1. BAUMAN, Zygmunt a Tim MAY. Myslet sociologicky. Netradiční uvedení do sociologie. Praha: SLON, 2004. ISBN 80-86429-28-8.
2. BERGER, Peter L. Pozvání do sociologie. Humanistická perspektiva. Praha: Barrister and Principal, 2007. ISBN 978-80-870-2910-7
3. GIDDENS, Anthony. Sociologie. Praha: Argo, 1999. ISBN 80-7203-124-4.
4. JANDOUREK, Jan: Úvod so sociologie.Praha: Portál 2003.ISBN 8071787493
5. KELLER, Jan. Úvod do sociologie. Praha: SLON, 2005. ISBN 80-86429-30-3.
6. Kniha sociologie. Praha: Universum, 2016. ISBN 978-80-242-5395-4.
7. PETRUSEK, Miloslav. Základy sociologie. Praha: AVP, 2009. ISBN 978-80-872-0702-4.
Available at the Comenius University Academic Library and at reference library of the Department of Sociology.
The literature is supplemented to individual topics of the subject in teaching presentations.
Written exam in the exam period with a gain of at least 60 points.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period.
slovak/english
1. Introduction to sociology, structure of sociology, basic approaches 2. Development of modern society through the eyes of a sociologist and current social trends 3. Family as an institution and family behavior - current characteristics and problems 4. Culture, society and the individual - the process of socialization and enculturation, current problems of clash of cultures 5. Social stratification of society and social inequalities 6. Dimensions of social inequalities and their manifestations in different areas of life 7. Social deviations and social norms 8. Social control and social sanctions 9. Political system of society - main institutions and processes 10. Economic system of society - main institutions and processes 11. Basic cognitive strategies of sociological research and specifics of sociological research 12. Principles of questionnaire creation and question formulation - practical application
0/100
During the course, students will get acquainted with the subject and focus of sociology and with the basics of sociological cognition through the presentation of selected key problem areas in the field of sociology. Upon successful completion, the student has knowledge of the structure and functioning of the company, its basic institutions and processes. Understands the determinants of social behavior of individuals and groups and the interconnectedness of social phenomena. The acquired knowledge strengthens his ability to understand the context of social life and to be able to apply them appropriately in various areas of future professional activity.
KOLMAN, Vojtěch (Ed.). Možnost, skutečnost, nutnost. [Possibility, Reality, Necessity.] Praha: Filosofia, 2005. ISBN 978-80-700-7203-2
PEREGRIN, Jaroslav. Logika a logiky. [Logic and Logics.] Praha: Academia, 2004. ISBN 978-80-200-1187-0
PRIEST, Graham. From If to Is. An Introduction to Non-Classical Logic. Cambridge: Cambridge University Press, 2008. ISBN 978-05-118-0117-4
SVOBODA, Vladimír, PEREGRIN, Jaroslav. Od jazyka k logice. [From Language to Logic.] Praha: Academia, 2009. ISBN 978-80-200-1740-6
ZOUHAR, Marián. Základy logiky pre spoločenskovedné a humanitné odbory. [Fundamentals of Logic for Social Sciences and Humanities.] Bratislava: Veda, 2008. ISBN 978-80-224-1040-3.
During semester: homeworks (10 pts), seminar assignments (20 pts), 1 test during the semester (20 pts); After semester: final test (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak
It is recommended to master the basics of classical propositional and predicate logic and basic knowledge of English and Czech.
Principles of exclusion of the third and exclusion of the contradiction. Reasons for their violation and multi-value logic. Principles of substitution and extensionality. Modalities in natural language. Basic systems of propositional modal logic, their philosophical interpretations and applications - temporal, epistemic and deontic logic. Predicate modal logic, its philosophical issues and applications. Intensional and hyperintensional model of meaning. Intuitionistic logic. Paradoxes of material implication and logic of conditional sentences. Relevant logics.
50/50
Students have an understanding of the most important non-classical logics. They are familiar with the debates of the basic principles of classical logic. They know some of the logical systems that violate these principles and the possibilities of their application in philosophy. They are ablee to logically analyze arguments with modalities. Students can logically analyze a wider range of conditional sentences.
CMOREJ, Pavel. Úvod do logickej syntaxe a sémantiky. [Introduction to Logical Syntax and Semantics.] Bratislava: Iris, 2001. ISBN 80-89018-19-X.
SOAMES, Scott. Reference and Description, 2007. ISBN 978-0-691-13099-6.
ZOUHAR, Marián. Rigidná designácia: metafyzická téma vo filozofii jazyka. [Rigid Designation: A Metaphysical Topic in the Philosophy of Language] Bratislava: Infopress, 2006. ISBN 80-85402-79-3.
ZOUHAR, Marián. Medzi sémantikou a epistemológiou jazyka. [Between Semantics and Epistemology of Language.] Bratislava: aleph, 2010. ISBN 978-80-89491-01-8.
During semester: homework (20 pts), presentation of a selected topic at a seminar (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
Philosophical reflection of language. Philosophy of language versus linguistics versus theory of communication. Language and expression. Expression and meaning. Language and language use. Natural language semantics; pragmatics of natural language - competencies and differences. Propositions and truth conditions. Theory of reference and singular expressions. Proper names, singular descriptions, indexical expressions. Russell's theory of descriptions versus Frege's theory of descriptions. Uses of descriptions - referential, attributive. Description theory of proper names. Causal theory of proper names. Rigid designation. Semantics of indexical expressions.
50/50
By completing the course students gain knowledge about the basic problems and concepts of philosophy of language, theory of meaning and use of language. In general, the course enables students to reflect on the philosophical aspects of language and its use. Since the subject has a partially interdisciplinary character, students gain knowledge they can use in their work in other scientific disciplines.
BORG, Emma. Minimal Semantics. Oxford: Oxford University Press, 2006. ISBN 978-0-19-920692-6.
CMOREJ, Pavel. Úvod do logickej syntaxe a sémantiky. [Introduction to Logica Syntax and Semantics.] Bratislava: Iris, 2001. ISBN 80-89018-19-X.
SOAMES, Scott. Reference and Description, 2007. ISBN 978-0-691-13099-6.
ZOUHAR, Marián. Význam v kontexte. [Meaning in Context.] Bratislava: aleph, 2011. ISBN 978-80-89491-07-0.
