant concepts and terms over time.
CAMBEL, Samuel (hlav. ed.). Dejiny Slovenska. II. (1526 – 1848). Bratislava: VEDA, 1987.
DANGL, Vojtech a kol. Chronológia dejín Slovenska a Slovákov. Od najstarších čias po súčasnosť. Dejiny v dátumoch, dátumy v dejinách. I. Bratislava: VEDA, 2014. ISBN 978-80-224-1373-2
KÓNYA, Peter a kol. Dejiny Uhorska. Prešov : Vydavateľstvo PU v Prešove, 2013. ISBN 978-80-555-2432-0
a) preliminary - Students are required to prepare a presentation of a selected topic (according to the brief syllabus) of up to 20 min. In it, students need to present a brief overview of the major events, basic development and processes in this area
- Students need to read the sources and historiographic texts assigned by the teacher throughout the term and to subsequently take active part in the seminar discussions
Maximum number of unjustified absences: 2.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
reading: English
1) Slovak history in pre-modern times. Theoretical starting points and possible categorizations of history research
2) The Habsburgs on the Hungarian throne. The position of the Kingdom of Hungary within the monarchy. The Habsburg monarchy as a “composite monarchy.”
3) The Ottoman Empire, the Kingdom of Hungary and the Habsburgs. The impact of war on society.
4) Christian humanism and the Reformation.
5) The Fifteen Years War, the Bocskai uprising and the dispute in the Habsburg lineage. Changes and challenges at the beginning of the 17th century.
6) The aristocracy and politics. Transylvania under Gabriel Betlen Juraj I. Rákoczi . His position in the region.
Confessional polemics and re-Catholicization. Relations with the society of the estates in the Kingdom of Hungary.
7) Centralization and absolutism. Cameralism. Counter-Reformation.
8) The resistance of the estates in the Kuruc movement from Emeric Thököly to Francis II. Rákoczi.
9) Pragmatic sanctions. The ruler and the estate nation in the first half of the 18th century.
10) The issue of religion in the 18th century.
11) Questions of collective identities, the intellectual discourse and possible reception.
12) Maria Theresa and the reforms in the Kingdom of Hungary.
100/0
The subject has a review character, in which students get familiar with different aspects of Slovak history in the early modern period in the context of the history of the Kingdom of Hungary or the Habsburg Monarchy. The lessons consist not only of lectures but also of discussions of the topics based on the literature relevant for the session. At the end of the course, students summarize the basic development aspects of the Kingdom of Hungary between 1526 and 1780. They also get acquainted with the current local and foreign historiography and gain an overview of methodological approaches that go beyond the classical have of the political and military history.
DUCHOŇOVÁ, Diana. Palatín Mikuláš Esterházy a jeho dvor. Spoločnosť, normy, rituály každodennosti. Bratislava: Historický ústav SAV vo vydavateľstve Prodama s.r.o., 2013. ISBN 978-80-89396-25-2.
LENGYELOVÁ, Tünde et al. Thurzovci a ich historický význam. Bratislava: Pro Historia, 2012. ISBN 978-80-89396-19-1.
LENGYELOVÁ, Tünde. Život na šľachtickom dvore. Bratislava: Slovart, 2016. ISBN 978-80-556-1287-4.
FUNDÁRKOVÁ, Anna. Barokový aristokrat. Bratislava: Veda, 2018. ISBN 978-80-224-1694-8.
The students’ results are evaluated exclusively by continuously checking their performance during the lesson period of the term. During the first two teaching weeks, students choose a research area – an aristocratic family of the Kingdom of Hungary. In the following weeks, students research this area on their own and present their results at the beginning of the lesson, following the teacher’s explanation. Students present their results verbally (without any written support). To successfully complete the course, students need to work systematically, regularly informing the teacher about the progress they have achieved in their research. The deadline of their tasks cannot be postponed as they are connected to specifically scheduled lessons. Likewise, the teacher may not consider every research report by the student to be satisfactorily completed. To successfully meet their tasks, students need to successfully complete at least 6 out of 10 assignments. They are evaluated in the credit week according to the following scale: 10 adequately completed tasks A, 9 adequately completed tasks B, 8 adequately completed tasks C, 7 adequately completed tasks D, 6 adequately completed tasks E, 5 and less adequately completed tasks.
To successfully meet their term tasks, students can have no more than 2 absences.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Aristocratic families in the Kingdom of Hungary and their seats.
2. The aristocratic court and court career.
3. Birth, baptism, childhood, youth, upbringing and education among aristocrats.
4. Family policy and wedding.
5. Funeral.
6. Health, medical treatment and spa in the life among aristocrats.
7. The clothes of the aristocracy in the Kingdom of Hungary.
8. Aristocrats - patrons and art collectors.
9. Social life - assemblies, coronations, games, music, leisure.
10. Cuisine, catering.
11. In the service of the country.
12. The nobility in towns.
Scale of assessment preliminary/final: 100/0
At the end of the course, students have an overview of one of the current research topics in Slovak / Central European historiography. Students are familiar with the nobility in general and with everyday life at the court of the aristocracy in the Kingdom of Hungary in the early modern period. Students can work not only with edited written sources that provide insight into the private spheres of the high nobility, but are also familiar with history of art and anthropological research on the issue.
Sources to particular meetings (sources to The Great Schism from the year 1054, correspondance of pope Gregor VII. Latin and Byzantine authors to Crusades etc.)
Recommended literature:
ALEŠ, P.: Cirkevné dejiny III. Košice: Univerzita Pavla Jozefa Šafárika, 1996. ISBN 80-7097-229-7.
ZÁSTĚROVÁ, B. a kol. DĚJINY BYZANCE. Praha: Academia, 1992. ISBN 80-200-0454-8.
DVORNIK, F.: Byzantium and the Roman Primacy. New York: Fordham University Press, 1979. ISBN
0-8232-0701-3.
RUNCIMAN, S. The Eastern Schism. Clarendon press 1955.
Discussion with the involvement of all course participants. Answering pre-arranged questions Credit conditions. 100% lesson preparation, reading and processing of materials, answers to questions. Allowed absences 2 (with or without apology) 3 absences (alternative form of credit - short paper on chosen topic) 4 and more non-completion of the course
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, English
1.Introductory meeting of the course. Familiarization of course participants with the program of individual course hours, the form in which it will be conducted and the conditions of evaluation
2. Byzantium and the Latin West until 1054. Outline of political, religious and cultural relations between the two parts of the Christian world
3. Relations between Byzantium and Latin West on the eve of the Schism of 1054. Religious differences between the two churches, their origin and causes. The Roman Curia and its response to the Byzantine criticism of religious differences. The Norman factor in the middle of the 11th century and its influence on the relations between Byzantium and the papacy
4. Roman legates in Constantinople in 1054. The course of the rupture. Mutual excommunications and their nature.
5. Interpretation of the events of 1054. The official position of the Roman legates and the position of Patriarch Michael I Cerullarius and the Patriarch Peter of Antioch
6. The Byzantine Empire in the politics of Pope Gregory VII. Gregor's Eastern policy. Byzantine foreign policy between the Normans and the Reform papacy
7. Byzantium and the Latin West at the beginning of the Crusades. Byzantine Emperor Alexius I Comnenus and his negotiations with Pope Urban II in 1089.
8. Byzantium and the Latin West in 1095-1108: From Christian confreres to heretics.
9. Byzantium and the Latin West in the 12th century: the political rivalry between the Holy Roman Empire and Byzantium, the deepening of disagreements during the later crusades.
10. The conquest and sack of Constantinople in 1204: an accident or conspiracy?
11. Pope Innocent III and his attitude to the events of 1204.
12. Conclusion
100/0
After completing the course, students acquire a deeper understanding of the relations between the two dominant parts of medieval Christian Europe in the early and high Middle Ages. Emphasis will be placed on the genesis and nature of mutual political and religious conflicts, which until now have permanently affected the cultural and civilizational framework of today's Europe.
BYNUM, Caroline Walker. Svatá hostina a svatý půst. Náboženský význam jídla pro středověké ženy. Praha: Argo, 2017. ISBN 978-80-257-2102-5.
GERÁT, Ivan. Obrazové legendy sv. Alžbety. Téma, médium a kontext. Bratislava: VEDA, 2009. ISBN 978-80-224-1083-0.
KLANICZAY, Gábor. Holy Rulers and Blessed Princesses: Dynastic Cults in Medieval Central Europe. Cambridge: Cambridge University Press, 2002. ISBN 978-0521420181.
KUBÍN, Petr. Sedm přemyslovských kultú. Praha: Univerzita Karlova v Praze, Katolická teologická fakulta, 2011. ISBN 978-80-87258-19-4.
Legendy a kroniky koruny uherské. Ed. R. PRAŽÁK et al. Praha: Vyšehrad, 1988. ISBN 33-795-88.
Legendy stredovekého Slovenska. Ed. a transl. R. MARSINA a J. SOPKO. Budmerice: Rak, 1997. ISBN 80-85501-08-02.
SULPICIUS SEVERUS. Život svätého Martina z Tours. Ed. Miloš LICHNER. Trnava: Dobrá kniha, 2019. ISBN 978-80-8191-189-7.
VORAGINE, Jakub de. Legenda aurea. Ed. a transl. A. VIDMANOVÁ. Praha: Vyšehrad, 1998. ISBN 80-7021-272-1.
Reading assignments (sources, secondary literature) will be provided by the teacher during the semester. Similarly, further literature will be specified.
Active participation in class during the term, analysis of the provided texts – historiographical, original sources (translations) in class (40%). Oral presentation of a selected topic in max. 20 min. (30%) and short written paper on the topic at the end of the term (30%).
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of absences: 2
Slovak
Czech (reading)
Introduction to the issue. Saints in history, devotion to saints and hagiography, types of hagiographic sources, hagiography as a scientific discipline. The beginnings of the cult of saints. Vita and legend as a basic hagiographic genre.
Early Christian patterns. Central European examples (holy monks, bishops, rulers).
Canonization: origin, course, sources. Formation of the canonization process in the 13th century. Miracles, miracula. Liturgy, relics, forms of devotion to saints.
New orders, “living” saints, dynastic holiness in Central Europe - holy princesses. Saint Elizabeth of Hungary - miracles, canonization. Anežka Přemyslovna, Hedviga Sliezska, Margaret of Hungary and others. Saint Stanislav, bishop and martyr and his canonization (miracles, canonization process, the spread of his cult).
Saint Margaret of Hungary - attempts at canonization in the Middle Ages (miracles, inquisitio).
Official and unofficial cults in the late Middle Ages. The Hussites and saints. Legend and collections of legends, their functions. Preaching and the cult of saints.
70/30
During the course, students get acquainted with the basic concepts and tools of the discipline, with the basic hagiographic genres and their analysis, with the historical development of devotion to saints and the latest trends in research. They also learn to work with sources of various genres and their critical analysis, focusing on arguing and presenting within a discussion and in written form.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2. BURIAN, Jan. Římské impérium. Vrchol a proměny antické civilizace. Praha: Svoboda-Libertas, 1994. ISBN 80-205-0391-9. ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3. ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN 978-80-73915-79-7. OLIVA, Pavel. Řecko mezi Makedonií a Římem, Praha: Academia, 1995. ISBN 80-200-0435-1. GRANT, Michael. Zrození Řecka. Praha: BB art, 2002. ISBN 80-7341-917-3.
Active participation in classes (sub-tasks, reports, discussion). Two absences are allowed. In the case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or on repeating the course. The student is evaluated according to his/her active participation in class (sub-assignments, papers, discussion) - 50% and according to final colloquium - 50%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction, course objective, work plan, assignments. Basic literature and sources and editions of sources. Greek literature, its characteristics, aims and methods. Roman literature, its characteristics, aims and methods. Mythological figures of Greek history and mythological figures of Roman history. Important personalities of Greek history (philosophers, physicians, orators, military leaders, poets). Important figures of Roman history (politicians, military leaders, artists, emperors). Personalities who had the greatest influence in shaping ancient civilization (comparison). Basic problems of political, social, and cultural development of Greece. Basic problems of political, social, and cultural development in the Roman Empire. Social policy and problems of everyday life in antiquity. Comparison of Greek and Roman civilisation (continuity and discontinuity).
100/0
The student gains information about the social and cultural history of Greece and Rome and their most important personalities. The student is able to work with, interpret, and evaluate ancient sources of various kinds. For successful completion of the course, the student is familiar with the basic features of ancient history, culture, and art. He/she can understand the cultural and social significance of Athenian democracy as well as the key episodes of Roman cultural and political history.
Supplementary literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams. GARDNER, Jane F. Family and familia in Roman law and life. Oxford: Clarendon Press, New York: Oxford University Press, 1998, Repr. 2004. ISBN 0-19-815217-5. KRAEMER, Ross S. (ed.) Maenads, martyrs, matrons, monastics a sourcebook on women's religions in the Greco-Roman world. Philadelphia: Fortress Press, 1988. ISBN 0-8006-0855-0.TOYNBEE, Jocelyn, M. C. Death and burial in the Roman world. Baltimore: Johns Hopkins University Press, 1996, ISBN 0-8018-5507-1. TOYNBEE, Jocelyn, M. C. The art of the Romans. London: Thames and Hudson, 1965.
Regular attendance at the weekly class and participation on discussions is necessary for the successful completion of this course. All students will be expected to study materials, to prepare short topics (papers) and to participate on the informal discussion. There will be final colloquium within this course. It will be focussed on testing basic knowledge of Roman private life. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
English
Introduction to Roman social history and private life.
Introduction to historical and archeological sources to everyday life.
Birth, childhood, and young age.
Roman naming conventions.
Roman marriage and family - legal aspects.
Marriage – forms and ceremonial.
Family and family life.
Roman household.
Women and their position in Roman society.
Unspeakable professions - public performance and prostitution.
Everyday life, nutrition and occupations.
Roman medicine – ancient medicine.
Housing and architecture of Roman cities.
Death, dying, and funeral ceremony, epitaphs.
100/0
The course introduces students to key aspects of private life of ancient Roman society. It is designed to form the necessary background for other courses in ancient history. On successful completion of this course, students are be able to demonstrate familiarity with core features of Roman private life (Roman family, Children, Occupation, Housing and architecture etc.). Students are able to demonstrate an historical understanding of key points of Roman cultural and sociological history and an ability to evaluate the usefulness and relevance of different types of historical and archeological evidence.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
ANDOKOVÁ, Marcela et al. Bežný život starých Rimanov, Bratislava: Iris, 2020. ISBN 9788082000644. ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN 978-80-73915-79-7. GIARDINA, Andrea. Římsky člověk a jeho svět. Praha: Vyšehrad 2014. ISBN 9788074290725 HEČKOVÁ, Janka a kol. K reáliám starovekého Ríma. Nitra: Univerzita Konštantína Filozofa, 2013. ISBN 978-80-558-0525-2 VAŇKOVÁ, Jarmila. Rímske reálie pre právnikov, Bratislava: Iura edition, 2010. ISBN 9788080783020. PLINIUS Mladší. Dopisy. Přel. Ladislav Vidman. Praha: Svoboda, 1988.
Active class participation, two absences are allowed. In the case of multiple absences (for serious reasons) the lecturer decides on substitute fulfilment of duties or repeating the course. The student is evaluated according to his/her active participation in class (sub-assignments, report, discussion) - 50% and according to final colloquium - 50%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
An introduction to the social history of ancient Rome and to the history of everyday life. Basic literature on the subject and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries. Sources on the history of Roman everyday life. Social stratification of the population of the Roman Empire. The Roman family. The position of women in Roman society. Marriage - forms and ceremony. The child - the upbringing of children and their position in the family. Roman names. Education and the school system. Housing, architecture, urban planning. Food habits. Employment and work - basic institutions, senate, offices, cursus honorum. Leisure - entertainment, culture, sport.
100/0
Students have knowledge of social history and daily life in ancient Rome (family, children, education, upbringing, housing, clothing, etc.). After successful completion of this course, students gain the basic understanding of the social history of Rome and its everyday life, as well as an in-depth analysis of selected sources on the topic. The students know how to work with the ancient sources of various kinds, they are able to interpret and evaluate them. The students are able to apply the basic rules of scholarly work (orientation in the literature and sources on the period of ancient history, forms of citation, academic ethics) and are able to demonstrate knowledge of scholarly techniques for presenting their own findings in oral and written form.
Riccardus Bartholinus. Odeporicon. Ed. a transl. Eva FRIMMOVÁ. Trnava: Filozofická fakulta TU – Historický ústav SAV, 2014. ISBN 978-83-7490-780-4.
FRIMMOVÁ, Eva. Rok 1515 v premenách času (na pozadí Bartoliniho diela Odeporicon). Bratislava: Post Scriptum, 2015. ISBN 978-80-89567-54-6.
KOZÁK, Petr (ed.). Účty dvora prince Zikmunda Jagelovského, vévody hlohovského a opavského, nejvyššího hejtmana Slezska a Lužic z let (1493) 1500 – 1507. Praha: Scriptorium; Opava: Slezské zemské muzeum, 2014 [cit. 2021-10-28]. ISBN 978-80-87271-98-8. Dostupné na: https://www.academia.edu/9855924/Rationes_curiae_Sigismundi_Iagellonici_ducis_Glogoviensis_et_Opaviensis_Silesiae_et_Lusatiarum_summi_capitanei_de_annis_1493_1500_1507_%C3%9A%C4%8Dty_dvora_prince_Zikmunda_Jagellonsk%C3%A9ho_v%C3%A9vody_hlohovsk%C3%A9ho_a_opavsk%C3%A9ho_nejvy%C5%A1%C5%A1%C3%ADho_hejtmana_Slezska_a_Lu%C5%BEic_z_let_1493_1500_1507
KUCHARSKÁ, Veronika. Ducissa. Život kňažnej Hedvigy v časoch Jagelovcov. Bratislava: Post scriptum 2014. ISBN 978-80-89567-30-0.
MACEK, Josef. Tři ženy krále Vladislava. Praha: Mladá fronta, 1991. ISBN 80-204-0232-2.
Pramene k dejinám Slovenska a Slovákov VI. Pod osmanskou hrozbou. Ed. Ján LUKAČKA. Bratislava: Literárne informačné centrum, 2004. ISBN 80-88878-90-X.
Prelomové obdobie dejín (Politika, spoločnosť, kultúra v roku 1515). Ed. Eva FRIMMOVÁ. Bratislava: Historický ústav SAV, 2017. ISBN 978-80-89867-02-8.
Spomienky Heleny Kottannerovej. Ed. a transl. Daniela DVOŘÁKOVÁ a Mária PAPSONOVÁ. Budmerice: Vydavateľstvo Rak, 2009. ISBN 978-80-85501-41-4.
Reading assignments will be provided by the teacher. Further literature will be specified during the semester.
Students are required to attend the lessons regularly, take active part in them and analyze the assigned texts (historiographical or source translations) in class. They also need to present a selected topic in max. 20 min. during the term and deliver a short written work (essay) on the topic of the paper at the end of the term.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of absences: 2
Slovak
Central Europe in the time of the Jagiellonians. Royal families and “games of thrones.” Election and coronation (Vladislaus I Jagiellon in the Kingdom of Hungary, the election of Vladislaus II. Jagiellon as King of the Kingdom of Hungary, Louis II.). Women and marriage (Beatrix, Anna of Foix, Barbora Zápoľská, Anna Jagelovská and Mária Habsburská: royal weddings. Various sources: journey, poetry, disputes and correspondence).
The royal family, brothers, sisters, kinship (Prince Sigismund and his accounts, family correspondence, etc.) Children (birth of a descendant, upbringing in the royal family - De institutione regii pueri).
Diplomacy (Envoys, Legates, Reports and Communications. Meetings and Summits - Levoča 1494, Bratislava and Vienna 1515). The Royal Court. The king and his surroundings (court historians, scholars, artists, officials, etc.).
The death of the king, end of the dynasty (natural death, royal diseases, death in battle - the Battle of Mohács). The memory and heritage of the Jagiellonians.
Scale of assessment (preliminary / final): preliminary 70% (active participation 40%, paper 30%), final: 30% (written paper)
During the course, students get acquainted with the history of the Jagiellonian lineage in the history of the Kingdom of Hungary and Central Europe by means of different source genres concerning the lives of members of royal families and dynasties and their role in the history of monarchies. On these examples, students learn to work with sources critically (especially with sources of a similar type), analyze them and present their conclusions.
Sources:
- Monumenta Germaniae Historica. Various series.
- Fontes Rerum Bohemicarum. Various series.
1. NOVOTNÝ, Václav. České dějiny 1197 – 1253: Čechy královské za Přemysla I. a Václava I. Vol. I. Tom. 3. Praha: Jan Laichter, 1928, 1 088 s.
2. NOVOTNÝ, Václav. České dějiny 1253 – 1271: Rozmach české moci za Přemysla II. Otakara. Vol. I. Tom. 4. Praha: Jan Laichter, 1937, 499 s.
3. ŽEMLIČKA, Josef. Přemysl Otakar II. Král na rozhraní věků. Praha: Nakladatelství Lidové noviny, 2011, 752 s. ISBN: 978-80-7422-118-7.
4. BLÁHOVÁ, Marie – HLAVÁČEK, Ivan et al. Česko-rakouské vztahy ve 13. století. Rakousko (včetně Štýrska, Korutan a Kraňska) v projektu velké říše Přemysla Otakara II. Sborník příspěvků ze symposia konaného 26. – 27. září 1996 ve Znojmě. Praha: Rakouský kulturní institut – Filozofická fakulta Univerzity Karlovy, 1998, 305 s. ISBN: 80-85899-41-8.
5. KLÁPŠTĚ, Jan – ŠEDIVÝ, Ivan (eds.). Dějiny Česka. Praha: Lidové noviny, 2019, 349 s. ISBN: 978-80-7422-338-9
- further literature will be recommended by the teacher during the semester
50% preliminary - regular attendance during the course, preparedness for the lessons, engagement
in the discussions. Preparation of a presentation/report on a given topic (ppt) in druation of 10 min.
50% final - test
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Information on the conditions for awarding the assessment, distribution of topics for papers and presentations.
2. Introduction to Czech medieval history. Basic tendencies of the development of Czech medieval studies from the 19th century to the present.
3. History of the Czech lands in the 10th century.
4. History of the Czech lands until 1198.
5. Přemysl Otakar I and the Golden Bull of Sicily.
6. Vaclav I and Přemysl Otakar II. The struggle for Babenber heritage in the European context.
7. "Bad years" and the last Přemyslovci.
8. History of the Czech lands in the 14th century.
9. History of the Czech lands in the 15th century.
10. Economic history of the Czech lands in the Middle Ages.
11. Ecclesiastical history of the Austrian lands in the Middle Ages.
12. Conclusion.
50/50
After completing the series of seminars, students have basic knowledge of the political, economic, social, ecclesiastical and cultural history of the Czech lands in the Middle Ages in the European context. They know the basic trends, historical terms, personalities and basic historiographical questions of Austrian history in the years 907-1526, acquired the ability to understand the basic development trends of the society of the Czech countries in this period and thus gained the basis for further study of Czech history in the European context.
Sources:
- Monumenta Germaniae Historica. Various series.
- Monumenta Poloniae Historica. Various series.
1. WIHODA, Martin – FÖRSTER, Josef (eds.). Gallus Anonymus: Kronika a činy polských knížat a vládců / Gallus Anonymus: Gesta principum Polonorum. Praha: Argo, 2009, 164 s. ISBN: 978-80-257-0206-2
2. KOSMAN, Marceli. Dějiny Polska. Praha: Karolinum, 2011, 452 s. ISBN: 978-80-246-1842-5.
3. FRIEDL, Jiří a kol. Dějiny Polska. Praha: Nakladatelství Lidové noviny, 2017, 690 s. ISBN: 978-80-7422-306-8.
4. HOMZA, Martin (ed.). Uhorsko-poľská kronika. Nedocenený prameň k dejinám strednej Európy. Bratislava: Post Scriptum, 2009, 223 s. ISBN: 9788096985043
5. BACZKOWSKI, Krzysztof et al. (eds.). Jana Długosza Roczniki czyli Kroniki sławnego Królestwa Polskiego. Warszawa: Państwowe Wydawnictwo Naukowe, 465 s. ISBN: 83-01-14304-5
- further literature will be recommended by the teacher during the semester
50% preliminary - regular attendance during the course, preparedness for the lessons, engagement
in the discussions. Preparation of a presentation/report on a given topic (ppt) in druation of 10 min.
50% final - test
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Information on the conditions for awarding the assessment, distribution of topics for papers and presentations.
2. Introduction to Polish medieval history. Basic tendencies of the development of Polish medieval studies from the 19th century to the present.
3. History of Poland in the 10th century.
4. History of Poland from the beginning of the 11th century to 1138.
5. History of Poland in the 12th century.
6. History of Poland in the 13th century.
7. The Piasts between the Arpadovci and the Přemyslovci. The war and the Babenberg heritage and the Polish states.
8. History of Poland in the 14th century.
9. History of Poland in the 15th century.
10. Economic history of Poland in the Middle Ages.
11. Ecclesiastical history of Poland in the Middle Ages.
12. Conclusion.
50/50
After completion of the series of lectures and seminars, students have basic knowledge of the political, economic, social, church and cultural history of Poland during the Middle Ages in the European context. They know the basic trends, historical terms, personalities and basic historiographical questions of Polish history in the 10th-15th centuries, acquired the ability to understand the basic development trends of Polish society in this period, and thus gained the basis for further study of Polish history in the European context.
BLOCH, Marc. Obrana historie aneb historik a jeho řemeslo. Praha: Argo, 2011. ISBN 9788025704035.
BURKE, Peter. Francouzska revoluce v dějepisectví. Škola Annales (1929-1989). Praha: NLN, 2004. ISBN 9788071067191.
IGGERS, Georg G. Dějepisectví ve 20. století. Praha: NLN, 2002. ISBN 9788071065043.
LE GOFF, Jacques. Paměť a dějiny. Praha: Argo, 2007. ISBN 9788072038626.
VEYNE, Paul. Ako písať o dejinách. Bratislava: Chronos, 1998. ISBN 8096786016.
STORCHOVÁ, Lucie a kol. Koncepty a dějiny. Proměny pojmů v současné historické vědě. Praha: Scriptorium, 2014. ISBN 978-80-87271-87-2.
Regular attendance. Preparation of a review on a selected book assigned by the instructor during the semester. Working with sources during the courses. A final colloquium consisting of a discussion of previously discussed issues based on the required readings. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Ancient and Medieval Historiography. Medieval Studies: methods, questions, problems. The most important personalities of medieval studies. The Annales School (Bloch, Febvre, Braudel, Le Goff, Schmitt). Basic methodological approaches (cultural history, historical anthropology, everyday life, microhistory). Selected topics (women, minorities, elites, identities, ethnicity, communication). Social science and historiography – John Stuart Mill, Karl Marx, (Friedrich Engels), Émile Durkheim, Max Weber. Marxist historiography – E. P. Thompson, Eric Hobsbawm. Historiographical change after World War II., trauma and memory – Hannah Arendt. Postmodernism and the linguistic turn – Paul Ricoeur, Hayden White. Structuralism and questions of the subject (sexuality, gender) – Michael Foucault. Intellectual history and global history of thought and conceptual history. Discursive analysis (Searle, Austin, Foucault).
100/0
The Students have knowledge of the basic stages of the development of historiography from the Middle Ages to the present day. They are familiar with an overview of the most important trends and ideological concepts. After acquainting themselves with the works of the most important historians, they can identify selected trends and approaches of contemporary historiography. Students dispose theoretical knowledge of the history of the development of writing about history and the practical skills of the historian's work today.
DUDEKOVÁ, Gabriela a kol. Na ceste k modernej žene : Kapitoly z dejín rodových vzťahov na Slovensku. Bratislava: Veda, 2011, 773 s. ISBN 978-80-224-1189-9. KODAJOVÁ, Daniela. Živena : 150 rokov spolku slovenských žien. Bratislava: Slovart, spol. s r.o. , 2019, 303 s. ISBN 978-80-556-4149-2. SZABÓ, Miloslav. Potraty dejiny slovenských kultúrnych vojen od Hlinku po Kuffu. Bratislava : N Press, 2020, 128 s. ISBN 978-80-99925-28-2. ŠKORVANKOVÁ, Eva. Strážkyne rodinných kozubov? Ženy v ideológii a politike Slovenského štátu. Bratislava: Veda, 2020, 268 s. ISBN 978-80-224-1857-7. TIŠLIAR, Pavol a kol. Populačná a rodinná politika na Slovensku v 20. storočí. Bratislava : Muzeológia a kultúrne dedičstvo, o.z. : Centrum pre historickú demografiu a populačný vývoj Slovenska, Filozofická fakulta Univerzity Komenského v Bratislave, 2019, 219 s. ISBN 978-80-89881-18-5.
Students may have two absences at most. The students are evaluated on basis of active participation during lessons and the discussions of selected topics, in which is necessary to be prepared according a predetermined sources. The sources are gradually provided to students by the lecturer.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Defining basic concepts. Gender as a constructivist category. Women´s history or gender history?
2. Woman in the Slovak society before the First World War. Ideal of a Slovak woman. Conservatism versus Radicalism.
3. Suffrage for women. Moreover, what with that?
4. Czechoslovak Republic – Apparent Equality?
5. Girl´s education – between tradition and new opportunities
6. Slovak State – the new Slovak woman in new political reality
7. Labour emancipation of women after the Second World War. Builders of Socialism.
8. Women and population policy. Abortion and contraception
9. Women and policy. Suffrage, political activity, women´s topics in the policy
10. Women in Slovakia after the 1989
100/0
The student analyses a status of women in the Slovak society during the 20th century in context of political, economic and social changes. After graduation of the course, the students are able to historicize and contextualize the status of women in the society. From this point of view, the subject represents a key moment for defining the diversity and character of society. It also helps to deconstruction of mythical images of power apparatus also its subsequent political and historical reflection. The students are able to analyse not only the role and impact of gender status of women in the society, but they mostly use a methodological apparatus of historical analysis of the society in general. Based on the acquired knowledge, students are able to comprehensively orient themselves in the public space of a politically defined modern society and to respond to the current challenges of society and to historical contemporary adversarial discourses.
FERGUSON, Niall. Válka světa: Dějiny věku nenávisti. Praha: Academia, 2008, 751 s. ISBN 978-80-200-1650-8. HOBSBAWM, Eric. Věk extrémů. Praha: Argo, 1998, 619 s. ISBN 80-7203-184-8. KISSINGER, Henry. Umění diplomace. Praha: Prostor, 1999, 946 s. ISBN 80-7260-025-7. MacMILLANOVÁ, Margaret. Mírotvorci: Pařížská konference 1919. Praha: Academia, 2004, 551s. ISBN 80-200-1151-X. VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction to political trends of the first half of the 20th Century.
International relations before the First World War (a forming of the Entente Powers, the Triple Alliance, Balkans Wars)
The First World War and its consequences
Changes issues of the post-war Europe and trends in East Asia (the Washington Conference).
The 1920s in the European policy
International relations in the 1930s – Rise of the tension in international relations.
Interior policy trends in various countries – general characteristic.
Interior policy trends in various countries – the Great Britain, France and the United States
Interior policy trends in various countries – Italy, Germany, Japan
50/50
The students have knowledge of selected issues of the political, social, economic and cultural trends of Europe and the world in the first half of the 20th Century. Within the seminar, they are able to analyse the various factors of the world after the end of the First World War, social and economic problems, as well as some cultural innovations.
BOCKOVÁ, Gisela. Ženy v evropských dějinách. Praha: Nakladatelství Lidové noviny, 2007, 381 s. ISBN 978-80-7106-494-7.
HORSHAM, Michael. Styly 20. a 30. let. Praha: Svojtka a Vašut, 1997, 128 s. ISBN 80-7180-255-7.
KYBALOVÁ, Ludmila. Dějiny odívaní III. : Od biedermeieru do současnosti; 19. a 20. století. Bratislava: Ústredná knižnica a ŠIS VŠMU, 1992, 172 s. ISBN 80-85182-14-9.
KYBALOVÁ, Ludmila. Od „zlatých dvacátých“ po Diora. Praha: Nakladatelství Lidové noviny, 2006, 253 s. ISBN 978-80-7106-149-6.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Non-political characteristic of the first half of the 20th Century (Belle Époque, disaster of the war, from war to war)
Changes in the social stratification of population, social issues and the ways of solving it in the first half of the 20th Century.
