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.
BERS, A. (Hrsg.): Frauen. Lyrik. Gedichte in deutscher Sprache. Stuttgart: Reclam 2021. . BLECKEN, G.: Deutsche Liebeslyrik vom Barock bis zur Gegenwart. Hollfeld: Bange 2010. BRAUN, CH. VON, STEPHAN, I: Gender Studien. Eine Einführung. 2. Auflage. Stuttgart: Metzler 2006. BURDORF, D.: Einführung in die Gedichtanalyse. 2. Auflage. Stuttgart: Metzler 1997. FELSNER, K., HELBIG, H., MANZ, TH.: Arbeitsbuch Lyrik. 2. Auflage. Berlin: Akademie-Verlag 2012. GNÜG, H. (Hrsg.): Nichts ist versprochen. Liebesgedichte der Gegenwart. Stuttgart: Reclam 2000 LUHMANN, N: Liebe als Passion. Zur Codierung von Intimität. 15. Auflage. Frankfurt a. M.: Suhrkamp 2022. REINHARDT-BECKER, E. , BECKER, F.: Liebesgeschichte(n). Identität und Diversität vom 18. bis zum 21. Jahrhundert, Frankfurt am Main: Campus 2019.
Supplementary literature will be presented at the beginning of and throughout the semester and will be available on Moodle/MS Teams.
Regular and active participation in discussions and completion of preparatory assignments, presentation of an interpretive paper/presentation (20–30 minutes).
Examination period: oral exam lasting 20 minutes (30 percent).
A prerequisite for admission to the exam is the successful completion of the continuous assessment (minimum grade E). Any violation of academic integrity results in the annulment of the points obtained in the respective assessment component.
Grading scale: A: 100–91%, B: 90–81%, C: 80–73%, D: 72–66%, E: 65–60%, Fx: 59–0%.
The instructor accepts a maximum of two absences supported by documented proof.
German
The selected love poems are to be located within a triangle of literary history, love discourse and gender discourse, whose components range from the Baroque to the present. The focus is on a) Petrarchism, Anacreontics, Sturm und Drang, Romanticism, literary modernism, Expressionism, Neue Sachlichkeit, contemporary poetry, b) love in times of arranged marriages, the "invention" of romantic love around 1800, continued effects, problematisation and alternative concepts c) from the "one-sex-model" to the "two-sex-model" to gender as a social construct. Love poetry by men and women is dealt with and related to each other. Guiding questions are: Who speaks about love, when and to whom? What taboos are there and what transgressions? How is individual and social identity constructed through love? How is masculinity and femininity defined in love poems and how do they challenge gender stereotypes or the norm of heterosexuality?
Weighting of midterm/final grades: 70/30
Students are able to productively apply methods of text analysis and interpretation, formulate and justify their own interpretive proposals, and communicate intersubjectively about interpretations. They are familiar with selected moments of German love poetry from the Baroque period to the present and expand their knowledge of literary history. They are acquainted with selected canonical poems of German-language culture and relevant lyric poets. They gain an overview of literary-theoretical, sociological, and discourse-historical research approaches and are able to apply them in the interpretation of texts. They engage with existential themes of love, identity, and gender from a historical perspective and recognize both change and continuity. They develop their linguistic and interpretive competences.
LEISS, Ingo, STADLER, Herrmann. Deutsche Literaturgeschichte. Band 8. Wege in die Moderne 1890–1918. München: DTV, 1999.
BORRIES, Erika von et al. Deutsche Literaturgeschichte. Band 9. Die Weimarer Republik 1918–1933. München: DTV, 2003.
RIEGEL, Paul, Rinsum, Wofgang van. Deutsche Literaturgeschichte. Band 10. Drittes Reich und Exil 1933–1945. München: DTV, 2000.
Selected literary texts for seminars on individual lecture topics will be made available for copying and study in the departmental library.
The course deepens knowledge of German literature of the first half of the 20th century through analysis and interpretation of selected key works in the final years of the German Empire, Weimar Republic and the exile. Emphasis is placed on critical analysis skills.
Active class participation, presentation on assigned texts, in the examination period written test. The student must achieve a minimum of 60% success in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Literary decadence (Thomas Mann: Tonio Kröger).
2. Literary expressionism (Kurt Pinthus: Menschheitsdämmerung).
3. Literature and psychoanalysis (Hermann Hesse: Demian).
4. Anti-war literature (Erich Maria Remarque: Im Westen nichts Neues).
5. Anti-fascist literature (Thomas Mann: Mario und der Zauberer).
6. Epic theatre (Bertolt Brecht: Die Maßnahme).
7. Literature of the so called New Objectivity (Alfred Döblin: Die zwie Freundinnen und ihr Giftmord).
8. The metropolitan novel (Irmgard Keun: Das kunstseidene Mädchen).
10. Big city lyrics (Bertolt Brecht: Lesebuch für Städtebewohner).
11. Exil lyrics (Bertolt Brecht: An die Nachgeborenen).
12. Exil prose (Anna Seghers: Ausflug der toten Mädchen).
Scale of assessment (preliminary/final): 40 / 60
Upon successful completion of the course, students are able to critically analyse selected literary works of German literature in the context of changing cultural, social and political life of the first half of the 20th century.
BEUTIN, Wolfgang et al. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2013.
FORSTER, Heinz. Deutsche Literaturgeschichte. Band 11. Die Nachkriegszeitt 1945–1968. München: DTV, 1999.
FORSTER, Heinz, RIEGEL, Paul. Deutsche Literaturgeschichte. Band 12. Die Gegenwart 1968–1990. München: DTV, 2004.
The course deepens knowledge of German literature of the second half of the 20th century through analysis and interpretation of selected key works in the post-war, divided and reunified Germany. Emphasis is placed on critical analysis skills.
Active class participation, papers on assigned texts, final essay. The student must achieve a minimum 60% pass rate in all components.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Post-war prose (Heinrich Böll: Wo warst du, Adam?).
2. Post-war drama (Wolfgang Borchert: Draußen vor der Tür).
3. Post-war lyric (Johannes Bobrowski: Sarmatische Zeit).
4. Post-war novel (Günter Grass: Die Blechtrommel).
5. Literature of the 1960s in Germany (Heinrich Böll: Ansichten eines Clowns).
6. Literature of the 1960s in the GDR (Christa Wolf: Der geteilte Himmel).
7. Literature of the 1970s in the GDR (Christa Wolf: Kein Ort, Nirgens).
8. Literature of the 1970s in the FRG (Heinrich Böll: Die verlorene Ehre der Katharina Blum).
9. Literature of the “Wende” (Ingo Schulze: Simple Storys).
10. Literature in United Germany (Theresia Mora: Der Fall Ophelia).
11. Literature in United Germany (Judith Hermann: Sommerhaus, später).
12. Contemporary literature (Daniel Kehlmann: Ruhm).
Scale of assessment (preliminary/final): 40 / 60
Upon successful completion of the course, students are able to critically analyse selected literary works of German literature in the context of changing cultural, social and political life of the second half of the 20th century.
JAHRAUS , O. et al. (eds.): Kafka-Handbuch. Leben - Werk - Wirkung. Göttingen: Vandenhoeck and Ruprecht, 2008. ISBN 978-3-525-20852-6
LARCATI, A. et al. (eds.) Stefan-Zweig-Handbuch. New York, Berlin: De Gruyter 2018. ISBN: 978-3110303889
ZEYRINGER, K.: Österreichische Literatur seit 1945 Überblicke, Einschnitte, Wegmarken. Innsbruck: Haymonn 2001, ISBN 3-85218-379-0
Active participation in class, reading of the assigned text, completion of a written homework assignment or paper (30 points) and a final test (70 points). Students must achieve at least 60% of the total points to pass the course. Violations of academic ethics will result in an Fx grade and disciplinary action in accordance with the FFCU Code of Ethics.
100-91%: A
90-82%: B
81-74%: C
73-66%: D
65-60%: E
59-0%: FX
The lecturer accepts a maximum of 2 absences.
The exact dates and topics for the mid-term and final examinations will be announced at the beginning of the semester.
Exam dates will be announced via AIS no later than the last week of classes.
German
The course will cover works by the following authors:
H. v. Hofmannsthal
A. Schnitzler
G. Trakl
F. Kafka
E. E. Kisch
S. Zweig
R. Musil
A list of specific works by the authors listed above will be given to the course participants at the first meeting.
Interim/final evaluation ratio: 30/70
After completing the course, the student will be familiar with representative authors and works of Austrian literature of the first half of the 20th century. The student learns the basic literary terminology used to periodize and aesthetically characterize a work. Possesses developed skills in describing and interpreting selected literary works, and has a working knowledge of searching modern secondary literature in digital databases.