During semester: homework (20 pts), presentation of a selected topic at a seminar (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
Various concepts of propositions. Structure of meaning. Expressed propositions versus meant propositions (implied propositions). Conversational implicatures. Pragmatics of language. Speech act theory (Austin, Searle). Constatives and performatives. Context sensitivity of language - semantic minimalism, contextualism, indexicalism. Context and meaning: explicit and implicit components of semantic content. Some special problems of philosophy of language - anaphora, ellipsis, deference, propositional attitudes.
50/50
By completing the course students gain knowledge about the basic problems and concepts of philosophy of language, theory of meaning and use of language. In general, the course enables students to reflect on the philosophical aspects of language and its use. Since the subject has a partially interdisciplinary character, students gain knowledge they can use in their work in other scientific disciplines.
1. Duží, M. – Materna, P.: TIL jako procedurální logika (TIL as procedural logic). Aleph, Bratislava 2012. ISBN 978-80-89491-08-7. 2. Tichý, P.: Jednotliviny a ich roly. (I) – (IV). Organon F, r.1, č.1 až 4., Bratislava. ISSN 1335-0668. 3. Tichý, P.: The Foundations of Frege´s Logic. De Gruyter, Berlin – New York, 1988. ISBN 3-11-011668-5. 4. Tichý, P.: O čem mluvíme. Vybrané stati k logice a sémantice. Filosofia, Praha, 1996. ISBN 80-7007-087-0.
Mastery of the basics of classical propositional and predicate logic is assumed
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
czech
english
The meaning of a linguistic expression. Formal language, symbolic language, language as coding, logical analysis of natural language. Individuals versus roles (individual anti-essentialism, intensional essentialism). Characteristic features of TIL: acceptance of the principle of compositionality, anti-contextualism, realism, formalism only as a tool (anti-formalism), anti-actualism. Basic background and some concepts: object base, intensional base, types, constructions (procedures). Transparent semantic scheme.
40/60
Students are introduced to the basics of the Transparent Intensional Logic system, its characteristics, background and some concepts.
1. Duží, M. – Materna, P.: TIL jako procedurální logika (TIL as procedural logic). Aleph, Bratislava 2012. ISBN 978-80-89491-08-7. 2. Tichý, P.: Jednotliviny a ich roly. (I) – (IV). Organon F, r.1, č.1 až 4., Bratislava. ISSN 1335-0668. 3. Tichý, P.: The Foundations of Frege´s Logic. De Gruyter, Berlin – New York, 1988. ISBN 3-11-011668-5. 4. Tichý, P.: O čem mluvíme. Vybrané stati k logice a sémantice (2. What we're talking about. Selected essays on logic and semantics). Filosofia, Praha, 1996. ISBN 80-7007-087-0.
Introduction to TIL
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
czech
english
The method of analysis and the Parmenides principle. Intrinsic constructions, partiality, beta-transformation rule. Subconstructions and constants. Open and closed constructions, substitution, equivalence. Quantifiers. Synonymy, procedural isomorphism, theory of concepts. Logic of intentions. Substitutions de dicto versus de re, topic versus focus. Logic of attitudes. Modalities. Pragmatically incomplete meaning, indexical expressions, vague descriptions, anaphora. Execution and display constructions.
40/60
Students deepened their knowledge of the Transparent Intensional Logic system and became familiar with its applications to semantic problem solving.
1. Frede, M.: Stoische logik. Goetingen, 1974. 2. Gahér, F.: Stoická sémantika a logika z pohľadu intenzionálnej logiky. UK Bratislava, 2006. ISBN 80- 223-2188-5. 3. Marko, Vladimír: Diodorus´ Master argument. Dizertácia, UK Bratislava, 1997 4. Sextus Empiricus: Against the Logicians I. –II. Cambridge Texts in the History of Philosophy, 2006. 5. Sextus Empiryk: Preciw logikom. Warszawa, PWN, 1970.
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
english
german
The lekton as the meaning of a linguistic expression, axioms, structurality of the denoted, types of compound axioms. The system of Stoic propositional logic, the meaning of propositional conjunctions. Stoic theory of reasoning. The theory of deduction. Universal proposition in Stoic doctrine and fragment of predicate logic.
40/60
Students are introduced to the foundations of Stoic semantics and logic, its background, characteristics and key concepts, as well as their application to familiar philosophical problems.
Keimpe Algra, Jonathan Barnes, Jaap Mansfeld, Malcolm Schofield, eds: Cambridge History of Hellenistic Philosophy, 1999. ISBN 9781139053617
BOBZIEN, S.: Determinism and Freedom in Stoic Philosophy, Oxford: Clarendon Press, 1998. ISBN 9780198237945
HUGHES, G.E.: John Buridan on Self-Reference: Chapter Eight of Buridan's 'Sophismata', with a Translation, an Introduction, and a Philosophical Commentary, Cambridge, CUP, 1982. ISBN 9780521288644
SHARPLES, R.W.: Cicero, On Fate and Boethius, Consolation of Philosophy IV.5-7. and V, London: Aris & Phillips, 1991. ISBN 978-0856684753
SEXTUS EMPIRICUS: Outlines of Scepticism. Cambridge: Cambridge University Press, 2nd ed. 2000. ISBN 978-0521778091
WHITAKER, C. W. A.: Aristotle's De Interpretatione: Contradiction and Dialectic. Oxford: Clarendon Press, 1996. ISBN 978-0198236191
Grades in the basics of classical propositional and predicate logic.
During the semester: active participation (10 points), a seminal presentation of two appropriate subject (20 + 20 points), Final assessment: seminal work, 6-8 pages (50 points); Grading 100 - 92, B: 91 - 84, C: 83 - 76, D:75 - 68, E: 67 - 60, FX: 59 - 0 pts
Slovak (work on seminars, part of literature) English (part of literature)
Methodological basics of historical reconstruction within history logic and the problems of the reconstruction of historical sources. Propositional, predicate, modal, tense and deontic logic during the Helenism. Reconstruction, analysis and interpretation of classical themes from history logic: Aristotle's problem of tomorrow's sea battle; Diodorus' The Master Argument ; Aristotle and Stoic understanding of basic logical concepts: proposition, truthfulness, axioma, meaning, sign, inference.