Female Question in the first half of the 20th Century (emancipation, struggle for suffrage, marriage crisis – divorces, women´s education and scientific activities). Family and Parenthood.
Economic trends and its issues. Crisis and its causes. Reparations. Crisis management programs. State encroachments to economic trends
Modernization versus Traditionalism
Life in European and American cities in literary texts of European and American writers.
Life in the countryside in literary texts of European and American writers.
Paris and the artistic and writing elite
50/50
The students are able to identify the selected issues of the political, social, economic and cultural trends of Europe and the world in the first half of the 20th Century. They can to analyse the various factors of the changes the world after the end of the First World War, social and economic problems, as well as some cultural innovations.
1. HILBERG, Raul. Pachtelé, oběti, diváci. Židovská katastrofa 1933 - 1945. Praha : Argo, 2002. ISBN 80-7203-472-3.
2. LANZMANN, Claude. Šoa. Praha : Prostor, 2011. ISBN 978-80-7260-252-0.
3. BENZ, Wolfgang. Holokaust. Trenčín: Vydavateľstvo F, 2010. ISBN 978-80-88952-64-0.
4.WISTRICH, Robert S. Hitler a holokaust. Bratislava : Slovart, 2002. ISBN 80-7145-682-9.
5. NIŽŇANSKÝ, Eduard - HRABOVSKÝ, Milan. Rasizmus, antisemitizmus, holokaust. Bratislava 2013. ISBN 978-80-8127-092-5.
A student prepares a written paper, in which they analyse one book about The Holocaust. Submitted paper represents 25% of final classification score. Afterwards the student is supposed to take a test. The successful completion of the test represents 75 percent of evaluation score
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. The concept of Holocaust in the historiography. The Intentionalists and the Functionalists about Holocaust. R. Hilberg and his interpretation – Victims, Perpetrators and Bystanders.
2. The roots of the anti-Semitism – before-war anti-Semitism in Europe – a resonant area for the Holocaust? Anti-Semitism in Germany before Hitler. A. Hitler and the Jews in Mein Kampf. The situation in The Third Reich (1933 – 1939). The Nuremberg Laws. Jewish reactions – emigration. Forced displacement and Zentral stele für jüdische Auswanderung Wien. The A. Eichmann´s beginning. Action Nisko.
3. „The Final Solution“. Wansee Conference. A Concentration Camp system (extermination camps, labour camps and concentration camps). Einsatzkomanndos at the Eastern Front.
4. From deportation to extermination. Nazi Germany and its allies – Italy, Hungary.
5. Nazi Germany and its „satellites“ – Slovakia, Croatia
6. Nazi Germany and the occupied states – Protectorate of Bohemia and Moravia, Ostmark
7. The different policy in Hungary, Romania, Bulgaria
8. Western Europe – the Netherlands, Belgium and the various regions of France
9. Actors of the Holocaust – murderers and victims. Eichmann’s men – The Jewish Councils.
10. Holocaust and the Modern Society in the 20th Century. Genocide as a „normal“ life.
100/0
The student is able to identify the main issues about the Holocaust in Europe: from anti-Judaism to anti-Semitism. The Genocide of the Holocaust. Intentionalism and Functionalism for interpretation of anti-Semitism and Holocaust. Hitler and Holocaust. Mein Kampf and the Hitler´s anti-Semitism and Racism. Nazi Germany as a Racial State. The approaches of Germany to „Solution“. The Final Solution and the Jewish community in Europe. Various Jewish communities in Europe and destroy of them.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X. HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6. JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8. ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9. WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Introduction into the history of Balkan. Balkan as a concept.
2. Political, economic and social trends in the Ottoman Empire. Regression of the Ottoman Empire and situation in Balkan in the 19th Century.
3. Great Powers and their interests in Balkan in the 18th and 19th Centuries. The Eastern Crisis and Congress of Berlin.
4. Origins and development of the first “national” states in Balkan – Greece and Serbia.
5. National movements and political programs of the Bulgarians and the Albanians.
6. Issues of the Bosnia and Herzegovina
7. The Macedonian and Albanian Question
8. Political trends in Balkan after the Congress of Berlin and deepening the crisis in the Ottoman Empire.
9. The Balkan Wars.
10. The First World War in Balkan
11. Dissolution of the Ottoman Empire after the First World War
50/50
The students are able to identify political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states), the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8.
ROTHSCHILD, Joseph. East Central Europe between the Two World Wars : A History of East Central Europe IX. Seattle – London: University of Washington Press, 1992 (siedme vydanie), s. 201-280 (Juhoslávia), 281-322 (Rumunsko), 324-355 (Bulharsko, 357-366 (Albánsko). ISBN 0-295-95357-8.
ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Social construction of concepts (definition).
2. Trends of ethnic and religion structure of South-Eastern Europe
3. Territorial changes after the First World War – territorial conflicts (the Greeks-Turkey War, Albanian boundaries and Bulgarian boundaries)
4. Minorities – status of minorities in the society and the relations of state to minorities (minority rights, assimilation, ethnic genocide, replacement of inhabitants between countries)
5. Authoritative regimes in South-Eastern Europe.
6. Kingdom of SHS/Yugoslavia – issue of coexist of etnhical and religion groups in contexts the multiethnic state (process and mechanism of unification by state)
7. The Second World War – resistance and the civil war.
8. Territorial changes of Balkan after the Second World War and status of Tito´s Yugslavia
9. Trends of the interior policy in the various states – Communists Bloc, Western Bloc and Yugoslavia.
10. Dissolution of Yugoslavia and escalation of the national conflicts and wars in the region
11. Continue of crisis at the beginning of the 21st Century, the focuses of potential conflicts
50/50
The students are able to identify political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states), the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
HRADEČNÝ, Pavel. Řekové a Turci : nepřátelé nebo spojenci? Praha: Nakladatelství Lidové noviny, 2000, 226 s. ISBN 80-7106-378-9.
PIRJEVEC, Jože. Jugoslávie 1918 - 1992: Vznik, vývoj a rozpad Karadjordjevićovy a Titovy Jugoslávie. Praha: Argo, 2000, 537 s. ISBN 80-7203-277-1.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Defining basic concepts, geographical and political definition of the area, concepts: Balkan, Balkans, balkanization. South-Eastern Europe as a concept and its geographical and geopolitical definition.
2. Nation and Nationalism as concepts and its application to national-emancipation concepts. 3. Overview of historical trends of South-Eastern Europe – roots of ethnical conflict, examples and inspirations in history.
4. Balkans society in the 19th and 20th Centuries.
5. Ethnic and religion structure of inhabitants in Balkan and its trends.
6. Croatia-Serbia relations
7. Serbian-Albanian relations. Problem of Kosovo
8. Greco-Turkish relations.
9. Macedonian question.
10. Bosnia and Herzegovina. Process of the ethnic identification of Muslims in Bosnia and Herzegovina.
11. Bulgaria and its relations with neighbouring states.
12. The 1990s – the opening of the “new” centres of conflicts.
50/50
The students are able to identify political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states), the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
NIŽŇANSKÝ, Eduard - HRABOVSKÝ, Milan. Rasizmus, antisemitizmus, holokaust. Bratislava 2013. ISBN 978-80-8127-092-5.
NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938 – 1945. Banská Bystrica, 2016. isbn-978-80-89514.
BENZ, Wolfgang. Holokaust. Trenčín: Vydavateľstvo F, 2010. ISBN 978-80-88952-64-0.
WISTRICH, Robert S. Hitler a holokaust. Bratislava : Slovart, 2002. ISBN 80-7145-682-9.
An active participation on respective lessons. A student presents a topic according to the book “Rasizmus, antisemitizmus, holocaust” [The Racism, Anti-Semitism and Holocaust] as a main speaker once at least (see a list of literature). The student prepares an essay about the Racism, the Anti-Semitism and the Holocaust. The essay represents 50% of classification score and the activities at discussions consist of 50%.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. From intellectual discourse to political discourse. From Racism by intellectuals to political Racism in History of 19th and 20th Century. The problem of Intentionalism in interpretations of Racism the Anti-Semitism.
2. From proto-Racism to origins of Racism in the 18th Century
3. Biological Racism and ideology of Racism. The Racism in the 19th Century. The Arians as a linguistic issue?
4. From Racism to anti-Semitism in the 19th Century.
5. A. Gobineau and his Essay of inequality of Human Races. H. S. Chamberlain and The Foundations of the Nineteenth Century
6. The concretisation of theory of Racism to policy in the imperial period (The burden of a White Man, Cultivate of Asia)
7. Racism and anti-Semitism in the 20th Century (A. Rosenberg and A. Hitler)
8. From Heterophobia to Holocaust? The Modern Society and Genocide
9. Holocaust in Germany. Holocaust as an ethics and political issue of 20th Century´s society.
10. Policy of anti-Semitism in Slovakia between 1938 – 1945.
50/50
The student is able to identify the main trends of the Racism and the anti-Semitism in the European History from 18th to 20th Century. They are able to analyse the respective chapters of book Nižňanský – Hrabovský: The Racism, Anti-Semitism and Holocaust. Every student presents a relevant topic as a main speaker once at least.
JÄCKEL, Eberhard. Německé století historická bilance. Praha : Argo, 2004. ISBN 80-7203-617-3.
MANN, Golo. Dějiny Německa 1919 – 1945. Praha : Český spisovatel, 1993. ISBN 80o-202-0441-5.
MÜLLER, H. M. Dejiny Nemecka. Praha Nakladatelství Lidové noviny, 2001. ISBN 80-7106-188-3.
TKADLEĆKOVÁ, Herta. Všeobecné dejiny I. Bratislava: Univerzita Komenského, 1992. ISBN 80-223-0275-9.
A student analyses a chosen issue about history of Germany. They submit written paper about the topic, or present it, which represents 25% of final classification score. Afterwards the student is supposed to take a test. The successful completion of the test represents 75 % of evaluation score.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Historiography and the history of Germany in the 20th Century.
2. The origins of German Empire (1871) and the way to World War 1
3. Germany in World War 1, the origin of the Weimar Republic
4. The Weimar Republic – interior and foreign policy
5. The origins of NSDAP. Nazism as a movement
6. The crisis of the Weimar Republic (1930 – 1933)
7. The NSDAP´s Capture of Power. Nazism as regime. The chronology of Nazi-regime
8. The Nazi Germany and World War 2.
9. The Allies after World War 2. The Cold War and establishment of two German states
10. The Adenauer´s Germany. From Petersburg to absolute sovereignty of the FRG.
11. From The Second Berlin Crisis to Willy Brandt
12. W. Brandt and his Eastern Policy – „Ostpolitik“
25/75
A student has knowledge about history of Germany in the 20th Century, especially of period between 1918 – 1975. The students understand the main issues of German history: The Germany in World War 1, The Weimar Republic, The Nazi Germany, two German states after World War 2.
HOLEC, Roman. Poslední Habsburgovci a Slovensko. Bratislava: Ikar, 2001. ISBN 80-551-0024-1
HOLEC, Roman. Coburgovci a Slovensko. Bratislava: Kalligram, 2008. ISBN 978-80-8401-249-5
CHUDÍK, Július - JARUNKOVÁ, Klára. Horehronský talizman. Bratislava: Tatran, 1978. ISBN 61-900-78
Students are evaluated based on their performance during the course, their (approx. 15 min.-long) presentation of a selected topic (according to the class syllabus), their preparedness for the lessons, and engagement in the discussions of the assigned texts.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
The Coburgs as a German lineage (“the stud farm of Europe”), the gradual occupation of the different thrones, its dynastic policy and the principles professional and national aspects subordinate to, the way of thinking and geopolitics of this European dynasty, the Coburgs on the Bulgarian throne, the politics of the great powers and the different countries in the Balkans, Slovakia and the Balkans (Bulgaria, the Coburgs), seats of the Catholic Coburgs in Slovakia, the family’s husbandry, the Coburgs in the wheelwork of the land reform in Czechoslovakia, achievements and scandals, the formation of myths and historical memory of the dynasty, Czechoslovakia and Bulgaria.
100/0
On the example of one important European family, students get familiar with the basics of dynastic politics, understand the strategy of the way highest nobility behaves (marriage policy, dynastic unions) and its transnational way of thinking. On the example of the Balkans, students understand different geopolitical aspects of European politics and the attitude of Slovaks towards them.
CHMEL, Rudolf (ed.). Slovenská otázka v 20. storočí. Bratislava : Kalligram, 1997. ISBN 80-7149-155-1
KRAJČOVIČOVÁ, Natália. Jeden či dva národy? Dilema slovenskej politiky po vzniku ČSR. In: Česko-slovenská historická ročenka 1999. Brno : 1999, s. 98-112.
LETZ, Róbert a kol. Pramene k dejinám Slovenska a Slovákov XII a. Slováci pri budovaní základov Československej republiky. Bratislava : Literárne informačné centrum, 2013. ISBN 978-80-8119-072-8
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 - 1938). Martin : Vydavateľstvo Matice slovenskej, 2011. ISBN 978-80-8115-053-1
Further sources and literature will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2 page long written report on a selected class syllabus topic.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3
Slovak
Czech (reading)
1. Starting points for Czechoslovak vs Slovak nationalism polemics. The HSĽS-Prúdy generation. The central city of Martin.
2. The Martin Declaration vs the Pittsburgh Agreement - two different views on the future of Slovaks. Important justification sources for the theory of Czechoslovak national unity (Martin Declaration) and for the autonomist movement (Pittsburgh Agreement). Controversies over the Martin Declaration. Controversies over the Pittsburgh Agreement.
3. Controversial reactions to Hlinka’s trip to Paris. Memorandum of American Slovaks to the Government and the National Assembly of the Czechoslovak Republic calling to incorporate the Pittsburgh Agreement into the Constitution of Czechoslovakia.
4 Jozef Škuléty’s Controversies with Milan Hodža, Václav Chaloupecký and Albert Pražák in the 1920s.
5. Controversies about the Czechoslovak nation in the Czechoslovak parliament.
6. Controversies about the autonomy of Slovakia in the Czechoslovak parliament.
7. Controversies about the Czechoslovak nation among Slovak politicians in the press. Controversies of Vavro Šrobár, Juraj Slávik, Anton Štefánek, Milan Hodža, Ivan Dérer, Milan Ivanka, Andrej Hlinka, Martin Rázus and others.
8. Controversies about the Czechoslovak-Slovak nation among Slovak intellectuals and artists.
9. Controversies about the definition of Slovak culture, science and language among Slovak intellectuals and artists.
10. Controversies about the Slovak language and the 1931 Rules of Slovak Orthography among Czech and Slovak intellectuals.
11. Controversial brochures and book publications.
12. Final recapitulation of obtained knowledge, discussion.
30/70
Students are familiar with the controversies around the Slovak statehood, nation and language between 1918 and 1938. They can apply an analytical approach to assess different argumentation approaches among Slovak politicians and intellectuals on topics like the Slovak - Czechoslovak nation, centralism, autonomy, and the definition of Slovak culture and language. Their knowledge is based on their analysis of the confrontation of the then two rival entities, namely the Czechoslovak and the Slovak nationalism.
BYSTRICKÝ, Valerián – ZEMKO, Milan (eds.). Slovensko v Československu ( 1918 – 1939). Bratislava : VEDA, 2004. ISBN 80-224-0795-X
FERENČUHOVÁ, Bohumila – ROGUĽOVÁ, Jaroslava a kol. Občianska spoločnosť a politická kultúra. Kapitoly z dejín Slovenska 1918 – 1938. Bratislava : Historický ústav SAV, 2012. ISBN 978-80-971189-0-7
ROGUĽOVÁ, Jaroslava a kol. Od osmičky k osmičke. Premeny slovenskej spoločnosti v rokoch 1918 – 1938. Bratislava : Historický ústav SAV, 2009. ISBN 978-80-970060-4-4
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 – 1938). Martin : Vydavateľstvo Matice slovenskej, 2011. ISBN 978-80-8115-053-1
Further literature will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2 page long written report on a selected class syllabus topic.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3
Slovak
1. The impact the end of WWI and the establishment of the First Czechoslovakia had on Slovak society.
2. The democratization of Slovak society. Its transformation into a civil society.
3. The national development of Slovaks and manifestations of nationalism in the 1930s. Transformation from an ethnic to a political nation in the 1930s.
4. Factors concerning the legal form of the country between 1918 and 1938 and their impact on Slovak society. Centralism. Autonomism. Regionalism.
5. Economic and social factors of Slovakia’s development in the interwar period.
6. Development and basic issues concerning the institutional framework of Slovak culture in the interwar period.
7. Development of Slovak society in the narrative discourse of Slovak literature.
8. Language issues in the interwar period. The emancipation of Slovak science in the interwar period.
9. The establishment of Slovak political and cultural elites in the interwar period.
10. Slovak cultural elites in the interwar period.
11. Slovak cultural elites between 1939 and 1945.
12. The impact Slovakia’s autonomy and the establishment of the Slovak State had on Slovak society.
13. Political factors between 1939 and 1945.
14. Economic and social factors between 1939 and 1945.
15. Everyday life between 1918 and 1945.
16 Presentations, discussions, recapitulation of the acquired knowledge.
30/70
At the end of the course, students are familiar with the specificities of the dynamic development of Slovak society and culture between 1918 and 1945. They can look at different issues from a social and cultural history perspective using an interdisciplinary approach. Thanks to a critical analysis, they have comprehensive knowledge of the social and cultural conditions in Slovakia between 1918 and 1945.
KOSATÍK, Pavel. Slovensko 30 let poté. Praha: Práh, 2022, 253 p. ISBN 9788072529490.
KOTIAN, Róbert – ŠTULAJTER, Ivan. 30 rokov po: Slovensko 1989 – 2019. Žilina: Artis Omnis, 2019, 411 p. ISBN 9788082010612.
LEŠKA, Dušan. Formovanie politického systému na Slovensku po roku 1989. Bratislava: Infopress, 2011. ISBN 9788089485048.
RYCHLÍK, Jan – POKORNÝ, Milan – ZELENKOVÁ, Anna – GBÚR, Ján. Dějiny Slovenska. Praha: Vyšehrad, 2024, 647 sp ISBN 9788076019157.
ŠÚTOVEC, Milan. Politické Slovensko: encyklopedická príručka : aktéri, dokumenty, inštitúcie, politické strany, udalosti. Bratislava: Slovart, 2019. 487 p. ISBN 978-80-556-3894-2.
30% preliminary - regular attendance at seminars, preparedness for the lessons, and engagement in the discussions. Preparation of a presentation on a given topic in duration of approx. 20 min.
70% final - test
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Conditions for awarding the assessment.
2. Causes of the Velvet Revolution and its foreign policy context.
3. November 1989.
4. Federation (1990 – 1992).
5. Disintegration of the Czechoslovakia.
6. Establishment of the Slovak Republic.
7. The second and third governments of Vladimír Mečiar (1992 – 1998).
8. The period of "swordsmanship" and its interpretative frameworks.
9. Euro-Atlantic integration of Slovakia, its successes and failures.
10. The first and second governments of Mikuláš Dzurinda (1998 – 2006).
11. Entry of Slovakia into the European Union.
12. Conclusion.
30/70
Students will gain an overview of the most important Slovak political events from the Velvet Revolution in 1989 to 2004, when Slovakia joined the European Union. During this period, the country went through significant changes that shaped and created it into its present form. Graduates of the course will be confronted with various interpretive frameworks through which they can look at the issues of recent history.
FERGUSON, Niall. Nešťastná válka. Praha: Dokořán, 2004, 487 s. ISBN 80-86569-56-X.
KŘIVSKÝ, Petr - SKŘIVAN, Aleš. Století odchází: Světla a stíny "belle époque". Praha: Aleš Skřivan ml., 2004, 341 s. ISBN 80-86493-12-1.
KŘIVSKÝ, Petr. Do nitra kontinentů. Praha: Mladá fronta, 1988, 256 s.
NÁLEVKA, Vladimír Světová politika ve 20. století (I.). Praha : Aleš Skřivan ml., 2000, 270 s. ISBN 80-902261-4-0.
RAPPORT, Michael Evropa devatenáctého století. Praha: Vyšehrad, 2011, 436 s. ISBN 978-80-7429-061-9.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Vinen, Richard Evropa dvacátého století. Praha : Vyšehrad, 2007.
• Rapport, Michael Evropa devatenáctého století. Praha : Vyšehrad, 2011.
• Čapek, Vratislav [et al.] Dějiny novověku III. Praha : Státní pedagogické nakladatelství, 1973.
• Křivský, Petr - Skřivan Aleš Století odchází. Praha : Aleš Skřivan ml., 2004.
• Nálevka, Vladimír Světová politika ve 20. století (I.).Praha : Aleš Skřivan ml., 2000.
• Křivský, Petr Do nitra kontinentů. Praha : Mladá fronta , 1988.
• Ferguson Niall Nešťastná válka. Praha : Dokořán, 2004.
• Ferguson Niall Válka světa. Praha : Academia, 2008.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Porušenie akademickej etiky má za následok anulovanie získaného hodnotenia.
Klasifikačná stupnica:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. International relations in the 1870s (situation after the Franco-Prussian War, Three Emperors’ League, The Great Eastern Crisis, Russo-Turkish War, Treaty of San Stefano, Congress of Berlin).
2. International relations in the 1880s (situation after the Congress of Berlin, establishment of The Dual Alliance, Italy joins to the Dual Alliance, colonial expansion – mastery of Egypt and African´s Rush, French interests in South-Eastern Asia)
3. International relations in the 1890s I. – modification of the Bismarck´s system (the Balkan situation – the crossroad of The Great Power´s interests, Bismarck´s departure and German “new policy”, Franco-Russian Alliance 1893/1894, British policy of “splendid isolation”)
4. International relations in the 1890s II. (South African crisis, Italo-Ethiopian War, Greco-Turkish War (1897), Russian expansion in East Asia, development of the Trans-Siberian Railroad, beginning of Japanese expansion in Asia, The First Sino-Japanese War, the struggle of Korea, The Spanish-American War, Fashoda Crisis, The Second Boer War)
5. International relations 1900 – 1905 (The Boxer rebellion, interference of The Great Powers in China, the struggle of Persia, the end of British policy of “splendid isolation”, Berlin-Baghdad railway, Franco-British agreement – “Entente cordiale”)
6. International relations 1905 – 1908 (the Russo-Japanese War, The First Moroccan Crisis, naval armament, disarmament conferences, Anglo-Russian agreement 1907, the Balkan situation – Bosnian Crisis, The Second Moroccan Crisis)
7. International relations 1908 – 1914 (rise of tension in Balkan situation, Battle of Tripoli, The First and Second Balkan War, international relations after the Balkan Wars)
8. Assassination at Sarajevo and The Second Bosnian Crisis – so-called July crisis, outbreak of the Austro-Serbian conflict, brink of the world war
50/50
The student has basic overview of the essential issues of international relations from establishment of the German Empire to outbreak of the First World War. Students know how to orientate in key questions of the international policy, international relations, issues of the colonialism and therefore they are able to confront the various interpretations of causes of the outbreak of the First World War and they can expertly discuss about it. In addition, students are able to orient in the contemporary issues of international policy.
JAKSICSOVÁ, Vlasta. Kultúra v dejinách - dejiny v kultúre. Moderna a slovenských intelektuál v siločiarach prvej polovice 20. storočia. Bratislava : VEDA, 2012. ISBN 978-80-224-1238-4
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 - 1938). Martin : Vydavateľstvo Matice slovenskej, 2011.ISBN 978-80-8115-053-1
VAŠŠ, Martin. Bratislavská umelecká bohéma v rokoch 1920 - 1945. Bratislava : Vydavateľstvo UK, 2016. ISBN 978-80-223-4173-8
VAŠŠ, Martin. Medzi snom a skutočnosťou : umelecká bohéma v Bratislave 1938 - 1945. Bratislava : Marenčin PT, 2018. ISBN 978-80-8114-943-6
Further literature and sources will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2 page long written report on a selected class syllabus topic.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3
Slovak
1. Introduction to the issue. Outlining the main political and cultural-social determinants in the 1st Czechoslovakia and the 1st Slovak Republic.
2. Slovak artists and politics in the First Czechoslovakia. The politicization of culture. Slovak artists’ reactions to the official state ideology of a single Czechoslovak nation and language.
3. Slovak artists and pro-Nazi / pre-regime collaboration. Political and moral aspects of Slovak artists collaborating during the 1st Slovak Republic. Tido Gaspar. Milo Urban.
4. Slovak artists and anti-fascist resistance during the 1st Slovak Republic. Left-wing artists in the 1st Slovak Republic.
5. Slovak artists and conformism. The passivity of Slovak artists during the 1st Slovak Republic.
6. The reflection of political events in literary works and politically engaged literature.
7. Slovak writers and nationalism. Manifestations of nationalism in the texts of Slovak writers. Andrej Žarnov, Milán Rázus and others.
8. Slovak fine art as a political tool. Searching for politics in art. Left-wing thinking, nationalism in Slovak art.
9. Slovak artists and communism. Laco Novomeský. Ján Poničan. Zuzka Zguriška. Social photography - Irena Blühová. Visits to the Soviet Union.
10. The idea of Slovak art during the 1st Slovak Republic. Art as part of politics.
30/70
At the end of the course, students are familiar with the way politics affected the lives of Slovak artists and vice versa, as well as with Slovak artists’ engagement in politics in between 1918 and 1945. Discussions play a key role as through them students develop their own creative thinking skills concerning the different aspects of Slovak artists’ engagement in politics. Special emphasis is placed on discussing the state and public activities of Slovak artists in the first Slovak Republic (1939 - 1945).
BARNOVSKÝ, Michal. Na ceste k monopolu moci: Mocenskopolitické zápasy na Slovensku v rokoch 1945-1948. Bratislava: Archa, 1993, 248 p. ISBN 8071150568.
KAPLAN, Karel. Pět kapitol o únoru. Brno: Doplněk, 1997, 557 s. ISBN 808576573X.
PODOLEC, Ondrej (ed.). Február 1948 a Slovensko. Bratislava: Ústav pamäti národa, 2008, 685 p. ISBN 9788089335077.
SMETANA, Vít. Ani vojna, ani mír: velmoci, Československo a střední Evropa v sedmi dramatech na prahu druhé světové a studené války. Praha: Nakladatelství Lidové noviny, NLN, 2016, 663 p. ISBN 9788074223587.
VEBER, Václav. Osudové únorové dny: 1948. Praha: NLN, Nakladatelství Lidové noviny, 2008, 426 p. ISBN 9788071069416.
20% preliminary - regular attendance during the course, preparedness for the lessons, engagement in the discussions
80% final - test
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Conditions for awarding the assessment.
2. Post-war Czechoslovakia
3. Change of the political course
4. The Third Republic and its problems
5. Events that preceded February 1948
6. The emergence of Informbyro and the international context of domestic political development
7. The beginning of the government crisis
8. February events - day by day
9. Capitulation of the Democrats
10. Consequences of the coup
11. Sovietization of the country
12. Conclusion.
20/80
The February coup carried out by the communists in 1948 is one of the key events in our history. In addition to domestic policy, it also impacted foreign policy. In addition to the totalitarian political system, it also brought complete satelliteization of the republic. Students will gain knowledge about the causes, course and consequences of the communist coup, as well as about its foreign policy implications and how the Sovietization of the country took place.
BROD, Toman. Osudný omyl Edvarda Beneše 1939–1948: Československá cesta do sovětského područí. Praha: Academia, 2002, 700 p. ISBN 802000971X.
DEJMEK, Jindřich. Diplomacie Československa. Díl 1. Nástin dějin ministerstva zahraničních věcí a diplomacie (1918–1992). Praha: Academia, 2012, 317 p. ISBN 9788020022103.
DRULÁK, Petr. Metafory studené války: Interpretace politického fenoménu. Praha: Portál, 2009, 293 p. ISBN 9788073675943.
KREJČÍ, Oskar. Mezinárodní politika. Praha: Ekopress, 2014, 803 p. ISBN 9788087865071.
SMETANA, Vít. Ani vojna, ani mír: velmoci, Československo a střední Evropa v sedmi dramatech na prahu druhé světové a studené války. Praha: Nakladatelství Lidové noviny, NLN, 2016, 663 p. ISBN 9788074223587.
ŠTEFANSKÝ, Michal – MICHÁLEK, Slawomír. Míľniky studenej vojny a ich vplyv na Československo (od Trumanovej doktríny po Vietnam). Bratislava: Veda, 2015, 367 p. ISBN 9788022414494.
50% preliminary - regular attendance at seminars, preparedness for the lessons, and engagement in the discussions. Preparation of a presentation on a given topic (ppt) in duration of approx. 20 min.
50% final - submitting of a term paper, colloquium
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Conditions for awarding the assessment, distribution of topics for papers and presentations.
2. Introduction to the issue of international relations.
3. The emergence of Czechoslovakia and its foreign policy context.
4. The First and Second Czechoslovak Republics (1918 – 1939).
5. Munich, the Second World War and its consequences for Central Europe.
6. Third Czechoslovak Republic (1945 – 1948).
7. Communist diplomacy and its important personalities.
8. Foreign policy of Czechoslovakia under the terms of the Warsaw Pact. Formation of the Soviet bloc, its limits and first problems.
9. Prague Spring - an attempt to change course?
10. Czechoslovak policy towards third world countries.
11. Change in foreign policy orientation (1989 – 1991). A gentle revolution and the search for a new direction.
12. Summary, evaluation and completion of the course.
50/50
Students will gain knowledge about the foreign policy of Czechoslovakia from its creation in 1918 to its disintegration in 1992. In addition, they will learn about the structure of international relations in Central Europe, which determined and conditioned not only the foreign but also the internal policy of the Czechoslovak Republic.
BOCKOVÁ, Gisela. Ženy v evropských dějinách. Praha: Nakladatelství Lidové noviny, 2007, 381 s. ISBN 978-80-7106-494-7. Strana: 308 HORSHAM, Michael. Styly 20. a 30. let. Praha: Svojtka a Vašut, 1997, 128 s. ISBN 80-7180-255-7. PAŽOUT, Jaroslav (ed.) Každodenní život v Československu 1945/1948-1989. Praha-Liberec: Ústav pro studium totalitních režimů-Technická univerzita v Liberci, 2015, 240 s. ISBN 978-80-87912-35-5. VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1. ZEMKO, Milan - BYSTRICKÝ, Valerián. Slovensko v Československu (1918-1939). Bratislava: Veda, 2004, 687 s. ISBN 80-224-0795-X.
Students may have two absences at most. The student is evaluated on basis of active participation at the course (30%) and the final written work (70%), which consists of short-term research within the family or between the relatives.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. The Twentieth Century – era of extremes?
2. Man and the environment. New challenges
3. Life before the First World War. Prosperity and poverty. Two sides of one coin.
4. The First World War – the war of all wars
5. Interwar era – the crazy 20´s and crisis 30´s
6. The Second World War
7. Polarization of the World – Western and Eastern Bloc
8. Life in the West – an economic miracle, prosperity and social state
30/70
The student is able to identify a dynamic trend, which have occurred in the 20th Century and thus modify the complex human destinies, which were intensely influenced by local and global power struggles. Based on examples of lives of general population, the students know to analyse issue of migration, changes of family as a social institution, long-term and short-term consequences of the war, women´s emancipation also crisis of masculinity, changes in eating, living and fashion. The students of history, sociology, and ethnology have a more comprehensive view of the 20th Century, which meant for individuals a combination of optimism and pessimism, rapid technological progress and dynamic life-style, which required high demands on man and the environment.
HOLDOŠ, Ladislav, BARTOŠEK, Karel. Svědek Husákova procesu vypovídá. Rozhovory Karla Bartoška s Ladislavem Holdošem o zážitcích z věznic a táborů pěti zemí, o komunistech bez moc a u moci, o Slovensku a o jiném... Praha: Naše vojsko, 1991. ISBN 80-206021-27.
KAPLAN, Karel. Československo v letech 1948-1953. Praha: Státní pedagogické nakladatelství, 1991. ISBN 8004257003.
KAPLAN, Karel. Kronika komunistického Československa. Klement Gottwald a Rudolf Slánsky. Brno: Barrister and Principal, 2009. ISBN 978-80-87029-53-4.
PEŠEK, Jan a kol. Aktéri jednej éry na Slovensku 1948-1989. Prešov: Vydavateľstvo Michala Vaška, 2003. ISBN 80-7165-417-5.
RYCHLÍK, Jan. Češi a Slováci ve 20. století. Česko-slovenské vztahy 1945-1992. Bratislava: Academic Elektronic Press, 1998. ISBN 80-88880-11-4.