ALBRECHT, M. (ed.): Bachmann-Handbuch: Leben - Werk - Wirkung. Stuttgart: Metzler 2012, ISBN: 978-3476025135
MAY, M. et al. (ed.): Celan-Handbuch: Leben – Werk – Wirkung. Stuttgart: Metzler 2012, ISBN: 978-3476024411
ZEYRINGER, K.: Österreichische Literatur seit 1945 Überblicke, Einschnitte, Wegmarken. Innsbruck: Haymonn 2001, ISBN 3-85218-379-0
Active participation in class, reading of the assigned text, completion of a written homework assignment or paper (30 points) and a final test (70 points). Students must achieve at least 60% of the total points to pass the course. Violations of academic ethics will result in an Fx grade and disciplinary action in accordance with the FFCU Code of Ethics.
100-91%: A
90-82%: B
81-74%: C
73-66%: D
65-60%: E
59-0%: FX
The lecturer accepts a maximum of 2 absences.
The exact dates and topics for the mid-term and final examinations will be announced at the beginning of the semester.
Exam dates will be announced via AIS no later than the last week of classes.
German
The course will cover works by the following authors
P. Celan
I. Bachmann
H v. Doderer
Th. Bernhard
E. Jelinek
K. M. Gauss
M. Pollack
A list of specific works by the authors listed above will be given to the course participants at the first meeting each time.
interim/final evaluation ratio: 30/70
After completing the course, the student will be familiar with representative authors and works of Austrian literature of the second half of the 20th century. The student learns the basic literary terminology used to periodize and aesthetically characterize a work. Has developed skills in describing and interpreting selected literary works, as well as practical skills in searching modern secondary literature in digital databases. Has experience of presentation techniques and the ability to moderate discussion.
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.
Active participation in the seminar, presentation of the paper and its subsequent written elaboration. The student must achieve at least 60% success rate.
Slovak, German
The seminar focuses on the activities of Germans in Spiš, Hauerland or Bratislava in the fields of education, literature, architecture, social life and politics in the context of Hungarian, Czechoslovak and Slovak history. It will focus on one selected epoch, which will be examined from the perspective of linguistics, literary history and cultural and social realities. Theoretically, the graduates of the course will learn about the processes of the formation of ethnic identity in the past and in the present, using the phenomenon of regional traditions and historical awareness as an example.
interim/final evaluation: 30/70
The seminar has the character of a research seminar, emphasizing the students' own research work. It deepens and applies the knowledge from the lecture German Language and Culture in Slovakia in the research work. Students will learn about the history of German language and culture in one of the selected dialect islands in Slovakia They will gain a deeper knowledge of the dialectal varieties of German in the region and get to know important local cultural personalities. They will learn how to work with historical written sources (transcribe and edit manuscripts) and prepare a scholarly text on a given topic for publication and prepare archival or field research. The final output of the seminar will be either a jointly prepared publication, subsequently published either in a professional periodical or on the department's website, or group field research (oral history, dialect recordings, etc.)
FAUSER, Markus: Einführung in die Kulturwissenschaft, Darmstadt 2003; BENTHIEN, Claudia (ed.): Germanistik als Kulturwissenschaft. Eine Einführung in neue Theoriekonzepte, Reinbek 2002.
Active class participation, papers on assigned texts, final essay. The student must achieve a minimum of 60% success in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
Slovak
Historical anthropology and history of mentalities, imagology and image theory, gender studies, interculturalism and postcolonial studies, theories of memory and collective identities, intertextuality and new philology.
The graduate will gain an interdisciplinary overview of the subject of German studies in the context of the so-called cultural sciences on the example of specific literary works.
Soňa Gabrzdilová – Milan Olejník: Karpatskí Nemci na Slovensku od druhej svetovej vojny do roku 1953. Bratislava: SAV et al. 2004.
Karl-Markus Gauß: Die versprengten Deutschen. Unterwegs in Litauen, durch die Zips und am Schwarzen Meer. Wien: Zsolnay 2005.
Viera Glosíková: Handbuch der deutschsprachigen Schrifsteller aus dem Gebiet der Slowakei -17 -20 Jahrhundert. Wien: Verlag der Österreichischen Akademie der Wissenschaften 1995.
Wynfrid Kriegleder - Andrea Seidler - Jozef Tancer (eds.) : Deutsche Sprache und Kultur im Raum Pressburg. Bremen: edition lumiěre 2002.
Wynfrid Kriegleder - Andrea Seidler - Jozef Tancer (eds.): Deutsche Sprache und Kultur in der Zips. - Bremen: edition lumiěre, 2007
Jozef Tancer – Elena Mannová: Od uhorského patriotizmu k menšinovému nacionalizmu. Zmeny povedomia Nemcov na Slovensku v 18. a 20. storočí. In: G. Kiliánová, E. Kowalská, E. Krekovičová (eds.): My a tí druhí v modernej spoločnosti : konštrukcie a transformácie kolektívnych identít. - Bratislava: Veda, 2009, s. 351-371.
Juraj Valiska: Die zipserdeutsche Mundart von Chmeľnica (Hopgarten). Bratislava: Slov. pedag. nakl. 1967.
Juraj Valiska: Nemecké nárečie Dobšinej: príspevok k výskumu zanikania nárečí enkláv. Gemerská vlastivedná spoločnosť 1980.
Juraj Valiska: Nemecké nárečia Horného Spiša. Príspevok k výskumu reliktných nárečí v pokročilom štádiu ich vývoja. Stará Ľubovňa : Okresné vlastivedné múzeum1982
Active participation in classes, detailed knowledge of the prescribed texts for each class, preparation of a report and its written elaboration in the form of a seminar paper of 8 to 10 pages. At least 60% of the total score is required for successful completion of the course.
German
Who are the so-called Carpathian Germans?
Settlement of Upper Hungary by German settlers
From Hungarian patriotism to minority awareness
Carpathian Germans and the 1st Czechoslovak Republic
Carpathian Germans between 1939 and 1948
German cultural and literary life in Bratislava
German cultural and literary life in Spiš
German dialects and dialect literature
German minority in Slovakia today
iterim/final evaluation: 0/100
The lecture focuses on the history of German language and culture in Slovakia from the Middle Ages to the present. It presents the settlement of Upper Hungary by German immigrants in three waves from the end of the 11th to the 18th century. The main focus is on their cultural and social activities in the towns (church, education, science, literature, art). Separate attention is paid to the characteristics of relict German dialects in Slovakia. in the areas of Bratislava, Hauerland and Spiš. Through audiovisual recordings, documentary films and memoirs, the course reflects on the position of the German language and culture in the different stages of the 20th century and reflects on the question of responsibility and the historical traumas of the German minority in Slovakia.
Peter Auer – Li Wei (eds.): Handbook of Multilingualism and Multilingual Communication. De Gruyter 2007.
Brigitta Busch: Das sprachliche Repertoire oder Niemand ist einsprachig. Klagenfurt: Drava 2012.
Brigitta Busch: Mehrsprachigkeit. Wien: Böhlau 2013
Adam Jaworski, Crispin Thurlow (ed.): Semiotic Landscapes. Language, Image, Space. London: Continuum 2010.
István Lanstyák – Gabriela Múcsková – Jozef Tancer (eds.): Jazyky a jazykové ideológie v kontexte viacjazyčnosti na Slovensku. Bratislava: Univerzita Komenského 2017.
Jozef Tancer: Rozviazané jazyky. Ako sme hovorili v starej Bratislave. Bratislava: slovart 2016.
The prerequisites for successful completion of the course are active participation in seminars (15%), preparation of partial homework assignments (15%), presentation of own research assignment at the end of the seminar and its written completion in the form of a seminar paper (40%). During the seminar, students will keep a language journal (30%), which they will hand in at the end of the seminar together with the seminar paper.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0%
Slovak, German, English - reading competence
Theoretical concepts of multilingualism
Social multilingualism
Individual multilingualism
Biographical approaches to multilingualism
Language biographies
Language portrait
Language diary
Language ideologies
Language Landscape
interim/final evaluation: 30/70
The aim of the course is to introduce the theoretical concepts of multilingualism as well as the multilingual situation and its research in German-speaking countries. Students will acquire the basic skills necessary to prepare research and carry out their own research assignment, focusing on the use of the German language in Slovakia in the context of multilingual communication. At the same time, they will reflect on their own sources of multilingualism and their own linguistic repertoire in the context of biographically oriented multilingualism research practices.
ADAMCOVÁ, L.: Praktische Phonetik des Deutschen. SAP, Bratislava, 1996.
HOLIČ, Š.: Rétorika. Enigma, Nitra, 2004.
Continuously assessed seminar with regular preparation and the need for active participation in teaching. The student is obliged to attend the seminar, a maximum of 2 absences are allowed. Selected tasks will be assigned for home preparation and specially evaluated, the evaluation will take place continuously during the semester at 100%. The condition is participation in exercises, presentation of one's own opinion and critical thinking.
Classification scale:
100-95%: A
94-86%: B
85-78%: C
77-69%: D
68-60%: E
Violation of rules of academic ethics will result in nullification of acquired points of assessment.
German
Basics of rhetoric, introduction to theoretical knowledge. Partial rhetorical exercises for articulation, accent, intonation, nonverbal expression (facial expressions, gestures). Confrontational exercises and comparison of speaking performance in German and Slovak as a working language of an interpreter. Rhetorical tasks during simple interpreting exercises, persuasive procedures. Psychology of rhetoric.