50/50
The student has knowledge about logical problems and arguments of ancient authors - about the ways and outcomes of their historical and philosophical reconstructions, as well as their current logical interpretations. Student is familiar with logical problems and arguments of Ancient authors - their linguistic, historical, philosophical and logical reconstruction as well as their current logical interpretations.
RUSSELL, B. : “On the Notion of Cause”; “On the Notion of Cause, with Applications to the Free Will Problem,” In: B. Russell, Our Knowledge of External World, London: Sagwan Press, 2015 (1914). ISBN 978-1296941499
BUNGE, M.: Causality. Harvard: Harvard University Press, 1959. ISBN 9780608328195
DUMMETT, M.: “Bringing about the Past”, Philosophical Review, 73(3):338-359. 1964.
HANKINSON, R. J. (ed.): Cause and Explanation in Ancient Greek Thought, Oxford: Clarendon Press, 1998. 9780198237457
HEIL, J. & A. MELE: Mental Causation, Oxford: Oxford University Press, 1993. ISBN: 9780198235644
LEWIS, D.: “Causation as Influence,“ Journal of Philosophy 97 (4):182-197, 2000.
LEWIS, D.: „Counterfactual dependence and time’s arrow“, Noûs 13 (4):455-476, 1979.
SOSA, E. and TOOLEY, M. ed.,: Causation, Oxford: Oxford University Press, 1993. ISBN 9780198750932
TOOLEY, M.: Causation: A Realist Approach. Oxford: Clarendon Press. 1987. ISBN 9780198249627
WOODWARD, J.: Making Things Happen: A Theory of Causal Explanation. Oxford: Oxford University Press, 2003. ISBN 9780195189537
Continuous during the semester: active participation in seminars }10 points
two presentations (20 + 20 points
; Final evaluation: seminar paper of 6-8 standard pages (50 points); Grading scale: A: 100-93 points; B: 92-85 points; C: 84-77 points; D: 76-69 points; E: 68-60 points; Fx: 59-0 points.
Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
Slovak (work on seminars, part of literature) English (part of literature)
Causality - historical bases and opinions. Causes and conditions (Mackie). Causal relations (Davidson). Causality and Determination (Anscombe). Logic and epistemology of causal relations (von Wright). Contrafactual Theory of Causality (Lewis, Horwich, Bennett). Probabilistic causality (Salmon). Causality: Reduccionism vs. Realism (Tooley). Russell's theory of causal processes.
Causality and Laws (Van Fraassen, Horwich).
50/50
The course is conceived as a text seminar and by its absolving a student gains knowledge about the concept of causality, various interpretations of the term "cause", on aspects of causality in the contexts such as time, explanation, laws of nature, or philosophy of science.
BERNSTEIN, M. H.: Fatalism, University of Nebraska Press, 1992. ISBN ISBN 0-8032-1227-5.
BUNGE, M.: Causality. The Place of the Causal Principle in Modern Science. Cambridge: Harvard University Press., 1959. ISBN 978-0486237282
EARMAN, J.: A Primer on Determinism, Dordrecht: Reidel, 1986. ISBN 978-9027722416
HONDERICH, T.: A Theory of Determinism. Oxford: Oxford University Press, 1988. ISBN 978-0198244691
HUME, D.: An Enquiry Concerning Human Understanding, Oxford, Oxford University Press, 1999. 978-0199549900
KANE, R.: The Oxford Handbook of Free Will, Oxford: Oxford University Press, ii ed. 2011. ISBN 978-0195399691
LUCAS, J. R.: “The Open Future”, in The Nature of Time, Flood & Lockwood (eds.), Oxford: Wiley-Blackwell, 1986. 978-0631165781
LUKASIEWICZ, J.: Selected Works, ed. L. Borkowski, Nort-Holland, Amsterdam-London, 1990. ISBN 9780720422528
TAYLOR, R.: Metaphysics, 4ed. Prentice Hall, 1992, ISBN 978-0135678190
ZAGZEBSKI, L.: Foreknowledge and Free Will, 2017. Stanford: https://plato.stanford.edu/entries/free-will-foreknowledge/
During the semester: active participation (10 points), a seminal presentation of two appropriate subject (20 + 20 points), Final assessment: seminal work, 6-8 pages (50 points); Grading 100 - 92, B: 91 - 84, C: 83 - 76, D:75 - 68, E: 67 - 60, FX: 59 - 0 pts
Slovak (work on seminars, part of literature) English (part of literature)
Ancient theories of determinism. Fatalism. Causal, nomological and logical determinism. Compatibilism and incompatibilism. Laws of Nature and the problem of explanation. Prediction, responsibility and free will. Modern theories, interpretations and problems of determinism.
50/50
Students is informed about classical arguments for and against determinism in ancient period (Demokritos, Aristotles, Epicuros, Stoce) and in the philosophy of the twentieth century.
BROWN, J. R. The Laboratory of the Mind. Thoughts Experiments in the Natural Sciences. 2nd. ed. New York – London: Routledge, 2011. ISBN 978-0-415-99653-2.
GENDLER, T. S. Thought Experiment. On the Powers and Limits of Imaginary Cases. New York – London: Garland Publishing, Inc, 2000. ISBN 978-1-1389-9033-3.
PICHA, M. Kdyby chyby. Epistemologie myšlenkových experimentů. Olomouc: Nakladatelství Olomouc, 2011. ISBN 978-80-7182-288-2.
PICHA, M. a PICHOVÁ, D. 100 myšlenkových experimentů ve filozofii. Praha: dybbuk, 2013. ISBN 978-80-7438-096-9.
The literature will be provided in an electronic form.
50 % - active participation during the semester (30 points for activities on seminar; 20 points for homework); 50 % the final assignment (an essay); Classification: A: 100 – 93 p.; B: 92 – 85 p.; C: 84 – 77 p.; D: 76 – 69 p.; E: 68 – 60 p.; Fx: 59 – 0 p.
Slovak (seminar work)
Czech (part of literature)
English (part of literature)
Thought experiments and real experiments. The structure of a thought experiment. Typologies of thought experiments. Examples of thought experiments: The Ship of Theseus, Lucretius’ Spear, Galileo’s Gravitational Balls, Descartes’ Demon, Thomson’s Violinist, Achilles and Turtle etc.
50/50
The student is capable of distinguishing among the main approaches to thought-experiment-modelling and she/he knows some classical as well as some specific thought experiments from philosophy and science. Moreover, she/he is able to construct an original thought experiment concerning a particular philosophical claim.