VOJTĚCHOVSKÝ, Ondřej. Z Prahy proti Titovi. Jugoslávská prosovětská emigrace v Československu. Praha: Univerzita Karlova, 2012. ISBN 978-80-7308-428-8.
Students are required to take active part in the lessons. They need to produce, present and submit a written paper on an assigned topic. The paper needs to cover the most important issues of the topic in question. It must include a PowerPoint presentation and be at least 5 pages long.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. The political processes in the USSR in the 1930s.
2. Conflicts within the Communist Party and their development.
3. The conflict between Tito and Stalin and the Cominform Resolution.
4. Searching for enemies within the communist parties of the Eastern bloc.
5. The Slovak question in post-war Czechoslovakia and Slovakia’s bourgeois nationalism.
6. The accusations against Husák and others by the so-called Slovak bourgeois nationalism and the IX congress of the Communist Party
7. The arrest of high communist officials and preparation of political processes.
8 Sharpening regime centralizing efforts in Czechoslovakia
9. The process against the Slovak bourgeois nationalists and its consequences
10. The impact of the Cold War on the political processes.
11. Stalin’s cult of personality and legacy.
12. Rehabilitations
30/70
At the end of the course, students are familiar with the situation in the entire Eastern bloc after 1948 in connection with the political processes against the representatives of the communist parties with a special emphasis on Slovakia. They understand the origin and development of the accusations of the so-called Slovak bourgeois nationalism up to the processes against Gustáv Husák and others, and the resulting solution of the Slovak issue within Czechoslovakia. They are familiar with the domestic and foreign political scene and understand the impact the international situation had on the origin and execution of the political processes.
HEYWOOD, Andrew. Politické ideologie. Plzeň : Vydavatelství a nakladatelství Aleš Čeněk, 2008. ISBN 978-80-7380-137-3.
ARENDTOVÁ, Hannah. Krize Kultury. Praha : Mladá fronta, 1994. ISBN 80-204-0424.
NISBET, Robert. Konzervativismus: Sen a realita. Praha : Občanský institut, 1993. ISBN 80-900190-3-X.
DOERING, Detmar. Liberalizmus - pokus o slobodu. ISBN 80-88874-08-4.
FURET, Francois - NOLTE, Ernst. Fašizmus a komunizmus. Bratislava : Agora, 2001. ISBN 80-967210-9-7.
Students analyse the book by A. Heywood: Politické ideológie [Political Ideologies]. Every student presents a relevant topic as a main speaker once at least (for example: Conservatism, Liberalism ...) It represents 50% of classification score. The student prepares an essay (after consultation with a lecturer), in which they analyse (chyba subject) some work (for example about: Conservatism, Socialism, Communism, Nazism...). The essay represents a second part of classification score – 50%.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Liberalism
2. Conservatism
3. Socialism
4. Communism
5. Nationalism
6. Fascism
7. Nazism
8. Anarchism
9. Feminism
10. Environmentalism
100/0
The student is able to identify the essential political ideologies in the 20th Century and they use the knowledge about relation between intellectual discourses about respective issues, where political discourse arises.
Krízy režimov sovietskeho bloku v rokoch 1948-1989. Banská Bystrica: Pedagogická spoločnosť J.A. Komenského, 1997. ISBN 80-88784-14-X.
PEŠEK, Jan, LETZ, Róbert. Štruktúry moci na Slovensku 1948-1989. Prešov : Vydavateľstvo Michala Vaška , 2004. ISBN 80-7165-469-8.
PEŠEK, Jan a kol. Aktéri jednej éry na Slovensku 1948-1989. Prešov: Vydavateľstvo Michala Vaška, 2003. ISBN 80-7165-417-5.
RAŠLA, Anton. Spomienky spoza mreží. Banská Bystrica: Vidas, 1998. ISBN 80-85306-16-6.
RYCHLÍK, Jan. Češi a Slováci ve 20. století. Česko-slovenské vztahy 1945-1992. Bratislava: Academic Elektronic Press, 1998. ISBN 80-88880-11-4.
Students are required to take active part in the lessons. They need to produce, present and submit a written paper on an assigned topic. The paper needs to cover the most important issues of the topic in question. It must include a PowerPoint presentation and be at least 5 pages long.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. The situation in Czechoslovakia and the USSR following the deaths of Stalin and Gottwald
2. The succession struggle and the first problems in the Eastern bloc
3. The cult of personality.
4. The XX Congress of the CPSU and the revelation of Stalin’s crimes.
5. The events in Poland and Hungary.
6. The situation in Czechoslovakia and criticism of the regime
7. The reaction of Novotny’s regime and the second wave of political processes
8 The role of the Czech and Slovak intelligentsia
9. The second de-Stalinization phase.
10. Rehabilitations
11. The Slovak question in the early 1960s
30/70
At the end of the course, students are familiar with the first major crisis in the Eastern bloc caused by the XX the Congress of the CPSU and the revelation of Stalin’s crimes and its impact on the political and social development in Czechoslovakia. They understand the ongoing political situation and the role the intelligentsia played in the first major public criticism of the ruling regime. They have extensive knowledge of the Antonín Novotný’s government, which ended in 1968. They are familiar with the domestic and international political scene and understand the impact foreign policy had on the situation in Czechoslovakia. They also understand the circumstances and the situation of the country at that time.
LONDÁK, Miroslav a kol. Predjarie. Politický, ekonomický a kultúrny vývoj na Slovensku 1960-1967. Bratislava: Veda, 2002. ISBN 80-224-0707-0
LONDÁK, Miroslav, SIKORA, Stanislav a kol. Rok 1968 a jeho miesto v našich dejinách. Bratislava: Veda, 2009. ISBN 978-80-224-1095-3.
LONDÁKOVÁ, Elena a kol. Rok 1968. Novinári na Slovensku. Bratislava: HÚ SAV, 2008. ISBN 978-80-969782-9-8.
SIKORA, Stanislav. Po jari krutá zima. Politický vývoj na Slovensku v rokoch 1968-1971. Bratislava: Veda, 2013. ISBN 978-80-970302-9-2.
Students are required to take active part in the lessons. They need to produce, present and submit a written paper on an assigned topic. The paper needs to cover the most important issues of the topic in question. It must include a PowerPoint presentation and be at least 5 pages long.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2.
Slovak
1. The new Communist Party leadership at the turn of 1967 / 1968.
2. The first months of Alexander Dubcek’s government and the Communist Party’s action program
3. Criticism of the Soviet Union and its satellites.
4. The awakening intelligentsia and civil society.
5. The Slovak question in 1968 and the preparation of the federation.
6. Prominent Czech and Slovak personalities in 1968.
7. The strategic interests of the USSR
8. The international situation in 1968
9. The 1968 Summer and the Soviet-Czechoslovak negotiations.
10. August 21, 1968
11. The onset of Normalization.
30/70
At the end of the course, students are acquainted with the development preceding 1968, with the year 1968 in socialist Czechoslovakia and its course, the situation in society, culture, science, the August occupation and the following political development. They are also familiar with the international political situation and its impact on the events at home and are able to understand the Soviet Union’s superpower policy and strategy. They are able to critically perceive and interpret the political mechanisms and interests of the great powers, and have an overview of the interests of the Soviet Union in Central Europe.
1. FULMEKOVÁ, Denisa. Konvália. Bratislava : Slovart, 2016. ISBN 978-556-2484.
2. GROSMAN, Ladislav. Obchod na korze. Praha : Akropolis, 2020 ISBN 878-80-7470-296-9.
3. KAMENEC, Ivan. Po stopách tragédie. Bratislava, 1991. ISBN 80-7115-015-0.
4. LIPSCHER, Ladislav. Židia v slovenskom štáte. Print-servis 1992. ISBN-80-9004-702-5.
5. NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938 – 1945. Banská Bystrica, 2016. isbn-978-80-89514.
An active participation on lessons – a presentation consists 50% of classification score. A written essay represents 50% of evaluation score. After the main overviews are presented, guests and speakers gradually visit the course: prof. T. Žilinka – literary scientist, which analyses the Holocaust issue in literature. Afterwards they invite to discussion about their books: Denisa Fulmeková, Milan Richter, Miloš Žiak and theatrologist and author of documentaries Dr. Anna Grusková. The rank is approximated and changes may be expected. It depends on the guest´s workload, but every invited are expected to come. Required knowledge consists of recommended literature and lectures. Every participant of Special Course gets the book, the lectures (in Microsoft Power Point) and documentary about the Holocaust in Bratislava and in Slovakia on CD.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Anti-Judaism, anti-Semitism (national, economic, racial, political dimension)
2. Holocaust as Genocide. Holocaust in Nazi Germany
3. Anti-Semitism in Slovakia. Holocaust in Slovakia (1938 – 1945)
4. Anti-Semitism and Holocaust and its reflection in the film, literature and arts
5. Debate with prof. T. Žilka – literary scientist (Constantine the Philosopher University in Nitra)
6. Debate with writer D. Fulmeková
7. Debate with historian I. Kamenec
8. Debate with film director A. Grusková
9. Final Discussion
50/50
A student understands the main concepts and chronology of the Holocaust. They are able to analyse the Holocaust issue – mostly it´s reflection in literature, theatre and films in Slovakia.
MARSINA, Richard – KUŠÍK, Michal (ed.). Urbáre feudálnych panstiev na Slovensku. I. – II. Bratislava: Vydavateľstvo SAV, 1959.
LOPATKOVÁ, Zuzana (ed.). Otázky zemepanského hospodárenia a správy v novoveku. Trnava: Filozofická fakulta Trnavskej univerzity, Krakov: Spolok Slovákov v Poľsku, 2019. ISBN 978-83-8111-158-4.
SEDLÁK, František – ŽUDEL, Juraj – PALKO, František. Štátny slovenský ústredný archív: Sprievodca po archívnych fondoch I. Oddelenie feudalizmu. Bratislava: Slovenská archívna správa, 1964.
The students’ results are evaluated exclusively by continuously checking their performance during the teaching part of the semester. During the first two teaching weeks, students choose a research area – a specific feudal lordship located in the Kingdom of Hungary. In the following weeks, students research this area on their own and present their results at the beginning of the lesson, following the teacher’s explanation. Students present their results verbally (without any written support). To successfully complete the course, students need to work systematically, regularly informing the teacher about the progress they have achieved in their research. The deadline of their tasks cannot be postponed as they are connected to specifically scheduled lessons. Likewise, the teacher may not consider every research report by the student to be satisfactorily completed. To successfully meet their tasks, students need to successfully complete at least 6 out of 10 assignments. They are evaluated in the credit week according to the following scale: 10 adequately completed tasks adequately completed tasks A, 9 adequately completed tasks B, 8 adequately completed tasks C, 7 adequately completed tasks D, 6 adequately completed tasks E, 5 and less adequately completed tasks. To successfully meet their term tasks, students can have no more than 2 absences.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Definition of feudal lordship in space and time.
2. Contemporary Slovak historical science and its approach to the study of feudal lordships.
3. Possibilities of researching archival funds of feudal lordships in Slovak state archives.
4. Lordship administration, management issues.
5. Income / overhead management.
6. Economic production spheres (agriculture, mining, etc.).
7. How grange husbandry and the network of production facilities of feudal lords worked.
8. Who were the owners of the feudal lordships? The nobility and the entrepreneur elite in the Kingdom of Hungary.
9. The ruling lineage as entrepreneurs. Imperial Chamber estates.
10. Free royal towns as feudal lords.
11. The population of lordships, the mobility of the labor force, the fluctuation of serfs serving lords.
12. Clerks serving lordships.
Scale of assessment preliminary/final: 100/0
As that the aim of the course is to make students familiar with economic and social history on the example of an economic entity—a feudal lordship—after successfully completing it, students are familiar not only with the necessary historical facts on the subject, but also with an overview of the different methodological approaches and concepts used in economic and social history (as a scientific discipline), namely with the so-called history of business, micro-history, etc. Based on their own research, students are also acquainted with a wide range of topics, which define the feudal lordship as a landlord’s enterprise. Students understand issues of social disciplination, communication, prosopographic research, environmental issues, etc.
BLOCH, Marc: Obrana historie aneb historik a jeho řemeslo. Praha: Argo 2011.
BURKE, Peter. Co je kulturní historie? Praha: Dokořán, 2011.
BURKE, Peter. Lidová kultura v raně novověké Evropě. Praha: Argo, 2005.
DÜLMEN, Richard Van. Historická antropologie. Vývoj/Problémy/Úkoly. Praha: Dokořán, 2002.
LE GOFF, Jacques. Paměť a dějiny. Praha: Argo, 2007.
STORCHOVÁ, L. a kol. Koncepty a dějiny. Proměny pojmů v současné historické vědě. Praha: Scriptorium 2014.
ZUPKA, Dušan. Meč a kríž. Vojna a náboženstvo v stredovekej strednej Európe. Bratislava: VEDA, 2021.
Supplementary literature will be presented at the beginning and during the semester
Regular and active participation. Preparation of a report (presentation) according to the teacher's assignment during the semester. Reading the required literature and working with the materials in seminars. Final colloquium consisting of a discussion of a selected work and source as assigned by the instructor.
Classification scale in percentages:
A = 100% - 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% - 0%
Violation of academic ethics results in annulment of the evaluation result of the relevant item.
Slovak
1. What is cultural history?
2. Basic stages in the development of cultural history of the Middle Ages
3. The most important approaches and the most important historians and their works
4. Communication in pre-modern Europe
5. Rituals, symbols and gestures
6. The court and court culture
7. Diplomacy in the Middle Ages
8. Diplomacy in the Early Modern Period
9. Ruling power and ruler strategies
10. Conflicts and their resolution
11. War, peace and religion
12. Holy Wars and the Crusades
100/0
The course will deal in detail with selected issues of contemporary cultural history of Europe in pre-modern times. Students will be introduced to the basic stages of the development of cultural history in the Middle Ages. They will get an overview of the most important ideological concepts and approaches of historians within cultural history.
KOPEČEK, Michal, WCIŚLIK, Piotr (eds.). Thinking through Transition. Liberal Democracy, Authoritarian Past, and Intellectual History in East Central Europe After 1989. Budapest: Central University Press, 2015. ISBN 978-963-3860-85-4.
SNYDER, Timothy. Cesta do neslobody. Rusko, Európa, Amerika. Bratislava: Premedia, 2018. ISBN 978-80-8159-598-1.
WERNER-MLLER, Jan. What is Populism? Philadelphia: University of Pennsylvania Press, 2016. ISBN 978-0-8122-4898-2.
EATWELL, Roger, GOODWIN, Matthew. National Populism. The Revolt Against Liberal Democracy. London: Penguin Books, 2018. ISBN 978-0-241-31200-1.
During the semester, the students are evaluated for active class work and the final essay at the end of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
English language - level B2 and above
the course is taught in English
1. Introduction to the history of democracy – basic background and concepts 2. History of liberalism with emphasis on institutions and institutes and their development in central and eastern Europe from a global perspective 3. Liberal distrust and participation 4. Liberal constitutionalism 5. The emergence of populisms – national and territorial specificities 6. Radical conceptions about democracy and the 1960s 7. Dissent and the Helsinki effect – human rights in oppositional conceptions 8. Anti-politics 9. Democratic revolution and round tables 10. Transition or transformation? 11. Frozen nationalisms? 12. Liberal institutions, the Acquis Communautaire 13. The financial crisis and the rise of conservative and ethno-national populisms
50/50
After completion of this course, the students can work with text, discourse, and complex and conflicting political map of late-socialist and post-socialist developments within Central Europe. Students can compare and analyse the events, which they reflect in domestic political environment in the context of developments in Poland, Hungary, Czech Republic, as well as Germany and other countries. This course is particularly recommended for students interested in understanding the historically complex relationship between democracy, populism and liberalism or liberal democracy in the specific conditions of post-socialist development.
MARSINA, Richard (ed.). Dejiny Slovenska I. (do roku 1526). Bratislava: VEDA, 1986.
MÚCSKA, Vincent et al. Dejiny európskeho stredoveku I - II. Prešov - Bratislava: Vydavateľstvo Michala Vaška - OZ Hlbiny, 2006 - 2021.
ROHÁČ, Peter. Vojny o babenberské dedičstvo 1246 - 1278. Rigorózna práca. Trnava: Trnavská univerzita v Trnave, 2015.
SOMMERLECHNER, Andrea. Stupor mundi? Kaiser Friedrich II. und die mittelalterliche Geschichtsschreibung. Wien: Verlag der österreichischen Akademie der Wissenschaften. ISBN 3-7001-2784-7
TEICHOVÁ, Alice. Dějiny středověku I - II. Praha: Státní pedagogické nakladatelství, 1968.
VARGA, Gábor. Ungarn und das Reich vom 10. bis zu 13. Jahrhundert. Das Herrscherhaus der Árpáden zwischen Anlehnung und Emanzipation. München: Ungarisches Institut, 2003. ISBN 978-3929906592
The students’s assessment and credit granting scheme consists of two parts: 80% - continuous assessment. Students are required to prepare a paper consisting of up to 5 standard pages (9,000 characters, including spaces). The preliminary evaluation includes presenting their reports and preparing a PowerPoint presentation. The students are assigned the topic of their paper at the introductory meetings, which correspond to the topics covered during the learning period of the term. Students are required to attend the lessons regularly and take active part in them.
20% - presenting (sending) a written paper (best after presenting the topic and no later than in the credit week).
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2.
Slovak
German reading skills are welcome
1. Introductory meeting. Students are assigned the topics of their presentations and reports. Getting acquainted with the course requirements and the topics of the different seminars.
2. Basic literature and sources (translated) on the history of the relations between the Kingdom of Hungary and the Empire in the Middle Ages (overview).
3. The empire and the Old Hungarian tribes. Development of mutual contacts in the 10th century. Battle of Riade (933) and Battle of Lechfeld (955).
4. The shaping of the Central European kingdoms around 1000. The relations between the Kingdom of Hungary, Poland and the Empire during the reign of King and Emperor Otto III (983 - 1002).
5. The relations between the Kingdom of Hungary and the Empire in the 11th - 12th centuries. Development of mutual diplomatic, military and cultural contacts.
6. Europe in the struggle over the Babenberg heritage. Development of the relations between the Kingdom of Hungary and the Empire in the 13th century. Rudolf I of Habsburg and Central Europe.
7. The cultural and social image of the Kingdom of Hungary in the works of imperial chroniclers and annals. The West’s views on the “Huns from the East.” Economic relations in the High Middle Ages.
8. The Kingdom of Hungary between the Empire and the Roman Curia. The Kingdom of Hungary as a Roman / imperial fief?
9. The Vysegrad Three and the Empire. Relations between the Kingdom of Hungary, the Czech lands, Poland and the Empire in the 14th century.
10. When the Kingdom of Hungary was ruled by an emperor. Sigismund of Luxembourg and his relation to the Kingdom of Hungary and the Empire.
11. Central Europe and the Empire from the mid 15th century to 1526. The Habsburgs and Central Europe. The 1515 Treaties of Vienna. Political, economic and cultural contacts and connections.
12. Final seminar - assessment of the term, discussion.
80/20
At the end of the course, students have a basic overview of the development of mutual relations between the Holy Roman Empire and the state units in Central Europe from the beginning of the 10th century (Battle of Pressburg) until 1526 (Battle of Mohács). They have practical experience working with sources concerning the relations between the Kingdom of Hungary and the Empire in the Middle Ages, especially their political (diplomatic and military contacts), economic, social (German colonization, German city law, trade), cultural (Central Europe as perceived by the authors of chronicles and annals of the Empire) and church history aspects. They can see the basic differences in the development of society in the Empire and in the states beyond its eastern border.
EVANS, Robert John Weston. Vznik habsburské monarchie, 1550-1700. Praha: Argo, 2003. ISBN
80-7203-463-4
EVANS, Robert John Weston - WILSON, Peter (eds.). The Holy Roman Empire, 1495-1806: A European Perspective. Leiden ; Boston : Brill, 2012. ISBN 978-90-04-22872-6
PÁLFFY, Géza. Hungary between two empires, 1526-1711. Bloomington: Indiana University Press, 2021. ISBN 978-0-253-05465-4
Further literature and sources will be provided during the semester.
a) preliminary - Students are required to read the sources and secondary literature (assigned by the teacher in line with the syllabus topics for each session), and subsequently, take active part in the discussion. They need to be able to work with texts
b) final - Students need to produce an essay on a specific topic (in line with the syllabus). In it, the students show they developed the necessary skills throughout the term to approach the selected issue independently. For this purpose, they need to write 5 - 8 pages in their own words with the relevant bibliography
Scale of assessment (preliminary/final): 60/40
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2.
Slovak
reading: English, eventually German
1) Initial meeting, basic terminology and historiography.
2) The ruler, local and foreign: The Habsburgs as rulers in the Empire and in the Kingdom of Hungary in the 16th and 17th centuries.
3) The Royal Court as a center of power in the early modern period. The aristocracy, supra-regional unions.
4) Political contacts and their country limits: The estates in the mutual contacts of the Kingdom and the Empire
5) Allies and rivals in war (1): part of the estates in the Empire in the anti-Ottoman defense of the Kingdom of Hungary.
Financial aspects. The battlefields in the Kingdom of Hungary as places for gathering experience and fame.
6) Allies and rivals in war (2): the image the “German soldier” had in the Kingdom of Hungary, between a helper and a foreigner.
7) Information networks and the post. Reporting on events on the Ottoman battlefields.
8) Business partners: Economic contacts between the Empire and the Kingdom of Hungary, their social and cultural dimension.
9) The ways of culture: humanism, reformation and cultural exchange in the early modern age
10) Peregrinatio academica and the social dimension of education
11) Immigrants and emigrants. Emigration, immigration and demographic exchange between the Kingdom of Hungary and the early modern age.
12) Model and warning: The attitude of the Kingdom of Hungary’s society towards the Empire during the enlightenment.
60/40
After completing the course successfully, students are familiar with the basic development tendencies in the contacts between the Kingdom of Hungary and the Empire in the early modern period (16th - 18th century). 'They are able to perceive the processes in the region from a comparative perspective, while taking into account not only the political and military aspects, but also social, economic, cultural, intellectual and church history issues. On the basis of specific material, they are able to analyze and interpret supraregional influences - both material and ideological - in modern society and its specifics. They are familiar with different types of sources, can use them to analyze the relations in the kingdom and are able to work with them independently. They get familiar with the basic methodological approaches of contemporary European historiography on the example of the topic in question.
Holec, Roman: Človek a príroda v „dlhom“ 19. storočí . Bratislava, Typoset Print 2014, 342 s.
Holec, Roman: Ako človek prestával byť vládcom prírody. In: Forum Historiae, 2017, roč. 11, č. 1, s. 19-36
https://www.forumhistoriae.sk/sites/default/files/03-roman-holec-ako-clovek-prestaval-byt-vladcom-prirody1.pdf
Hronček, Pavel: Problematika environmentálnych dejín na Slovensku. In: Forum Historiae, 2017, roč. 11, č. 1, s. 14
https://www.forumhistoriae.sk/sites/default/files/02-pavel-hroncek-problematika-environmentalnych-dejin-na-slovensku1.pdf
Čížová, Júlia – Ďurčo, Michal: Pozitívna deviácia v Československu v 80. rokoch: Prípad bratislavského environmentálneho hnutia. Historický časopis, 70 (2022), č. 3, s. 461–486
ČÍŽOVÁ, Júlia: Ochranárstvo a environmentálne iniciatívy v Československu do roku 1989. Česko-slovenská historická ročenka, 22 (2019-2020), s. 169-182
Students are evaluated based on their engagement at the seminar, a paper on a selected topic (in line with the syllabus) of up to 15 min., their preparation for the classes and their involvement in the discussions of the read texts.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. The Environmental History and Historiography (Europe, Slovakia)
2. The Roots of Environmental Consciousness
3. Woods and Trees as Historic Landscapes
4. History, Nature and Culture in Slovak Nature Conservation
5. Influence of Man on Animal Life
6. The Alien Species in Twentieth-Century Slovakia
7. Post-WW2 environmentalism in the Western world
8. Post WW2 environmentalism in Eastern Europe
9. Roots of Western environmental movementin the 1960s
10. Environmental boom in the 1970s
11. Professional environmental activism in the 1980s (Europe, Slovakia)
12. Environmental movements in socialist countries in the 1970s – 1980s
50/50
Environmental History has become one of the key topics in Slovak historiography in the recent years. Environmental history (EH) is an extremely broad, even amorphous, subject. It is concerned about the relationship between people and environment, but unlike economic history or historical geography (to which it is closely related), the environment itself shares centre stage with the people who use it. Good EH is certainly relevant, simply because environmental change by definition is something that happens historically, over time, and to ignore a time dimension is to deprive its study of any concept.
The “global 20th century,” particularly its second half, unfolded in Slovakia under the conditions of state socialism and a planned economy. During this period, the country encountered both successes and failures in implementing Soviet models in agriculture and industries, especially heavy and chemical industries. A crucial aspect of this topic is the growing influence of experts who, starting from the early 1960s, frequently challenged decisions made by the authorities. In response to the severe environmental degradation experienced throughout the Eastern Bloc and the increasing environmental consciousness in postindustrial society, environmentalism emerged as a form of citizen activism in the late 1980s. Popular environmental movements, with their oppositional nature, played an important role in the eventual collapse of communist regimes. The aim of the second half of this course is to map out international contacts between Slovak environmentalists and their foreign counterparts and analyse how and to what extent they absorbed global environmental discourse. The first official environmental groups under the communist rule were formed in the late 1950s in Czechoslovakia and soon nature protection enthusiasts took first tentative steps beyond the borders. A small number of people had a chance to take part in the growing international youth environmental movement in the West, but it was only in the 1980s that the East-West transfer intensified.
FREEDEN, Michael. Ideologies and Political Theory. A Conceptual Approach. Oxford:
Clarendon Press, 2008. ISBN 978-0-19-829414-6
KOPEČEK, Michal et al. Architekti dlouhé změny. Expertní kořeny postsocialismu v
Československu. Praha: Argo, 2019. ISBN 978-80-257-2808-4
NOVOSÁD, František, SMREKOVÁ, Dagmar (eds.) Dejiny sociálneho a politického myslenia.
Bratislava: Kalligram, 2013. ISBN 978-80-8101-679-0
HROCH, Miroslv (ed.) Pohledy na národ a nacionalismus. Čítanka textů. Praha: Sociologické
nakladatelství, 2003. ISBN 80-86429-20-2
BALL, Terence, BELLAMY, Richard (eds.) Cambridge History of Twentieth-Century Political
Thought. Cambridge: Cambridge University Press, 2010. ISBN 978-0-521-69162-8
During the semester, the students are evaluated on basis of active class work and the final essay at
the end of the course. Violation of academic ethics will be punished, and the student will lose all
the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak and English language
1. Pre-Enlightenment political concepts - state, freedom, parliament, government, legitimacy
2. Enlightenment concepts
3. Liberalism, utilitarianism
4. Conservativism
5. Socialism
6. Positivism, secularism, anti-modern trends, secular conservativism
7. Nationalism
8. Imperialism and colonialism
9. Etatism, Corporativism, political Catholicism
10. Anarchism, radical democratic trends, feminism
11. Theories of totalitarianism, postcolonialism
12. Technocracy, neoliberalism, ordoliberalism, globalism
13. Theories of democracy
50/50
Students have a comprehensive understanding of the development and history of modern political
thought. Students have the competence not only to catalogue the various ideologies and their basic
features, but are also able to understand, historically analyse and interpret the texts, contexts,
and correlations of the various currents of political thought or intellectual milieus of the period.
Rather than a flat analysis of ideology, the course emphasizes the agency and subjects of political
thought, from which students are able to anchor political thought in space. Students are also
able to analyse individual political and intellectual movements through historiographical and
methodological schools and work dynamically with the underpinnings of contemporary discourses,
enabling them to navigate the public sphere in a qualified way.
JAHELKA, Tomáš – JANČIGA, Roman – KRIŠTOF, Pavol. Kapitoly z dejín slovenského politického myslenia. I. Trnava: Typi Universitatis Tyrnaviensis, 2021, 214 p. ISBN 9788056804360.
KUSÝ, Miroslav. Politológia: vybrané kapitoly. Bratislava: Vydav. Univ. Komenského, 1998, 181 p. ISBN 8022310190.
LYSÝ, Jozef. Dejiny politického myslenia od stredoveku po súčasnosť. Bratislava: Univerzita Komenského, 2006, 184 p. ISBN 8022322423.
MARUŠIAK, Juraj a kol. Za zrkadlom politiky. Bratislava: Veda, 2010, 305 p. ISBN 9788022411370.
OSYKOVÁ, Linda – HANULA, Matej. Ideológia naprieč hranicami: myšlienkové transfery v Európe a na Slovensku v 1. polovici 20. storočia. Bratislava: Veda, 2015, 195 p. ISBN 9788022414616.
ŠARADÍN, Pavel. Historické proměny pojmu ideologie. Brno: Centrum pro studium demokracie a kultury, 2001, 136 p. ISBN 8085959941.
30% preliminary - regular attendance at seminars, preparedness for the lessons, and engagement in the discussions. Preparation of a presentation on a given topic (ppt) in duration of approx. 20 min.
70% final - submitting of a term paper
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Acquaintance with the conditions for awarding the assessment.
2. Political science in historical research.
3. Introduction to political thinking in Slovakia.
4. Ideology, ideologies and their defining features.
5. Political craft in the transformations of time.
6. The ideological raison d'être of the Czechoslovak Republic and its transformation
7. Party-political system of the first republic.
8. Party-political system of the Second Republic.
9. Party-political system of the Slovak State and the Third Republic.
10. Party-political system of communist Czechoslovakia.
11. Party-political system after 1989.
12. Conclusion.
30/70
After completing the seminar, students will acquire basic knowledge in the field of political thinking and political ideologies. The aim of the seminar is to bring students closer to and clarify the development of political thinking in Slovakia in the dynamic conditions of the 20th century. Students will gain knowledge about the Czechoslovak political system, its characteristic features and party differentiation, while acquiring the ability to analyze in the context of the ideological spectrum the transformations of the political scene of Czechoslovakia from its foundation to its disintegration in 1989.
LAYNESMITH, J. L. The last medieval queens. Oxford: Oxford University Press, 2005. ISBN 0-19-927956-X.
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
EHLERS, Joachim Ehlers, MÜLLER, Heribert Müller, SCHNEIDMÜLLER Bernd Francouzští králové v období středověku od Oda ke Karlu VIII. (888 - 1498). Praha: Argo, 2003. ISBN
80-7203-465-0.
FRIEDOVÁ, Leonie. Katarína Medicejská životopis. Praha : Academia, 2007. ISBN 978-80-200-1434-4.
DUBY, Georges. Dějiny Francie od počátků po současnost. Praha: Univerzita Karlova, 2003. ISBN
80-7184-514-0.
KNEBLOVÁ, Hana. Slavné ženy Francie. Praha: Brána, 2017. ISBN 978-80-7243-950-8.
presentation of paper and submission of written paper about chosen queen of France
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Position of queen of France
2. quenstion of heritage of the crown of France in female line
3. historical sources about the place of queens in general
4. creation of list of queen consorts of French rulers
5. - 10. selection of particular queen, preparation and presentation of papers
100/0
Student has knowledge about personalities and position of queens of France from Merovingian dynastie with king Clovis I. till the end of "Ancient regime" with Louis XVI., particularly about their personal life and their influece of political and social life of France
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
EHLERS, Joachim Ehlers, MÜLLER, Heribert Müller, SCHNEIDMÜLLER Bernd Francouzští králové v období středověku od Oda ke Karlu VIII. (888 - 1498). Praha: Argo, 2003. ISBN
80-7203-465-0.
DUBY, Georges. Dějiny Francie od počátků po současnost. Praha: Univerzita Karlova, 2003. ISBN
80-7184-514-0.
MOLINIER, Auguste. Les sources de l’histoire de France des origines aux guerres d’Italie (1494) IV. Les Valois, 1328-1461. Paris: A. Picard et fils, 1904.
MOLINIER, Auguste.Les sources de l’histoire de France des origines aux guerres d’Italie (1494) V. Introduction générale les Valois (suite), Louis XI et Charles VIII (1461-1494). Paris: A. Picard et fils, 1904.