100% during the semester
The student masters the basic theoretical knowledge in the field of rhetoric, is able to apply correct pronunciation, accent, intonation in the articulatory base of the German language with emphasis on proper logical-semantic processing and mediation of speech and contained message in connection with the preparation for the interpreting profession.
- Koppensteiner, Jürgen: Österreich. Ein landeskundliches Lesebuch. (Niveaustufen B2 bis C2). 6., überarbeitete und aktualisierte Auflage. Wien: Praesens, 2018.
- Krumm, Thomas: Das politische System der Schweiz. Ein internationaler Vergleich. Berlin: de Gruyter, 2013.
- Recker, Marie-Luise: Geschichte der Bundesrepublik Deutschland. 3., überarbeitete und erweiterte Auflage. München: Beck 2009. (C.H. Beck Wissen)
- Reinhardt, Volker: Geschichte der Schweiz. 6., aktualisierte Auflage. München: Beck 2019. (C.H. Beck Wissen)
- Schmidt, Manfred G.: Das politische System Deutschlands. Institutionen, Willensbildung und Politikfelder. 4., aktualisierte Auflage. München: Beck, 2021.
- Vocelka, Karl: Österreichische Geschichte. 5., aktualisierte Auflage. München: Beck 2019. (C.H. Beck Wissen)
Active participation(continuous knowledge verification), short independent works and final exam. The student must achieve at least 60% in all parts of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 4 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
The course focuses on the political landscape of German-speaking countries, reflecting current political and media debates in Germany, Austria and Switzerland (the so-called D-A-CH countries). We analyze German-language media, discuss them, and acquire the relevant context necessary to properly assess and understand them (historical development, political system, specificities of the three countries, etc. ). Main topics of the course:
1) Space and demography: internal and mutual heterogeneity of the D-A-CH countries, demographic trends, D-A-CH as an immigration destination in the 20th century, and current (Gastarbeiter, migration and labour market policies).
2) Economy: economic developments and policies in the context of globalization, the most important industries and sectors in D-A-CH and their current direction
3) Society: historical antecedents and traumas, problematic issues (inequalities, unemployment, marginalisation) and the welfare state
4) State and nation: contrasting view of national consciousness and identity issues, defining tendencies versus emphasising commonalities, EU membership or non-membership
5) Politics: specificities of countries and their political systems, political environment, ideological background, issues of political culture, constitutions and foreign policy; federalism, specificities of countries, implications of federalism
6) Mass media: the press in D-A-CH, global developments and national specificities, the state and the media (affairs and debates in recent years in Germany and Austria), social media and democracy,
7) Church and state: religions in D-A-CH, state-church relationship, differences in Germany and Austria, current discourse and developments (teaching ethics, scandals and their reflection, influence of churches).
8) Colonial history of Germany and Austria: history, reflection, influences
Scale of assessment (preliminary/final): 100/ 0
The student knows the methods of text analysis and has the linguistic competences necessary to actively understand newspaper articles, professional texts and statistics of professional literature and to be able to extract relevant information from them. Using his/her knowledge of facts, he/she is able to engage in debate on current social issues in German-speaking countries and to place these in a political, historical, social and cultural context.
The primary didactic method is Dutch for Reading Knowledge (C. Van Baalen et al., John Benjamins), which begins with texts on architecture and design, secularization and social security, migration, water management, postcolonialism in the Netherlands, the Dutch Golden Age, and related topics. Each chapter contains three core texts drawn from journals, newspapers, or online sources.
The student takes tests throughout the semester aimed at assessing receptive competence based on the thematic units of the textbook, followed by a comprehensive written examination at the end of the semester. The student is required to achieve a minimum success rate of 60% in all components of the assessment.
To complete the course, a receptive knowledge of English at the B1 level and native-level proficiency in Slovak are required.
The course is not intended for students of Dutch translation studies.
Work with the textbook is supplemented by current texts and audiovisual materials. Real-life language communication situations are simulated. Basic translation and interpreting exercises are included.
The aim of this course is to introduce participants with no prior knowledge of Dutch to a method for acquiring receptive language competence that enables an acceptable level of text comprehension. The objective of the introductory course is to develop language competence at the A1 level of the Common European Framework of Reference for Languages, with a particular focus on receptive skills in Dutch, as well as translation and interpreting competence from Dutch as the source language into Slovak. The target audience consists of students—particularly those with knowledge of English and German and/or Scandinavian languages—who are interested and motivated to work with Dutch and Dutch-language sources, such as selected chapters from Dutch and Flemish press, academic publications, or archival materials from the Netherlands, as well as texts intended for translation and interpreting from Dutch.
The primary didactic method is Dutch for Reading Knowledge (C. Van Baalen et al., John Benjamins), which begins with texts on architecture and design, secularization and social security, migration, water management, postcolonialism in the Netherlands, the Dutch Golden Age, and related topics. Each chapter contains three core texts drawn from journals, newspapers, or online sources.
The student takes tests throughout the semester aimed at assessing receptive competence based on the thematic units of the textbook, followed by a comprehensive written examination at the end of the semester. The student is required to achieve a minimum success rate of 60% in all components of the assessment.
To complete the course, a receptive knowledge of English at the B1 level and native-level proficiency in Slovak are required.
Work with the textbook is supplemented by current texts and audiovisual materials. Real-life language communication situations are simulated. Basic translation and interpreting exercises are included.
100/0
The aim of this course is to introduce participants with no prior knowledge of Dutch to a method for acquiring receptive language competence that enables an acceptable level of text comprehension. The objective of the introductory course is to develop language competence at the A1 level of the Common European Framework of Reference for Languages, with a particular focus on receptive skills in Dutch, as well as translation and interpreting competence from Dutch as the source language into Slovak. The target audience consists of students—particularly those with knowledge of English and German and/or Scandinavian languages—who are interested and motivated to work with Dutch and Dutch-language sources, such as selected chapters from Dutch and Flemish press, academic publications, or archival materials from the Netherlands, as well as texts intended for translation and interpreting from Dutch.
MILOŠOVIČOVÁ, Petra. Interkultúrny manažment: úspešná navigácia v globálnom svete. Bratislava: Univerzita Komenského v Bratislave, Filozofická fakulta, Katedra germanistiky, nederlandistiky a škandinavistiky; Vydavateľstvo UK, 2024. 200 s. ISBN 978-80-223-5946-7
MILOŠOVIČOVÁ, Petra. Zdroje synergických efektov v interkultúrnom manažmente. Praha : Wolters Kluwer ČR, a. s. 2019. ISBN 978-80-7598-663-4
MILOŠOVIČOVÁ, Petra. Interkulturelles Management. Praha : Wolters Kluwer ČR, a. s. 2019. ISBN 978-80-7598-365-7
RAKŠÁNYIOVÁ, Jana. Preklad ako interkultúrna komunikácia. Bratislava 2005. ISBN 8089137091.
EISMANN, V.: Erfolgreich in der interkulturellen Kommunikation. Berlin 2007. ISBN 978-3-06-020266-9.
SONDERMANN, M.: Lokales Denken, globales Handeln. Interkulturelle Zusammenarbeit und globales Management. Deutscher Taschenbuchverlag 2011. ISBN 9783423508070.
Current internet sources Students will be introduced to additional literature during the course.
(a) during the teaching part (continuously) active work in lessons (30 points) (b) In the examination period: presentation on a selected topic e.g.: taboos, conflicts in work an communication, a presentation of a selected company, a presentation of the company culture of a chosen area or country (70 marks). A minimum of 10 points in the intermediate assessment is required for admission to the examination. Violation of academic ethics will result in the cancellation of the points obtained in the relevant item In the case of a particular grade. Grading scale: 100-90: A 89-80: B 79-72: C 71-66: D 65-60: E 59-0: FX The instructor will accept a maximum of 2 absences with documentation. The dates of the exams will be published via AIS no later than the last week of the teaching period.
1. Introduction – intercultural management, intercultural competence and intercultural communication
2. Hofstede´s dimensions in intercultural management
3. Clash of different cultures, corporate culture, cultural transfer strategies in intercultural management
4. Soft skills in intercultural management - cultural differences in communication (norms, conventions, stereotypes, prejudices, clichés)
5. Verbal communication: workplace etiquette, euphemisms
6. Non-verbal communication and body language
7. Communication in the workplace, global teams
8. Workplace misunderstandings related to multiculturalism and language barriers
9. Taboos and possible forms of conflict in the workplace and in communication
10. Solving case studies, practicing model situations
11. Processes of cultural adaptation, intercultural training, intercultural competence model
12. The path to successful intercultural communication
Chapters from the textbook *Intercultural Management* can be presented by company professionals during classes in the form of guest lectures or company visits
30/70
Successful completion of this course will provide students with a basic overview of the fundamental principles of intercultural management. They will understand the dimensions of culture according to Geert Hofstede. By completing the course, students will gain a basic overview of intercultural differences between countries, learn about different forms of verbal and non-verbal communication, and should acquire appropriate communication skills in a multicultural environment. Based on intercultural training and rehearsal of model situations, they are able to resolve conflicts in a multicultural team using appropriate communication skills and other soft skills.