MARX, K. A Contribution to the Critique of Political Economy. Available at: https://www.marxists.org/archive/marx/works/1859/critique-pol-economy/
MARX, K. Early Writings. London: Penguin, 1975. 978-0-14-044574-9
MARX, K. Grundrisse. Foundations of the Critique of Political Economy (Rough Draft). London: Penguin, 1973. ISBN 978-0-14-044575-6.
MARX, K. – ENGELS, F. The German Ideology. Available at: https://www.marxists.org/archive/marx/works/1845/german-ideology/
SAYER, D.: The Violence of Abstraction. London: Basil Blackwell, 1987. ISBN 978-0-63-115318-4.
Readings will be made available to students in electronic form.
Written assignments (30 pts.), active participation in class (bonus points or points subtracted due to lack of engagement). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak
1. Introduction to the sources of Marx's social theory
2. The development of Marx's theory: from the philosophical critique of religion and politics (“early Marx”) to the theory of modern society and critique of political economy (“late Marx”)
3. Principles, problems and variants of the “materialist view of history”
4. Contradictions between Marx's metatheory and scientific practice
5. Marx's influence on 20th century social theory and its methodology
100/0
Students are familiar with the fundaments of Marx's approach to social research. They are able to identify the assumptions underlying Marx's view of society, and assess them critically. They can apply concepts introduced by Marx into social theory and methodology.
MARX, K. Grundrisse. Foundations of the Critique of Political Economy (Rough Draft). London: Penguin, 1973. ISBN 978-0-14-021667-7.
MARX, K. Capital I: A Critique of Political Economy. Harmondsworth: Penguin, 1976. ISBN 978-0-14-044570-1.
RUBIN, I. I. Essays on Marx's Theory of Value. Montréal: Black Rose Books, 1990. ISBN 978-0-91-961818-3.
Readings will be made available to students in electronic form.
Written assignments (30 pts.), active participation in class (bonus points or points subtracted due to lack of engagement). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak
1. Introduction to political economy and Marx's critique
2. Marx's analysis of commodity circulation
3. Marx's concept of capital
4. Marx's critique of the “law of appropriation”
5. Epistemological and methodological aspects of Marx's Capital
6. Marx's notion of a critical social science
100/0
Students are familiar with the conceptual system of one of the classics in social theory. They can identify the theoretical assumptions originating in the Marxian approach in other, more modern social theories.
PEREGRIN, Jaroslav. Kapitoly z analytické filosofie. [Chapters from Analytic Philosophy.] Praha: Filosofia, 2005. ISBN 80-7007_207-5.
SOAMES, Scott. Philosophical Analysis in the Twentieth Century. Vol. 1. Princeton: Princeton University Press, 2005. ISBN 0-691-12244-X.
WITTGENSTEIN, Ludwig. Tractatus logico-philosophicus. Bratislava: Kalligram, 2003. ISBN 80-7149-600-6.
ZOUHAR, Marián. Problémy jazyka a počiatky analytickej filozofie. [Problems of Language and the Origins of Analytic Philosophy.] Bratislava: aleph, 2010. ISBN 978-80-89491-02-5.
During semester: homework (20 pts), seminar assignments (30 pts); After semester: essay, 4 - 6 standard pages (50 pts); Classification scale: A: 100 - 93 pts; B: 92 - 85 pts; C: 84 - 77 pts; D: 76 - 69 pts; E: 68 - 61 pts; Fx: 60 - 0 pts.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
The place of the Tractatus in the context of analytic philosophy. Basic concepts of metaphysics of the Tractatus - world, state of affairs, fact, subject, situation. Metaphysics of the Tractatus as a way of explaining the meaning of language. Image theory of meaning. Logical form. The doctrine of showing. Language as an image. Meaningful sentences versus the sentences of logic and mathematics. Nonsensical strings of words. Language as a source of philosophical problems. The nature of logic and mathematics. Solipsism of the Tractatus. Ethics and aesthetics of the Tractatus.
50/50
Students are acquainted with a key work of modern philosophy and one of the fundamental works of analytic philosophy, Wittgenstein's Tractatus logico-philosophicus. A detailed analysis of the work deepens the ability to critically read and analyze philosophical works.
BOKULICH, A. Explanatory Fictions. In: SUÁREZ, M., ed. Fictions in Science: Philosophical Essays on Modeling and Idealization. London: Routledge, 2009, 91–109. ISBN 978-0-41-588792-2.
JONES, M. R. Idealization and Abstraction: A Framework. In: JONES, M. R. a CARTWRIGHT, N., eds. Idealization XII. Correcting the Model. Amsterdam: Rodopi, 2012, 173–217. ISBN 978-90-420-1955-3.
KNUUTTILA T. Representation, Idealization, and Fiction in Economics. In: SUÁREZ, M., ed. Fictions in Science: Philosophical Essays on Modeling and Idealization. London: Routledge, 2012, 205–231. ISBN 978-0-41-588792-2.
MCMULLIN, E. Galilean Idealization. Studies in History and Philosophy of Science. 1985, 16(3), 247–273. ISSN 0039-3681.
NOWAK, L. Laws of Science, Theories, Measurement. Philosophy of Science. 1972, 39(4), 533–548. ISSN 0031-8248.
ROHWER, Y. – RICE, C. Hypothetical Pattern Idealization and Explanatory Models. Philosophy of Science. 2013, 80(3), 334–355. ISSN 0031-8248.
WEISBERG, M. Three Kinds of Idealization. The Journal of Philosophy. 2007, 104(12), 636–659. ISSN 0022-362X.
Readings will be made available to students in electronic form.
1. written assignments throughout the semester (10 points), 2. in-class presentation (10 pts.), 3. submission of presentation in written form (5 pts.). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak (seminars)
English (B2, readings)
1. Abstraction and idealization: a first look
2. Abstraction and idealization in the classical approaches to explanation and laws
3. The Poznan School on idealization
4. McMullin's approach to idealization
5. Weisberg and Jones on idealization
6. Problems of non-Galilean idealization
7. Abstraction and idealization in social-scientific theories
100/0
Students are familiar with the most important approaches to the methods of abstraction and idealization in the philosophy of science, as well as with critical objections to them. Upon finishing the course, students can characterize the ways in which particular scientific theories or models use both mehotds (e.g. to identify idealizing assumptions).