Les sources de l’histoire de France XVI siécle (1494-1610) IV. Paris: A. Picard et fils, 1915.
presentation of paper and submission of written paper on selected topic, violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Acsession of Valois dynasty
2. Political and military consequences of change of dynasties on the throne of France
3. Hundred years war
4. Literature (e.g. Christine Pizan) and chronicles (e.g. Froissart) in FRance in the 14th and the 15th century
5. Consolidation of situation under the rule of Charles VII. - building of national monarchy
6.Ľudovít XI. a problémy s Burgundskom
7. Taliansky sen francúzskych kráľov - francúzske výboje na severe Apeninského polostrova
8. Príchod renesancie do Francúzska - František I., Leonardo da Vinci, krúžok v Meaux
9. Nástup reformačných myšlienok vo Francúzsku - hugenoti
10. Ozbrojené konflikty v 2. polovici 16. storočia - náboženské vojny
11. Rozvoj umenia - škola vo Fontainbleau, Anna Bretónska, Francois Villon, prestavba Louvre
100/0
Student learns about France during the rule of king from Valois dynasty (1328 - 1588), whilke he knows about political history, development of industry, art, about religious issues (beginning of reformation in France) and creation of national state after the Hundred years war.
GEREMEK, B. Slitování a šibenice. Dějiny chudoby a milosrdenství. Praha : Argo, 2003. ISBN
80-7203-228-3.
MONTARI, R. Hlad a hojnost. Dejiny stravovanie v Európe. Bratislava: Kalligram, 2004. ISBN 80-7149-562-X.
DÜLMEN, R. Kultura a každodenní život v raném novoveku. I. Dům a jeho lidé. Praha : Argo, 1999. ISBN 80-7203-116-3.
DÜLMEN, Richard. Kultura a každodenní život v raném novoveku. II. Vesnice a město. Praha : Argo, 2006. ISBN 80-7203-812-5.
DÜLMEN, Richard. Kultura a každodenní život v raném novoveku. III. Náboženství, magie, osvícenství. Praha : Argo, 2006. ISBN 80-7203-813-3.
https://www.bruegel2018.at; insidebruegel.net
Students choose a particular painting of Peter Breugel older, which they analyze. According to the motive of chosen painting they will specify the topic of their paper which is connected to some activities of everyday life in that specific period of time. Beside paper presented during the semester, the student will write the paper about the chosen topic.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Food and beverage, their preparation and table manners
2. Transportation, roads, maps and navigation
3. Diseases – surgery, and other healing methods
4. Male and female fashion and accessories
5. Hunt, falconry, fencing
6. Music and dance
7. Family – raising of children, role of wife
8. Theatre and literature
9. Thieves, murders, pirates -prison system and hangmen
100/0
Taking part in the course will deepen the student´s knowledge about fashion, food, beverage, medicine, family relations, transportation, criminality, hygiene and other aspects of every day life during the 15th, 16th and the 17th centuries. He is able to identify the means of expression, symbolism and allegories, which the artisans used picturing the every day life in Early Modern Times.
CANFORA, Luciano. Dějiny řecké literatury. Praha: KLP, Koniasch Latin Press, 2001. ISBN 80-85917-69-6.
ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3.
OLIVA, Pavel: Řecko mezi Makedonií a Římem. Praha: Academia, 2003. ISBN
8020004351
DOBIÁŠ, Josef. Dějepisectví starověké. Praha: Historický klub, 1948.
FREL, Jiří. Od tyranů k Sókratovi. Praha: Mladá fronta, 1969.
PLUTARCHOS. Životopisy slávnych Grékov a Rimanov I. a II. Prel. P. Kuklica a D. Škoviera. Bratislava: Kalligram, 2008. ISBN 978-808-101-09-10.
Active work in the classroom. Preparation of the selected topic for presentation and its processing in written form - seminar work. Two absences are allowed. In the case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or on repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Introduction to the subject, the aim of the course; Basic literature and sources and editions of sources; Greek biographical literature (Plutarchos, Cornelius Nepos), its characteristics, aims and methods I.; Greek biographical literature (Plutarchos, Cornelius Nepos), its characteristics, aims and methods II.; Mythological figures of Greek history I.; Mythological figures of Greek history II.; The archaic period of Greek history - the Aisymnets; Archaic period of Greek history and tyrants; Important personalities of Athenian history I.; Important personalities of Athenian history II.
100/0
Students have knowledge of important personalities of Greek history in the fields of politics, philosophy, literature. They are familiar with the most important works of Greek historiography, rhetoric, philosophy, and their representatives. They are familiar with the social circumstances of the emergence of Athenian democracy and its significance. On successful completion of the course, students are able to interpret the significance of Greek culture and education and its later reception.
CANFORA, Luciano. Dějiny řecké literatury. Praha: KLP, Koniasch Latin Press, 2001. ISBN 80-85917-69-6.
ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3.
OLIVA, Pavel: Řecko mezi Makedonií a Římem. Praha: Academia, 2003. ISBN
8020004351
DOBIÁŠ, Josef. Dějepisectví starověké. Praha: Historický klub, 1948.
FREL, Jiří. Od tyranů k Sókratovi. Praha: Mladá fronta, 1969.
PLUTARCHOS. Životopisy slávnych Grékov a Rimanov I. a II. Prel. P. Kuklica a D. Škoviera. Bratislava: Kalligram, 2008. ISBN 978-808-101-09-10.
Presentation on the selected topic and its subsequent elaboration in written form. Active participation in class, two absences allowed. In case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
- Greek philosophers and thinkers I.
- Greek Philosophers and Thinkers II.
- Greek orators and politicians I.
- Greek orators and politicians II.
- Greek tragedians, poets
- Greek historians and writers
- Greek artists; Hellenistic rulers; Notable women of Greek history
- Conclusion of the course and its evaluation.
100/0
Students will learn about the social and cultural history of Greece and its most important personalities. In practical tasks, students have the skills and abilities to work with ancient sources of various kinds, interpreting and evaluating them. Upon successful completion of this course, students are able to demonstrate familiarity with the basic features of ancient Greek history, culture, and art. They are able to demonstrate a historical understanding of the cultural and social significance of Athenian democracy, as well as a historical understanding of key episodes of Greek cultural and political history, figures in Greek politics, philosophy, and literature. They are able to demonstrate knowledge of scholarly techniques in presenting their own findings in both oral and written form. They understand the basic rules of scientific work (orientation in literature and sources on the period of ancient history, forms of citation, scientific ethics).
Sources: local a foreign (CDSl, CDB, DHA1, MPH, MPL, MGH, ...)
Literatúra: (iba základné syntetické spracovania; ďalšiu budú dostávať v priebehu jednotlivých seminárov)
BARRACLOUGH, G.: The Medieval Papacy. New York: Harcourt, Brace, 1968.; HALLER, J.: Das Papsttum. Idee und Wirklichkeit. Stuttgart: J. G. Cotta'sche Buchhandlung Nachfolger, 1934.;
ULLMANN, W.: Kurze Geschichte des Papsttums im Mittelalter. Berlin : De Gruyter, 1978. ISBN 978-3110065053; ZIMMERMAN, H.: Das Papsttum im Mittelalter. Stuttgart : Eugen Ulmer, 1981. ISBN 978-3800125012
1. To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Continuous preparation for the classes
3. Writing an essay of required length and quality
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
basic knowledge of Latin and at least one Western European language
minimal required number of participants 7, maximal number 15 (it is a seminar)
Introduction to the history of medieval papacy, sources, and literature
The papacy in the 9th and 10th century
First contacts of the states of East-Central Europe with the papacy – the papacy and Great Moravia
The papacy and the formation of new states in East-Central Europe at the beginning of the second millennial
Reform papacy and its ambitions in Hungary, Poland, and Bohemia
Exercises for the essay
100/0
The students gain knowledge about the history of papacy and its politics towards the states of East-Central Europe (Great Moravia, Hungary, Poland, Bohemia) in the 9-11th century
Pramene: z domácich a zahraničných edícií (CDSl, CDB, DHA1, MPH, MPL, MGH, ...)
Literatúra: (iba základné syntetické spracovania; ďalšiu budú dostávať v priebehu jednotlivých seminárov)
BARRACLOUGH, G.: The Medieval Papacy. New York: Harcourt, Brace, 1968.;
HALLER, J.: Das Papsttum. Idee und Wirklichkeit. Stuttgart: J. G. Cotta'sche Buchhandlung Nachfolger, 1934.
ULLMANN, W.: Kurze Geschichte des Papsttums im Mittelalter. Berlin : De Gruyter, 1978. ISBN 978-3110065053.
ZIMMERMAN, H.: Das Papsttum im Mittelalter. Stuttgart : Eugen Ulmer, 1981. ISBN 978-3800125012.
1. To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Continuous preparation for the classes
3. Writing an essay of required length and quality
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, basic knowledge of Latin and at least one Western European language
minimal required number of participants 7, maximal number 15 (it is a seminar)
The papacy on the road to theocracy and the reactions of profane powers (Frederick Barbarossa, Henry II. Plantagenet...)
Papal schisms in the 12th century and the politics of states of East-Central Europe
Papacy, Germany, and the Byzantine Empire in the 12th century – East-Central Europe between spheres of interest
Exercises for the essa
100/0
The students gain knowledge about the politics of papacy towards the states of East-Central Europe (Great Moravia, Hungary, Poland, Bohemia) in the 12th century
L.Marek: Dejiny křestanství na Rusi I., Hostinné: Rubato, 1996. ISBN 80-902256-0-8.
DANIŚ, M. Východná Európa v premenách času I. Bratislava: Univerzita Komenského 1999. ISBN 80-223-1403-X.
GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.
The student is evaluated on basis of submitting the seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Historical trends in Eastern Europe
2. Judaism
3. Christianity
4. Islam
5. The social and political conditions for acceptance of the selected religions
6. Influence of the world religions into culture and art
7. Interactions of religions – inherent antagonism and mutual tolerance
100/0
The student has knowledge of activities of the various world religions in Eastern Europe (Judaism, Islam, Christianity) in the Middle Ages.
1, AXWORTHY, Michael. Dějiny Íránu. Praha : Nakladatelství Lidové Noviny, 2009. ISBN 9788074223525.
2, KREISER, Klaus a NEUMANN, Christop K. Dějiny Turecka. Praha : Nakladatelství Lidové noviny, 2010. ISBN 9788074220128.
3, LEWIS, Bernard. Dějiny Blízkého východu. Trans. M. Pellarová, Z. Rousová. Praha : Nakladatelství Lidové noviny, 2007. ISBN 8071069264.
4, ROUX, Jean-Paul Dějiny Střední Asie. Praha : Nakladatelství Lidové Noviny, 2007. ISBN 8071068679.
5, TAUER, Felix. Svět islámu. Praha : Vyšehrad, 2006. ISBN 80-7021-828-2.
6, VESELÝ, Rudolf. Přehled politických a kulturních dějin islámských zemí od vzniku islámu do konce 18. století. 1. díl. Praha : Univerzita Karlova, 1991, s. 1-152. ISBN 80-7066-421-5.
7, VESELÝ, Rudolf. Přehled politických a kulturních dějin islámských zemí od vzniku islámu do konce 18. století. 2. díl. Praha : Univerzita Karlova, 1991, s. 153-317. ISBN 80-7066-422-3
Teacher accepts no more than 2 absences and only with the provable documents
Final seminar paper, attendance on seminars
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Knowledge of one of foreign language (English, Russian, Germen etc.)
1. The Safavid Empire during the reign of Ismail I and Tahmasp I (1524-1578) and their economic and political orientation towards Europe
2. Importance of the Safavid Empire in the context of world economic policy in the 16th century
3. Safavid-Ottoman wars and European policy in the 16th century
4. English merchants and travellers in the Safavid Empire in the 16th century (Anthony Jenkinson, Arthur Edwards, Richard Chenie, Christopher Berrow etc.)
5. Safavid Empire and Russia in the 16th century
6. Venice and Safavid Empire in the 16th century
7. Abbas I (1587-1629) and the Sherleys
8. Christian missions in the Safavid Empire in the 16th and 17th centuries
9. Safavid-Habsbourg contacts in the 16th and 17th centuries – missions of Habsbourg envoys to Persia (Štefan Kakaš, George Tektander etc.)
10. Russian travellers in the Safavid Empire in the 17th century (M.N. Tichonov, G. Šachmatov, A.F. Kotov)
11. Selected Western European travellers in the Safavid Empire in the 17th century (Adam Olearius, Jan Struys, Jean Charden etc.)
12. European travellers and the Safavids at the beginning of the 18th century
100/0
Student knows the historical development of the Persian Empire during the reign of the Safavid dynasty (1501-1736). He has the ability to work adequately with the historical travel documents as well as basic knowledge of the history of diplomatic and trade relations between Safavid Empire and Europe in the period of modern history.
BAĎURÍK, Jozef. Malokarpatské vinohradníctvo v 16. storočí. Bratislava: Univerzita Komenského, 1990. ISBN 80-223-0009-8. DRÁBIKOVÁ, Ema. Človek vo vinici. Bratislava: Veda, 1989. ISBN 80-224-0012-2. HOLEC, Roman. Vinohradníctvo na Slovensku v období kapitalizmu (1848-1918). In: Historica, 1991, roč. 39-40, s. 225-232. ISBN 80-08-01312-5. HRUBALA, Martin. Vinohradnícke lisy v Malokarpatskej oblasti. Pezinok: Malokarpatské múzeum v Pezinku, 2010, 210 s. ISBN 978-80-967537-5-8. KAZIMÍR, Štefan. Pestovanie viniča a produkcia vína na Slovensku v minulosti. Bratislava: Veda, 1986.
The students’ results are evaluated exclusively by continuously checking their performance during
the teaching part of the semester. Grading takes place at the last meeting in the teaching part of the semester. After consultation with the teacher, students are assigned a topi for a short paper that is to be presented during the semester. The date of the rpesentation is set in advance, according to the syllabus. Students are also required to submit the short paper in written form. The short paper consists oof at least 5 standard pages, including Introduction, Main text (without footnotes), Conclusion, Bibliography. To successfully meet their term tasks, students can have no more than 2 absences. In case of more (explained) absences, an individual assignment might be given as a substitution.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in
the relevant assessment.
Slovak
1. Overview of the history of viticulture and winemaking in Slovakia (from the origins to the end of the 20th century)
2. Historical and traditional winemaking regions.
3. Vine varieties and types of wine.
4. Technological aspect of agricultural activites related to vine (vitis vinifera L.)
5. Position of viticulture in economic and social life of the society
6. Production, consumption, and export of wine in Central Europe.
7. Historical- legal developments of viticulture - viticultural law.
8. Trade and transport of wine - Wine fraud.
9. Historical overview of wine consumption in the past and nowadays.
10. Relationship between beer and wine as major beverages in the past.
11. Winemaking education, struggle against diseases, associations.
100/0
At the end of the course, students are familiar with the subject of research in a specific discipline
of agrarian history - the history of viticulture and winemaking - in the history of Slovakia, Hungary and Central Europe. The discipline has gained an independent status in the agrarian history in the recent decades. During the feudalism, winemaking represented one of the dominant areas of economic activity. Students are thus able to understand developments of mdern Slovak historiography and its methodological apparatus. They aslo acquire skills and knowledge necessary for work with edited sources and scholarly literature in this specific branch of the agrarian history.
LUKAČKA, Ján. Formovanie vyššej šľachty na západnom Slovensku. Bratislava: Minor, 2002. ISBN 80-901407-8-5
MARSINA, Richard. Štruktúra šľachty na Slovensku do začiatku 16. stor. In: Struktura feudální
společnosti na území Československa a Polska do přelomu 15. a 16. stol. Praha: Ústav československých a světových dějin ČSAV, 1984. pp. 134-154.
ŠTULRAJTEROVÁ, Katarína (ed.). Najstaršie rody na Slovensku. Martin: Matica Slovenská, 1994. ISBN 80-967103-0-3
ZSOLDOS, Attila. Magyarország világi archontológiája, 1000 – 1301. Budapest: Historia, 2011. ISBN 9789639627383 (provided by the teacher).
Further literature will be specified during the semester.
20% preliminary assessment - students are required to attend the seminars regularly, complete their partial tasks, engage in the discussions.
80% final assessment - students need to produce a seminar paper of at least 15 standard pages of text and footnotes (27,000 characters with spaces). In their seminar papers, students study the development of a specific aristocratic family in the Middle Ages, paying particular attention to the chronological development, property conditions, position in society, etc. These seminar papers can become the basis for their future diploma and other theses.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Latin (reading)
1. Initial session - Students get familiar with the assessment scheme and are assigned their seminar work topics.
2. Overview of sources and literature on the topic.
3. Researching aristocratic families in the Kingdom of Hungary in the middle ages - working with and interpreting sources.
4. The nobles in the Kingdom of Hungary in the middle ages - beginnings and continuity of the concept. King Stephen I and Ladislav I’s legal codes.
5. Genealogy of aristocratic families - according to the focus of the students’ seminar papers.
6. The Hont-Pázmány family and later family branches.
7. Position and division of the nobility in the Kingdom of Hungary in the Middle Ages.
8. Andrew II’s Golden Bull. 1222 and its renovations.
9. Ius Resistendi and its application in in the Kingdom of Hungary in the Middle Ages.
10. Researching property relations of aristocratic families.
11. Discussion, colloquium.
12. Conclusion - evaluation of students’ performance, checking their progress in writing their seminar papers.
20/80
During the compulsory optional seminar, students use and expand their knowledge of the medieval nobility, its social status and the tasks its members performed. At the end of the seminar, they produce a written seminar paper. Students deepen their knowledge of the nobility as a privileged estate in the Middle Ages, get familiar with the genesis of the nobility, and learn the parameters of aristocratic prerogatives. On the example of a specific aristocratic family, they demonstrate the theoretical knowledge about the nobility they have gained.
Students gain experience implementing detailed heuristics of available literature and sources on the topic of their seminar work.
AVENARIUS, Alexander: Byzantská kultúra v slovanskom prostredí v 6.-12. storočí: K problému recepcie a transformácie. Bratislava: Veda, 1992. ISBN 80-224-0359-8
DUBY, Georges. Damy XII wieku. Warszawa: Czytelnik, 2000. ISBN 830702742X
EMLER, Josef (ed.). Fontes rerum Bohemicarum 1. Praha: Nákladem Musea Království českého, 1873.
HOMZA, Martin. Mulieres suadentes: Presviedčajúce ženy. Bratislava: Lúč, 2002. ISBN 9788071143727
SEREBRJANSKIJ, Nikolaj I. Drevne Russkija kňažeskija žitija: Obzor redakciji i teksty. Moskva: Sinodaľnaja tipografija, 1915.
- further literature and sources will be made available during the semester
Students are required to produce partial tasks (preparing for the seminar exercises), to attend lessons regularly and to prepare and present a report on a topic related to the content of a specific seminar.
100% continuous evaluation.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. Introduction: Students get acquainted with the content of the subject and the credit granting scheme. Students are assigned the topic of their papers.
2. Overview of basic literature and source texts.
3. Eva, the prototype of a negative woman.
4. Sarah, Rebekah and Rachel, prototypes of female holiness.
5. Jael, Judith and Esther, prototypes of female royal holiness.
6. Virgin Mary, Mother of God.
7. Saint Helena and Roman patricians, the beginnings of women’s royal hagiography in Europe.
8. Saint Clotilde and Saint Radegund.
9. Signs of hagiography in Croatia (Saint Helena-Jelena?).
10. Holy Princesses (first synthesis from the 13th century: Saint Elizabeth, Saint Agnes of Bohemia, Saint Kunigunda).
11. Saint Margaret of Hungary.
12. Final seminar - end-of-term assessment and conclusion of student evaluation.
100/0
At the end of the course, students are familiar with the latest trends used to research the beginnings of female ruling hagiography in general and on the example of famous women from Central and Eastern Europe.
They also have an overview of the basic behavioural patterns of outstanding medieval women. As part of the course, students also need to master the connection between the legacy of the Old Testament and its transcendence and updating when defining the behaviour of women who have passed into history as empresses, queens and saints. This way, students develop the ability to connect several spheres of research in humanities and is able to look at specific issues from the perspective of the mentality of the time.
AVENARIUS, Alexander: Byzantská kultúra v slovanskom prostredí v 6.-12. storočí: K problému recepcie a transformácie. Bratislava: Veda, 1992. ISBN 80-224-0359-8
DUBY, Georges. Damy XII wieku. Warszawa: Czytelnik, 2000. ISBN 830702742X
EMLER, Josef (ed.). Fontes rerum Bohemicarum 1. Praha: Nákladem Musea Království českého, 1873.
HOMZA, Martin. Mulieres suadentes: Presviedčajúce ženy. Bratislava: Lúč, 2002. ISBN 9788071143727
SEREBRJANSKIJ, Nikolaj I. Drevne Russkija kňažeskija žitija: Obzor redakciji i teksty. Moskva: Sinodaľnaja tipografija, 1915.
- further literature and sources will be made available during the semester
Students are required to complete partial tasks (preparing for the seminar exercises), to attend lessons regularly and to prepare and present a report on a topic related to the content of a specific seminar.
100% continuous evaluation.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. Introduction: Students get acquainted with the content of the subject and the credit granting scheme. Students are assigned the topic of their papers.
2. Overview of basic literature and source texts.
3. Eva, the prototype of a negative woman.
4. Sarah, Rebekah and Rachel, prototypes of female holiness.
5. Jael, Judith and Esther, prototypes of female royal holiness.
6. Virgin Mary, Mother of God.
7. Saint Helena and Roman patricians, the beginnings of women’s royal hagiography in Europe.
8. Saint Clotilde and Saint Radegund.
9. Signs of hagiography in Croatia (Saint Helena-Jelena?).
10. Holy Princesses (first synthesis from the 13th century: Saint Elizabeth, Saint Agnes of Bohemia, Saint Kunigunda).
11. Saint Margaret of Hungary.
12. Final seminar - end-of-term assessment and conclusion of student evaluation.
100/0
At the end of the course, students are familiar with the latest trends used to research the beginnings of female ruling hagiography in general and on the example of famous women from Central and Eastern Europe.
They also have an overview of the basic behavioural patterns of outstanding medieval women. As part of the course, students also need to master the connection between the legacy of the Old Testament and its transcendence and updating when defining the behaviour of women who entered history as empresses, queens and saints. This way, students develop the ability to connect several spheres of research in humanities and are able to look at specific issues from the perspective of the mentality of the time.
Literature to individual saints will be provided during the semester.
Sources and literature:
AVENARIUS, Alexander: Byzantská kultúra v slovanskom prostredí v 6.-12. storočí: K problému recepcie a transformácie. Bratislava: Veda, 1992. ISBN 80-224-0359-8
DUBY, Georges. Damy XII wieku. Warszawa: Czytelnik, 2000. ISBN 830702742X
EMLER, Josef (ed.). Fontes rerum Bohemicarum 1. Praha: Nákladem Musea Království českého, 1873.
HOMZA, Martin. Mulieres suadentes: Presviedčajúce ženy. Bratislava: Lúč, 2002. ISBN 9788071143727
SEREBRJANSKIJ, Nikolaj I. Drevne Russkija kňažeskija žitija: Obzor redakciji i teksty. Moskva: Sinodaľnaja tipografija, 1915.
To be granted credits students are required to take active part in the seminars and engage in the discussions on the different topics. During the semester, each student needs to prepare a short paper (or presentation) and present it (10-15 minutes). The topics of the papers are assigned at the first meeting and correspond to the content of the specific seminars. They concern the hagiographic image of Central European male and female saints, the reasons and procedures for their canonization, etc.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Initial session - Students get acquainted with the evaluation scheme and the content of the course. They are assigned the topics of their papers and presentations.
2. Basic sources of hagiographic character and their analysis. Procedure for working with this type of sources.
3. Basic literature and its critical evaluation (overview).
4. Hagiography as a scientific discipline useful when studying the history of the way of thinking and the emergence of ideological structures of the early states in Central and Eastern Europe.
5. The beginnings of hagiography in Europe (late Rome, the Merovingian state, the Saxon state in England, the saints of the Ottonian dynasty, hagiography in Scandinavia).
6. The beginnings of Czech hagiography (St. Ludmila, St. Wenceslas and St. Adalbert).
7. The beginnings of Kievan Rus’ hagiography (St. Olga, St. Vladimir, St. Boris and Gleb).
8. The beginnings of Hungarian hagiography (Saints Andrew Zorard and Benedict, Saint Stephen, Saint Ladislaus).
9. The beginnings of Polish hagiography (the White and the Black Legends, St. Stanislaus).
10. Signs of hagiography in Croatia (Saint Helena-Jelena).
11. Holy princesses (first synthesis from the 13th century: Saint Elizabeth, Saint Agnes of Bohemia, Saint Margaret, Saint Kunigunda).
12. Final seminar - end-of-term assessment, the students’s activity is assessed.
100/0
At the end of the course, students are familiar with the latest trends used to research the beginnings of hagiography in Central and Eastern Europe on the example of the Czech Republic, Poland, the Kingdom of Hungary, Kievan Rus’ and Croatia. They have extensive competencies in working with hagiographic sources and are able to apply them in their own research (for example, in writing their theses).
Students are, therefore, familiar with the basic texts of medieval hagiography in the countries of Central Europe. At the end of the course, students also know the basics of the methodology for working with hagiographic texts not only of the Middle Ages in Central Europe.
FUXHOFFER, Damian. Monasteriologiae regni Hungariae I - II. Veszprém: b. v., 1803.
RÁBIK, Vladimír et al. Vývoj cirkevnej správy na Slovensku. Krakov: Spolok Slovákov v Poľsku, 2010. ISBN 9788374903479
SEDLÁK, Vincent. Rationes collectorum pontificiorum in annis 1332 – 1337. In Monumenta
Vaticana Slovaciae I. Trnava - Rím: Trnavská univerzita v Trnave, 2008. ISBN 9788080821869
ŠPIRKO, Jozef. Cirkevné dejiny. Martin: Matica slovenská, 1943.
Special literature:
KNAUZ, Ferdinandus et al. (eds.). Monumenta ecclesiae Strigoniensis I. – IV. Strigonii: Typis descripsit Gustavus Buzárovits, 1874 – 1999.
Requirements for successful completion of the course:
20% preliminary assessment - students are required to take active part in the learning period and to carry out the assigned tasks concerning the topics of their term papers. Their conclusions will be presented in preliminary shorter papers, where their methodology and proceeding will be explained. Comparisons with other European historiographies will be attempted as well.
80 % final assessment - Students are required to submit a seminar paper oncerning a topic from Church history, consisting of at least 10 standard pages (18,000 characters, including spaces). Students are assigned the topics of their term paper at the first meeting taking into account their personal interests. The deadline for submitting the term paper is agreed upon with the students. In their papers, students are expected to pay attention to the basic problems of Church developments in a chosen region on the teritoryy of modern Slovakia (within the medieval Hungarian kingdom).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2
Slovak
basics of medieval Latin - reading
1. In the first phase, students get to know foundational works for Church history in the Middle Ages on the modern Slovak teritorry, and Hungary as whole. On the basis of their own preferences, they choose a topic for their term papers and start with heuristics.
2. Medieval Church in Hungary and its organisation.
3. Medieval Church clerics.
4. Process of foundation of Church institution in medieval Hungary, ich teritorrial responsibilities.
5. History of various Church institutions and their possessions.
6. Archontology related to bishoprics, chapters, and monasteries.
7. Church reforms of Hungarian kings.
8. Religious orders and monasteries in medieval Hungary.
9. Military orders in medieval Hungary.
10. Chapters as centres of education in medieval Hungary.
11. Hungary and Roman curia in the Middle Ages - specifics of the country's development in European context.
12. Final meeting: assessment of the semester and activities of students. Control of works on term papers. Closing remarks.
20/80
During the semester, students have acquired skills in using and deepening of their knowledge of Church history, its organistaional structures, standing and social roles played in the medieval society. At the end of the seminar, they submit a term paper. They are acquainted with the roles of the Church in medieval society, system of Church organisation as well as functions of various Church institutions (loca credibilia, scriptories of monasteries, etc.).
BOBKOVÁ, Lenka – HOLÁ, Mlada. Lesk královského majestátu ve středověku. Praha: Paseka, 2005. ISBN 8071857734.
KANTOROWICZ, Ernst. Dvě těla krále. Studie politické středověké teologie. Praha: Argo, 2014. ISBN 9788025712405.
KAVKA, František. Život na dvoře Karla IV. Praha: Apeiron, 1993. ISBN 8090070345.
NODL, Martin – ŠMAHEL, František. Slavnosti, ceremonie a rituály v pozdním středověku. Praha: Argo 2014. ISBN 9788025705896.
SCHMITT, Jean-Claude. Svět středověkých gest. Praha: Vyšehrad, 2004. ISBN 8070217294.
ZUPKA, Dušan. Rituály a symbolická komunikácia v stredovekej strednej Európe. Bratislava: FiFUK, 2011. ISBN 9788071658528.
Regular attendance (maximum of two absences allowed per semester) and oral presentation of selected topic (according to the teacher’s assignement) during semester. Final evaluation of a written seminar paper which students will submit during credit week. Student has to achieve at least 60 percent success rate in all parts of the evaluation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Diversity of communication in medieval society
Political and public communication
Symbols, rituals and gestures as means of exercising power
Dynastic policy of Habsbourg, Jagiellon, Luxembourg and Anjou dynasties
Court ceremony and royal etiquette
Everyday life at the aristocratic and royal court
Relation between writing, character and representation
Formation of political elites
40/60
Students have knowledge of basic forms of communication in medieval society. In addition to classic forms such as written communication or diplomacy, they distinguish between symbolic and non-verbal communication. They can identify the role and meaning of rituals, gestures and symbols in the creation, maintenance and administration of medieval political units used by Central European dynasties of the High and Late Middle Ages. Students are able to identify and analyse the mechanism of governance and administration of medieval society using the political communication of these dynasties as an example.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
ANDOKOVÁ, Marcela et al. Bežný život starých Rimanov, Bratislava: Iris, 2020. ISBN 9788082000644.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN 978-80-73915-79-7.
GIARDINA, Andrea. Římsky člověk a jeho svět. Praha: Vyšehrad 2014. ISBN 9788074290725
HEČKOVÁ, Janka a kol. K reáliám starovekého Ríma. Nitra: Univerzita Konštantína Filozofa, 2013. ISBN 978-80-558-0525-2
VAŇKOVÁ, Jarmila. Rímske reálie pre právnikov, Bratislava: Iura edition, 2010. ISBN
9788080783020.
Presentation on the selected topic and its subsequent elaboration in written form. Active participation in class, two absences allowed. In case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
An introduction to the social history of ancient Rome.
Basic literature on the subject and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries.
Sources on the history of the Roman principate I. Literary sources.
Sources on the history of the Roman Principate II Epigraphic sources.
Sources on the history of the Roman Principate III Numismatic sources.
Overview of the political history of the Roman principate and its impact on the social sphere.
Roman society - social stratification of the population of the Roman Empire.
The Roman family.
The position of women in Roman society.
The child - the upbringing of children and their position in the family, names, the school system. Housing, architecture, urbanism. Food habits. Employment and work - basic institutions, senate, offices, cursus honorum. Leisure time - entertainment, culture, sports
End of the course, evaluation.
100/0
Students have knowledge of the social history of the Roman Empire during the Principate period. Upon successful completion of this course, students are able to demonstrate a basic understanding of the social history of Rome and its everyday life, as well as an in-depth analysis of selected sources on the topic. They are able to work with ancient sources of various kinds, to interpret and evaluate them, and to apply the basic rules of scholarly work (orientation in the literature and sources on the period of ancient history, forms of citation, academic ethics). Upon completion of the course, students are able to demonstrate knowledge of scientific techniques for presenting their findings in both oral and written form.
exts and additional literature will be available in MS TEAMS.
Ancient historians - translation into Slovak and Czech language
CONTE, Gian Biagio. Dějiny římské literatury. Praha: KLP, 2003. ISBN 978-80-86791-57-9.
CANFORA, Luciano. Dějiny řecké literatury, Praha: KLP, 2009. 978-80-86791-71-5.
DOBIÁŠ, Josef. Dejepisectví starověké. Praha: Historický klub, 1948.
BURIAN, Jan, LISOVÝ, Igor - PSÍK, Richard. Úvod do dějepisectví antického starověku.
Ostrava: Ostravská univerzita, 2007. ISBN 978-80-7368-315-3
HÉRODOTOS. Dějiny. Praha: Academia, 2004. ISBN 9788020011923.
Activity during the semester (50%). Presentation and a written paper on a chosen topic (50%).
Two absences are permitted. In the case of more absences the teacher decides about the additional
assignments or the repetition of the course. Violation of academic ethics will be punished, and the
student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. The aim of the course, basic sources, literature, work plan, distribution of the topics.