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.
NOVÁKOVÁ, Taida. Simultánne tlmočenie. Bratislava: Univerzita Komenského, 1993. ISBN 80-223-0650-9.
BEST, Joanna, KALINA, Sylvia. Übersetzen und Dolmetschen eine Orientierungshilfe. Tübingen: Francke, 2002. ISBN 3-7720-2985-X
JONES, Roderick. Conferecne interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
ŠVEDA, Pavol. Vybrané kapitoly z didaktiky simultánneho tlmočenia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4069-4
DJOVČOŠ, Martin, ŠVEDA Pavol. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4469-2
The content of our seminar is to be a presentation of Simultaneous Interpreting from several perspectives. Interpreting testing and training. Discussion with a representative or representatives of professional interpreters.
Assessment: The subject of the assessment will be cabin interpretation from a letter from German into Slovak and the creation of a glossary on a professional topic, which was either the subject of the lectured text or cabin interpretation from a sheet. In both cases, the student prepares a glossary in the range of at least 1NS / standard page /
Assessment method: continuous
The precise date a topic of continous assessment will be announced at the beginning of the semester.
Other conditions for obtaining evaluation resp. credits:
Active participation in the discussion of social and political events at the beginning of each seminar.
Everyone will prepare at least 1 paper. Papers will be in either German or Slovak.
What is the contribution: Speech lasting 10-25 minutes on a professional topic or by agreement / in the virtual space "i-nest" approx. 10 minutes on a professional topic or by agreement.
The speech must be delivered freely and not read with the knowledge that it will be reproduced by someone. Or cabin interpretation text from a sheet of at least 1.5 A4 pages.
Attendance: two absences are tolerated by the others with apology. The language we will speak is SVK + DE. Any long-term absence of a student must be approved by the department management.
Classification scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
slovak, german C1
Introduction to interpreting techniques.
Theoretical introduction to simultaneous interpreting processes and activities.
Training of preparatory techniques for simultaneous interpretation.
Interpreting simple texts with social and undemanding political topics
Interpretation of simple texts with economic topics.
100% continuous assessment
Students will master the introduction to simultaneous interpreting techniques, interpreting simple texts, especially into Slovak, mastering the interpretation technique.
NOVÁKOVÁ, Taida. Simultánne tlmočenie. Bratislava: Univerzita Komenského, 1993. ISBN 80-223-0650-9.
BEST, Joanna, KALINA, Sylvia. Übersetzen und Dolmetschen eine Orientierungshilfe. Tübingen: Francke, 2002. ISBN 3-7720-2985-X
JONES, Roderick. Conferecne interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
ŠVEDA, Pavol. Vybrané kapitoly z didaktiky simultánneho tlmočenia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4069-4
DJOVČOŠ, Martin, ŠVEDA Pavol. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4469-2
The content of the seminar will be the continuation of learning and consolidation of skills in Simultaneous Interpretation acquired during the winter semester at the seminar Simultaneous Interpreting 1. Testing and training of interpreting. Depending on the situation, a discussion with the representative or representatives of professional interpreters.
Other conditions for obtaining evaluation resp. credits:
The precise date a topic of continous assessment will be announced at the beginning of the semester.
Active participation in the discussion of social and political events at the beginning of each seminar is part of the evaluation.
Everyone will prepare at least 1 paper. Papers will be in either German or Slovak.
What is the post: Speech / presentation lasting 20-30 minutes / in the virtual space "i-nest" approx. 10 minutes on a professional topic or by agreement.
The speech must be delivered, recorded as an audio file, not read freely, with the knowledge that it will be reproduced by someone. Or cabin interpretation text from a sheet of at least 1.5 A4 pages.
Attendance: two absences are tolerated by the others with apology. The language we will speak is SVK + DE. Any long-term absence of a student must be approved by the department management.
Classification scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
slovak, german C1
Deepening of simultaneous interpreting techniques from German into Slovak, using the possibility of text condensation and interpreting compression.
Introduction to interpreting techniques from Slovak to German.
Extension of thematic scope, EU, economy, culture, etc.
100% continuous assessment
Students will master the techniques of simultaneous interpretation from German into Slovak and an introduction to interpretation from Slovak into German, with the thematic scope of politics, economics, European Union.
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.
Michal Potemra: Bibliografia inorečových novín a časopisov na Slovensku do roku 1918. Martin: Matica Slovenská 1963.
Mária Kipsová, Elena Jakešová: Bibliografia slovenských a inorečových novín a časopisov z rokov 1919-1938. Martin: Matica Slovenská 1968.
Jozef Tancer: Im Schatten Wiens. Zur deutschsprachigen Presse und Literatur im Pressburg des 18. Jahrhunderts. Bremen: edition lumiěre 2008.
Jozef Tancer: Das deutschsprachige Pressewesen in Pressburg bis 1918. Eine Einführung anhand von Fallbeispielen. Bratislava : Stimul 2013.
Jozef Tancer (ed.): Mediale Selbstreferenzen im Netzwerk der Presse der Habsburgermonarchie und ihrer Nachfolgestaaten. Viedeň: New academic press 2019.
https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kgn/Pressburger_Akzente_02.pdf
Tancer, Jozef: Der schwarze Sabbat. Die Brandkatastrophe in Pressburg 1913 als Medienereignis. Bratislava: Univerzita Komenského 2012.
Péter Urbán: Wie das Blatt an der Baumkrone. Die deutschsprachige Presse in Bratislava (1919-1929). Bremen: edition lumiěre 2018.
Supplementary literature will be presented at the beginning of the semester and throughout its duration, and will be available on Moodle/MS Teams.
Active participation in classes, completion of smaller homework assignments, and a seminar paper of 8 to 10 pages. Any violation of academic integrity will result in the annulment of the points earned in the relevant assessment component. Instructors accept a maximum of two absences supported by documented proof.
The thematic areas may vary depending on the period under study, which will be determined at the beginning of the semester on the basis of the selected focus. Possible thematic areas include: German-language periodical press in the Kingdom of Hungary during the Enlightenment – historical and cultural context; founding figures of German-language journalism; the differentiation of scholarly, popular-science journalism and literary journals; the periodical press and the Revolution of 1848/49; the periodical press and nationalism; literary and humorous magazines around 1900; modern journalistic genres: reportage and feuilleton; the relationship between artistic prose and modern journalism; the German-language periodical press in the context of the First Czechoslovak Republic; the German-language periodical press in the context of the Slovak State (1939–1945); the German-language press as a forum of minority culture and politics; German-language periodical press in Spiš and Košice; the use of the German language in multilingual newspapers and magazines.
The aim of the course is to familiarize students with the history of the German-language periodical press in Slovakia in the chosen periods ranging from the 18th century to the end of the Second World War. The focus is on both daily newspapers and literary journals, with attention given to significant journalistic figures (e.g. K. W. Windisch, K. G. Rumy, J. Csaplovics, A. Neustadt, J. Batka, E. Grailich, K. Benyovszky, J. Engyeli, E. Holly, and others), period-specific themes (the Enlightenment, the bourgeoisie, nationalism, modernization, language policy, images of the self and the other, the construction of German identity), and the development of journalistic and literary genres (editorial, feuilleton, portrait, reportage, sketch, serialized novel, etc.). Students will also learn how to work with digital databases of periodical press and how to read texts printed in Fraktur.
Joachim Paech: Literatur und Film. Zweite Auflage. Stuttgart, Weimar 1997; Anne Bohnenkamp (Hrsg.): Interpretationen: Literaturverfilmungen. Stuttgart 2005.
Seminar paper. The student must achieve at least 60% in the assessment.
Deadlines for submitting the seminar paper will be announced no later than the final week of the teaching period.
Violation of academic ethics results in the annulment of points awarded for the respective assessment component.
Grading scale:
100%–91% – A
90%–81% – B
80%–73% – C
72%–66% – D
65%–60% – E
59% and below – FX (the student has not fulfilled the requirements for obtaining credits)
The instructor accepts a maximum of two absences supported by relevant documentation. In justified cases (serious health issues, representing the university abroad, or other unforeseen circumstances), it is necessary to arrange with the instructor for possible alternative assignments and subsequent recognition of the absence.
German
The seminar offers an introduction—using topics that change from semester to semester—to the analysis of film adaptations of literary works and their reception from the first half of the 20th century to the present. Possible topics include: the reception of the film All Quiet on the Western Front and its literary source Im Westen nichts Neues by E. M. Remarque in interwar Central Europe; the figure of the Golem in literature and film and its reception; the metropolis of Berlin in literature and film; Arthur Schnitzler’s Traumnovelle (the novella and Stanley Kubrick’s film Eyes Wide Shut); Jurek Becker’s Jakob der Lügner (the novel and the films by Frank Beyer and Peter Kassowitz, respectively); Günter Grass’s Die Blechtrommel (the novel and Volker Schlöndorff’s film); Anna Seghers’s Der Transit (the novel and Christian Petzold’s film), etc.
0/100
Students are able to distinguish between the specific language of film and literature and are familiar with the genre of film adaptations of literary works.