BIELIK, L. Metodologické aspekty vedy. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4788-4.
DALY, Ch. An Introduction to Philosophical Methods. Ontario: Broadview Press, 2010. ISBN 978-1-55111-934-2.
ROSENBERG, A. a MCINTYRE, L. Philosophy of Science. A Contemporary Introduction. 4th ed. New York - London: Routledge, 2020. ISBN 978-1-138-33151-8.
WILLIAMSON, T. Doing Philosophy. From Common Curiosity to Logical Reasoning. Oxford: Oxford University Press, 2018. ISBN 978-0-19-882251-6.
The literature will be provided in electronic form.
Continuous during the semester: active participation in class and continuous completion of homework: 50 points; Final assessment: final test: 50 points. Violation of academic ethics may result in the nullification of points earned in the appropriate assessment item.
Grading scale: A: 100-93 points; B: 92-85 points; C: 84-77 points; D: 76-69 points; E: 68-60 points; Fx: 59-0 points.
Slovak (class work, part of literature)
English (part of literature)
1. Boundaries between philosophy and science
2. Statements: modal import and sources of knowledge
3. Analytic methods of science and philosophy: defining, inferring and arguing
4. Empirical methods of science
5. Methods of philosophy: thought experiments, conceptual analysis
6. Intuition, common sense and scientific knowledge
7. Scientific theories and philosophical concepts
8. Testing: scientific hypotheses and philosophical theses
9. Naturalized philosophy
50/50
The graduate of the course understands the basics of the theory of science (basic scientific procedures, terminology) and the thought processes of philosophy (deductive and non-deductive reasoning, conceptual analysis, thought experiments, defining, etc.). Can distinguish between descriptive and normative aspects of philosophical and scientific work, understands the differences between scientific and philosophical explanation as well as the differences between testing philosophical and scientific theses.
1. BIELIK, Lukáš: Metodologické aspekty vedy (Methodological aspects of science). Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4788-4. 2. GAHÉR, František: Logická sémantika a všeobecná teória prekladu (Logical semantics and general translation theory). Bratislava, Stimul, 2010. URL: https://stella.uniba.sk/texty/fg-lsavtp.pdf ISBN 978-80-89236-97-8. 3. GAHÉR, František: Kontrafaktuály (Counterfactuals). In: Filozofia, 2018, roč. 73, č. 1, s. 36 – 50. ISSN (print) 0046-385X. 4. GAHÉR, František, ŠTEVČEK, Marek, BRAXATORIS, Martin: Nástroje a pravidlá produkcie a interpretácie koncízneho textu (s osobitným zreteľom na normativitu) (Tools and rules for the production and interpretation of a concise text (with special regard to normativity). In: Jazykovedný časopis, 2019, 70 (1), 75 – 94. ISSN (online) 1338-4287. 5. GAHÉR, František: Metódy abstrakcie, idealizácie a konkretizácie v logike: prípad posunutého času vo faktuálných kondicionáloch (Methods of abstraction, idealization and concretization in logic: the case of shifted time in factual conditionals). In: Filozofia, 2020, roč. 75, č. 8, s. 660 – 676. ISSN (print) 0046-385X 6. Gahér, František: Vetné operátory: ich interakcie (s vektormi času, kauzality a epistemickej relevancie) a ich konštrukcie (Sentencial operators: their interactions (with vectors of time, causality and epistemic relevance) and their constructions). In: Jazykovedný časopis. 2020, Roč. 71, č. 2, s. 197-212. ISSN (online) 1338-4287. 7. Zouhar, Marian: Význam v kontexte (Meaning in Context). Aleph, Bratislava, 2011, ISBN 9788089491070.
Continuous during the semester: active participation (20 points), home preparation (20 points); Final grade: summative test (60 points); Grading scale: A: 100-91 points; B: 90-81 points; C: 80-76 points; D: 75-70 points; E: 69-60 points; Fx: 59-0 points. Violation of academic ethics may result in the cancellation of the points earned in the respective grade item.
slovak
Traditional semantics: concept name versus concept; concept versus idea associated with concept name; concept content and scope, conceptual features, scope ratios of concepts. Principles of logical semantics (LS) for the analysis of natural language - p. effective communication, p. objectivity of the meaning of an expression, p. competent language user (practical mastery of the rules of language, basic ability to reason (logically), knowledge base - knowledge of the core lexis of the language, the range of analytical truths and empirical truths that are relevant to the text being analysed, p. p. of complete meaning, p. of compositionality (compositionality) of meaning, p. of predication and supposition de dicto and de re, Parmenides' (Frege's) principle of what a sentence is about, p. of substitutability (Leibniz's principle of salva veritate), p. of posibilism (anti-actualism). Theory of meaning (TM): extensional versus intensional TM; the de dicto and de re substitution of expressions; logical versus linguistic synonymy of expressions. Hyperintentional TM (epistemic and doxastic attitudes; types of contexts) and structuration of meanings of expressions - meaning of expression as a structured procedure. Interaction of logical operators and vectors of condition (and its facticity or irreality), time and relevance (factual, hypothetical and counterfactual conditionals; deductive and abductive predication and retrodiction). Violation of LS principles: idioms, metaphors, oxymorons, privative modifiers. Distortion of the validity of LS principles in condensed text: sentence elision (entymeme), word and phrase elision, intra-textual referencing; rules for the formation of elisions and references, and rules for the reconstruction of condensed and unconstrained texts.
40/60
Students deepened their knowledge in the field of logical semantics, its principles, became familiar with linguistic phenomena that violate the principles of logical semantics and linguistic phenomena that distort these principles, and became familiar with the rules of creating and reconstructing compacted texts.
Selected texts by key authors (Dilthey, Weber, Schuetz, Mead, Becker, Garfinkel, Winch and Geertz) published in the four-volume anthology:
DAVID, M. ed. Methods of Interpretive Sociology. London: SAGE Publications, 2010. ISBN 978-18-4787-947-9.
Secondary literature:
BEVIR, M. and BLAKELY, J. Interpretive Social Science : An Anti-Naturalist Approach. Oxford: Oxford University Press, 2018. ISBN 978-01-9883-294-2.