2. Greek historiography – genres and authors.
3. Non-literal forms of historical knowledge in ancient Rome – legends an myths, scriptures, fasti.
4. The beginnings of the Roman historiography, the oldest Roman annalists, effect of Greece.
5. The peak of Roman annalistic, Titus Livius, Tacitus and Ammianus Marcellinus. Methods and aims
of Roman annalistic.
6. Roman monographic literature: Sallustius.
7. Roman biographic literature: Suetonius, Scriptores Historiae Augustae, Aurelius Victor,
8. Biographies of famous orators and writers, Laudatio funebris.
9. Roman autobiographic literature: Augustus - Res gestae divi Augusti, Julianus Apostata,
autobiographical features of the works of Roman historians.
10. Roman historical epos: Ennius, Naevius, Lucanus - Pharsalia
11. “Contemporary history” in Roman historiography: Tacitus, Velleius Paterculus, Cassius Dio,
Ammianus Marcellinus.
12. Aims and functions of Roman historiography.
13. Evaluation of the course, closure.
100/0
The students gain knowledge about the Roman historiography, of its genres, authors and works.
After finishing the course, they are able to analyse the works of Roman historians and use them
as a source to the ancient history. They gain knowledge about the basic problems of Roman
historiography. They can identify and interpret the features of social, economic, and political
changes in ancient Rome in the works of the historians. They are able to express their arguments
and opinions in an adequate way. They are able to use ancient historical sources in the teaching process for history lessons.
FERGUSON, Niall. Válka světa: Dějiny věku nenávisti. Praha: Academia, 2008, 751 s. ISBN 978-80-200-1650-8. HOBSBAWM, Eric. Věk extrémů. Praha: Argo, 1998, 619 s. ISBN 80-7203-184-8. KISSINGER, Henry. Umění diplomace. Praha: Prostor, 1999, 946 s. ISBN 80-7260-025-7. MacMILLANOVÁ, Margaret. Mírotvorci: Pařížská konference 1919. Praha: Academia, 2004, 551s. ISBN 80-200-1151-X. VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introducing lesson. Distribution of tasks.
2. Introduction to political trends of the first half of the 20th Century (international relations before the First World War, the First World War and its consequences for the changes in post-war Europe and East Asia.)
3. The 1920s in the European policy
4. Economic problems as a consequence of the First World War
5. Changes in the lifestyle of the inhabitants of European and American cities in the 1920s.
6. The Great Depression and its economic and social consequences
7. Political consequences of the Great Depression. Deterioration of the international situation between 1929 and 1933
8. Rise of the tension in international relations after the Adolf Hitler´s Capture of Power
9. – 11. Interior policy trends in various countries – general characteristic; the Great Britain, France, the United States, Italy, Germany, Japan
40/60
The students have knowledge of selected issues of the political, social, economic and cultural trends of Europe and the world in the first half of the 20th Century. Within the seminar they are able to analyse the various factors of the world after the end of the First World War, social and economic problems, as well as some cultural innovations.
BOCKOVÁ, Gisela. Ženy v evropských dějinách. Praha: Nakladatelství Lidové noviny, 2007, 381 s. ISBN 978-80-7106-494-7.
HORSHAM, Michael. Styly 20. a 30. let. Praha: Svojtka a Vašut, 1997, 128 s. ISBN 80-7180-255-7.
KYBALOVÁ, Ludmila. Dějiny odívaní III. : Od biedermeieru do současnosti; 19. a 20. století. Bratislava: Ústredná knižnica a ŠIS VŠMU, 1992, 172 s. ISBN 80-85182-14-9.
KYBALOVÁ, Ludmila. Od „zlatých dvacátých“ po Diora. Praha: Nakladatelství Lidové noviny, 2006, 253 s. ISBN 978-80-7106-149-6.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introducing lesson. Distribution of tasks. Using of literary texts as a historical source?
2. Non-political characteristic of the first half of the 20th Century (Belle Époque, disaster of the war, from war to war)
3. Life in European (Paris, Berlin, Munich, Wien, Prague) and American (New York, Chicago, Los Angeles) cities and in literary texts of European and American writers.
4. Life in the countryside in literary texts of European and American writers. Conflicts between the Modernization and Traditionalism
5. Artistic and writing elite of the selected country. For example: Paris, Wien, Prague or Bratislava
6. Female Question in the first half of the 20th Century (emancipation, struggle for suffrage, marriage crisis – divorces, changes in sexual relationships, women´s education)
7. Social stratification of population, social issues and the ways of solving it in the first half of the 20th Century.
8. Economic trends and its issues. Crisis and its causes. Reparations. Crisis management programs. State encroachments to economic trends
40/60
The students have knowledge of selected issues of the cultural, social and economic trends of Europe and the world in the first half of the 20th Century. Within the selected topics, they have knowledge of a dailiness of the urban and rural population in the first half of the 20th Century and they are able to analyse it in context of dynamic modernization and changes of the political situation.
KAMENEC, Ivan. Po stopách tragédie. Bratislava, 1991. ISBN 80-7115-015-0.
LIPSCHER, Ladislav. Židia v slovenskom štáte. Print-servis 1992. ISBN-80-9004-702-5.
NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938 – 1945. Banská Bystrica, 2016. isbn-978-80-89514.
NIŽŇANSKÝ, Eduard. Holokaust na Slovensku 6. Deportácie v roku 1942. Bratislava : NMŠ, 2005. ISBN 80-969242-3-0.
NIŽŇANSKÝ, Eduard - KAMENEC, Ivan. Holokaust na Slovensku 2. Prezident, vláda, Snem SR a Štátna rada o židovskej otázke (1939 - 1945). Bratislava : NMŠ, ŽNOB, 2003. ISBN 80-968662-2-2.
A student presents a paper. The paper is preferred to be presented by Microsoft Power Point. The presentation represents 25 percents of classification score. Afterwards student submits a seminar paper which consist 75 percent of classification score.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Historiography about Holocaust
2. Anti-Semitism before war (economical, national, political and Christian anti-Semitism). From autochthonous anti-Semitism to radical (V. Tuka, A. Mach) and moderate (J. Tiso) political programme. A forming the Slovaks as a nation and the find the Enemy – heterophobia. The situation in autonomic period.
3. Chronology of anti-Semitic policy in Slovakia (1938 – 1945)
4. Legal dimension of „solution“ – interpretation of Definition of Jew in the government decrees 63/1939 and 198/1941. The process of exclusion the Jewish community from society
5. The Jewish Question – relations between majority and minority. The social background of the Holocaust. The changes in the social stratification of the majority as a consequence of elimination of Jewish competition.
6. The local aggressors and “The solution of Jewish Question in Slovakia”. The differences in the approaches by government elites to “Solution”. The Church and “The Solution”
7. The Aryanization and the elimination – the social consequences of “The Solution” – the instances of several regions and places in Slovakia.
8. The deportations as an outcome of “The Solution”
9. The reactions of Jewish community in Slovakia on “The Solution”. The Central Office for Jews, Nebengregierung – G. Fleischmann
10. The Holocaust and relation between majority and minority
25/75
A student understands the satellite position of the Slovak republic to Nazi Germany during the World War 2. They have an essential knowledge about Holocaust in Slovakia and they understand the issue of anti-Semitism and its gradual instrumentalisation and institutionalisation during the Slovak republic (1939 – 1945).
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8.
ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Brief introduction to the seminar and topics.
2. Political, economic and social trends in the Ottoman Empire. Regression of the Ottoman Empire and situation in Balkan in the 19th Century.
3. Great Powers and their interests in Balkan in the 18th and 19th Centuries. The Eastern Crisis and Congress of Berlin.
4. Origins and development of the first “national” states in Balkan – Greece and Serbia.
5. National movements and political programs of the Bulgarians and the Albanians.
6. Issues of the Bosnia and Herzegovina
7. The Macedonian and Albanian Question
8. Political trends in Balkan after the Congress of Berlin and deepening the crisis in the Ottoman Empire.
9. The Balkan Wars.
10. The First World War in Balkan
11. Dissolution of the Ottoman Empire after the First World War
40/60
The students have knowledge of interior policy´s trends and intentions of various Great Powers in South-Eastern Europe before the First World War.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8.
ROTHSCHILD, Joseph. East Central Europe between the Two World Wars : A History of East Central Europe IX. Seattle – London: University of Washington Press, 1992 (siedme vydanie), s. 201-280 (Juhoslávia), 281-322 (Rumunsko), 324-355 (Bulharsko, 357-366 (Albánsko). ISBN 0-295-95357-8.
ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Social construction of concepts (definition)
2. Balkan or South-Eastern Europe.
3. Historical processes, which influenced the trends political, ethnical, and religion structure of South-Eastern Europe.
4. Territorial changes after the First World War – old and new territorial conflicts (the Greeks-Turkey War, Albanian boundaries, Bulgarian boundaries)
5. Minorities – status of minorities in the society and the relations of state to minorities (minority rights, assimilation, ethnic genocide, replacement of inhabitants between countries) 6. Authoritative regimes in South-Eastern Europe – modernization dictatorships?
7. Yugoslavia – as example of coexist ethnical and religion groups in contexts the multiethnic state (process and mechanism of unification by state)
8. The Second World War – resistances and the civil wars
9. Fall of the Iron Curtain – new challenges for the region
10. Dissolution of Yugoslavia and escalation of the national conflicts and wars in the region
11. Continue of crisis at the beginning of the 21st Century, the focuses of potential conflicts
40/60
The students have knowledge of political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states) the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
ŠVANKMAJER, M. [et al.] Dějiny Ruska. Praha, Lidové noviny, 2004. ISBN 80-7106-658-3.
DANIŠ, M.: Slovensko, husári a cárovná. Bratislava: Stimul,1993. ISBN 80-85697-12-2.
Z dejín československo - slovanských dejín I-III. Bratislava 1953-57.
TIBENSKÝ, J.: Priekopníci vedy a techniky na Slovensku I. Bratislava : Obzor, 1986.
HROZIENĆÍK, J. Turčianski olejkári a šafraníci. Bratislava : Tatran, 1981.
A student is evaluated on basic of active participation at the course and submitting the seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. - 2. Issues of historiography and the documents related the history of Slovak-Russian relations
3. - 4. Scientific contacts in the age of enlightenment.
5. - 6. Emigration in the 18th Century.
7. - 8. Hussars, saffron trademen, medicinmen, tinkers – the forms of contacts.
9. - 10. Russian troops in Slovakia in the 18th and 19th Centuries.
11. - 12. Slovak intellectuals in Russia.
100/0
Students have knowledge of the analytical and critical reflection of the historical document, memories literature, correspondence and scholar sources related the issues of Slovak-Russian relations at the beginning modern age with an overlap to the 20th century.
ŠVANKMAJER, M. [et al.] Dějiny Ruska. Praha, Lidové noviny, 2004. ISBN 80-7106-658-3.
DANIŠ, M.: Slovensko, husári a cárovná. Bratislava: Stimul,1993. ISBN 80-85697-12-2.
Z dejín československo - slovanských dejín I-III. Bratislava 1953-57.
TIBENSKÝ, J.: Priekopníci vedy a techniky na Slovensku I. Bratislava : Obzor, 1986.
HROZIENĆÍK, J. Turčianski olejkári a šafraníci. Bratislava : Tatran, 1981
FERKO, V. Svetom moje svetom. Bratislava : Tatran, 1985.
A student is evaluated on basic of submitting the seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. - 2. Russian students in Slovakia
3. - 4. Tokaj Commision for wine imports and its competence
5. - 6. Slovak-Russian contacts in the revival era
7. - 8. Russian-Slovak literary relations in the 19th Century
9. - 10. Russian Slavianophiles and Slovakia
11. - 12. Slavic conventions in the context of Slovak-Russian relations
100/0
A student can work with historical documents, memories literature, correspondence and scholar sources related the issues of Slovak-Russian relations at the beginning modern age with an overlap to the 20th century.
ORMIS, Ján Vladimír. Bibliografia Jána Kollára. Bratislava: Vydavateľstvo Slovenskej akadémie vied 1954.
KOLLÁR, Ján. Pamäti z mladších rokov života. Bratislava: Tatran, 1972.
MRÁZ, Andrej. Ján Kollár. Bratislava: Slovenský spisovateľ, 1952.
PODOLAN, Peter. Odkaz Jána Kollára slovenskej historiografii. In: Štúdie k jubileu Jána Kollára. Historia nova 5. [online]. Bratislava: Stimul, 2012, pp. 43-51 [cit. 2021-10-20] Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksd/h/Hino5d.pdf.
PODOLAN, Peter. Politické aspekty činnosti Jána Kollára. In: Historické štúdie k jubileu Romana Holeca. Historia nova I – 2010 – 1. [online]. Bratislava: Stimul, 2011, pp. 65-89 [cit. 2021-10-20] Available online: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksd/h/HinoI-2010-1g.pdf.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them. They are also expected to present a report and deliver a term paper.
a) Maximum number of justified absences: 3
b) At the seminar, students need to work actively following the teacher’s instructions.
c) Students are required to present a (15-20 min. long) report. For that purpose, they need to be able to speak in front of an audience, elaborate a (printed, electronic) presentation, and answer questions. However, they can present an extra written paper instead of the presentation.
d) Term paper: Students will be assigned the exact date and topic of their preliminary assessment at the beginning of the term. The report topics are clearly defined areas from Ján Kollár’s life and work, e.g. Ján Kollár as an evangelical priest, Ján Kollár and the idea of the Slavic nation, etc.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
1. Introduction. Getting familiar with the course requirements. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods, learning how to create a seminar work and paper. Biographical methods on the example of selected personalities.
4. Kollár’s childhood and education.
5. Kollár in Pest. Kollár in Vienna.
6. Kollár as an Evangelical pastor.
7. Kollár as a poet. Emphasis on the content of works. Kollár and the oral literary tradition.
8. Kollár and the Literary Language of Slovaks.
9. Kollár as a historian and archaeologist.
10. Kollár as a teacher.
11. Kollár and politics. Emphasis on his perception of nation and state.
12. Kollár and his concept of nation. (Slavs, Slovaks, Czechs).
13. Ján Kollár - relations and opinions on the Bernolák and Štúr movements. Controversy.
14. Ján Kollár’s travelogues.
15. Ján Kollár’s reception. From contemporary, domestic, foreign ..., 19th century, Czechoslovakia, Slovak Republic 1939-1945, present.
100/0
At the end of the course and their self study cycle, students have a detailed and complex overview of Ján Kollár’s (1793 - 1852) life and work, either from focusing on one aspect of his life or work (in order to produce a seminar paper and presentation), or from the presentations of other areas. They have a different perspective of the first half of the 19th century. They are also able to independently obtain information (archival sources, digital collections, literature) from memory institutions and process a specific topic concerning biographical approach. Students are familiar with the different biographic methods and categories (biography, life and work, key life events; the impact the environment, education and descent have on the nature, abilities and activities of the individual; the individual as part of the social reality; work, politics, worldview, philosophy.).
RIZNER, Ľudovít Vladimír. Bibliografia písomníctva slovenského na spôsob slovníka od najstarších čias do konca r. 1900. I-VI. Turčiansky Sv. Martin: Matica slovenská, 1929-1934.
MAGDOLENOVÁ, Anna. Peter Kellner-Hostinský ako historik. Historický časopis. 1981, vol. 29, no. 1, pp. 103-115.
OTČENÁŠ, Michal. Historik Július Botto (1848-1926). (K 75. výročiu úmrtia.) Historický zborník. 2001, vol. 11, no. 2, pp. 175-176.
PODOLAN, Peter. Odkaz Jána Kollára slovenskej historiografii. In: Štúdie k jubileu Jána Kollára. Historia nova 5. [online] Bratislava: Stimul, 2012, pp. 43-51 [cit. 2021-10-20] Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksd/h/Hino5d.pdf.
TIBENSKÝ, Ján. Chvály a obrany slovenského národa. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1964.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them. They are also expected to present a report and deliver a term paper.
a) Maximum number of justified absences: 3
b) At the seminar, students need to work actively following the teacher’s instructions.
c) Students are required to present a (15-20 min. long) report. For that purpose, they need to be able to speak in front of an audience, elaborate a (printed, electronic) presentation, and answer questions. However, they can present an extra written paper instead of the presentation.
d) Term paper: Students are assigned the topics for their preliminary assessment at the beginning of the term. The term paper and report topics are in the form “Life and Work” of a specific historian, e.g. Juraj Fándly, Ján Kollár, Pavol Jozef Šafárik, Ľudovít Štúr, Franko Víťazoslav Sasinek, Július Botto, Andrej Kmeť, Jozef Hložanský etc.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech
1. Introduction. Getting familiar with the course requirements. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods of historiographic analysis when researching and producing a term paper and report.
4. History and historicism in Bohuslav Tablic’s work.
5. History and historicism in Ján Kollár’s work.
6. History and historicism in Ján Hollý’s work.
7. History and historicism in Pavol Jozef Šafárik’s work.
8. History and historicism in František Palacký’s work.
10. History and historicism in Ľudovít Štúr’s work.
11. History and historicism in Peter Kellner Hostinský’s work
12. History and historicism in Franko Víťazoslav Sasinek’s work.
13. History and historicism in Jozef Hložanský’s work.
14. History and historicism in Jonáš Záborský’s work.
15. History and historicism in Pavol Križko’s work
16. History and historicism in Andrej Kmeťs work
17. History and historicism in Július Botto’s work
100/0
At the end of the course and after their self study, students have additional information on the major figures of 19th century Slovak historiography both from having studied a historian and their work (in order to produce a seminar paper and presentation), as well as from the other presentations about other historians. They are familiar with the methods for analyzing historiographic works. Students are able to see the connection of the individual, period and other influences on the personality of a historian and their work (biography, the impact the environment and education on the nature, abilities and activities of the individual; the historian as part of society. Work, ideology, politics, philosophy.).
They are familiar with the major primary and secondary sources. In a specific segment, they are able to apply the appropriate methods in the creation of a scholarly text in the practice.
1. HORVÁTH, Pavol. Anton Bernolák. Bratislava: Bernolákova spoločnost̕ s Maticou Slovenskou, 1998.
2. WINKLER, Tomáš. Perom a mečom. Martin: Vydavateľstvo Matice slovenskej, 1997.
3. SOJKOVÁ, Zdenka. Skvitne ešte život. Martin: Vydavateľstvo Matice slovenskej, 2006. ISBN:7090-828-9.
4. TIBENSKÝ, Ján. Juraj Fándli. Život a dielo. Bratislava: SAV, 1950.
5. BRTÁŇ, Rudo. Bohuslav Tablic. Bratislava: Veda, 1974.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them. Final assessment.
a) Maximum number of justified absences: 3.
b) Students are asked questions throughout the term to make sure they are prepared.
c) Final assessment: written test
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech
1. Introductory lecture. Periodization of the Slovak national revival and definition of its stages.
2. Anton Bernolák + Enlightenment (foreign and domestic specifics)
/Jozef Ignác Bajza
3. Juraj Fándly (education, popularizing knowledge)
4. Ján Hollý (the Slovak bard, application of language in art) + Martin Hamuliak (the young members of the Bernolák group)
5. Bohuslav Tablic + Juraj Palkovič
6. Ján Kollár (artist and scholar) + language, the concept of a nation
7. Pavol Jozef Šafárik (critical scholar)
8. Ľudovít Štúr (work at Bratislava lyceum, Halle, the concept of language, nation, political conception, starting points and results of the 1848/49 revolution).
9. Jozef Miloslav Hurban + Economic situation (agriculture, changes, the peasants’ issue).
10. Ján Francisci (radicalism, Štúr’s opponent)
11. Štefan Marko Daxner + Pavol Dobšinský (the role of historicism and ethnology)
12. Gašpar Fejerpataky-Bielopotocký + Ján Kalinčiak
13. Miloslav Hodža (“the 1848 betrayal”) + Ján Čaplovič (the beginnings of ethnology)
14. Samuel Štefanovič (a different conception of the 1848/49 uprising).
0/100
At the end of the lecture and self study cycle, students are familiar with the major personalities of the Slovak national movement and their role in the forming of a modern nation. They are also familiar with the impact the environment, education and descent have on the nature, abilities and activities of the individual; the individual as part of the social reality; work, politics, worldview, philosophy.).
HUČKO, Ján. Život a dielo Ľudovíta Štúra. Martin: Osveta, 1984.
KOČÍ, Jozef: České národní obrození. Praha: Svoboda 1978. ISBN 25-012-78.
SAK, Robert. Jozef Jungmann. Život obrozence. Praha: Vyšehrad, 2007. ISBN 978-80-7021-890-7.
MACURA, Vladimír. Znamení zrodu: české obrození jako kulturní typ. Praha: Československý spisovatel, 1983.
KLIMEŠ, Vladimír. Počátky českého a slovenského novinářství. Praha: Orbis, 1955.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them. They are also expected to present a report and deliver a term paper.
a) Maximum number of justified absences: 3
b) At the seminar, students need to work actively following the teacher’s instructions.
c) Students are required to present a (15-20 min. long) report. For that purpose, they need to be able to speak in front of an audience, elaborate a (printed, electronic) presentation, and answer questions. However, they can present an extra written paper instead of the presentation.
d) Term paper: Students are assigned their preliminary assessment topics at the beginning of the term. Their term papers and report topics process specific parallel issues in the Slovak and Czech environments, e.g. the literary language in the Czech and Slovak national movements, Newspapers and journalism in the Czech and Slovak national movements, Pan-Slavism in the Czech and Slovak national movements, etc. It is necessary to delimit a suitable topic from large areas as part of the preparation for the students’ independent scholarly activity.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech
1. Introduction. Getting acquainted with the course requirements and with the content of the seminar. Students are assigned their seminar paper and report topics. The national revival and the shaping of a modern nation.
2. Great Moravia, the Czech Kingdom, The Kingdom of Hungary and “Slovakia.” Historical and natural law.
3. The Enlightenment. Conditions and activities. Josef Dobrovský, Anton Bernolák, the Bernolák group.
4. Language. The idea of a Czechoslovak language. The concept of a Slovak language. Panslavism.
5. History. Czechoslovak history? Slavic history. Historicism and history.
6. The issue of the Legal form of the state. Pan-Slavism and Austro-Slavism. Ján Kollár, František Palacký. Karel Havlíček Borovský.
7. Economy and agriculture. Economic nationalism. The social issue.
8. Symbols. The emergence of national symbols and the national movement. Mechanisms of self-interpretation.
9. The role of the nobility in the national revival. National patriotism.
10. The Štúr group - Slovak division? Different perceptions.
11. Institutional background. The school system, National Museum...
12. The 1848/49 revolution. Specifics and ideology. Post-revolutionary development. Consequences and starting points. Topics: different, well-defined areas
100/0
At the end of the course and after their self study, students have additional information on the relations of the Czech and Slovak national revival movements either from focusing on their specific term paper topic or from the others’s presentations. They are able to compare the conditions, starting points and results of specific segments in two neighboring national movements and in two different territories. They are familiar with the similarities and differences in the shaping of a modern nation on the examples of two related national movements (activity, ideology, personalities and their views.) They also have an overview of the key sources concerning the issues of the period in a wider Central European framework, as well as practical experience delimiting a specific topic from a large circle (in line with the required work structure).
ALEXY, Janko. Ovocie dozrieva. Bratislava : Slovenské vydavateľstvo krásnej literatúry 1957. 188 s.
CSIBA, K.: Pamäť literatúry v medzivojnovej literatúre 20. storočia. (T. J. Gašpar, J. R. Poničan). In: Slovenská literatúra, 56, 2009, no. 6, pp. 19-24.
Specific examples of studied literature will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - Students need to submit a written term paper based on the topic of their report. It needs to be around 10 pages of their own words including footnotes and bibliography.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3
Slovak
1. Characteristics of the compositional and semantic structure of diaries, memoirs and literary texts between 1918 and 1945.
2 Texts and their period context. The individual and the social intentions of their authors.
3. The informative value of diaries, memoirs and artistic texts.
4. Possible applications of methodological approaches.
5. Diaries of Slovak politicians. Anton Štefánek. Karol Sidor, and others.
3. Zlatá fantázia [Golden Fantasy], Tido Gašpar’s memoir prose, Memories I, Memories II.
4. Búrlivá mladosť [Turbulent Youth], Ján Poničan’s memoir prose.
5. Z ďalekých ciest [Faraway Journeys], V amerických zaisťovacích táboroch [In American Detention Camps], Alexander Mach and Constantine Culen’s (resp.) memories.
6. Memoirs by economists Petr Zaťek and Imrich Karvaš.
7. Ivan Dérer’s Slovenský vývoj a ľudácka zrada [Slovakia’s Development and the Betrayal of the HSĽS group].”
8. Janko Jesenský’s Demokrati [The Democrats] novel and his socially engaged poetry.
9. Milo Urban’s Hmly na úsvite [Fog at Dawn], Zhasnuté svetlá [Lights Doused] and Železom po železe [Iron on Iron] novels.
10. Jozef Cíger-Hronský’s memoir prose Cestou slovenskou Amerikou [A Journey through the Slovak America].
11. Martin Rázus’s novel Svety [Worlds].
12. Ján Smrek’s memorial prose Poézia, moja láska I, II [Poetry, My Love I, II].
13. Jozef Sivák’s memoir prose Z mojich pamätí [From My Memories].
14. Milo Urban’s memoirs Kade-tade po Halinde [Up and Down Halinda] and Na brehu krvavej rieky [On the banks of a bloody river].
15. Jan Alexy’s memoirs.
16. Presentations, discussions, recapitulation of acquired knowledge.
30/70
Students are able to independently and critically work with diaries, personal notes, memoirs and literary texts. Students find out that the semantic and formal depictions of reality in these texts do not circumvent specific historical, social and cultural conditions. Students understand the bi-dimensional aspect of memoirs, namely their documentary and their literary level.
KAMENEC, Ivan. Spoločnosť, politika, historiografia: pokrivené (?) zrkadlo dejín slovenskej spoločnosti v dvadsiatom storočí. Bratislava : Prodama, 2009. ISBN 978-80-89396-02-3
LIPTÁK, Ľubomír. Slovensko v 20. storočí. Bratislava : Kalligram, 2000. ISBN 80-7149-337-6
MICHELA, Miroslav. Strážcovia strateného času. Diskusie o dejinách a historici na Slovensku. In: Historický časopis, no. 4, 2011, pp. 617 – 638.
NODL, Martin. Dějepisectví mezi vědou a politikou: úvahy o historiografii 19. a 20. století. Brno: Centrum pro studium demokracie a kultury, 2007. ISBN 978-80-7325-112-3
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - Students need to submit a written term paper based on the topic of their report. It needs to be around 10 pages of their own words including footnotes and bibliography.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3
Slovak
1. Methodical approaches of historiography and related social sciences when interpreting 20th century sources. Possible approaches to source interpretation. Possible historiographic analyses.
2. Reflection of the First Czechoslovak Republic in Slovak historiography during the totalitarian regimes (the Slovak Republic, Czechoslovakia and the Czechoslovak Socialist Republic between 1948 and 1989.)
3. Reflection of the First Czechoslovakia in Slovak historiography after November 1989.
4. Reflection of the 1939 - 1945 Slovak Republic during the 1948 - 1989 communist regime.
5. Reflection of the 1939 - 1945 Slovak Republic in Slovak historiography after November 1989.
6. Controversial personalities of 1918 - 1945 Slovak history. Main problems and possible interpretations.
7. Possible interpretation of 1918 - 1938 Slovak-Czech relations.
8. Possible interpretation of 1918 - 1945 economic history.
9. Limits of informative value of 1918 - 1945 archival sources.
10. The informative value and interpretation of narrative discourse in 1918 - 1945 literary texts, memoirs and diaries.
11. The press between 1918 and 1945. Pros and cons in its interpretation, limits of informative value.
12. The role of photographic reproductions in 1918 - 1945 history research.
13. Interdisciplinary 1918 - 1945 history research.
14. Practical application of the latest research methods in historiography and related social sciences in the students’s term papers.
30/70
At the end of the course, students are familiar with the key issues when interpreting Slovak history between 1918 and 1945. They can diachronically analyze Slovak historiography production, as well as characterize and compare the different interpretive directions of Slovak historiography. They are able to make use of historiography verification methods when researching this part of Slovak history.
ALEXY,. Janko. Život nie je majáles. Bratislava : Slovenský spisovateľ, 1956.
HRUŠOVSKÝ, Ján. Umelci a bohémi. Bratislava : Slovenský spisovateľ, 1963.
PONIČAN, Ján. Búrlivá mladosť. Spomienky. 1. 1920 - 1938. Bratislava : Slovenský spisovateľ, 1975.
VAŠŠ, Martin. Bratislavská umelecká bohéma v rokoch 1920 - 1945. Bratislava : Vydavateľstvo UK, 2016. ISBN 978-80-223-4173-8
VAŠŠ, Martin. Medzi snom a skutočnosťou : umelecká bohéma v Bratislave 1938 - 1945. Bratislava : Marenčin PT, 2018. ISBN 978-80-8114-943-6
Further literature will be specified during the seminar.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics.
- They need to present a 15 min. long report on a selected class syllabus topic.
b) final - Students need to submit a written term paper based on the topic of their report. It needs to be around 10 pages of their own words including footnotes and bibliography.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3
Slovak
1. Introduction to Bohemianism. The origin of Bohemianism in Paris. Henri Murger. Bohemianism and its development in Europe in the 19th and early 20th century.
2. The emergence of Bohemianism in Bratislava after the establishment of the First Czechoslovakia. Bohemianism in Slovakia vs Bohemianism in Europe. Similarities, differences and limits. Specificities in Slovakia.
3. Tido Gašpar - key figure and leader of Bohemianism in interwar Slovakia.
4. Ján Hrušovský - co-founder of Bohemianism in Slovakia and his rare memories.
5. The “golden age” of Bohemianism in Slovakia in the 1920s. The “Golden fantasy.”
6. Disintegration of the first generation of Bohemians in Slovakia and arrival of the second generation at the turn of the 1930s and 1940s.
7. Characteristics of Bohemian representatives in Slovakia from among writers. Emo Bohúň, Alexander Matuška and others.
8 Characteristics of Bohemian representatives in Slovakia from among artists. Janko Alexy. Frico Motoška, Štefan Bednár and others.
9. Rudolf Dilong, an unusual Bohemian priest.
10. Laco Novomeský and Ján Poničan - leftist intellectual and poet bohemians.
11. The surrealists and their signs of Bohemianism - Michal Považan, Rudolf Fabry, Štefan Žáry and others.
12. Stays and experiences of Slovak Bohemians in Paris and other parts of Europe.
13. Bratislava cafes and taverns as bastions of Slovak Bohemianism.
14. Presentations, discussions, recapitulation of acquired knowledge.
30/70
At the end of the course, students are familiar with the Bohemian character and lifestyle in Slovakia in the 1920s, 1930s and early 1940s. They can recognize and independently interpret narrative sources on Bohemianism in Slovakia. They have developed the ability to discuss and exchange information on the topic.
HÚŠČAVA, Alexander. Dejiny a vývoj nášho písma. Bratislava: Slovenská akadémia vied a umení, 1951.
LEHOTSKÁ, Darina. Príručka diplomatiky. Bratislava: Slovenská archívna správa, 1972.
NOVÁK, Jozef et al. Paleografická čítanka. Pomôcka na čítanie rukopisov z 12. – 19. storočia. Martin: Slovenská genealogicko-heraldická spoločnosť, 2001. ISBN 80-7090-599-9.
LEHOTSKÁ, Darina. Transkripčné pravidlá, odborná terminológia a ukážky latinských textov. Bratislava: Univerzita Komenského, 1982.
MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. 2. vyd. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
The students’ results are evaluated exclusively by continuously checking their performance during the teaching part of the semester. Student are classified in the last lesson of the credit week. During the teaching period of the semester, students actively participate in practical tasks related to reading and interpretation of the source material (provided by the teacher, assigned in advance). Students are required to put in individual work as part of preparation (in form of three assignements). Three times during semester, each of them is assigned an example of a written source in manusript form (at least two weeks in advance). They are then expected to prepare its elementary paleographic analysis and transription. This is then presented during a lesson, combined with a discussion, during which the source is an object of historical analysis. In case of unsatisfactory fulfillment of the assignment (repeated three times a semester), there is a possibility of a substitute, i.e. the teacher assignes the student another document. There is the limitation, however, that each such unsatisfactorily presened document can be substituted only once. After meeting this requirement, during the last meeting in the semester a colloquy is organised where each student is allotted one of the sources assigned during the semester and, subsequently, reads and interprets it.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
reading: German, Latin
1. Basic diplomatic categories (charter, administrative book, accounting material, and beyond) and language of the source.