Type of activities: seminar
Number of hours:
per week: 2 per level/semester: 28
Form of the course: on-site learning
Akker, Robbin van der; Gibbons, Allison; Vermeulen, Timotheus (eds.): Metamodernism: Historicity, Affect, and Depth after Postmodernism. London: Rowman & Littlefield, 2017. (The relevant excerpts will be provided by the course teacher)
Tally Jr., Robert: Spatiality. London: Routledge, 2012. https://ebookcentral.proquest.com/lib/uniba-ebooks/reader.action?docID=1075186&query=spatiality&ppg=7
Callender, Craig: The Oxford Handbook of Philosophy of Time. New York: Oxford University Press, 2013. (available in University Library)
Final Essay Written in Class During the Credit Week.
Grading Scale: A: 100% – 93%, B: 92% – 85%, C: 84% – 77%, D: 76% – 69%, E: 68% – 60%, FX: 59% – 0%.
Weight of Continuous / Final Assessment: 50% (class participation) / 50% (final in-class essay).
Participation:
The student demonstrates understanding of the subject matter by actively engaging in class discussions, responding to questions, and formulating their own.
Final In-Class Essay:
During the credit week, the student will write an essay-style reflection in person, based on one of the thematic areas covered in the course. The minimum required length is one standard page (1 standard page = 1,800 characters).
The course will be conducted in Slovak or English, depending on the needs of the students.
Metamodernism as a response to postmodernism and its value-depleted space; metamodernism as oscillation between ironic skepticism and sincerity; metamodernism as a reading of the structure of feeling of the contemporary subject; new affect as a desire to restore sincerity, emotionality, and existential engagement—while maintaining critical awareness of their historical mediation and problematic nature; relational subjectivity as an attempt at meaning-oriented self-experience in time, space, and embodied being; conceptions of time and space in the history of modern philosophy and literary theory; Mikhail Mikhailovich Bakhtin, the architectonics of the event, and the chronotope; phenomenology of time in classical phenomenological philosophy; temporality in Hans-Georg Gadamer’s hermeneutics; the postmodern turn to space (Michel Foucault and Jean-François Lyotard); rhizomatic space (Gilles Deleuze & Félix Guattari); postmodern experience of space and capitalism (Fredric Jameson, David Harvey); Henri Lefebvre and his influence on the spatial turn in the humanities; spatiality in the thought of Doreen Massey; cultural critique and the phenomenology of speed in the work of Paul Virilio.
1. Introduction: Metamodernism as a reading of the contemporary subject and their structure of feeling
2. Metamodernism, relational subjectivity, and current modes of self-experience in time and space
3. Mikhail Mikhailovich Bakhtin and his architectonics of the event
4. Mikhail Mikhailovich Bakhtin and his chronotopic thought
5. Toward a phenomenology of time (Edmund Husserl, Maurice Merleau-Ponty)
6. Hans-Georg Gadamer’s “empty” and “fulfilled” time
7. The postmodern turn to space I: Michel Foucault and Jean-François Lyotard
8. The postmodern turn to space II: The rhizomatic model (Gilles Deleuze & Félix Guattari)
9. Postmodern space as a symptom of capitalism (Fredric Jameson, David Harvey)
10. The spatial turn in the humanities I: Henri Lefebvre and the social production of space
11. The spatial turn in the humanities II: Doreen Massey and space as a dynamic network of relations
12. Paul Virilio and his phenomenology of speed
13. How to experience oneself in contemporary time and space? Analysis of contemporary autofiction
14. Final in-class essay
50% class participation) /50% final in-class essay
Students will become acquainted, in an accessible manner, with metamodernism as a way of understanding the emotionality of the contemporary subject. This will enable them to engage with contemporary literature in a more layered and reflective way and to better understand the experience of the contemporary reader in its specific characteristics: in connection with their new affect, their striving for a new sincerity, and their search for a new depth (the value of being) through affective and self-affirming experience of the self within time, space, and corporeal being.
At the same time, students will become familiar with autofiction as one of the most popular literary genres of the present—one that blurs the boundary between narrator and author and embodies new (metamodern) forms of experiencing time and space.
Concurrently, they will acquire philologically relevant conceptual tools for thinking about time and space in the 20th and 21st centuries. This knowledge will enable them to reflect in a nuanced way on current metamodern tendencies, drawing from the dialogical philosophy of Mikhail M. Bakhtin, classical phenomenology, the hermeneutics of Hans-Georg Gadamer, postmodern philosophy, the spatial turn in the humanities, and Paul Virilio’s phenomenology of speed.
In this way, students will gain a panoramic overview of how time and space are understood in modern and contemporary humanities, develop sensitivity to time and space as both existential and literary categories, and acquire an interpretive-methodological foundation for a mode of their reading that is both critical and meaning-oriented—that is, metamodern—in literary as well as non-literary contexts.
Authentic materials of different text types, e.g. advertising, professional texts, colloquial texts.
SCHIPPAN, Thea, Lexikologie der deutschen Gegenwartssprache. Tübingen: 2002
FLEISCHER, Wolfgang, BARZ, Irmhild, Wortbildung der deutschen Gegenwartssprache. Berlin/Boston: 2012
VAJIČKOVÁ, Mária: Lexikalisches Grundwissen in Sprachsystem und Sprachgebrauch. Bratislava: 2009.
DOLNÍK, Juraj, Lexikológia. Bratislava: 2003.
Supplementary reading materials and the instructors’ compendium will be presented at the beginning of and throughout the semester and will be available on Microsoft Teams. The instructor’s presentations and supplementary materials will be made available on Microsoft Teams on an ongoing basis.
a) during the teaching part (continuous): presentation of a selected lexical phenomenon on the basis of an authentic text/texts and conveying interesting linguistic units to expand the vocabulary, continuous preparation for seminars, study of literature, preparation of assigned homework, active work in class throughout the semester (30 %) b) in the examination period: final written test, consisting of a practical and a theoretical part (70 %), the student has to achieve a minimum of 60% success rate. A minimum of 60% in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Exam dates will be announced via AIS no later than the last week of the class period.
German
Topics vary partially from semester to semester.
For example, the following aspects of German lexicology may be covered:
Okazionisms and neologisms, composites, contamination, abbreviations, Anglicisms, pluricentrism, multisyllabic words, polysemy and homonymy, collocations, specialized expressions, language play and others.
30/70
Upon successful completion of the course, the student has a comprehensive knowledge of German lexicology.
The student is able to make a detailed analysis of various types of authentic texts from a lexical point of view, especially in the field of word formation and semantics. At the same time, the student will be able to describe the functions of individual linguistic units in a text.
The student knows different ways of expanding his/her own vocabulary and can identify his/her own preferences in developing his/her lexical competence. The student deepens his/her knowledge in different areas of vocabulary.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
FUNK, Hermann, KUHN, Christina, SKIBA, Dirk, SPANIEL-WEISE, Dorothea, WICKE, Rainer. DLL 4: Aufgaben, Übungen, Interaktion. Stuttgart: Klett Sprachen, 2017
SALOMO, Dorothé, MOHR, Imke. DLL 10: DaF für Jugendliche. Stuttgart: Klett Sprachen, 2016
Participants of the seminar will receive study literature donated by the Goethe-Institut.
a) during the teaching part (ongoing): the seminar is organised in cooperation with the Goethe Institute in the form of Blended Learning. During the semester, students submit assignments electronically, which take approximately 3-4 hours to complete, with a minimum of 75% of all assignments to be submitted. At the same time, three attendance meetings are held during the course of the session with compulsory attendance. At the end of the semester, a practicum project is to be developed and presented. Active work in class throughout the semester, working on assignments and preparing and presenting the project constitutes 100% of the grade. The student must achieve a minimum of 60% pass mark. b) In the examination period: 100% continuous assessment Violation of academic ethics will result in the cancellation of the points earned in the relevant item of assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept absences from class meetings and failure to turn in assignments with documented evidence. Exact dates and topics for midterm grading will be announced at the beginning of the semester.
German, level C1-C2
The topics presented vary depending on the current DLL module that is the focus of the seminar in a given semester. For example: 1. Working with young people in the German classroom. 2. Typology of tasks and exercises. 3. Lesson preparation. During the semester, students will submit assignments electronically, attend three attendance meetings, and develop and present a practicum project at the end of the semester.
100/0
The student has extended didactic competences in different areas depending on the current DLL module in a given semester, e.g. working with young people in the German classroom, typology of tasks and exercises, preparation of the lesson.
PETZOLD, Klaus et al. Geschichte der deutschsprachigen Schweizer Literatur im 20. Jahrhundert. Berlin: Volk und Wissen, 1991.
RUSTERHOLZ, Peter et al. Schweizer Literaturgeschichte. Stuttgart: Metzler, 2007.
This course will convey knowledge of German-language Swiss literature of the second half of the 20th and early 21st centuries through analysis and interpretation of selected key works. Attention will also focus on intercultural contexts. Emphasis is placed on critical analysis skills.
Active class participation, papers on assigned texts, final essay. The student must achieve a minimum 60% pass rate in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Introduction to the cultural history of German-speaking Switzerland.