MATTICK JR., P. Social Knowledge : An Essay on the Limits of Social Science. London: Hutchinson, 1986. ISBN 0-09-165460-2.
Readings will be made available to students in electronic form.
Active participation in seminars, written assignments throughout the semester (15 pts.), in-class presentation (also submitted in written form; 15 pts.). Grading scale: 100-92% of total: A, 91-84%: B, 83-76%: C, 75–68%: D, 67-60%: E, 59–0%: Fx. A violation of academic integrity will result in the voiding of points in the given category. A violation of academic integrity may result in the voiding of points earned in the given category.
Slovak
English (B2, required for readings)
1. Interpretivism, anti-positivism, anti-naturalism and intentionalism: A terminological introduction
2. Origins of interpretivism in the 19th century "debates on method" (W. Dilthey, neo-Kantianism)
3. M. Weber's "verstehende Soziologie"
4. A. Schuetz's fenomenological sociology
5. Symbolic interactionism (G. H. Mead, H. S. Becker)
6. Ethnomethodology (H. Garfinkel)
7. The culturalist turn in anthropology and problems of "translation" (P. Winch, C. Geertz)
8. Contemporary empiricist critiques of interpretivism
9. Interpretivism vs. critical theory
100/0
Students can characterize the basic assumptions of one of the main research strategies in social science. They are able to draw comparisons between the various forms of interpretivism and situate them in a wider context of philosophical debates, as well as critically assess the arguments in favor or against them. They can also identify interpretivist theses in social-scientific texts.
FERGUSON, Niall. Vzostup peňazí. Finančné dejiny sveta. Bratislava: Kalligram, 2011. ISBN: 978-80-8101-456-7
HOLMAN, Robert. Dějiny ekonomického myšlení. Praha: C. H. Beck, 2005. ISBN: 80-7179-380-9
LISÝ, Ján et al. Dejiny ekonomických teórií. Praha: Wolters Kluwer, 2018. ISBN: 978-80-7598-080-9
POLOUČEK, Stanislav et.al. Peniaze, banky, finančné trhy. Bratislava: Iura Edition, 2010. ISBN: 978-80-8078-305-1
ŠILENAS, Žilvinas a VYŠNIAUSKAITE, Marija. Ekonómia v 31 hodinách. Bratislava: Expol Pedagogika, 2019. ISBN: 978-80-8091-532-2
The assessment consists of:
10% Attendance at seminars (preliminary assessment)
90% Final written test with the possibility of an oral re-examination (in the examination period)
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%
To obtain credits, it is necessary to obtain min. 60% of the total assessment.
Violation of academic ethics results in the cancellation of earned points in the relevant item evaluation.
slovak
1 / Introduction - economic systems: socialism and capitalism - planned and market economy, current welfare states and mixed economies
2 / Economic systems: socialism and capitalism-economic transition / transformation from planned to market economy
3 / Banking and money - evolution and typology of money, functions and properties of money, monetary policy and monetarist theory
4 / Public finances - deficits, debts and state bankruptcies. Government bonds and bond markets. Fiscal institutions.
5 / Modern trading companies - joint stock companies with limited liability. Stocks, stock markets, stock exchanges, financial bubbles and crises.
6 / Insurance, pension and hedge funds, financial derivatives, welfare states. Classical typology of welfare states, socio-economic models and variations of capitalism.
7 / Real estate markets and mortgage markets. State institutions - economic policy instruments.
8 / Big debates I .: What is the wealth of nations? Free trade or protectionism? Mercantilists versus classical liberalism. Economic and financial globalization. Trade and currency wars.
9 / Great debates II .: Laissez faireverzus interventionism - liberalism or (neo) classical economics versus keynesianism / keynesianism. The role of competition in economic growth.
10 / Big Debates III .: Why are some countries rich and some poor? Various explanations, the role of institutions. Ownership rights, law enforcement and the rule of law (rule of law) as a cornerstone of the success of capitalism
11 / Big Debates III .: Why are some countries rich and some poor? Different explanations, the role of culture, religion, value orientations and traditions.
10/90
The aim of the course is to provide students with a basic overview of economic institutions, their origin and evolution, as well as the most important theories and concepts in economics. Students will understand the basic economic concepts, their historical development, current significance as well as the mechanism of operation of economic transactions and economic policy instruments. Upon successful completion of this course, students should understand common economic phenomena, the functioning of economic institutions (such as banks, money, bonds, stock exchanges, trading companies and various financial products), basic economic indicators and thus understand most economic news.
DESCOMBES, Vincent. Stejné a jiné. 45 let francouzské filosofie (1933 – 1978). Praha 1995.
PEREGRIN, Jaroslav Kapitoly z analytické filosofie. Praha 2005.
PETŘÍČEK, Miroslav. Úvod do (současné) filosofie. Praha 1997.
THURHNER, Rainer – RÖD, Wolfgang – Schmidinger, Heinrich. Filosofie 19. a 20. století III.
Praha: Oikoymenh 2009.
VIŠŇOVSKÝ, Emil. Nové štúdie o pragmatizme a neopragmatizme. Bratislava: Veda, 2014.
VIŠŇOVSKÝ, Emil. Richard Rorty a zrkadlo filozofie. Bratislava, Kalligram, 2015.
Students will be acquainted with supplementary literature during the lessons.
Preliminary: activity in seminars 10%, report 10%, check-up test 20% Examination period 60%: Final oral exam
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Introduction. The main topics, problem areas and subdivisions of 20th century philosophy.
2. Classic Pragmatism.
3. Analytic Philosophy.
4. Ludwig Wittgenstein and ordinary language philosophy.
5. Edmund Husserl and phenomenology.
6. Martin Heidegger and fundamental ontology.
7. Jean-Paul Sartre and existentialism.
8. Michel Foucault and (post)structuralism.
9. Jürgen Habermas and critical theory of the Frankfurt School.
10. Logical positivism and post-analytic philosophy.
11. Richard Rorty, neopragmatism and postmodernism.
40%/ 60%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, students will have the knowledge of the nature of 20th century philosophy and its development; the basic trends in 20th century philosophy and their major ideas and contributions; and the fundamental ideological contribution and significance of American Pragmatism. In terms of skills, the students are able to analyse and interpret selected texts of 20th century philosophers; ask questions and formulate answers on issues in the history of 20th century philosophy, as well as to think (philosophize) independently about philosophical issues raised in 20th century philosophy.