2. Written (in paleographic terms diplomatic) practice in early modern Hungary/Habsburg Monarchy. Its tranformations.
3. Archives, archival funds, digitisation, databases of early modern source material, source editions.
4. Charter - one of the diplomatic categories.
5. Church diplomatics - reading and analysis of a source.
6. Urban diplomatics - reading and analysis of a source
7. Diplomatics of royal chancery - reading and analysis of a source
8. Diplomatics of loca credibilia - reading and analysis of a source
9. Diplomatic practice of a feudal estate - reading and analysis of a source
10. Diplomatics of noble counties - reading and analysis of a source
11. Diplomatics of Hungarian kingdom's authorities - reading and analysis of a source
12. Final colloquy and completion of preliminary grading
100/0
Students have an overview of diplomatic written production on the level of local self-administration (noble counties, feudal domains, free royal towns, market towns, villages), state administration (offices on the level of the kingom as well as the Habsburg monarchy) and other subjects (universities, Churches, loca credibilia, and other) in the early modern period. They are capable of reading the written sources of administrative character, transcribe them, analyse and interpret their contents in the historical context.
FERGUSON, Niall. Nešťastná válka. Praha: Dokořán, 2004, 487 s. ISBN 80-86569-56-X.
KŘIVSKÝ, Petr - SKŘIVAN, Aleš. Století odchází: Světla a stíny "belle époque". Praha: Aleš Skřivan ml., 2004, 341 s. ISBN 80-86493-12-1.
KŘIVSKÝ, Petr. Do nitra kontinentů. Praha: Mladá fronta, 1988, 256 s.
NÁLEVKA, Vladimír Světová politika ve 20. století (I.). Praha : Aleš Skřivan ml., 2000, 270 s. ISBN 80-902261-4-0.
RAPPORT, Michael Evropa devatenáctého století. Praha: Vyšehrad, 2011, 436 s. ISBN 978-80-7429-061-9.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introducing lesson. Distribution of tasks.
2. International relations in the 1870s (situation after the Franco-Prussian War, Three Emperors’ League, The Great Eastern Crisis, Russo-Turkish War, Treaty of San Stefano, Congress of Berlin).
3. International relations in the 1880s (situation after the Congress of Berlin, establishment of The Dual Alliance, Italy joins to the Dual Alliance, colonial expansion – mastery of Egypt and African´s Rush, French interests in South-Eastern Asia)
4. International relations in the 1890s (the German “new policy”, Franco-Russian Alliance 1893/1894, British policy of “splendid isolation”, the Balkan situation – Bosnian Crisis, Russian expansion in the East Asia, the Boer War (1899 – 1902))
5. International relations at the beginning of the 20th Century (interference of The Great Powers in China, the end of British policy of “splendid isolation”, Berlin-Baghdad railway, Franco-British agreement – “Entente cordiale”, the Russo-Japanese War, Anglo-Russian agreement 1907, the Balkan situation – Bosnian Crisis, Moroccan Crisis)
6. The Balkan situation – Battle of Tripoli, The First and Second Balkan War, international relations after the Balkan Wars
7. Brink of war (assassination at Sarajevo and so-called July crisis, outbreak of the Austro-Serbian conflict, brink of the world war)
40/60
The student has basic overview of the essential issues of international relations at the turn of the 19th and 20th Centuries. They are able to confront the various interpretations of causes of the outbreak of the First World War and they can discuss about it.
1, AXWORTHY, Michael. Dějiny Íránu. Praha : Nakladatelství Lidové Noviny, 2009. ISBN 9788074223525.
2, KREISER, Klaus a NEUMANN, Christop K. Dějiny Turecka. Praha : Nakladatelství Lidové noviny, 2010. ISBN 9788074220128.
3, LEWIS, Bernard. Dějiny Blízkého východu. Trans. M. Pellarová, Z. Rousová. Praha : Nakladatelství Lidové noviny, 2007. ISBN 8071069264.
4, ROUX, Jean-Paul Dějiny Střední Asie. Praha : Nakladatelství Lidové Noviny, 2007. ISBN 8071068679.
5, TAUER, Felix. Svět islámu. Praha : Vyšehrad, 2006. ISBN 80-7021-828-2.
6, GOMBÁR, Eduard. Moderní dějiny islamských zemí. Praha : Karolínum, 1999. ISBN 80-7184-599-X.
Attendance and regular preparation at seminars – working with sources; teacher accepts no more than 2 absences and only with the provable documents. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Seminar topics will be focused mainly on observing:
1. diplomatic-political and trade relations between countries (for example British-Ottoman relations, Franco -Ottoman relations etc.),
2. war conflicts (for example Russo-Persian Wars 1804-1828, Crimean War 1853-1856 etc.),
3. analysis of peace treaties and international agreements (Treaty of Turkmenchay and Gulistan, Treaty of Andrianople, Treaty of Paris etc.).
100/0
Students have knowledge of foreign policy relations of European powers (Russia, Great Britain, France etc.) with the countries of the Middle East (Persia, Ottoman Empire etc.) in the 19th century based on working with literature and sources. This knowledge is necessary for the basic intellectual equipment of every future historian.
DUCHÁČEK, Milan. Václav Chaloupecký. Hledání československých dějin. Praha: Karolinum, 2014 ISBN 978-80-246-2482-2.
Historik Daniel Rapant. Život a dielo (1897-1988-1997). (ed. Marsina, Richard) Martin: Matica slovenská, 1998.
HUDEK, Adam. Najpolitickejšia veda. Slovenská historiografia v rokoch 1948-1968. Bratislava: Historický ústav SAV vo vydavateľstve Typoset, 2010. ISBN 978-80-970302-3-0.
95 rokov Filozofickej fakulty UK. Pohľad do dejín inštitúcie a jej akademickej obce. (ed. SLOBODNÍK, Martin – GLOSSOVÁ, Marta) Bratislava: Vydavateľstvo UK, 2017. ISBN 9788022343909.
KUDRNA, Jaroslav: Historiografie, marxizmus a historické povědomí. Československý časopis historický. 1977, vol. 25, no. 2, pp. 192-214.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them. They are also expected to present a report and deliver a term paper.
a) Maximum number of justified absences: 3
b) At the seminar, students need to work actively following the teacher’s instructions.
c) Students are required to present a (15-20 min. long) report. For that purpose, they need to be able to speak in front of an audience, elaborate a (printed, electronic) presentation, and answer questions. However, they can present an extra written paper instead of the presentation.
d) Term paper: Students will be assigned the topics for their preliminary assessment at the beginning of the term. The term paper and report topics are in the form “Life and Work” of a specific historian, e.g. Jozef Škultéty, Daniel Rapant, František Hrušovský, Branislav Varsik, Karol Goláň etc.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech (Reading)
1. Introduction. Getting familiar with the course requirements. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods of historiographic analysis when researching and producing a term paper and report.
4. Czechoslovakia / interwar period (Jozef Škultéty, Milan Hodža, Štefan Janšák, Albert Pražák, Ján Eisner, Vojtech Ondrouch, Václav Mencl, Václav Chaloupecký, Kamil Krofta, Vladimír Klecanda, Daniel Rapant, Alexander Húščava, Ján Kvačala and others).
5. Slovakia/ (František Hrušovský and others).
6. Czechoslovakia/ post-war period / socialist era (Branislav Varsik, Karol Goláň, Anton Augustín Baník, František Bokes, Jozef Butvin, Ján Hučko, Ľubomír Lipták, Samuel Falťan, Miloš Gosiorovský, Ľudovít Haraksim, Ľudovít Holotík, Jozef Jablonický, Miroslav Kropilák, Michal Otčenáš, Viliam Plevza, Milan Podrimavský, Belo Polla, Peter Ratkoš, Anton Špiesz, Ján Tibenský, Mária Vyvíjalová, and others).
7. Living 20th century historians and their work.
100/0
At the end of the course and after their self study, students have additional information on the major figures of the Slovak National Revival both from focusing on one of them (in order to produce a seminar paper and presentation), as well as from the other presentations of other figures. They are capable of finding information on their own (archive sources, digital collections, literature) from memory institutions and process the biography of the selected figure. Students are familiar with the different biographic methods and categories (biography, life and work, key life events; the impact the environment, education and descent have on the nature, abilities and activities of the individual; the individual as part of the social reality; work, politics, worldview, philosophy.).
KOVAČKA, Miloš et al. Personálna bibliografia Pavla Jozefa Šafárika. I. a II. diel. Martin: Slovenská národná knižnica, 2004 ISBN:80-89023-35-5.
GOLÁŇ, Karol. Mladé roky Pavla Jozefa Šafárika. Bratislava: Slovenské pedagogické nakladateľstvo 1961.
NOVOTNÝ, Jan. Pavel Jozef Šafařík. Praha: Melantrich, 1971.
ŠAFAŘÍK, Pavel Jozef. Slovanské starožitnosti. (ed. Jireček, J.) II vols. Praha: Bedřich Tempský 1862 a 1863.
Pavol Jozef Šafárik a slovenské národné obrodenie. (ed. Sedlák, I.) Martin: Matica slovenská, 1989.
Furthr literature will be specified during the semester.
Course Requirements: Students are required to attend the lessons regularly and take active part in them. They are also expected to present a report and deliver a term paper.
a) Maximum number of justified absences: 3
b) At the seminar, students need to work actively following the teacher’s instructions.
c) Students are required to present a (15-20 min. long) report. For that purpose, they need to be able to speak in front of an audience, elaborate a (printed, electronic) presentation, and answer questions. However, they can present an extra written paper instead of the presentation.
d) Term paper. Students are assigned the topics for their preliminary assessment at the beginning of the term. The topics of the reports are clearly defined areas from the life and work of Pavol Jozef Šafárik, e.g. Pavol Jozef Šafárik as a historian, Pavol Jozef Šafárik in Prague, etc.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech
1. Introduction. Getting familiar with the course requirements. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods, learning how to create a seminar work and paper. Biographical methods on the example of selected personalities.
4. Šafárik’s childhood and education. Šafárik in Nový Sad. Šafárik in Prague
5. Šafárik as a poet and collector of oral traditions. Šafárik as a literary historian.
6. Šafárik as a historian. Šafárik as an archaeologist.
7. Šafárik and politics. (His perception of state and nation).
8. Šafárik and Slovak as a literary language. Šafárik and the question of Old Slavonic and Slavic alphabets.
9. Šafárik and the 1848 Slavic Congress.
10. The reception of Šafárik (the following generation, the 2nd half of the 19th century, the 20th and 21st centuries).
11. Image of the culture, literature and history of the Slavs / the different Slavic nations.
12. Šafárik’s contacts and opinions on previous / next generations, interfaith cooperation.
100/0
At the end of the course and their self study cycle, students have a detailed and complex overview of Pavel Jozef Šafárik’s (1795 - 1861) life and work, both from focusing on one aspect of his life or work (producing a seminar paper and presentation), as well as from the presentations of other areas. They have a different perspective of the first half of the 19th century. They are capable of finding information on their own (archive sources, digital collections, literature) from memory institutions, and process specific areas concerning biographic approach. Students are familiar with the different biographic methods and categories (biography, life and work, key life events; the impact the environment, education and descent have on the nature, abilities and activities of the individual; the individual as part of the social reality; work, politics, worldview, philosophy.).
SALNER, Peter. Bratislavské kaviarne a viechy. Bratislava : Albert Marenčin – Vydavateľstvo PT, 2006. ISBN 978-80-8114-45-43-3
VAŠŠ, Martin. Zlatá bohéma : umelecká bohéma v Bratislave 1920 - 1938. Bratislava : Marenčin PT, 2018. ISBN 978-80-223-4173-8
VAŠŠ, Martin. Medzi snom a skutočnosťou : umelecká bohéma v Bratislave 1938 - 1945. Bratislava : Marenčin PT, 2018. ISBN 978-80-8114-943-6
ŽÁRY, Štefan. Bratislavská bohéma. Bratislava : Tatran, 2018. ISBN 978-80-222-0975-5
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - Students need to submit a written term paper based on the topic of their report. It needs to be around 10 pages of their own words including footnotes and bibliography.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3
Slovak
1. Introduction to Bohemianism in Europe and Slovakia: characteristics, concepts, personalities and socio-cultural contexts.
2. Bohemianism in Bratislava between 1920 and 1945. General overview. 3. Bratislava cafes.
4. Bratislava taverns.
5. Bratislava wine bars.
6. Night bars and “early-morning soup bars”. Vydrica.
7. Inns and low-class locals.
8. Picnic inns and Danube cafes.
9. Picnic and inspiring places. Open-air places on the Danube.
10. The Zlatá fantázia [Golden Fantasy] Inn.
11. Lodgings - houses, flats, studios.
12. Excursion to Bratislava open-air places. In case students would like to, several excursions can take place.
30/70
At the end of the course, students are able to independently, creatively and innovatively analyze the socio-cultural aspects of bohemianism in Bratislava between 1920 and 1945. After their class excursion, students are directly acquainted with some bastions of bohemianism in Bratislava.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2.
BURIAN, Jan. Římské impérium. Vrchol a proměny antické civilizace. Praha: Svoboda-Libertas, 1994. ISBN 80-205-0391-9.
ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN
978-80-73915-79-7.
OLIVA, Pavel. Řecko mezi Makedonií a Římem, Praha: Academia, 1995. ISBN 80-200-0435-1.
GRANT, Michael. Zrození Řecka. Praha: BB art, 2002. ISBN 80-7341-917-3.
Presentation and a written paper on a chosen topic. Activity during the semester (assignments, papers, discussion). Two absences are permitted. In the case of more absences the teacher decides about the additional assignments or the repetition of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Introduction, aims of the course, work plan, assignments.
Basic literature and sources, editions of sources.
Greek literature, its characteristics, aims and methods.
Roman literature, its characteristics, aims and methods.
Mythological creatures of Greek history.
Mythological creatures of Roman history.
Important personalities of Greek history (philosophers, doctors, orators, military leaders, poets).
Important personalities of Roman history (philosophers, military leaders, artists, emperors).
Personalities, who had impact on the formation of ancient civilisations (comparison).
Basic problems of political, social, and cultural development of Greece.
Basic problems of political, social, and cultural development of the Roman Empire.
Social policy and the problems of everyday life in ancient times.
Comparison of the Greek and Roman civilisations (continuity and discontinuity).
100/0
The students gain knowledge about the social and cultural history of ancient Greece and Rome and their most important personalities. They can work with different types of ancient sources, interpret, and evaluate them. After finishing the course, the students get to know the basics characteristics of ancient history, its culture and art. They get to know the cultural and social importance of Athens democracy and the key events of Roman cultural and political history. They can present their findings in oral and written form with the application of the basic rules of academical research (orientation in literature and sources to the ancient history, forms of citations, academic ethics).
1988. Rok pred zmenou. Zost. Peter Bulun. Bratislava: Ústav pamäti národa, 2009. ISBN 978-80-89335-13-8.
1989. Rok zmeny. Zost. Peter Jašek. Bratislava: Ústav pamäti národa, 2017. ISBN 978-80-89335-78-7.
Od totality k slobode. Nežná revolúcia 1989. Zost. Peter Jašek. Bratislava: Ústav pamäti národa, 2019. ISBN 978-80-89335-89-3.
Sviečková manifestácia I. Štúdie, spomienky a svedectvá. Zost. Peter Jašek. Bratislava: Ústav pamäti národa, 2015. ISBN 978-80-89335-75-6.
Students are required to take active part in the lessons. They need to produce, present and submit a written seminar paper on an assigned topic. The paper needs to cover the most important issues of the topic in question. It must include a PowerPoint presentation and be at least 10 pages long.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. Stagnation of the regime in the first half of the 1980s.
2. The influence of the Soviet perestroika on the communist regime in socialist Czechoslovakia.
3. Mikhail S. Gorbachev.
4 The political situation in the USSR and in the countries of Eastern Europe.
5. The end of the Gustav Husák era and the replacement of the General Secretary of the Central Committee of the Communist Party
6. Problems in the economy.
7. The growing opposition activities.
8. The Candle Manifestation and expressions of opposition in 1988.
9. 1989 and the gradual collapse of the communist regime.
10. November 16 and 17, 1989.
11. The transition to new socio-political conditions.
30/70
At the end of the course, students are familiar with the final period of the communist regime in socialist Czechoslovakia, which faced a deep crisis in the mid-1980s. They are acquainted with the activities of the opposition against the regime and with the developments that led up to November 1989. They also have an overview of the domestic and foreign political situation and its impact on the events that took place in socialist Czechoslovakia. They understand the general situation in the 1980s and the causes of the collapse of the communist system in Eastern Europe. They can compare the situation in Czechoslovakia with that in Poland and Hungary.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2.
BURIAN, Jan. Římské impérium. Vrchol a proměny antické civilizace. Praha: Svoboda-Libertas, 1994. ISBN 80-205-0391-9.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN
978-80-73915-79-7.
GRANT, Michael. Dějiny antického Říma. Praha: BB art, 1999. ISBN 80-7257-009-9.
PENROSE, Jane. Řím a jeho nepřátelé. Říše stvořená a zničená válkou, Praha 2007. ISBN
8086977102.
Presentation on the selected topic and its subsequent elaboration in written form - seminar paper. Active participation in class, two absences are allowed. In the case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or on repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Introduction to basic literature and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries; Sources on the history of the Roman Republic and the Roman Principate I. - Literary sources; Sources on the history of the Roman Republic and the Roman Principate II - Epigraphic sources and numismatic sources; Overview of the political history of Rome - the royal period The Roman Republic, The crisis of the Roman Republic and efforts to resolve it, The end of the Republic, the rise of a new political system; The building of new political bodies and institutions in the early empire; Basic political institutions in the Roman Empire under the Principate: popular assemblies, senate, bureaus; Basic problems of political development in the Roman Empire: the succession system, dynasties, rulers.
100/0
Students will learn about the political history of the Roman Empire, the situation at the end of the Roman Republic and the Roman Principate. Upon successful completion of this course, students are able to demonstrate an understanding of the complexities of the last two centuries of the Roman Republic, to find the causes of the crisis leading to the fall of the Republic and the emergence of a new political system. Students are able to work with ancient sources of various kinds, interpreting and evaluating them. They have knowledge of the basic rules of scholarly work (orientation in literature and sources on the period of ancient history, forms of citation, academic ethics). After completing the course, students have knowledge of scientific techniques for presenting their findings both orally and in writing.
NOVACKÁ, Mária et al. Od kráľovstva ducha ku kráľovstvu človeka. Bratislava: Tatran 1986.
ŠKOVIERA, Daniel (ed.). Latinský humanizmus. Bratislava: Kalligram 2009. ISBN 978-80-8101-136-8
KVAČALA, Ján. Dejiny reformácie na Slovensku do roku 1711. Liptovský Sv. Mikuláš: Tranoscius 1935.
EVANS, Robert John Weston. Vznik habsburské monarchie, 1550 – 1700. Praha: Argo 2003. ISBN
80-7203-463-4
Further literature will b mentioned during the semester.
a) preliminary assessment throughout the term - Students are required to read the assigned sources throughout the term and, subsequently, discuss and analyse them during the seminar
- Students are required to prepare the biography of a selected personality from the seminar syllabus and present it at the scheduled meeting. This report introduces the subject matter to the whole class
b) final assessment - Students are required to hand in their written reports and the relevant bibliography
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2.
Slovak
1) Intellectuals and society: the individual dimension and superindividual processes in history
2) The legal tradition and the identity of the estates: Štefan Werbőczy
3) Scholars in “public service”: Valentín Eck / Ecchius and Martin Rakovský
4) Respublica litteraria: Ján Sambucucs and Sebastián Ambrosius Lam
5) Discovering new worlds: Pavol Rubigall and Ján Dernschwam
6) For the ideals of the estates: Ján Bocatius and Peter Rávay
7) The muses and the rattling of weapons: Mikuláš Zrínsky and Raimondo Montecuccoli
8) Old and new approaches towards the natural world: Ján Bayer and Izák Caban
9) Intellectuals under siege (?): Daniel Krman and Matej Bel
10) Outstanding intellectuals (?): Ján Baltazár Magin and Samuel Timon
11) In the interest of “public well being” and of the House of the ruler: Adam František Kollár and Jozef Bencúr
12) Homeland, language, identity: Juraj Papánek and Juraj Sklenár
70/30
Students get familiar with selected scholars of the early modern period in the Kingdom of Hungary and their opinions. By setting them in the specific context of their time, students will learn to consider important issues of that time, how their contemporaries perceived them, and their significance for the further development.
The discussed questions include, for example, political power issues in the context of absolutism and class/estate/stavovských traditions, confessional diversity and the need for unification, attitudes towards education and health care, issues concerning the origin of people’s national or denominational community, etc. Students are able to identify the different approaches that have been applied when researching a specific issue by focusing on the given researcher as well as by analysing the superindividual processes and the relevant socio-cultural context.
VAUCHEZ, André. Spirituality of the Medieval West: From the Eights to the Twelfth Century. Cistercian Publications, 1993. ISBN: 9781463218423
LE GOFF, Jacques. Zrození očistce. Praha: Vyšehrad, 2003. ISBN 80-7021-637-9
BOSSY, John. Křesťanství na západě 1400-1700. Praha: Karolinum, 2008. ISBN 978-80-246-1468-7
Further literature and reading assignments will be provided during the semester.
a) preliminary - Students are required to prepare a max. 20 min. presentation of a selected topic (according to the brief syllabus), presenting a brief overview of the major events and basic developments and processes in the given matter
- Students are required to read the sources and historiographic texts assigned by the teacher during the semester and, subsequently, to take active part in the seminar discussion
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2.
Slovak
Czech and English for reading
1) introduction into the subject. The concept of religiosity.
2) Christianization, conversion
3) Ritual and personal religiousness
4) Female religiousness
5) Communication, preaching
6) Popular religiousness and culture, superstition, paganism
7) Reforms, reform movements, heresies.
8) The written, printed and heard word - the “communication revolution,” the print, public controversy
9) Language and religiosity
10) Religiousness in public space.
11) Marriage, family.
12) Sin, repentance and forgiveness.
100/0
Students get acquainted with older and current trends used when researching religiosity and its tasks in premodern society. Historians traditionally focus on the history of the Church in its institutional, political, and theological aspects. This course, however, teaches students to apply these common approaches to other related aspects of social and cultural history and historical anthropology. Therefore, they will be able to perceive the different forms and aspects of the religious life of society, while gaining an overview of the sources they can work with when dealing with religiosity as defined.
Additional literature will be presented at the beginning and during the semester. Learning materials and texts will be available on MS Teams.
Doplnková literatúra bude prezentovaná na začiatku a počas semestra. Učebné materiály a texty budú dostupné na MS Teams.
KEPARTOVÁ, Jana. Římané a Evropa. Praha: Karolinum, 2005. ISBN 80-246-0862-6
KEPARTOVÁ, Jana (ed.) Antika? Zajděte do kina, přečtěte román, Praha: NLN, 2006. EAN 9788071068501
ANDOKOVÁ, Marcela et al. Bežný život starých Rimanov, Bratislava: Iris, 2020. ISBN 9788082000644
CONTE, Gian Biagio. Dějiny římské literatury. Praha: KLP, 2003. ISBN 978-80-86791-57-9
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN 978-80-73915-79-7
Active participation in classes, regular preparation for each class. Two absences are permitted, in the case of a third absence the student gets a compensatory assignment. Evaluation: 1. A paper on a chosen topic during the semester – 30%. 2. Test at the end of the semester -70%. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction
Basic literature and heuristic sources – encyclopaedias, bibliographies, bibliographical dictionaries, databases
Sources for ancient history
Latin as an international and professional language
The importance of Latin for the scientific work (not only) of the historian
Pronunciation of the Latin language, its characteristics and development
Ancient motifs in art (sculpture, painting, architecture)
Basics of Latin grammar
Antiquity through the eyes of film directors and writers
Latin nouns, adjectives, verbs
The influence of antiquity on European culture
Ancient culture and traditions (Roman calendar, oratory, historiography, law, philosophy) and Latin terminology
100/0
The student gains knowledge of ancient Roman traditions and acquires basic knowledge of the Latin language. The student can work with ancient sources and basic Latin terms and understands the problems of political, economic, social, and cultural development of the ancient Roman world. The student understands the cultural and social importance of ancient civilizations, its receptions and traditions, as well as the key events of ancient cultural and political history. The student has knowledge of the basic vocabulary and grammar of the Latin language. The student will become aware of the fact that antiquity and the Latin language serve as a constant source of inspiration anchoring Slovak culture in a wider European context, of which it is an integral part.
BURKE, Peter. Jazyky a společenství v raně novověké Evropě. Praha: NLN, 2011. ISBN 978-80-7422-069-2
BENKA, Peter. Jazyk a mesto : Bardejov v ranom novoveku. Bratislava: UK, 2019. ISBN 978-80-223-4853-9
ĎUROVIČ, Ľubomír. O slovenčine a Slovensku. Bratislava: VEDA, 2004. ISBN: 978-80-224-0806-9
Further literature and reading assignments will be provided during the semester.
a) preliminary - Students are required to prepare a max. 20 min. presentation of a selected topic (according to the brief syllabus), presenting a brief overview of the major events, development and processes concerning the matter at hand
- Students are required to read the sources and historiographic texts assigned by the teacher throughout the term and, subsequently, take active part in the seminar discussion
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2.
Slovak
English and Czech for reading
The course thematically corresponds with the research grants, currently realized at the Department of Slovak History, namely: APVV-16-0374 and APVV-20-0598.
1) Theoretical foundations. Language, dialect, sociolect. Language community. Bilingualism and diglossia.
2) The beginnings of vernacular written culture in the Middle Ages. Pragmatic literature and literary traditions.
3) The Kingdom of Hungary as a multilingual society in the late Middle Ages and early modern times. Latin as the administrative, ecclesiastical and educational language.
4) The language of a political community.
5) The Language(s) of an urban community.
6) Language in the European Forum. Diplomacy, interpreting, translations. Ciphers.
7) Humanism and the comeback of classical Latin. The beginnings of philology. Grammaticalization.
8) The reformation and the new tasks of language.
9) Printing and the standardization of vernacular languages.
10) “Anxiety about scarcity” and linguistic pride. Purification efforts vs intelligibility.
11) Language and collective identity.
12) Vernacular literary tradition. Education.
13) Prospects for modern times.
100/0
Students get familiar with the possibilities the study and use of a language offers to historians.
The early modern period is characterized by the growing use of vernacular (“popular,” “national”) languages in written and official culture. For its multicultural character, the Kingdom of Hungary constitutes a very specific case in this respect. Therefore, students become familiar with various aspects of language in society, namely different languages and dialects coexisting together, literary vs colloquial languages, their social and cultural roles, the influence of confessional and political views and the way different language issues reflect in the works of scholars. At the end of the course, students are able to approach language from a historical perspective, in the intentions of methodological approaches of the time and can analyze the social and cultural (i.e. non linguistic) aspects of language.
Presentations on the selected topic, reading and processing of materials, answers to questions. Allowed absences 2 (with or without apology) 3 absences (alternative form of credit - test) 4 and more non-completion of the course
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
100/0
After completing the course, students acquire a deeper understanding of the relations between the two dominant parts of medieval Christian Europe in the early and high Middle Ages. Emphasis will be placed on the genesis and nature of mutual political and religious conflicts, which until now have permanently affected the cultural and civilizational framework of today's Europe.
HOLEC, Roman. Človek a príroda v "dlhom" 19. storočí. Bratislava: Historický ústav SAV, 2014. ISBN 978-80-971540-4-2.
HOLLÝ, Karol – HRONČEK, Pavel. Krajina, príroda a životné prostredie v minulosti [online]. Bratislava: Historický ústav SAV, 2017 [cit. 2021-10-24]. ISSN 1337-6861. Dostupné na https://www.forumhistoriae.sk/sk/tema/krajina-priroda-zivotne-prostredie-v-minulosti
HRONČEK, Pavel – CHRASTINA, Peter. Poznámky ku konceptualizácii v environmentálnych dejinách na Slovensku. In: Studia Historica Nitriensia [online]. 2018, vol. 22, no. 2, pp. 408-433 [cit. 2021-10-24]. ISSN ISSN 2585-8661. Dostupné na http://www.shnnitra.ff.ukf.sk/wp-content/uploads/Hron%C4%8Dek-Chrastina.pdf
MALINIAK, Pavol. Človek a krajina Zvolenskej kotliny v stredoveku. Banská Bystrica: Univerzita Mateja Bela, Fakulta humanitných vied, 2009. ISBN 978-80-8083-914-7.
To successfully complete the course, students are required to take active part in class during the lesson period of the term (in the form of questions and colloquial discussions) and to submit a seminar paper by the end of the credit week. During the first two teaching weeks, students choose a research area according to their own preferences, identifying the area/the whole/any subparts (according to the geomorphological division of the country) in Slovakia. On this example, they need to describe and identify the historical land structures. Based on the relevant source material, students need to characterize the interactions and connections in the environment (the natural environment, Man and the social environment), to reconstruct the state of the land in the early modern period and name the human activities that changed the face of the land. The seminar paper must have at least 10 standard pages and, from a formal viewpoint, it needs to have the relevant footnotes, include an introduction, a core, the conclusions, the bibliography, and optional illustrative pictures. In order to complete the course successfully and submit their seminar paper, students need to work systematically during the lesson period of the term.
Maximum number of possible absences: 2. Students with more absences, resulting from objectively justifiable and documented reasons, can complete the course under the following conditions: for each absence beyond the set framework, students need to submit a paper of around 5 standard pages on a pre-assigned and consulted topic. The paper must include an introduction, the main part (without footnotes), conclusions and the bibliography.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Initial session, students get acquainted with the subject associated and discuss openly its content, goals, and their responsibilities.
2. Environmental history in historiography. The history of the discipline in a global and, mainly, Slovak historical context. Scientific apparatus.
3. Environmental history - historical geography - history of technology - land ecology and others, and interest in the early modern period.
4. Sources.
5. Nature vs. anthropogenic influences. Historical landscape structures as a memory of the landscape.
6. Terminology. Oeconyms, toponyms, hydronyms.
7. Settlement landscape. The countryside and the urban space.
8. Agrarian landscape.
9. Mountain landscape.
10. Forest landscape.
11. River landscape.
12. Road infrastructure in the country.
13. Other elements historians can identify in the historical landscape structure.
Scale of assessment preliminary/final: 100/0
Students have an overview of the scientific (sub)discipline of environmental history, its development, methodological and conceptual contribution to historical science and their place in modern Slovak historiography in general and when researching the early modern age. Students understand the transforming factors that have affected and changed the land in the long run, they are able to identify human activity relics in the country. Students are also skilled in working with historical vocabulary and with visual, mainly cartographic period documents.
HERUCOVÁ, Angelika. Vojna o babenberské dedičstvo a Štefan V. In: Historický časopis, 2017, vol. 65, no. 1. pp. 3 – 24. ISSN 0018-2575
LECHNER, Karl. Die Babenberger. Markgrafen und Herzoge von Österreich 976 – 1246. Graz: Böhlau Verlag, 1996. ISBN 9783205985693
PALKO, Jakub. Majetkové spory štajerských kláštorov v čase uhorskej správy. In: Historický časopis, 2021, vol. 69, no. 1. pp. 3 – 26. ISSN 0018-2575
ROHÁČ, Peter. Boj o babenberské dedičstvo a I. česko-uhorská vojna. In: Vojenská história, 2016, vol. 20, no. 1. pp. 18 – 42. ISSN 1338-7154
ROHÁČ, Peter. Fridrich II. Babenberský a jeho boje s Uhorským a českým kráľovstvom 1230 – 1246. In: Vojenská história, 2015, vol. 19, no. 3. pp. 6 – 25. ISSN 1338-7154
- further literature will be specified during the semester
The credit granting scheme consists of two parts:
Students are required to attend the seminars regularly and take active part in the discussions (20%). They also need to carry out partial tasks consisting of studying the sources on the different topics.
Students need to prepare the material for their term paper (80%). This material consists of the bibliography (sources and scholarly literature) and a historiographical chapter of their future term paper consisting of at least 5 standard pages (9,000 characters including spaces and footnotes). The historiographic chapter needs to focus mainly on describing the available sources and scholarly literature on the paper topic. Students are required to submit the finished paper chapter in the examination period. They are provided the list of eligible topics at the first meeting.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2.