2. The post-war novel (Max Frisch: Stiller).
3. The post-war novel (Max Frisch: Homo Faber).
4. Post-war prose (Friedrich Dürrenmatt: Die Panne).
5. Post-war drama (Friedrich Dürrenmatt: Besuch der alten Dame).
6. Post-war drama (Max Frisch: Andorra).
7. Literary reflection on the past (Adolf Muschg: Wenn Auschwitz in der Schweiz liegt).
8. Literary reflection on the past (Lukas Bärfus: Hundert Tage).
9. Women's Literature (Gertrud Leutenegger: Pomona).
10. Intercultural literature (Irena Brezna: Reportage).
11. Intercultural literature (Irena Brezhna: Essays).
12. Intercultural literature (Irena Brezhna: Die undankbare Fremde).
Scale of assessment (preliminary/final): 40 / 60
Upon successful completion of the course, students are able to critically analyse selected literary works of Swiss-German literature in the context of changing cultural, social and political life.
CIEL, Martin: Metódy a možnosti analýzy filmového obrazu. Bratislava: Vysoká škola múzických umení 2011.
Available at: https://www.vsmu.sk/wp-content/uploads/2023/01/Metody_a_moznosti_analyzy_filmoveho_obrazu_Ciel_Martin.pdf
KOKEŠ, Radomír D.: Rozbor filmu. Brno: Filozofická fakulta Masarykovy univerzity 2015.
Available at: https://www.academia.edu/39632126/Koke%C5%A1_Radom%C3%ADr_D_ROZBOR_FILMU_2015_cel%C3%A1_kniha_PDF_
During the semester, the student will present two 15-minute papers on (non-discussed) Norwegian films of his/her choice (fiction, documentary, animation). At the end of the semester, each student will hand in a 2-3 standard page essay on a Norwegian film of the student's choice. The grading will be based on the above scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will result in the cancellation of the points earned in the respective item
of the evaluation.
Instructor will accept a maximum of 2 absences with supporting documentation.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
Slovak or English language, literature can be in Slovak, Czech or English
1. A generational account of contemporary Norwegian society
2. The theme of family relationships.
3. The cinematic representation of history
4. Fantastic, mythological, symbolic and supernatural themes
5. Norwegian action film
6. Norwegian comedies
7. Norwegian documentary
8. Norwegian animated films
Continuous/final grade weighting: 100/0
By completing the course, the student will gain a selective overview of the thematic and genre diversity of recent Norwegian film production. The aim of the course is to learn more about Norwegian society, its social and generational composition and its perspective on contemporary, historical, specific and universal themes through films. The aim is also to highlight, through discussions, the stimulating elements of film language in the peculiar and diverse poetics of Norwegian films.
Popovič, A.: Teória umeleckého prekladu. Bratislava 1977.
Albrecht, J.: Die literarische Übersetzung. Darmstadt 1998.
Výber zadaných textov
Vilikovský, J.: Preklad ako tvorba. Bratislava 1984.
Eco, U.: Quasi das selbe mit anderen Worten. Über das Übersetzen. Münchgen, Wien 2006.
Active participation in seminars, presentation of partial translations (50% of the grade), students submit a translation of an agreed passage of a fiction text of 5 standard pages (50% of the grade) after the end of the semester. Grades 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A . The instructor will tolerate 2 absences upon submission of appropriate documentation. Grading 50/50.
Violation of academic ethics will result in cancellation of points earned in the appropriate grade item.
German, Slovak
Analysis and interpretation of prose and dramatic texts. Creolization of cultures in translation
Presentation and defence of own method of translation. Intertextuality in fiction texts.
The whole semester is devoted to the artistic translation from German into Slovak.
In the seminar, students work together on independently prepared translations of a selected fiction text.
100% intermediate evaluation
The graduate of the course has an overview of the procedures and strategies in translating literary texts from German into Slovak. The graduate is able to determine the strategy of the translation process), master specific translation skills when working with fiction texts.
ŠIMKOVÁ, M. ‒ GAJDOŠOVÁ, K. ‒ KMEŤOVÁ, B. ‒ DEBNÁR, M.: Slovenský národný korpus. Texty, anotácie, vyhľadávania. Bratislava: Jazykovedný ústav Ľ. Štúra SAV / Mikula 2017.
ŠIMKOVÁ, M. ‒ GAJDOŠOVÁ, K.: Slovenský národný korpus. Používanie, príklady, postupy. Bratislava: Jazykovedný ústav Ľ. Štúra SAV / Mikula 2020.
During the semester, students will take two short written tests. Continuous assessment during the semester will account for 50 percent of the final grade for the course. The remaining 50 percent will be based on a practical exam. Grades will be assigned according to the following scale:
0-59% - F, 60-67% - E, 68-75% - D, 76-83% - C, 84-91% - B, 92-100% - A
Violations of academic ethics will result in the cancellation of points earned in the relevant assessment component.
The instructor will accept a maximum of 2 absences with supporting documentation.
The exact date and topic of the midterm assessment will be announced at the beginning of the semester.
Exam dates will be published via AIS no later than the last week of the lecture period.
Weighting of midterm/final assessment: 50/50.
Supplementary reading will be presented at the beginning and during the semester and will be available on MS Teams.
Slovak
1. Theoretical and methodological foundations of corpus linguistics
2. Creation, structure, and use of the resources of the Slovak National Corpus/Ľ. Štúr Institute of Linguistics, Slovak Academy of Sciences: style and genre annotation of resources, lemmatization, and morphological annotation of resources
3. Methods of searching the corpus (simple and combined searches for lemmas and forms, searching using CQL, regular expressions, and others) and corpus manager functionalities (filters, frequencies, collocation analysis)
4. Searching in parallel (bilingual) corpora with a focus on the translation of idioms
5. Searching in parallel (bilingual) corpora with a focus on the translation of expressive expressions
6. Searching in parallel (bilingual) corpora with a focus on the translation of expressions with terminological validity
7. Searching in parallel (bilingual) corpora with a focus on the translation of other marked expressions and phenomena
8. Searching in other (Slovak and foreign) parallel and specialized corpora, using statistical analysis applications (QUITAUP, CALC)
50/50
By completing this course, students will gain a basic theoretical understanding of corpus linguistics and, above all, practical skills in using corpus resources and tools for translators. Alongside large language models, corpus linguistics serves as a robust tool not only in the translation process itself, but also in the analysis and critique of translations. The knowledge and skills acquired can then be applied, for example, in the preparation of theses in the fields of philology and translation studies.
HUNECKE, Hans-Werner, STEINIG, Wolfgang. Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag, 2013. STORCH, Günther. Deutsch als Fremdsprache. Eine Didaktik. Paderborn: Wilhelm Fink, 1999. Vzdelávacie materiály Deutsch Lehren Lernen. Band 1-10. Klett Sprachen: 2017. Spoločný európsky referenčný rámec pre jazyky. Učenie sa, vyučovanie, hodnotenie. Bratislava: Štátny pedagogický ústav, 2017.
a) during the teaching part (continuous): report on teaching forms or methods and active work in class throughout the semester (30 points) b) in the examination period: final written test (70 points) The student must achieve a minimum of 60% pass rate. A minimum of 10 points in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the nullification of the points earned in the respective assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Exam dates will be announced via AIS no later than the last week of the class period.
German, level C1-C2
1.Learners - age, motivation, personal characteristics, learning styles and strategies 2.Teaching forms: traditional teaching, teaching between the four eyes, TPR, immersion, suggestopedia 3.Basic communication skills: reading, listening, writing, speaking 4.Teaching pronunciation, vocabulary, grammar in the classroom 5.Development of teaching methods: grammar-translation method, audio-lingual and audiovisual method, communicative-pragmatic method, intercultural method 6.Theories of foreign language acquisition - behaviourism, contrastive analysis, language acquisition as a cognitive-modular process 7.Correction of learners' language expression
30/70
After successful completion of the course, the student has basic knowledge in the field of didactics of German as a foreign language, is familiar with the development of didactic theories and methods with an emphasis on communicative teaching according to the Common European Framework of Reference for Languages. On the basis of theoretical knowledge, he is able to convey effectively, in particular, language and communication skills in the classroom. It is familiar with the patterns of correcting learners' linguistic expression and the different ways of motivating them depending on their learning types.
BIMMEL, P.; KAST, B; NEUNER, G. Deutschunterricht planen. Fernstudieneinheit 18. München: Goethe-Institut, 2003.
HUNECKE, Hans-Werner, STEINIG, Wolfgang. Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag, 2013.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
STORCH, Günther. Deutsch als Fremdsprache. Eine Didaktik. Paderborn: Wilhelm Fink, 1999.
ZIEBELL, B.: Unterrichtsbeobachtung und Lehrerverhalten. Fernstudieneinheit 32. München: Goethe-Institut, 2002.