ANZENBACHER, Arno. Úvod do etiky. Praha: Academia, 2001. ISBN 80-200-0953-1
Kolář, Peter - Svoboda, Vladimír. Logika a etika. Úvod do metaetiky. Praha: Filosofia, 1997. ISBN: 80-7007-100-1
RICKEN, Friedo. Obecná etika. Praha: OIKOYMENH, 1995. ISBN: 80-85241-72-2
BRÁZDA, Radim: Ethicum. Zlín: VeRBuM, 2010. ISBN: 978-80-904273-9-6
Additional literature will be presented at the beginning and during the semester. Teachers' presentations are available at MS TEAMS.
a) During the instruction period of the semester: during the instruction part of the semester, each student will give a presentation on one compulsory philosophical text of their choice, and in the penultimate week of the instruction part of the semester a test will be written. Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points.
b) In the examination period there is an oral examination. Admission to the oral exam is subject to the submission of a presentation on the analysis of the philosophical text and successful passing of the test.
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Test grading scale: A: 100%-92%;
B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of oral examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Metaethics and ethics
2. Sources of metaethical reasoning
3. Semantic aspects of the language of morality
4. Characteristics of noncognitivism
5. Emotivism
6. Prescriptivism
7. Ontological aspects of noncognitivism
8. Characteristics of cognitivism
9. Moral realism
10. Moral naturalism
11. Structure of practice (rationality, emotionality and will)
12. Problems with metaethics
preliminary 50%; final 50%
After successfully completing the course, students have knowledge of basic metaethical problems and concepts (congitivist and noncognitivist). They have knowledge of the main representatives of metaethical approaches and argumentation strategies in dealing with moral issues. Students can identify the fundamental problems of metaethics (dichotomy of facts and values / descriptions - prescriptions; naturalistic fallacy), can compare and critically evaluate the different positions. The acquired knowledge of metaethical theories can be used and applied in solving selected moral conflicts (euthanasia, abortion, the problem of health, etc.).
LONGINO, Helen. Usmerňovanie sociálneho obratu vo filozofii vedy. Filozofia. 2009. roč. 64, č. 4, s. 312-324. ISSN 0046-385X (dostupné tiež na http://www.klemens.sav.sk/fiusav/doc/filozofia/2009/4/312-323.pdf).
SZAPUOVÁ, Mariana. Fakty a hodnoty: k otázke hodnotovej neutrality vedy. Filozofia. 2018, roč. 73, č. 9, s. 693-706. ISSN 0046-385X (Available on: http://www.klemens.sav.sk/fiusav/doc/filozofia/2018/9/693-706.pdf).
SZAPUOVÁ, Mariana. Kognitívne a nekognitívne hodnoty v normatívnej štruktúre vedy. Filosofický časopis. 2020, roč. 68, č. 4, s. 535 – 550. ISSN: 0015-1831 (Available on: https://kramerius.lib.cas.cz/search/nimg/IMG_FULL/uuid:78fce738-b711-4cb6-84c6-2f6c74c772f3).
SZAPUOVÁ, Mariana, NUHLÍČEK, Martin, CHABADA, Michal (eds). Veda, spoločnosť a hodnoty. Bratislava: Univerzita Komenského v Bratislave, 2019 (vybrané kapitoly). ISBN 978-80-223-4749-5
SEDOVÁ, Tatiana. Konštruktivizmus ako filozofia a sociológia vedy: problémy, možnosti a limity. Filozofia. 2007, roč. 62, č. 9, s. 750 – 764. ISSN 0046-385X (Available on: http://www.klemens.sav.sk/fiusav/doc/filozofia/2007/9/750-764.pdf).
SZAPUOVÁ, Mariana, NUHLÍČEK, Martin. Veda v spoločnosti: tvorba poznania v novom režime. In: Bioetické výzvy a súčasnosť z pohľadu nových poznatkov a trendov. Bratislava: Centrum vedecko-technických informácií 2021, s. 277-293. ISBN 978-80-89965-92-2.
Students will be acquainted with supplementary literature during the lessons.
Preliminary evaluation during the instruction period: presentation of two selected topics in form of report (50 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (50 points)
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The condition for admission to the exam is the scoring of min. 30 points from the preliminary assessment. Grading scale: 100-90: A; 89-79: B; 78-68: C; 67-57: D; 56-46: E; 45- -0: FX Maximum 2 justified absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak
1. Epistemology and philosophy of science in the 20th century. From scientism to the social turn.
2. Science and non-science: the problem of demarcation.
3. New inspirations: the sociology of scientific knowledge.
4. The social turn in the philosophy of science.
5. The social context of scientific knowledge.
6. The subject of scientific knowledge, the problem of objectivity and value neutrality of science.
7. The problem of the autonomy of science.
8. Feminist reflection on science.
9. The normative structure of science.
10. Science and values, the ethos of science.
11. Ethics in science and ethics of science.
50%/ 50%
After successfully completing the course, students have knowledge of the conceptions of science formed in 20th century philosophy, they are able to critically evaluate and compare them. They understand the issue of the relationship between science and society in its entirety, can evaluate the current discourse on the social aspects of the development of science. They are able to critically reflect on and develop questions of the ethics of science.
BUBER, Martin. Problém člověka. Praha: Kalich, 1997. ISBN 80-7017-109-X.
CORETH, Emerich. Co je člověk? Praha: Zvon, 1994. ISBN 80-7113-098-2.
LEAKEY, Richard. Pôvod ľudstva. Bratislava: Archa, 1996. ISBN 80-7115-103-3.
PLAŠIENKOVÁ, Zlatica. Obrazy človeka z filozofickej a eticko-axiologickej perspektívy 1. časť [online]. Bratislava: Stimul 2010. Available on: http://stella.uniba.sk/texty/FIF_ZP_obrazy.pdf
SEILEROVÁ, Božena. Človek v paradigmách filozofickej antropológie. Bratislava: Iris, 2004. ISBN 80-89018-70-X.
Temporary teaching texts for the subject are available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
1. Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points;
b) Presentation of one selected topic: max. 30 points;
c) Final test of the entire scope of the subject: max. 60 points.
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100-92
B: 91-84
C: 83-76
D: 75-68
E: 67-60
FX: 59-0.