Slovak
Czech (reading)
1. The Babenberg family. Brief history, position of the family in Europe.
2. Privilegium minus (1156) issued by Frederick I Barbarossa to Henrich Jassomirgot. Reasons to issue it and its consequences. Content analysis.
3. The Empire and the Papacy and their relations with the Central European countries in the mid 13th century.
4. The relations between the Kingdom of Hungary and Austria from 1230 to 1246. Andrew II and Bela IV’s struggle against Frederick II Babenberg.
5. 1246, the Cursed Year I: Duke Frederick II is killed and the House of Babenberg is dissolved leaving no male heirs. Battle of the Leitha River. Implications for Europe. Periods of the struggle over the Babenberg heritage.
6. 1246, the Cursed Year II: Eberhard II Archbishop of Salzburg from Regensburg dies. Implications for Europe. Conflict periodization.
7. What about the Babenberg heirs? The Fates of Margita and Gertrude Babenberg.
8. The first phase of the struggle over the Babenberg heritage. Events in the Austrian lands and the first Czech-Hungarian war 1252 - 1254. The role of Bavaria.
9. The 1254 Buda Peace Treaty. Analysis of results and consequences.
10. Hungary and Styria I: Duchy administration from 1254 to 1260.
11. Hungary and Styria II: The position of ecclesiastical institutions during the Hungarian administration.
12. The fall of Hungarian power in Styria, the second Czech-Hungarian war and the role of Carantania in it. Battle of Kressenbrunn 1260.
20/80
At the end of the course, students have comprehensive knowledge of the relations of the Czech Lands, the Kingdom of Hungary and the Empire in the second half of the 13th century. The term lectures and discussions cover the first part of the struggle over the Babenberg heritage (1246 - 1260). This is a two-term course, at the end of which students have detailed knowledge of the situation in Central Europe (the Kingdom of Hungary, Poland, the Czech Lands, the Holy Roman Empire) in the period in question. Having worked on their term paper, students have practical experience in formulating specialized texts, which can be elaborated on to produce their final theses. Students have an overview of the broader position of the Central European countries within the old continent, understand the relations between the ruling dynasties of the Arpads, the Přemyslids, the Sponheims, the Babenbergs, the Piasts and the Wittelsbachs. Based on the continuously assigned study sources, students are able to understand and analyze the foreign policy direction of the leading representatives of Central Europe.
HERUCOVÁ, Angelika. Vojna o babenberské dedičstvo a Štefan V. In: Historický časopis, 2017, vol. 65, no. 1. pp. 3 – 24. ISSN 0018-2575
LECHNER, Karl. Die Babenberger. Markgrafen und Herzoge von Österreich 976 – 1246. Graz: Böhlau Verlag, 1996. ISBN 9783205985693
PALKO, Jakub. Uhorsko-české vzťahy v rokoch 1270 – 1272. In: Opus tessellatum. Historia nova 14. Bratislava: Stimul, 2017. pp. 7 – 33. ISBN 978-80-8127-208-0
PALKO, Jakub. Uhorsko-české vzťahy v rokoch 1272 – 1278. In: MEDEA – Studia mediævalia et antiqua, 2019, vol. 21 – 22, no. 1. pp. 29 – 72. ISBN 978-80-223-4701-3
ROHÁČ, Peter. II. česko-uhorská vojna o babenberské dedičstvo 1260 a bitka pri Kressenbrunne. In: Vojenská história, 2016, vol. 20, no. 2. pp. 23 – 44. ISSN 1338-7154
- further literature will be specified during the semester
The credit granting scheme consists of two parts:
Students are required to attend the seminars regularly and take active part in the discussions (20%). They also need to carry out partial tasks consisting of studying the sources on the different topics.
Students need to prepare a term paper (80%), including a historiographical chapter from the Struggle over the Babenberg Heritage 1 course. The term paper needs to be at least 20 standard pages long (36,000 characters, including spaces and notes). This term paper is the result of the student’s systematic work during both course terms. Students are required to submit the finished term paper chapter in the examination period. To sign in for this course, students are required to have completed the War for Babenberg Heritage 1 course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2.
Slovak
Czech (reading)
1. The 1260 Battle of Kressenbrunn - course and consequences.
2. The 1261 Treaty of Vienna - consequences for the development of the relations between the Czech Lands and the Kingdom of Hungary.
3. Přemysl Ottokar II’s marries Kunigunda Mačvianská. Přemysl’s is crowned Czech king.
4. Aftermath of the Second Czech-Hungarian War. Belo IV’s first conflict with his son Stephen 1262.
5 Wedding of Duke Bela with Kunigunde of Ascania - an event of European importance.
6. Belo IV’s second conflict with his son Stephen 1264 - 1266. Peace of Pressburg.
7. Bela IV and Stephen V’s foreign policy in the 1260s. Treaties between the Kingdom of Hungary and Naples.
8. Bela IV’s death. The rise of Stephen V and the resumption of the struggle over the Babenberg heritage.
9. Third Czech-Hungarian War 1270 - 1271 and the Peace of Pressburg. 10. Fourth Czech-Hungarian War 1273.
11 The Hungarian-Habsburg Alliance and the Road to the Marchfeld. Rudolf I of Habsburg’s war against Přemysl Ottokar II (1276 and 1278).
12. Battle of Dürnkrut and Jedenspeigen on the Marchfeld 1278. Analysis of source evidence. End of the struggle over the Babenberg heritage.
20/80
At the end of the course, students have comprehensive knowledge of the relations of the Czech Lands, the Kingdom of Hungary and the Empire in the second half of the 13th century. The term lectures and discussions cover the second part of the struggle over the Babenberg heritage (1260 - 1278). This is a two-term course, at the end of which students have detailed knowledge of the situation in Central Europe (the Kingdom of Hungary, Poland, the Czech Lands, the Holy Roman Empire) in the period in question. Having worked on their term paper, students have practical experience in formulating specialized texts, which can be elaborated on to produce their final theses.
Students have an overview of the broader position of the Central European countries within the old continent, understand the relations between the ruling dynasties of the Arpads, the Přemyslids, the Sponheims, the Babenbergs, the Piasts, the Wittelsbachs and the Habsburgs. Based on the continuously assigned study sources, students are able to understand and analyze the foreign policy direction of the leading representatives of Central Europe. Its core is the foreign policy of kings Belo IV, Stephen V and Ladislaus IV between 1260 and 1278.
* NEMEŠ, Jaroslav. Z prameňov dejín raného novoveku: učebné texty k 16. a 17. storočiu. Ružomberok: Verbum, 2012, 249 p. ISBN 9788080848972.
* NOVÁK, Jozef. Paleografická čítanka: pomôcka na čítanie rukopisov z 12.-19. storočia. Martin: Slovenská genealogicko-heraldická spoločnosť pri Matici slovenskej, 2001, 175 p. ISBN 8070905999.
* KRAJČOVIČ, Rudolf. Čeština a slovenčina v starších archiváliách v predspisovnom období. Bratislava: Univerzita Komenského, 1991, 102 p. ISBN 8022303895.
* Monumenta Linguae Slovacae vol. 1 – vol. VII. Bratislava: Univerzita Komenského, 2018 - 2021
* E-learning:
PIERAZZO, Elena – BURGHART, Marjorie. Digital Scholarly Editions: Manuscripts, Texts and TEI Encoding; [videos available on youtube]
Students are evaluated based on their continuous work and final results. The preliminary part accounts for 60% of their score. For this purpose, students are required to continuously prepare for the seminars, read specified scholarly texts and take active part when reading and interpreting the sources during the different seminars. Part of the seminars is also the presentation of the basics of creating (not only) digital editions of sources. To obtain the remaining 40% of the overall score, students are required to submit a final draft of the digitized source. This requires reading, probably also translating, assessing the source, being familiar with its context, as well as being familiar with XML coding language and TEI digitization standards. Students who fail to submit their final theses will not be assessed.
Maximum number of unjustified absences: 2 per term.
The exact progression, a more detailed list of the lectures, as well as the deadline for submitting the final thesis will be announced at the beginning of the semester.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Latin - reading
German - reading
Students will be asked to use their own laptops during lessons and to install freely available, open source programs needed for work.
The course thematically corresponds with the research grants, currently realized at the Department of Slovak History, namely: APVV-16-0374 and APVV-20-0598.
Critical editions of sources. Overview of the most important source databases and (digital) editions.
2. Basic rules for editing early modern sources.
3. Platforms for the text recognition of historical documents (Transkribus, ...)
4. - 7. Source reading and interpreting - selection fitting the needs of students (study cases on the example of the sources to their diploma theses)
8. Basics of document digitization - Basics of XML language.
9. Basics of document digitization - TEI standards.
10. Basics of document digitization (practical part)
60/40
Throughout the course, students get acquainted with the source documents concerning the early modern period (16th-18th century), mostly written in a form of Slovak prior to its codification. Student get an overview and knowledge of sources of different genres and nature. Focus is primarily made on reading, followed by the interpretation and assessment of the sources. At the seminar, students become familiar with the basics of editing sources in a digital form. After successfully completing the course, students are able to identify, read and interpret the context and circumstances in which the source originated. They can also produce basic digital drafts of source on their own.
FERENČUHOVÁ, Bohumila, ZEMKO, Milan a kol. V medzivojnovom Československu: 1918–1939. Bratislava: Veda, 2012. ISBN 978-80-224-1199-8.
KÁRNÍK, Zdeněk. České země v éře První republiky. Vznik, budování a zlatá léta republiky (1918–1929). Praha: Libri, 2017. ISBN 978-80-7277-563-7.
MALÍŘ, Jiří, MAREK, Pavel a kol. Vývoj politických stran a hnutí v českých zemích a Československu 1861–2004. I. díl: 1861–1938. Brno: Doplněk, 2005. ISBN 80-7239-178-X.
OSYKOVÁ, Linda. Volebné kampane politických strán na Slovensku počas 1. ČSR. Bratislava: Veda, 2012. ISBN 978-80-224-1228-5.
ŠUCHOVÁ, Xénia. Idea Československého štátu na Slovensku 1918–1938. Bratislava: Prodama, 2011. ISBN 978-80-89396-12-2.
Further literature will be specified during the semester.
Regular and active participation in classes, as well as the preparation of a seminar paper on a certain issue related to political campaigns, or the processing of newspaper articles regarding the course of selected demonstrations or celebrations (up to 7 pages).
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech (reading)
1. Introduction to the seminar and introduction to the political system of Czechoslovakia
2. The concept of public assemblies
3.–4. Political campaign of the Hlinka Slovak People's Party
5.–6. Political campaign of the Communist Party of Czechoslovakia
7.–8. Political campaign of the Republican Party of Agricultural and Small Farmer People
9.–10. Political campaign of the Czechoslovak Social Democratic Workers' Party
11. Demonstrations and celebrations of holidays
12. Final debate and evaluation
100/0
Students have a more detailed overview of the political system of the newly formed Czechoslovakia and the discourse on a national and selected regional scale at the time. They know how to gather information on local political gatherings, what was considered important by the official record-makers, and at the same time they have broader knowledge abouth types of ceremonies held for various state events. By preparing their seminar papers, they can more closely identify the main topics of the politics of the time in the periodical press, and describe the course of selected celebrations or demonstrations.
Slovensko. Sprievodca po múzeách a galériách. Bratislava: SNM, 1994; Sprievodca po historických knižniciach na Slovensku. 1. a 2. Martin: SNK, 2004; Vademecum súčasných dejín. Slovensko. Sprievodca archívmi, výskumnými inštitúciami, knižnicami, spoločnosťami a múzeami. Bratislava; Berlin: Historický ústav SAV; Bundesstifung zur Aufarbeitung der SED-Diktatur, 2008.
Assessment of learning outcomes is carried out exclusively by continuous monitoring of learning results during the teaching part of the semester. Successful completion of the course is conditioned by the fulfilment of continuously assigned tasks and activity in class. Number of acceptable absences from class 2. The course will be taught alternately one week at the faculty and the other week at the partner institution. In case of further absences resulting from objectively justifiable, documented reasons, the student has the possibility to pass the course subject to the following condition: for each absence beyond the specified scope, the student submits to the instructor a report of 5 standard pages on a previously assigned and consulted topic.
The classification scale is the following: 100-92 % of the max. number of points A, 91 – 84 % B, 83 – 76 % C, 75 – 68 % D, 67 – 60 % E, <60% Fx Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Scale of assessment preliminary/final: 100/0
Slovak
The implementation of the course is carried out on a collegial agreement on a voluntary basis by practitioners and external teachers.
1. Introduction to the subject. Discussion.
2. Memory, fund, scientific-research, cultural institutions in Slovakia.
3. - 4. Academy.
5. - 6. Museum.
7. - 8. Archives.
9. - 10. Monuments Office.
11. Discussion with representation of primary and secondary schools.
Scale of assessment preliminary/final: 100/0
The student of history (both single-discipline and teaching combination) has contact with the professional environment and organizational culture of the cooperating institutions and has hands-on experience in how to apply the theory, methodological frameworks and soft skills acquired in the course of study in practice. A vision is made available to the student of how students of the history programme at the second level of study can improve their qualifications by completing a professional practice organically incorporated into courses on career development in scientific research, memory, fund, cultural, educational institutions.
Slovensko. Sprievodca po múzeách a galériách. Bratislava: SNM, 1994; Sprievodca po historických knižniciach na Slovensku. 1. a 2. Martin: SNK, 2004; Vademecum súčasných dejín. Slovensko. Sprievodca archívmi, výskumnými inštitúciami, knižnicami, spoločnosťami a múzeami. Bratislava; Berlin: Historický ústav SAV; Bundesstifung zur Aufarbeitung der SED-Diktatur, 2008.
Assessment of learning outcomes is carried out exclusively by continuous monitoring of learning results during the teaching part of the semester. Successful completion of the course is conditioned by the fulfilment of continuously assigned tasks and activity in class. The course will be taught alternately one week at the faculty and the other week at the partner institution. Number of acceptable absences from class 2. In case of further absences resulting from objectively justifiable, documented reasons, the student has the possibility to pass the course subject to the following condition: for each absence beyond the specified scope, the student submits to the instructor a report of 5 standard pages on a previously assigned and consulted topic.
The classification scale is the following: 100-92 % of the max. number of points A, 91 – 84 % B, 83 – 76 % C, 75 – 68 % D, 67 – 60 % E, <60% Fx Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Scale of assessment preliminary/final: 100/0
Slovak
The implementation of the course is carried out on a collegial agreement on a voluntary basis by practitioners and external teachers.
1. Introduction to the subject. Discussion.
2. Memory, fund, scientific-research, cultural institutions abroad (Central European region).
3. - 4. Museum.
5. - 6. Archives.
7. - 8. Gallery.
9. - 10. Library.
11. - 12. Private archive.
Scale of assessment preliminary/final: 100/0
The student of history (both single-discipline and teaching combination) has contact with the professional environment and organizational culture of the cooperating institutions and has hands-on experience in how to apply the theory, methodological frameworks and soft skills acquired in the course of study in practice. A vision is made available to the student of how students of the history programme at the second level of study can improve their qualifications by completing a professional practice organically incorporated into courses on career development in scientific research, memory, fund, cultural, educational institutions.
JOHNSON, Paul. Dejiny amerického národa. LEDA Voznice: 2014.
TINDALL, George. Dejiny Spojených státu amerických. Nakladatelství Lidové noviny, Praha: 2008.
MATLOFF, Maurice. Dejiny americké armády. Baronet, 1999.
KISSINGER, Henry. Umeni diplomacie. Vydavatelstvo Prostor, 2002.
DAVIS, Wiliam C.. Americký západ : bouřlivá historie Spojených států od expedice Meriwethera Lewise a Williama Clarka do bitvy u Wounded Knee. Svojtka a Vašut, 1995.
ZINN, Howard. Dejiny lidu Spojených státu amerických. Mezera. Praha 2012.
DESCHNER, Karlheinz. Moloch: o amerikanizaci sveta. Praha. Epocha. 2005.
SCHLEY, Nicole. Války USA, kronika agresívniho národa. Praha: Brána. 2004.
HEIDEKING, Jurgen – MAUCH, Christof. Dejiny USA. Grada, Praha: 2012.
GILBERT, Martin. The routledge Atlas of American History. Routledge, New York, London: 2003.
HARBUTT, Fraser. The Cold War Era. Blackwell Publishers, Malden: 2002.
active participation
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Formation of USA and USA in the 19th century.
2. USA before and after WWI
3. The 20´s – prosperity and prohibition
4. Great Depression and F.D. Roosvelt
5. USA and WWII
6. Era of H. S. Truman, USA - a superpower
7. The 50´s – Eisenhower, mass culture
8. J. F. Kennedy – question of race
9. Great Society of L. B. Johnson, Vietnam war
10. The 70´s, Nixon, Carter, Ford
11. Era of Ronald Reagan, end pf Cold war
12. The 90´s, USA in post-bipolar world
13. USA and international terrorism
100/0
After successfully completing the course, the student is able identify important cultural and historical events and specifics of history of United States of America in the 20th century. He recognizes the dominant personalities of American social, political and cultural milieu. He understands the main premises of American foreign policy in the second half of the 20th century. He learns about the alternative interpretation of American history
BITTMAN, Ladislav. Mezinárodní dezinformace: Černá propaganda, aktivní opatření a tajné akce, Praha: Mladá fronta, 2000. ISBN 80-204-0843-6
MACURA, Vladimír. Šťastný věk. Symboly, emblémy a mýty 1948–1989. Praha: Academia, 2008.
ISBN 978-80-200-1669-0
ZAVACKÁ, Marína. Kto žije za ostnatým drôtom? Oficiálna zahraničnopolitická propaganda na Slovensku, 1956 - 1962: teórie, politické smernice a spoločenská prax. Bratislava: Ústav politických vied SAV, 2005. ISBN 80-224-0897-2
Further literature specified on the basis of student's choices and specific assignments.
Active participation during classes 25%
Presentation of a chosen study/chapter 25%
Presentation and written report of student's own research (term paper with length of ca. 10 pages) 50%
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech (reading)
I. Introduction, overview of history, terminology, specifics of totalitarian production...
II. Propaganda and lived reality in the totalitarian regime. Tools, environment, institutions.
III. Language of propaganda. Press. Semantics and syntax.
IV. Visual arts in service of propaganda. Topics, symbols, patterns.
V. Literature of socialist realism. Ideals, heroes, enemies.
VI. European totalitarian regimes in the 1920s and 1930s and their propaganda.
VII. Propaganda in the WWII, possibilities for democratic frameworks.
VIII. Suppression of independence, control, institutions, censorship, their limitations
IX. Chosen territory: Czechoslovakia I., first encounters with totalitarian propaganda, received patterns, enforced patterns and local specifics. German vs. local production...
X. Chosen territory: Czechoslovakia II, Communist power, revived and new patterns and topics...
XI-XII-XIII Final presentations, peer review, evaluation.
50/50
Students know basic tools of propaganda and can discern their presence in a historical source. On the appropriate level, they can analyse contents of both textual and visual sources. They understand local sources as well as influences from abroad of various policies on propagandistic contents. They hane knowledge of developments of institutional framework for propaganda and censorship. They also understand mechanisms of and obstacles to public activities of political propaganda over the course of the 20th century.
TUCHMAN, Barbara. Srpnové výstřely: začátek první světove války. Praha: Mladá fronta, 2000.
GILBERT, Martin. První světová válka: úplná historie. Praha: BB/art, 2005.
LIDDELL HART, Basil. Historie první světové války. Brno: Jota, 2001.
LAWSON, Dan. Spojené státy v první světové válce: Vypravění o o generálu Johnu J. Pershingovi a amerických expedičních silách. Praha: Naše vojsko, 2009.
LETTOW-VORBECK, Paul von. Boje ve Východní Africe za světové války: Vzpomínky nemeckého dustojníka. Praha: Elka Press, 2004.
HERTOVÁ, Yvette. Zákopová válka. Praha: Mladá fronta, 1983.
MACMILLANOVÁ, Margaret. Mírotvorci: Pařížska mírová konference. Praha: Academia, 2004.
WINTER, J.M. První světová válka: fakta, svědectví, souvislosti. Praha: Mladá fronta, 1995.
CRON, Hermann. Imperial German Army 1914-1918: organisation, structure, orders of battle. London: Helion, 2002.
active participation, violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introduction
2. War plans, reasons, assassination in Sarajevo, objectives.
3. Development in the West, trench warfare
4. Development of Eastern front
5. War in sea and in air
6. Year 1916 – Verdun, Somme
7. Other European battlefields
8. War in Asia and Africa
9. USA enters war
10. War propaganda, total war, secret diplomacy
11. Fall of Central Powers and end of the war
12. Results and consequences of war
100/0
After successfully completing the course, the students are able to identify causes and key milestones of World War I. They distinguish attributes of trench warfare and are able to analyse specific war tactics and strategies used on battlefields of Great War; importance and significance of new weapons. They understand the results and consequences of the first global conflict
POMEROY, Sarah, B. Godesses, Whores, Wives and Slaves : women in classical antiquity. New York: Schocken Books, 1975.
ANDOKOVÁ, Marcela et al. Bežný život starých Rimanov, Bratislava: Iris, 2020. ISBN
9788082000644.
SUETONIUS Tranquillus, C. Životopisy dvanástich cisárov. Prel. Etela Šimovičová, Bratislava: Spolok slovenských spisovateľov, 2010. ISBN 978–80–8061–427–0
KINCL, Jaromír, URFUS, Valentin, SKŘEJPEK, Michal: Římské právo, Praha: Beck, 1995. ISBN 9788071790310
GARDNER, Jane F. Family and familia in Roman law and life. Oxford: Clarendon Press, New York: Oxford University Press, 1998, Repr. 2004. ISBN 0-19-815217-5
GARDNER, Jane F. Women in Roman Law and Society. London : Routledge, 1990. ISBN 9780415059022
Active participation in classes. Presentation on a selected topic along with subsequent elaboration of the presentation in written form (report). Two absences are allowed, in case of the third absence the student prepares a substitute assignment on the assigned topic (report). In case of multiple absences (for serious health reasons), the lecturer decides on substitute performance of duties or on repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction, work plan, tasks. Basic literature on the problem and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries. Sources on women's history - Numismatic sources. Epigraphic sources. Literary sources and works of Greek and Roman historiography. Introduction to Women in Antiquity - A brief survey of the status of women in ancient civilizations (Mesopotamia, Egypt). The most important female mythological figures - Medea, Antigone, Helen, Penelope... - comparison of myth and reality. Status of women in Greece - issues of everyday life - family, marriage, raising children, education, work and occupations, housing, eating, baths, games and entertainment, death, funeral rituals. Status of women in Rome - issues of everyday life. The legal status of women in Roman law. The view of ancient authors on women in Rome. The tomb inscriptions of women. Women and their influence on the politics of Rome - Cleopatra, Livia, Messalina, Agrippina... Comparison of the status of women in different cultures. Evaluation of the course, conclusion.
100/0
The students have knowledge about the position of women in ancient society, of their role and agency in cultural, social, and political history. The students are able to interpret the everyday life of women in Greece and Rome from the works of the most famous ancient writers and from many epigraphic monuments. They know how to work with various ancient sources, to interpret and evaluate them. The students have also the basic overview of the sources and literature on gender studies, with a focus on antiquity, and are familiar with current issues in the field of gender studies.
The literature can be recommended by the teacher according to the focus of the excursion
Evaluation of active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student. Final grading scale: A = 100 – 92%; B = 91 – 84%; C = 83 – 76%: D = 75 – 68%; E = 67 – 60%; Fx = 59 – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
One-day excursion within the territory of Slovakia or outside the territory of the republic. Individual teachers of departments list them during the semester.
100/0
After completing the excursion, the student has a comprehensive idea of a specific historical event associated with the place of the excursion, deepens his previous knowledge about the course of a specific historical event on the face of the place, or gets acquainted with the operation and function of the selected institution, which students vistit during excursion.
The literature can be recommended by the teacher according to the focus of the excursion
Evaluation of active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student. Final grading scale: A = 100 – 92%; B = 91 – 84%; C = 83 – 76%: D = 75 – 68%; E = 67 – 60%; Fx = 59 – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
One-day excursion within the territory of Slovakia or outside the territory of the republic. Individual teachers of departments list them during the semester.
100/0
After completing the excursion, the student has a comprehensive idea of a specific historical event associated with the place of the excursion, deepens his previous knowledge about the course of a specific historical event on the face of the place, or gets acquainted with the operation and function of the selected institution, which students vistit during excursion.
The literature can be recommended by the teacher according to the focus of the excursion.
Evaluation of active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student (travel expenses, food and admittance fee). Final grading scale: A = 100 – 92%; B = 91 – 84%; C = 83 – 76%: D = 75 – 68%; E = 67 – 60%; Fx = 59 – 0%. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Excursion of several days can take place inside or outside the territory of Slovakia. Particularities are given by teachers during the semester.
100/0
After completing the excursion, the students have a comprehensive idea of historical event associated with the chosen region or other places of excursion and deepen their previous knowledge about the course of specific historical events
The literature can be recommended by the teacher according to the focus of the excursion.
Evaluation of active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student (travel expenses, food and admittance fee). Final grading scale: A = 100 – 92%; B = 91 – 84%; C = 83 – 76%: D = 75 – 68%; E = 67 – 60%; Fx = 59 – 0%. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Excursion of several days can take place inside or outside the territory of Slovakia. Particularities are given by teachers during the semester.
100/0
After completing the excursion, the students have a comprehensive idea of historical event associated with the chosen region or other places of excursion and deepen their previous knowledge about the course of specific historical events
BREZOVÁKOVÁ, Blanka (et al.) Pramene k dejinám Slovenska a Slovákov IV. Pod vládou anjouovských kráľov. Bratislava: Literárne informačné centrum, 2002, 375 p. ISBN 80-88878-72-1.
DRŠKA, Václav – PICKOVÁ, Dana. Dějiny středověké Evropy. Praha: Aleš Skřivan, 2004, 364s. ISBN 80-96493-113.
EHLERS, Joachim – MÜLLER, Heribert – SCHNEIDMÜLLER, Bernd (eds.) Francouzští králové v období středověku od Oda ke Karlu VIII. (888 – 1498). Praha: Argo, 2003, 420 p. ISBN 80-7203-465-0.
ENGEL, Pál. The Realm of St. Stephen. A History of Medieval Hungary 895 – 1526. London: I. B. Tauris Publishers, 2001, 452 p. ISBN 978-1-85043-977-6.
RAPP, Francis. Svatá říše římská národa německého. Od Oty Velikého po Karla V. Praha: Paseka, 2007, 316 p. ISBN 978-80-7185-726-6.
To complete the course and be granted the necessary credits, it is required to prepare and present paper on a specific topic related to the period of the second half of the 13th and the beginning of the 14th century, or the accession of the Angevin dynasty to the Hungarian throne. The topic of the paper should be related to the content of the meetings according to the course syllabus. 20 minutes will be reserved for the presentation of the paper (the length may be adjusted in agreement with the teacher). The paper presentation will be followed by a discussion on the topic. Active participation in the course is required.
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2.
Slovak
Introductory meeting: familiarization with the conditions of course completion, selection of the topic of the paper.
Political situation in Europe around the middle of the 13th century.
The rise of the Angevin dynasty in southern Italy.
Confrontation and coexistence: French kingdom - Holy Roman Empire - Kingdom of Sicily - popes - kingdoms in Central Europe.
The Kingdom of Hungary on the eve of the change of the ruling dynasty (situation at the turn of the 13th and 14th centuries).
The struggle for the Hungarian throne (Charles I, Wenceslas III, Otto III of Bavaria).
New dynasties in Central Europe - the Angevin and Luxemburg dynasties.
The "rebirth" of Hungary: the Kingdom of Hungary during the reign of Charles I (politics, economy, culture,...).
Hungarian-Neapolitan relations in the context of succession politics and legitimacy of rule (King Charles I of Hungary and King Robert I of Naples)
Angevins and chivalric culture - development, ideas and manifestations of chivalry up to the first half of the 14th century.
Angevins in the 14th century Europe.
Final meeting: joint colloquium and evaluation of the course.
100/0
By situating the events associated with the accession of the Angevin dynasty to the Hungarian throne within the broader context of European history in the 13th and early 14th centuries, students will gain new insights into the history of Europe in the High Middle Ages. Through active participation and work with primary sources as well as major works of contemporary historiography, students will gain insight into the most important events of the High Middle Ages. The presentation of a paper on a specific topic will help improve students' communication and presentation skills.
All literature and sources will be available at the beginning of the Summer school in Potsdam
Active praticipation on lectures, workshops, meetings with minority representatives, and visits to significant centers for these groups in Potsdam and Berlin organized by Moses Mendelssohn Zentrum, Potsdam, Center for the Study of the Holocaust and Jewish Literature, Prague (Charles University, the Institute of the Middle and Far East of the Jagiellonian University Krakow, Birkbeck College (University of London) and Comenius University Bratislava. Summer schoole takas place in Postdam on the 9th -12th of September 2025.
English
Detail programme will be available at the beginning of the Summer school in Potsdam
100/0
• Learning about minorities (Jewish, Muslim, and Roma) in Potsdam and Berlin.
• Understanding their relationships with the broader society and how they are perceived.
• Identifying the main barriers and enablers for intercultural and interreligious dialogue (or trialogue) among these three selected minorities.
• Examining prejudices and the growing anti-minority sentiments.
CANE, Peter. Responsibility in law and morality. Oxford and Portland: Hart Publishing, 2002.
CHESTERMAN, Simon. We, the robots? Regulating artificial intelligence and the limits of the law. Cambridge: Cambridge University Press, 2021.
MATTHIAS, Andreas. The responsibility gap: ascribing responsibility for the actions of learning automata. Ethics and Information Technology, 2004, 6(3), 175-183.
SCANLON, Thomas. Forms and conditions of responsibility. In: The nature
of moral responsibility, New York: Oxford University Press, 2015, s. 89-111.
TURNER, Jacob. Robot Rules: Regulating Artificial Intelligence. Cham: Palgrave Macmillan, 2019.
Students will be acquainted with the mandatory reading during the term. All mandatory reading will be at the students' disposal.
Active in-class participation, final paper.
English
1. Introduction to contemporary analytic philosophy
2. The area of topics that are central in the contemporary analytic philosophy and philosophical logic
3. Reading and discussing chosen texts from contemporary analytic philosophy (or philosophical logic)
50/50
Students are familiar with the chosen texts from contemporary analytic philosophy and are able to critically discuss such texts.
CANE, Peter. Responsibility in law and morality. Oxford and Portland: Hart Publishing, 2002. CHESTERMAN, Simon. We, the robots? Regulating artificial intelligence and the limits of the law. Cambridge: Cambridge University Press, 2021. MATTHIAS, Andreas. The responsibility gap: ascribing responsibility for the actions of learning automata. Ethics and Information Technology, 2004, 6(3), 175-183. SCANLON, Thomas. Forms and conditions of responsibility. In: The nature of moral responsibility, New York: Oxford University Press, 2015, s. 89-111. TURNER, Jacob. Robot Rules: Regulating Artificial Intelligence. Cham: Palgrave Macmillan, 2019. Students will be acquainted with the mandatory reading during the term. All mandatory reading will be at the students' disposal.
Active in-class participation, final paper.
English
1. Introduction to contemporary analytic philosophy
2. The area of topics that are central in the contemporary analytic philosophy and philosophical logic
3. Reading and discussing chosen texts from contemporary analytic philosophy (or philosophical logic)
50/50
Students are familiar with the chosen texts from contemporary analytic philosophy and are able to critically discuss such texts.
BRADLEY, D. (2015): A Critical Introduction to Formal Epistemology. Bloomsbury.
SCHUPBACH, J. N. (2022): Bayesianism and Scientific Reasoning. Cambridge: Cambridge University Press. ISBN: 978-1108714013, DOI: https://doi.org/10.1017/9781108657563
TITELBAUM, M. (2022): Fundamentals of Bayesian Epistemology. Vol. 1. Oxford: Oxford University Press. ISBN: 9780198707615.
TITELBAUM, M. (2022): Fundamentals of Bayesian Epistemology. Vol. 2. Oxford: Oxford University Press.ISBN: 9780192863157
Literature will be provided in electronic form.
During semester: Active participation and asignments (50 pts), After semester: test (50 pts); Classificatory scale: A: 100 – 93 pts.; B: 92 – 85 pts.; C: 84 – 77 pts.; D: 76 – 69 pts.; E: 68 – 60 pts.; Fx: 59 – 0 pts.