Spoločný európsky referenčný rámec pre jazyky. Učenie sa, vyučovanie, hodnotenie. Bratislava: Štátny pedagogický ústav, 2017.
a) during the teaching part (continuous): presentation to students of the prepared lesson or teaching material using own didacticisation of the authentic text, providing feedback on other presentations at the seminar, active work in class throughout the semester (50 points)
(b) in the examination period: a seminar paper consisting of a comprehensive didactic description of an independently designed lesson based on theoretical knowledge (formulation of objectives, introduction of social forms and work with authentic materials and different media)
The student must achieve a minimum 60% success rate.
A minimum of 30 points in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item.
The student must achieve at least a 60% pass rate in each part of the assessment.
Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0%
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation and the due date of the term paper will be announced at the beginning of the semester.
German, level C1-C2
In the introductory part of the seminar: 1. Phases of the teaching process and lesson preparation. 2. Preparation of own teaching materials, didactization of authentic texts 3. Analysis of the lesson, self-reflection and giving feedback. In the second part of the seminar: preparation and presentation of the lesson or teaching material prepared by the students using their own didacticisation of the authentic text, self-reflection and giving feedback on the other presentations at the seminar. According to the current possibilities, organization of a workshop for students from high schools led by the participants of the course.
50/50
After successful completion of the course, the student is able to prepare a German lesson independently, knows the phases of the lesson, social forms and types of exercises and is able to take them into account in the design of the lesson. Can independently didacticise authentic materials in relation to the stated teaching objectives. The student has the ability to analyse his/her own didactic proposals and to give feedback on the proposals of others.
BRASH, Bärbel, PFEIL, Andrea. Unterrichten mit digitalen Medien. Deutsch Lehren Lernen. Band 9. Klett Sprachen: 2017.
FREDERKING, Volker, KROMMER, Axel, MAIWALD, Klaus. Mediendidaktik Deutsch. Eine Einführung.
Berlin: Erich Schmidt Verlag, 2012.
HUNECKE, Hans-Werner, STEINIG, Wolfgang. Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag, 2013.
SCHILLING T. & WILLMANN, K. Methoden der Filmarbeit. Bonn: Bundeszentrale für politische Bildung. Bonn: Bundeszentrale für politische Bildung, 2012.
a) during the teaching part (continuous): presentation of a lesson or teaching material prepared by the students using different media and active work in the classroom during the whole semester (50 points) b) in the exam period: seminar work, the content of which is the work with media in the classroom on the basis of theoretical knowledge. The student must achieve a minimum pass mark of 60%. A minimum of 30 points in the intermediate assessment is a condition for admission to the examination. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation and the due date of the term paper will be announced at the beginning of the semester.
German, level C1-C2
1. Media roles and criteria for media selection in the classroom.
2. Familiarity with different types of media:
- Visual, tactile and textual media - blackboard, worksheets, posters, cards, photos, illustrations, art images, concrete objects, different types of reading texts
- Literary texts as a medium - Didactics of lyric
- Auditory media - authentic tone documents, podcasts, songs
- Audiovisual media - feature films, authentic television broadcasts - commercials, weather forecasts, talk shows, documentaries
- Electronic media - computer in the classroom, teaching apps, interactive whiteboard
3. Didactization of authentic materials using media, creation of own teaching materials
50/50
Upon successful completion of the course, the student has a basic understanding of media in the classroom. The student is able to recognize the advantages of different media in teaching and is able to use them effectively for the preparation of teaching materials. In particular, the student acquires didactic competence to work with modern digital media such as teaching apps, podcasts, film and video, etc.
BURGER, Harald. Phraseologie. Eine Einführung am Beispiel des Deutschen. Berlin: Erich Schmidt verlag, 1998.
ĎURČO, Peter. Sprichwörter in der Gegenwartssprache. Trnava: Univerzita sv. Cyrila a Metoda, 2005.
FLEISCHER, Wolfgang: Phraseologie der deutschen Gegenwartsprache. Tübingen: Max Niemeyer Verlag, 1997.
GAJDOŠOVÁ, Silvia: Spiel und Spaß mit deutschen Phraseologismen, Bratislava: 2010.
Šajánková, Monika (2025): Phraseologismen in Theorie und Praxis. Bratislava: Comenius-Universität Bratislava. https://stella.uniba.sk/texty/FIF_MS_phraseologismen-theorie-praxis.pdf
Supplementary reading materials and the instructors’ compendium will be presented at the beginning of and throughout the semester and will be available on Microsoft Teams. The instructor’s presentations and supplementary materials will be made available on Microsoft Teams on an ongoing basis.
a) during the teaching part (continuous): comprehensive presentation of the selected phraseology in class (report) and active work in class during the whole semester (30 %) b) in the examination period: final written test, consisting of practical and theoretical part (70 %), the student must achieve at least 60% success. A minimum of 60% in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Exam dates will be announced via AIS no later than the last week of the class period.
German, level C1-C2
Basic concepts of phraseological theory (idiomaticity, stability, polylexicality)
Semantics, paradigmatic and syntagmatic relations in phraseology.
Phraseologisms in different texts.
Contrastive phraseology.
Phraseography, phraseological dictionaries.
Phraseodidactics, Phraseologisms in teaching.
Paremiology, proverbs.
Exercises and tasks to develop active phraseological competence
30/70
After successful completion of the course, the student has a basic knowledge of German phraseology, can distinguish phrases from other linguistic units and classify them according to their types. The student is able to analyse the use of phrases in authentic texts. At the same time, the student has developed basic phraseological competence in both the receptive and productive spheres.
von AUE, Hartmann. Erec. Köln: Anaconada, 2006.
von AUE, Hartmann. Iwein. Wiesbaden: Marix Verlag, 2006.
Das Nibelungenlied.Stuttgart: Reclam, 2002.
ESCHENBACH, Wolfram. Parzival I, II. Stuttgart. reclam, 1981.
HEINZLE, J.: Geschichte der deutschen Literatur von den Anfängen bis zum Beginn der Neuzeit. 1/1. Band. Frankfurt am Main,1988.
STRASSBURG, Gottfried. Tristan I, II. Stuttgart: Reclam, 1999.
- supplementary literature will be presented at the beginning and during the semester
a) during the teaching part, a paper on the selected topic (30 points, i.e. 30%)
b) in the examination period, a test (70 points, i.e. 70%)
The student must obtain a total of at least 60% .
Passing scale:
A: 100 -91 %
B: 90 -81%
C: 80 - 73%
D: 72 - 66%
E: 65 -60%
The teacher will accept a maximum of 2 absences with documented evidence.
Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
german
1. Historical, social and cultural factors that influenced the emergence of Germanic (Germanic) literature
2. The beginnings of German literature
3. Icelandic sagas and the Gothic translation of the Bible ( Codex argenteus)
4. Nibelungenlied- an explanation of the term Nibelungen
5. Controversy of authorship of the work, historical events in the work
6. Knight and court poetry
6. W. v. Eschenbach. Parzival - author and work
7. Reading selected chapters from the work, analysis of characteristic features in the work
8. H. v. Aue: author and work
9. H. v. Aue -Erec
10. H. v. Aue - Iwein - comparison of works
11. G. v. Straßburg: author and work
12. Tristan - analysis, characteristics of the main characters
The weight of the evaluation is intermediate 30%/final 70%.
Students have knowledge of selected works of early German literature - Nibelungenlied (unknown author), Pazival (Wolfram von Eschenbach), Tristan (Gottfried von Straßburg), Erec, Iwein (Hartmann von Aue) and are able to critically analyse these works after reading them on the basis of the theoretical knowledge from the seminar. They have knowledge of the period in which the works were written and can explain the characteristic features of the work.
Primary and secondary literature according to courses taken.
The student presents his/her knowledge of the history of German Austrian and Swiss literature (authors and works according to a detailed list published on the department's website) in the form of an oral examination. The student presents knowledge of German phraseology in the form of an oral examination.
A student may take the state examination a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of state examinations, b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, c) after fulfilling the student's obligations arising from Section 71, paragraph 3, letter b of the Higher Education Act, d) if there are no disciplinary proceedings against him/her. Successful completion of the subject of the state examination is one of the conditions for successful completion of the study programme. The subject of the state examination shall be evaluated by the State Examination Board with classification grades A to FX. The marking of the state examination or part thereof is decided by consensus by the examination board. If the Board of Examiners fails to reach a consensus, the marking of the State examination or part thereof shall be decided by vote. In accordance with the wording of the Faculty's study regulations (VP 5/2020, Art. 15), the framework dates for state examinations are set by the Dean and with the Faculty's study schedule. Departments are obliged to publish their state examination dates on the website at least 5 weeks before the examination. The student shall register for the state examination via the academic information system at least three weeks before the date of the examination. A student is entitled to one regular and two make-up examination dates. The regular examination date is the one for which the student first applied on the date set for the national examinations. If a student has been awarded a grade of FX in the regular state examination, the student may take the make-up state examination dates (a) on subsequent state examination dates in the relevant academic year, or (b) on state examination dates in any of the following academic years in accordance with section 65(2) of the Higher Education Act. If a student is unable, for serious reasons, to attend a state examination date for which he or she has registered, he or she shall be obliged to apologise in writing to the chair of the examination board in advance or, at the latest, within three working days after the date of the state examination or part thereof if there were serious obstacles preventing him or her from apologising in advance. If the student fails to appear for the state examination or part thereof on the specified date without an excuse, or if the chairman of the examination board does not accept the student's excuse, the student shall be marked with a grade of FX for that date of the state examination. The student must achieve a pass mark of at least 60% in all parts of the state examination.
1. The student shall attend the registered date of the state examination according to the schedule set by the department.
2. The student presents knowledge of the history of modern German, Austrian, and Swiss literature and his/her own reading experience with selected works according to the list of works published on the department's website. This part of the state examination is carried out in the form of an oral examination.
3. The student is able to make a structural, semantic and pragmatic analysis of the selected phraseology on the basis of an authentic text and to describe it also in terms of lexicography and contrast; this part of the state examination is carried out in the form of an oral or written examination.
0/100
The student has an overview of selected works of modern German, Austrian and Swiss literature and is able to place them in the context of the overall work of the authors and the broader socio-cultural discourses of the period. Emphasis is placed on one's own reading experience and ability to interpret a given literary work. The student is proficient in the basic theoretical knowledge of German phraseology and can demonstrate active phraseological competence.
Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. 2001 Europarat, Strassburg..
Bimmel, P.; Kast, B; Neuner, G.: Deutschunterricht planen. Fernstudieneinheit 18. 2003 Goethe-Institut, München.
Huneke, H.-W.; Steinig, W.: Deutsch als Fremdsprache. Eine Einführung. 2010 Berlin
In the form of an oral examination, the student presents knowledge from the field of didactics of German as a foreign language as well as from the development of didactic theories and methods with an emphasis on important components of communicative teaching.
The student must achieve a grade of at least 60% in each part of the state examination.
Preparation of a lesson based on a didactic objective
Didacticisation of authentic material (textual, visual, auditory media)
Analysis of the proposed lesson, theoretical justification of the procedures
Basic communication skills: reading, listening, writing, speaking
Teaching pronunciation, vocabulary, grammar in the classroom
Motivation, learning styles and strategies, learner autonomy
Phases of the lesson, method of didactic analysis
Media in foreign language teaching
Theories and methods of foreign language acquisition
The graduate is able to design a lesson on the basis of didactic principles in order to meet the didactic objectives. The student is able to work independently with different types of media (e.g. textual, visual, auditory) and use them effectively in the classroom. Can support and justify his/her practices with didactic theory.
ERNST, P. Deutsche Sprachgeschichte. Wien, 2012.
SCHMIDT, W. Geschichte der deutschen Sprache. Ein Lehrbuch für das germanistische Studium. Stuttgart.: S. Hirzel, 2007.
LEXER, M. Mittelhochdeutsches Handwörterbuch. Leipzig: S. Hirzel, 1872.
HENNING, B. Kleines mittelhochdeutsches Wörterbuch. Tübingen: Niemeyer,1995.
von POLENZ, P. Geschichte der deutschen Sprache. Berlin/New York: Walter de Gruyter, 2009 . STEDJE, A. Deutsche Sprache gestern und heute. München: W. Fink Verlag,1996.
- copies of manuscripts and other supplementary literature will be presented during the semester
The student takes 1 written test (50%) during the semester and 1 written test (50%) during the exam period. The pass rate is 60%. The instructor will accept 2 absences with documented evidence. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
Grading scale:
A: 100 -91 %
B: 90 -81%
C: 80 - 73%
D: 72 - 66%
E: 65 -60%
german
1. Temporal and territorial breakdown of German
2. Indo-European primordial language
3. Germanic and Germanic tribes, Gothic
4.Old Upper German period, origin of the word "deutsch", linguistic peculiarities
5. The period of Middle Upper German, the so-called "classical" German, important linguistic peculiarities
6. Analysis of texts from the Middle Upper German period
7. Characteristics of verb forms, nouns, adjectives, negation
8. The Early New Upper German period - linguistic changes
9. Social and historical influences on the development of German in the Early Modern Upper German period, the emergence of town clerks and the personality of the scribe in the formation of a unified German language
10. M. Luther and the German language
11. Transcription of medieval manuscripts written in German
12. Linguistic analysis of medieval manuscripts written in German
The weight of the evaluation is: interim 50%/final 50%
After completing the course, students have a theoretical knowledge of the history of the German language, can explain and describe linguistic peculiarities in the individual developmental stages and justify linguistic characteristics in the new Upper German. They are able to justify the historical and social factors that influenced the development of the German language. At a practical level, they can analyse texts from the Middle Upper German period and also have a basic knowledge of working with manuscripts from the Early Modern Upper German period.
FUNK, Hermann, Christina KUHN, Dirk SKIBA, Dorothea SPANIEL-WEISE a Rainer E. WICKE. DLL 04: Aufgaben, Übungen, Interaktion. München: Klett Sprachen, 2014. 184 s. ISBN 978-3-12-606968-7
HOFFMANN, Isabel, Katrin HOFMANN a Derya GÜR-ŞEKER. KI für AI-nsteiger – Künstliche Intelligenz im DaF/DaZ-Kontext: Ein Einführungspapier [online]. Version 1.0. 2024 [cit. 2026-05-28]. Dostupné na: https://pub.h-brs.de/frontdoor/deliver/index/docId/7942/file/KI-Paper_Hoffmann_et_al_Version_1_0.pdf
HOFFMANN, Isabel. Mobile-based Augmented Reality (AR) für den Unterricht von Deutsch als Alltagssprache und von Deutsch als Fach- und Berufssprache: ein Online-Experiment. In: DVORECKÝ, Michal, Sandra REITBRECHT, Brigitte SORGER a Hannes SCHWEIGER, eds. Sprachliche Teilhabe fördern: Innovative Ansätze und Technologien in Sprachunterricht und Hochschulbildung. Wien: Praesens Verlag, 2023, Bd. 3.
KOLEČÁNI LENČOVÁ, Ivica. Fremdsprachenunterricht innovativ: Gestaltpädagogische Ansätze und Implikationen. 1. vyd. Köln: KIRSCH-Verlag, 2024. 166 s. ISBN 978-3-943906-70-7.
KOLEČÁNI LENČOVÁ, Ivica. Soft Skills in Foreign Language Education [online]. Bratislava: Comenius University Bratislava, Faculty of Education, 2025 [cit. 2026-05-28]. Dostupné na: https://ojs.tuzvo.sk/index.php/apps/article/view/161
STORCH, Günther. Deutsch als Fremdsprache: Eine Didaktik. Stuttgart: UTB, 2003. 367 s. ISBN 978-3825281847
Additional literature will be presented at the beginning of and throughout the semester. A selection of further academic texts and unpublished study materials related to selected topics is available in MS Teams.
• active participation in discussions and project work throughout the semester,
• preparation of exercises and tasks,
• final reflection on the seminar carried out in a colloquium with practitioners.
The exact dates and topics of the continuous and final assessment (colloquium) will be announced at the beginning of the semester and during the final week of classes.
Violation of academic integrity will result in the annulment of the points obtained in the respective assessment component.
Grading scale:
100% – 91% = A
90% – 81% = B
80% – 73% = C
72% – 66% = D
65% – 60% = E
59% and below = FX (the student has not fulfilled the requirements for the award of credits)
Teachers accept a maximum of 2 absences supported by valid documentation. In justified cases (serious health problems, international representation, or other unforeseen circumstances), it is necessary to arrange with the teacher for possible alternative assignments and subsequent recognition of the absence.
German
In partnership with the organization NextDeutsch, we connect the academic preparation of future German language teachers with real international practice. Throughout the semester, students actively participate in the ongoing Slovak-German project Donaupioniere, and their main task is to design exercises and activities with the support of artificial intelligence tools. The designed exercises and activities are subsequently consulted with practitioners and tested by a group of pupils participating in the project.
The course also prepares students in the area of digital competences, which are increasingly required of teachers in European education systems, and creates synergies between university education for future teachers, school practice, and international cooperation within the Danube region.
During the course, students focus on the following thematic areas:
1. Goals and organizational structure of the Donaupioniere project
2. Methodological and didactic principles of AI-supported teaching I
3. Methodological and didactic principles of AI-supported teaching II
4. Typology of exercises and tasks
5. Development of soft skills in language education
6. Artificial intelligence as support for the teacher
7. Artificial intelligence as support for autonomous student learning
8. Designing educational activities using artificial intelligence
9. Designing activities focused on the development of soft skills
10. Testing and implementation of educational activities
11. Feedback and data collection for action research in education
12. Evaluation of project collaboration and reflection on outcomes
50/50
Upon completing the course, students:
• are familiar with the possibilities of using artificial intelligence tools in the non-formal educational process,
• reflect on the advantages and limitations of using artificial intelligence tools in foreign language teaching,
• are able to design a variety of exercises and tasks with the help of multiple artificial intelligence tools,
• are capable of effectively linking individual learners’ needs with appropriate forms of language activities and working efficiently with heterogeneous groups,
• are familiar with the basic strategies of action research in education,
• understand the importance of developing soft skills in foreign language teaching, as well as the significance of the methodological and didactic principle of taking responsibility for one’s own learning.