Slovak (seminar activity)
English (literature, seminar activity)
1. Belief and Degrees of Belief
2. Theory of probability: A Theoretical Minimum
3. Subjective and Objective Bayesianism
4. Hume’s Problem of Induction
5. The New Riddle of Induction
6. The Ravens’ paradox
7. Bayesian Confirmation Theory
8. Justification, Knowledge and Probability
50/50
Students are good at fundamentals of the probability theory in order to effectively use its apparatus (in Bayesian epistemology) for modelling different “strength” of belief epistemic agents. Given a finer-grained epistemic apparatus, students have the ability to analyse and evaluate some of the standard problems of epistemology and methodology, e.g. the problem of induction, disagreement, justification, etc.
COFFA, Alberto. The Semantic Tradition from Kant to Carnap. Cambridge: Cambridge University Press, 1991. ISBN 978-05-21447-07-2.
PEREGRIN, Jaroslav. Kapitoly z analytické filosofie. [Chapters from Analytic Philosophy.] Praha: Filosofia, 2005. ISBN 80-7007-207-5.
SOAMES, Scott. Philosophical Analysis in the Twentieth Centure. Vol. 1. Princeton: Princeton University Press, 2005. ISBN 978-0-691-12244-X.
ZOUHAR, Marián. Problémy jazyka a počiatky analytickej filozofie. [Problems of Language and the Origins of Analytic Philosophy.] Bratislava: aleph, 2010. ISBN 978-80-89491-02-7.
During semester: active participation (20 pts), presentation of a selected topic at a seminar (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
Linguistic turn and origins of analytic philosophy. Gottlob Frege – refusal of psychologism and forerunner of linguistic turn. Bertrand Russell – traditional empiricism and new logic. Russell’s epistemology and ontology; logic and language; logicism. Ludwig Wittgenstein – Tractatus logico-philosophicus; picture theory of language. Logical positivism of the Vienna Circle and the radical refusal of metaphysics; the empiricist criterion of meaning; protocol sentences; Karl Popper’s response to logical positivism.
50/50
Students learn about the key topics that are the subject of analytic philosophy, and learn to use the conceptual apparatus used in their solution. They are acquainted with the most important representatives of analytic philosophy and theories from the analytic philosophical tradition. They learn to evaluate the argumentation procedures that are being developed within the analytic philosophy, and gain the ability to use them in their own work.
MARTINICH, A.P. a Ernest SOSA (ed.). Analytic Philosophy: An Anthology. Chicester: Wiley-Blackwell, 2011. ISBN 978-14-44335-70-5.
PEREGRIN, Jaroslav. Kapitoly z analytické filosofie. [Chapters from Analytic Philosophy.] Praha: Filosofia, 2005. ISBN 80-7007-207-5.
SOAMES, Scott. Philosophical Analysis in the Twentieth Centure. Vol. 1. Princeton: Princeton University Press, 2005. ISBN 978-0-691-12244-X.
SOAMES, Scott. Philosophical Analysis in the Twentieth Centure. Vol. 2. Princeton: Princeton University Press, 2005. ISBN 978-0-691-12312-8.
During semester: active participation (20 pts), presentation of a selected topic at a seminar (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
Ludwig Wittgenstein – Philosophical investigations. Oxford philosophy of natural language: John Langshaw Austin, Gilbert Ryle, Peter Strawson. Speech act theory. Strawson’s descriptive metaphysics. Willard Van Orman Quine: against two dogmas of empiricism and ontological relativity. Wilfrid Sellars and the myth of the given. Donald Davidson and the third dogma of empiricism. Return of metaphysics into analytic philosophy – Saul Kripke, David Lewis. Analytic metaphysics – fundamental problems and theories. Analytic epistemology – fundamental problems and theories. Ethics in analytic philosophy.
50/50
Students learn about the key topics that are the subject of analytic philosophy, and learn to use the conceptual apparatus used in their solution. They are acquainted with the most important representatives of analytic philosophy and theories from the analytic philosophical tradition. They learn to evaluate the argumentation procedures that are being developed within the analytic philosophy, and gain the ability to use them in their own work.
BRABCOVÁ, Alexandra. Brána muzea otevřena. Průvodce na cestě muzea k lidem a lidí do muzea. Náchod : Juko, 2003. ISBN 80-86213-28-5.
JŮVA, Vladimír. Dětské muzeum. Brno : Paido, 2004. ISBN 872-80-7305-322-4.
KRATOCHVÍL, Viliam. Metafora stromu ako model didaktiky dejepisu. K predpokladom výučby. Bratislava : Raabe, 2019. ISBN 978-80-8140-365-1.
Students create a set of worksheets on independent research, investigation, and gathering of historical information at the museum's exhibit.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Museum as a cultural-historical institution of national heritage 2. History at the museum, the meaning of monuments and the care of these monuments 3. Museum as an educational institution 4. Educational constructivist programmes 5. Museum as a centre of the local community 6. The status of museum in local and regional culture 7. Museum as a place of learning 8. Object-based learning in the museum 9. Tangible historical sources as a source of historical information 10. Exploratory methods and forms of work in the museum 11. Creating analytical models for research at the exhibition 12. Creation of a display case in the exposition
100/0
Students are competent to use active explorative learning methods and to use different forms of museum work, with an emphasis on regional history. They can apply the methods of museum pedagogy at the intersection with history as a scientific discipline and the didactics and methodology of history.
PRŮCHA, Jiří. Moderní pedagogika. Praha : Portál, 1997 ISBN 80-7178-170-3.
PRŮCHA, Jiří. Teorie a analýzy edukačního média. Brno : Paido, 1998. ISBN 8085931494.
KRATOCHVÍL, Viliam. Modely na rozvíjanie kompetencií žiakov. K transformácii vzťahu histórie a školského dejepisu. Bratislava : Stimul, 2004. ISBN 80-88982-94-4.
KRATOCHVÍL, Viliam. K niektorým aspektom tvorby učebníc dejepisu v Československu a v súčasnosti. In Česko-Slovenská historická ročenka. Praha 2000. ISBN 80-210-3021-6.
Developing a model for a two-page synthetic-analytical type of history textbook.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Theory of the history textbook as an educational construct 2. Learning from text 3. Research on the history textbooks in Europe, Czech Republic, and Slovakia 4. Approaches and methods in history textbook research 5. Text parameters of textbooks 6. Content of history textbooks and its analysis 7. Didactic parameters of history textbooks 8. Textbooks in real history teaching 9. How to optimally present the text of a history textbook 10. Possible constructions of individual structural components of history textbooks 11. Analysis of European history textbooks 12. Synthetic-analytical type of textbook.
100/0
Students have the basic competences to use the history textbook as the main medium of teaching, which is at the same time considered as a specific genre of historical literature. Also, the students apply their theoretical knowledge to the practical side of history textbook production. Furthermore, they have an overview of textbook research issues and acquire a critical approach to history textbooks.
MAYER, Richard E., Multimedia learning, Cambridge: Cambridge University Press, 2009
FARBER, Matthew, Gamify your classroom a field guide to game-based learning, New York: Peter Lang, 2015
GINNIS, Paul Efektivní výukové nástroje pro učitele. Praha : Universum, 2019. ISBN
9788076175822
ČAPEK, Róbert Moderní didaktika. Praha : Grada, 2015, ISBN 978-80-247-3450-7
– Robert Čapek
REYNOLDS, Garr. Prezentace a zen. Zoner Press, 2009, ISBN 9788074130472
Selected excerpts of online and print resources according to the context of the topic being taught.
• 30% Creation of a presentation based on the educational content from the ŠVP.
• 30% Development of teaching materials based on the educational content from the ŠVP.
• 20% Simulation of using the created presentations.
• 20% Simulation of using the developed materials.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Allowed are max. 2 absences without the obligation to document them.
Slovak, English
1. Practical guides and demonstrations on working with software designed for material and presentation design - PowerPoint.
2. Practical guides and demonstrations on working with software designed for material and presentation design - Canva
3. Preparation of content and visual elements I.
4. Preparation of content and visual elements II.
5. Effects in presentations.
6. Multimedia in presentations.
7. Interactive elements in presentations.
8. Obtaining immediate feedback through presentations.
9. Transformation of educational content into an educational activity.
10. Transformation of educational content into a presentation.
11. Simulations of using materials and presentations I.
12. Simulations of using materials and presentations II.
100/0
Upon successful completion of this course, the student will be able to:
1. Plan the creation of a presentation based on educational content.
2. Design a presentation using selected software, such as PowerPoint.
3. Deliver a presentation using chosen software.
4. Plan the development of educational materials based on educational content.
5. Design educational materials, such as worksheets, written assignments, etc.
6. Utilize the created educational materials during a lesson.
KRATOCHVIL, Viliam. Metafora stromu ako model didaktiky dejepisu. K predpokladom výučby. Bratislava : Raabe, 2019. ISBN 978-80-8140-365-1.
KRATOCHVÍL, Viliam. Modely na rozvíjanie kompetencií žiakov. K transformácii vzťahu histórie a školského dejepisu. Bratislava : Stimul, 2004. ISBN 80-88982-94-4.
MAREŠ, Jiří. Pedagogická psychologie. Praha : Portál, 2013. ISBN 978-80-262-0174-8.
PETTY, Geof. Moderní vyučování. Praha : Portál, 2013. ISBN 978-80-262-0367-4.
VÁGNEROVÁ, Marie. Dětství a dospívaní. Praha : Karolinum, 2012. ISBN 978-80-246-2153-1
The students didactically reconstruct the learning content in their own didactic analysis of the selected thematic unit, which constitutes their final semestral project.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. On the problem of diagnosing and revealing the lived present relation of pupils to the past. 2. Past - present - future as a temporal structure of the world. 3. Reflected handling of the categories of time, space, society, economy, government, power, change and continuity, reality, and fiction, right and wrong. 4. Fostering the ability to temporalize and dimensionalize historical events. Differentiating students' ability to say "we" about different groups in the perspective of time. Recognizing and problematizing social differences and forms of governance in a particular society. Reflecting on the changeability of phenomena. Debunking legends and myths and distinguishing between contemporary and historical norms. 5. Goal-oriented activity, active planning of the history teacher and his/her orientation in the structure of learning objectives. 6. The teacher's ability to cognitively differentiate and cognitively grade learning objectives, learning tasks and questions, and test items according to difficulty. 7. Theoretical background - Bloom's taxonomy (1956, 2001). 8. Didactic analysis of the thematic unit of learning (analytical definition of the individual meanings of the thematic unit, analysis of the structure of the learning objectives, methodological analysis). 9. The problem of the internal structure of the learning content - theoretical basis Jerome Bruner, practical methods, and forms of work in teaching oriented to the internal structure. 10. Methodological principles of teaching history 11. Arranging learning paths - methods of history teaching 12. Staging learning figures, learning situations 13. The problem of reflection of the teacher's teaching and his pupils' learning.
100/0
Students have core competencies which together form the main prerequisites for their history teaching in each type of school. These are especially; the competence to define the main categories, the essential features of teaching history, then the competence to carry out goal-oriented activities, to work actively with the structure of learning objectives and to cognitively differentiate and rate them. Another competence the students possess is to arrange learning paths - methods and, on their basis, to stage learning figures - situations and, consequently, to reflect on their own teaching.
KRATOCHVIL, Viliam. Metafora stromu ako model didaktiky dejepisu. K predpokladom výučby. Bratislava : Raabe, 2019. ISBN 978-80-8140-365-1.
KRATOCHVÍL, Viliam. Modely na rozvíjanie kompetencií žiakov. K transformácii vzťahu histórie a školského dejepisu. Bratislava : Stimul, 2004. ISBN 80-88982-94-4.
MAREŠ, Jiří. Pedagogická psychologie. Praha : Portál, 2013. ISBN 978-80-262-0174-8.
PETTY, Geof. Moderní vyučování. Praha : Portál 2013. ISBN 978-80-262-0367-4
VÁGNEROVÁ, Marie. Dětství a dospívaní. Praha : Karolinum, 2012. ISBN 978-80-246-2153-1.
The students continue with the didactic reconstruction of the learning content. The didactic analysis of the thematic unit within the final two-semestral project is classified.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. On the problem of diagnosing and revealing the lived present relation of pupils to the past. 2. Past - present - future as a temporal structure of the world. 3. Reflected handling of the categories of time, space, society, economy, government, power, change and continuity, reality, and fiction, right and wrong. 4. Fostering the ability to temporalize and dimensionalize historical events. Differentiating students' ability to say "we" about different groups in the perspective of time. Recognizing and problematizing social differences and forms of governance in a particular society. Reflecting on the changeability of phenomena. Debunking legends and myths and distinguishing between contemporary and historical norms. 5. Goal-oriented activity, active planning of the history teacher and his/her orientation in the structure of learning objectives. 6. The teacher's ability to cognitively differentiate and cognitively grade learning objectives, learning tasks and questions, and test items according to difficulty. 7. Theoretical background - Bloom's taxonomy (1956, 2001). 8. Didactic analysis of the thematic unit of learning (analytical definition of the individual meanings of the thematic unit, analysis of the structure of the learning objectives, methodological analysis). 9. The problem of the internal structure of the learning content - theoretical basis Jerome Bruner, practical methods, and forms of work in teaching oriented to the internal structure. 10. Methodological principles of teaching history 11. Arranging learning paths - methods of history teaching 12. Staging learning figures, learning situations 13. The problem of reflection of the teacher's teaching and his pupils' learning.
100/0
Students have core competencies which together form the main prerequisites for their history teaching in each type of school. These are especially; the competence to define the main categories, the essential features of teaching history, then the competence to carry out goal-oriented activities, to work actively with the structure of learning objectives and to cognitively differentiate and rate them. Another competence the students possess is to arrange learning paths - methods and, on their basis, to stage learning figures - situations and, consequently, to reflect on their own teaching.
Petlák, Erich. Všeobecná didaktika. Bratislava: IRIS, 1997. ISBN: 80-88778-49-2
Petty, Geoffrey. Moderní vyučování. Praha: Portál, 1996. ISBN: 80-7178-070-7
Kyriacou, Chris. Klíčové dovednosti učitele. Cesty k lepšímu vyučování. Praha: Portál, 1996. ISBN: 80-7178-022-7
ŠUCH, Juraj. Vybrané problémy z vyučovania filozofie. Prešov: Metodicko-pedagogické centrum. 2002.
Additional literature will be presented at the beginning of the semester and during the semester. Teachers' presentations and literature that is not available at Academic Library UK are available in MS Teams.
https://www.minedu.sk/data/files/11816_clovek-a-spolocnost.pdf
https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/obcianska_nauka_g_4_5_r.pdf
https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/obcianska_nauka_g_8_r.pdf
a) During the instruction period of the semester: each student will give two power-point presentations on a selected figure in the history of philosophy and two power-point presentations on selected problems in systematic philosophy. They will hand in one concept map of a chosen philosophical text in a power-point presentation during the instruction period of the semester. They will present these presentations in class.
b) In the examination period, they will submit a seminar paper (5 standard pages) on a chosen topic in the didactics of philosophy. The evaluation from the preliminary part is a prerequisite for the evaluation in the examination part of the semester. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The teacher will accept a maximum of two absences with documentation.
The exact dates of the preliminary assessment will be announced at the beginning of the semester.
Dates of handing in the seminar paper will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. State education programme, school education programme, curricula, content and performance standards, thematic lesson plans, subject committees
2. Preparation for the lesson, phases of the lesson.
3. Ability to self-reflect, argue, debate and think critically
4. Cross-curricular relations, Cross-sectional themes.
5. Trends in teaching philosophy at secondary schools (how to teach philosophy). Contemporary tendencies in the design of the content of teaching philosophy.
6. Didactics in philosophical reflection. Didactics of philosophy as applied didactics, its subject and goals, the relationship of didactics of philosophy to other scientific disciplines.
7. Setting goals in teaching philosophy. Specific objectives in philosophy classes.
8. Critical thinking in philosophy classes - affective strategies.
9. Critical thinking in philosophy classes - cognitive strategies.
10. Working with a philosophical text.
11. Methods of teaching philosophy.
12. Personality of the philosophy teacher. Key competencies and skills.
preliminary 50%/in examination period 50%
After successfully completing the course, students have knowledge of the basic didactic concepts, methods, strategies, principles and forms of teaching Philosophy for the needs of secondary schools. Students have information about the curriculum of the Social Studies subject. Students have basic information about the construction of the lesson with emphasis on the motivation phase. Students are able to successfully create a conceptual map of the analysed philosophical text and present it. They can give presentations on selected philosophers and philosophical problems. They have practical skills in imparting knowledge in a form appropriate to the needs of teaching Philosophy at secondary schools. Students have developed critical thinking and can work effectively with philosophical texts. Students can use the acquired knowledge and skills in the context of their own future pedagogical activity.
HEYWOOD, A. (2007). Politics. 3rd Edition. NY: Palgrave MacMillan. ISBN 0-230-52497-4
STAROŇOVÁ, K. (2011). Vedecké písanie: ako písať akademické a vedecké texty. Martin: Vydavateľstvo Osveta. ISBN 978-80-8063-359-2
UČEŇ, P. (2007). Parties, Populism, and Anti-Establishment Politics in East Central Europe. SAIS Review, 27(1), s. 49 – 62. DOI:10.1353/sais.2007.0021
VASIĽKOVÁ, A. –Androvičová, J. (2019). Príčiny nárastu podpory pravicového radikalizmu a extrémizmu na Slovensku: príklad politickej strany Kotleba–ĽSNS. Central European Journal of Politics 5(1), s. 71–99.
BUSTIKOVÁ, L. & GUASTI, P. (2017). The Illiberal Turn or Swerve in Central Europe? Politics and Government 5(4), s. 166-176. https://doi.org/10.17645/pag.v5i4.1156
- Active participation in the seminar: participation in the seminar is graded, provided that the student is actively involved in the discussion and properly performs the seminar tasks. 10%
- Continuous assignments: the aim of continuous assignments is to process the assigned task with the help of professional literature and through it to apply the knowledge of agreement in their own academic practice. The assignments are specified below (including submission deadlines). The deadlines for the elaboration of assignments are strictly given in advance. Assignments are submitted electronically via the Moodle platform. 25%
- Written test: The aim of the written test is to test the knowledge of students acquired in the thematic areas of this course. Skills within the seminar part of the course will not be tested through a test. 25%
- Final written exam: (hereinafter also exam) takes the form of written work and is key in this course. Through the elaboration of the thesis, the student demonstrates mastering not only the skills of academic writing, but also an understanding of basic political science concepts. The student is required to work critically and academically on a selected topic. The seminar paper must be processed in the range of 4 standard pages (1000 words, including spaces), while compliance with the formal requirements in its elaboration is considered a matter of course (non-compliance with them entitles the teacher to reject the thesis). 40%
A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%
SVK, ENG
Political science as a social science
Politics, government and state
Power, authority and legitimacy
Democracy, representation, public interest
Sovereignty, nation and transnational communities
60/40
The course is intended for students of the Faculty of Arts, Comenius. The aim of the course is to introduce the most important concepts of political science and political analysis. Course evaluation consists of testing the acquired knowledge and academic skills. Upon successful completion of this course, students should be able to find answers to the following questions: What areas of current events is political science dealing with? By what means does it study these phenomena? How do we write about given phenomena in political science?
Summary of literature of compulsory and optional subjects of the study program Didactics of Philosophy relevant to the content of the subject of the state exam.
Šuch, J.: Vybrané problémy z vyučovania filozofie, Prešov, Metodicko-pedagogické centrum, 2002. Petersen, W.H.: Učebnica všeobecnej didaktiky. Bratislava, 1993. Petlák, E.: Všeobecná didaktika. Bratislava, 1997. Petty, G.: Moderní vyučování. Praha, 1996. Kyriacou, Ch.: Klíčové dovednosti učitele, Praha, 1996. Novotný, Z.: Jak (se) učit filosofii. Olomouc, 2004.
Thematic areas:
1. A. Specific objectives in philosophy classes; B. Lesson presentation on a selected problem or figure in pre-Socratic philosophy.
2. A. Critical thinking in philosophy classes - affective strategies (description, explanation); B. Lesson presentation on a selected problem in Plato's philosophy.
3. A. Critical thinking in philosophy classes - cognitive strategies (description, explanation); B. Lesson presentation on a selected problem in Aristotle's philosophy.
4. A. Critical thinking in philosophy classes - cognitive strategies (description, explanation); B. Lesson presentation on a selected problem or a personality from medieval philosophy.
5. A. Organisation of teaching in the philosophy class; B. Lesson presentation on a selected problem or figure in Renaissance philosophy.
6. A. Classification and alternative forms of assessment in philosophy classes; B. Lesson presentation on a selected problem in modern rationalist philosophy.
7. A. Structure and writing philosophic papers and essays; B. Lesson presentation on a selected problem in modern empirist philosophy.
8. A. Criteria for assessment of written papers, essays in philosophy;
B. Lesson presentation on a selected problem in Kant's philosophy.
9. A. Material resources in philosophy classes; B. Lesson presentation on a selected problem or figure in19th century philosophy.
10. A. The personality of the philosophy teacher, graduation examination and secondary school professional activity in philosophy; B. Lesson presentation on a selected problem or figure in 20th century philosophy.
The students can take the state exam
a) After obtaining at least such number of credits that after obtaining credits for successful completion of state exams, they achieve the necessary number of credits for the proper completion of studies,
b) After successful completion of compulsory subjects, compulsory elective subjects, and elective subjects in the composition determined by the study program,
c) After fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act, d) If no disciplinary action is taken against them.
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 committee for state exams using the grading scale A-FX. The evaluation of the state exam or its part is decided by the exam committee by consensus. If the exam committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations 5/2020, Art. 15), the framework dates of state exams are set by the dean in accordance with the faculty’s academic schedule. Departments are obliged to publish the dates of their state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular attempt of the state exam, the student may take resits of the state exam
a) on the following dates assigned for state exams in the relevant academic year, or
b) on the dates assigned for state exams in one of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the exam committee in advance or no later than three working days after the date of the state exam or its part, if there were serious obstacles that prevented them to do so in advance. If the student does not attend the state exam or its part without an excuse within the specified period, or if the chairman of the exam committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
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 submitted in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The exam committee will provide the student with reasonable time to prepare an oral answer to the question.
4. The student presents the prepared answer to the question in front of the exam committee and answers the additional questions.
5. After the student finishes their answer, the exam committee decides on the results of the state exam in a closed session of the exam committee.
0%/100%
After successfully passing the state final examination in the subject Didactics of Philosophy, students have adequate theoretical knowledge in the field of didactics of philosophy, as well as practical skills in conceiving, conducting and organizing a teaching lesson in philosophy at secondary school. On the basis of an oral answer to one selected question, consisting of two sub-questions from the subject Didactics of Philosophy (one question concerning theoretical knowledge would use in the design of a model lesson in the teaching of philosophy), the student demonstrates the ability to interpret and practically demonstrate the acquired knowledge on the subject, as well as to respond promptly in the course of the discussion to the questions raised.
1. Kolář, Peter - Svoboda, Vladimír. Logika a etika. Úvod do metaetiky. Praha: Filosofia, 1997. ISBN: 80-7007-100-1.
2. BRÁZDA, Radim: Ethicum. Zlín: VeRBuM, 2010. ISBN: 978-80-904273-9-6.
3. LONGINO, Helen. Usmerňovanie sociálneho obratu vo filozofii vedy. Filozofia. 2009. roč. 64, č. 4, s. 312-324. ISSN 0046-385X (Available on: http://www.klemens.sav.sk/fiusav/doc/filozofia/2009/4/312-323.pdf).
5. SZAPUOVÁ, Mariana, NUHLÍČEK, Martin, CHABADA, Michal (eds). Veda, spoločnosť a hodnoty. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4749-5
(selected chapters)
6. GAHÉR, František. Logická sémantika a všeobecná teória prekladu. Bratislava: Stimul, 2010. ISBN 978-80-89236-97-8. Available on: https://stella.uniba.sk/texty/fg-lsavtp.pdf
7. GAHÉR, František, ŠTEVČEK, Marek, BRAXATORIS, Martin. Nástroje a pravidlá produkcie a interpretácie koncízneho textu (s osobitným zreteľom na normativitu). In: Jazykovedný časopis. 2019, roč. 70, č. 1, s. 75-94. ISSN (online) 1338-4287.
8. GAHÉR, František. Vetné operátory: ich interakcie (s vektormi času, kauzality a epistemickej relevancie) a ich konštrukcie. In: Jazykovedný časopis. 2020, roč. 71, č. 2, s. 197-212. ISSN (online) 1338-4287.
9. BIELIK, Lukáš. Metodologické aspekty vedy. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4788-4
10. DALY, Chris. An Introduction to Philosophical Methods. Peterborough: Broadview Press, 2010. ISBN 978-1-55111-934-2.
11. H. Holzhey, W. Röd: Filosofie 19. A 20. století. II. Praha: Oikoymenh, 2006.
12. R. Thurnher, W. Röd, H. Schmidinger: Filosofie 19. A 20. století. III. Praha: Oikoymenh, 2009.
13. J. Bodnár, P. Cmorej, I. Hrušovský, A. Riška, ed.: Logický empirizmus a filozofia prírodných vied. Antológia z diel filozofov, 9. zv. Bratislava: VPL, 1968.
Thematic areas: History of Philosophy:
1. Phenomenological method, the phenomenological understanding of consciousness and intentionality, and the phenomenological critique of naturalism and historicism (Husserl, Heidegger).
2. Existentialism and its view of the authentic form of the life of the human individual and the philosophical approach to existence and being. The issue of freedom and the meaning of human existence (Sartre, Jaspers).
3. Heidegger's philosophy of being and his analysis of the structures of human existence. The concept of the existential and ontological differentiation.
4. Theory of knowledge and understanding of truth and science in classical pragmatism (Peirce, James, Dewey).
5. Critical theory of the Frankfurt School: neo-Marxist critique of Western civilization and the theory of communicative rationality (Horkheimer, Adorno, Habermas).
6. Radical critique of metaphysics and different conceptions of metaphysics in 20th century philosophy (logical positivism, Heidegger, pragmatism, Frankfurt School, Derrida).
7. The notion of structure and the basic features of the structural method in French structuralist and post-structuralist philosophy (Lévi-Strauss, Foucault, Barthes, Althusser).
8. The turn to language and the role of modern logic in early analytic philosophy (Frege, Russell, Wittgenstein). Conceptual analysis as a method of philosophy. Fregean semantics.
9. The concept of philosophy and the philosophy of science in logical positivism and logical empiricism (Vienna Circle, Berlin Society for Empirical Philosophy).
10. Philosophical reflection on the postmodern situation in society and science (Lyotard). Deconstructive reading of texts as a way of philosophizing (Derrida)
Social and ethical problems of science:
1. The social turn in the philosophy of science, its assumptions and consequences
2. Values in science and the problem of value neutrality of scientific knowledge
3. Feminist epistemology and the problem of the social nature of scientific knowledge
4. Science as a social institution and the normative structure of science
5. Ethics in science and ethics of science (internal and external ethics of science)
Methods of science and philosophy
1. Sources of knowledge and classification of statements
2. Thought experiments and their function in science and philosophy
3. Conceptual analysis and definition
4. Testing: scientific hypotheses and philosophical theses
5. Scientific theories: structure and functions
The students can take the state exam:
a) After obtaining at least such number of credits that after obtaining credits for successful completion of state exams, they achieve the necessary number of credits for the proper completion of studies,
b) After successfully completing the compulsory subjects, compulsory elective subjects, and elective subjects in the composition determined by the study program,
c) After fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act, d) If no disciplinary action is taken against them.
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 committee for state exams using the grading scale A-FX. The evaluation of the state exam or its part is decided by the exam committee by consensus. If the exam committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations 5/2020, Art. 15), the framework dates of state exams are set by the dean in accordance with the faculty’s academic schedule. Departments are obliged to publish the dates of their state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular attempt of the state exam, the student may take resits of the state exam
a) On the following dates assigned for state exams in the relevant academic year, or
b) On the dates assigned for state exams in one of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the exam committee in advance or no later than three working days after the date of the state exam or its part, if there were serious obstacles that prevented them to do so in advance. If the student does not attend the state exam or its part without an excuse within the specified period, or if the chairman of the exam committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
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 submitted in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The exam committee will provide the student with reasonable time to prepare an oral answer to the question.
4. The student presents the prepared answer to the question in front of the exam committee and answers the additional questions.
5. After the student finishes their answer, the exam committee decides on the results of the state exam in a closed session of the exam committee.
The course of the state exam and the announcement of its results are public.
0%/100%
In the final state examination in the subject Philosophy, the students demonstrate adequate knowledge of the history of philosophy (history of philosophy of the 20th century), as well as of the profile, compulsory elective and elective subjects. On the basis of an oral answer to two selected questions from the subject Philosophy (one question from the history of philosophy and the other from systematic philosophy), the students demonstrate the ability to interpret the acquired knowledge on a given issue, as well as respond promptly in the discussion to the questions raised.
Based on the recommended literature for compulsory and semi-compulsory courses of student programme relevant to content of state exams. Highly recommended are synthetic, conceptual and theoretic works, which are necessary to particular courses and give contextual overview and search for reasons and consequences.
Questions, which should be responded to during the state exam are associated with key events of Slovak, European and world history from the Classical Antiquity till the second half of the 20th century. Currently valid questions of state exams are accessible at the web page of departments.
https://fphil.uniba.sk/katedry-a-odborne-pracoviska/katedra-vseobecnych-dejin/studium/magisterske-studium/statnice/
Successful completion of chosen questions at oral examination.
The student can take the state exam
a) after obtaining at least such number of credits that after obtaining credits for successful completion of state exams, they achieve the necessary number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects, and elective subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
d) if no disciplinary action is taken against them.
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 committee for state exams using the grading scale A-FX. The evaluation of the state examination or its part is decided by the examination committee by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty's academic schedule. Departments are obliged to publish the dates of their state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular attempt of the state exam, the student may take resits of the state exam
a) on the following dates assigned for state examinations in the relevant academic year
or
b) on the dates assigned for state examinations in one of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the examination committee 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 prevented them to do so in advance. If the student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
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 one question from Slovak history and one question form General history, which is submitted in writing and anonymously in the form of a random selection from printed questions.
3. The examination committee will give the student reasonable time to prepare an oral answer to the question
4. The student presents the prepared answer to one and then to another question in front of the examination committee and answers the additional questions.
5. After the student finishes their answer, the examination committee decides on the results of the state exam in a closed session of the examination committee. There is only one evaluation of both questions.
The course of the state exam and the announcement of its results are public.
0/100
Students have knowledge and competencies of Slovak history in Central European context and have information about key events of European and World history. They know about phenomena, processes, historical terminology and elementary problems of historiography together with elemental issues of methodology, so they are able to come up with effective use of scientific activities for didactic purpose and intentions.
Recommended literature is sum of didactic and methodology documents in portfolio – archive of each student
Knowledge of various methods, approaches and techniques of creation of curriculum and schemes and about administrative forms of work and evaluating, presentation of specific thematic unit of curriculum
State exam consist of presentation of two semester project of didactic analysis of thematic unit of curriculum and of appropriate responses to particular questions related to presentation.
The student can take the state exam
a) after obtaining at least such number of credits that after obtaining credits for successful completion of state exams, they achieve the necessary number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects, and elective subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
d) if no disciplinary action is taken against them.
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 committee for state exams using the grading scale A-FX. The evaluation of the state examination or its part is decided by the examination committee by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty's academic schedule. Departments are obliged to publish the dates of their state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular attempt of the state exam, the student may take resits of the state exam
a) on the following dates assigned for state examinations in the relevant academic year
or
b) on the dates assigned for state examinations in one of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the examination committee 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 prevented them to do so in advance. If the student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set by the department.
2. Before examination committee student presents his two-semester project of didactic analysis of thematic unit of curriculum
3. After the presentation the student receives questions, which follow or are related to the presentation of analysis of student receives a question from the subject of the state exam, which is submitted
4. After the student finishes their answer, the examination committee decides on the results of the state exam in a closed session of the examination committee. The course of the state exam and the announcement of its results are public.
0/100
The students who passes the state exam of Didactic of History has comprehensively mastered the core competencies, which are essential requirements of teaching the history. Those competencies are outcomes of theoretical and practical procession of curriculum determined by educational standard for elementary school and particular types of secondary grammar school. The didactic analysis is connected to structure of question of state exams.