The teacher will accept a maximum of two absences with documentation. The dates for the final test will be announced through AIS at the beginning of the instruction period.
Slovak, Czech (receptive acquaintance)
1. An introduction to philosophical anthropology. Philosophy of man and non-philosophical conceptions of man.
2. The place of philosophical anthropology in the system of human sciences. A typology of anthropological orientations and directions.
3. Basic problems of philosophical anthropology and the definition of man.
4. Basic images of man in the history of European culture.
6. Man in medieval Christian thought.
7. Man in the period of Renaissance and modern thought.
8. Enlightenment-rationalist conceptions of man and anthropological materialism.
9. From the history of biological anthropology and basic hominization hypotheses and models.
10. Philosophical Anthropology Program. Man's place in the universe.
100%/ 0%
After successfully completing the course, students have knowledge of the basic problems of historical and philosophical ideas about man and his key definitions. They understand the basic principles of man's relationship to the world, the universe and God. The students are able to navigate the knowledge of biological anthropology from Darwin to the present and understand the criteria of the typology of anthropological orientations and directions.
CASSIRER, Ernst. Esej o človeku. Bratislava: Pravda, 1977.
CORETH, Emerich. Co je člověk? Praha: Zvon, 1994. ISBN 80-7113-098-2.
GEHLEN, Arnold. Duch ve světe techniky. Praha: Svoboda, 1972.
JASPERS, Karl. Filosofická víra. Praha: ISE, 1994. ISBN 0-85241-77-3.
PLAŠIENKOVÁ, Zlatica. Obrazy človeka z filozofickej a eticko-axiologickej perspektívy 2. časť [online]. Bratislava: Stimul, 2018. Available on: http:// stella.uniba.sk/texty/FIF_ZP_obrazy-2.pdf
SCHELER, Max. Místo člověka v kosmu. Praha: Academia, 1968.
Temporary teaching texts for the subject are available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
1. Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points;
b) Presentation of one selected topic: max. 30 points;
c) Final test of the entire scope of the subject: max. 60 points.
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100-92
B: 91-84
C: 83-76
D: 75-68
E: 67-60
FX: 59-0.
The teacher will accept a maximum of two absences with documentation. The dates for the final test will be announced through AIS at the beginning of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Max Scheler's Program in Philosophical Anthropology.
2. The conception of man and the understanding of human nature in A. Gehlen.
3. The concept of H. Plessner and the basic anthropological laws.
4. Anthropology and culture. Man as creator and creation of culture (M. Landmann).
5. Anthropology and moral culture in the concept of respect for life (A. Schweitzer).
6. Concept of the man of E. Cassirera. Man as a symbolic being.
7. The cosmological-anthropological conception of P. Teilhard de Chardin.
8. Selected anthropological conceptions of existentialist and personalist character (K. Jaspers, G. Marcel).
9. The Image of Man in Psychoanalytic Concepts (E. Fromm, V. E. Frankl).
10. Images of the man of 21st century (Z. Bauman).
100%/ 0%
After successfully completing the course, students will be familiar with the different approaches of the representatives of various anthropological concepts of the 20th and 21st centuries. They have knowledge of modern philosophical anthropology represented by M. Scheler, H. Plessner, A. Gehlen, as well as of conceptions of man within the philosophy of symbolic forms and cultural anthropology (E. Cassirer, M. Landmann, A. Schweitzer). He understands cosmological-anthropological and existentialist conceptions of man (P. Teilhard de Chardin, K. Jaspers, E. Fromm). They are able to identify the core values associated with the question of the meaning of life of contemporary man and his images in the context of the 21st century.
POPELOVÁ, Jiřina. Filozofia Jana Amosa Komenského. Bratislava: Pravda, 1985.
PALOUŠ, Radim. Komenského Boží svět. Praha : SPN 1992.
KOMENSKÝ, Jan Amos: Předehra pansofie. Objasnění pansofických pokusů. Praha: Europa // ACADEMIE, 2010. ISBN 978-80-200-1862-5
MASARYK, Tomáš G. Sebevražda. Praha: Ústav T. G. Masaryka, 2002. ISBN 80-86495-13-2.
MASARYK, Tomáš G. Nová Evropa. Brno: Doplněk, 1994. ISBN 80-85765-29-2.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E
- 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Comenius in the context of Czech culture. The basic foundations of his work.
2. Syncriticism. Pansophia. Divine world.
3. Comenius' socio-philosophical and pedagogical views.
4. 19th century and Czech philosophy.
5. Masaryque’s doctoral thesis. The foundations of his philosophical work.
6. Realism of T. G. Masaryque.
7. The New Europe Project.
8. Ideas of democracy.
9. Reflections of Comenius and Masaryque in Slovak and Czech philosophical thought.
10. Patoček's interpretation of Comenius and Masaryque.
100% preliminary
After successfully completing the course, students will have knowledge of the work of two key figures of the Czech philosophical scene: John Amos Comenius and Thomas G. Masaryque. They possess knowledge of the times they lived in. They understand relevant philosophical concepts and are able to analyse and critically reflect on selected portions of the works of both authors as well as their major commentator: Jan Patočka.
ŠALÁT, Tibor, SMÍTAL, Jaroslav. Teória množín. Bratislava: Univerzita Komenského, 1995. ISBN 80-223-0974-5.
BUKOVSKÝ, Lev. Množiny a všeličo okolo nich. Bratislava: Alfa, 1985. ISBN 8070975784
HALMOS, Paul Richard. Naive set theory. New York: Springer, 1974. ISBN 0-387-90092-6.
DEVLIN, Keith. The joy of sets Fundamentals of contemporary set theory. New York: Springer, 1993. ISBN 0-387-94094-4.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points: 30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. The position of set theory in mathematics. Set theory as the “foundation of mathematics”
2. The concept of sets: The first definitions of set in B. Bolzano, G. Cantor and R. Dedekind.
3. The “naive” understanding of a set and the implicit definition of a set through axioms.
4. Zermel's axiomatisation of set theory.
5. The concept of infinity and infinite set: Potential and actual infinity in mathematics.
6. George Cantor's understanding of the infinite (finite - transfinite - absolutely infinite; transfinite ordinal and cardinal numbers).
7. Cantor's theorem. Dedekind's definition of an infinite set.
8. Proofs of the existence of an infinite set (Bolzano, Dedekind, Russell).
9. The axiom of infinity in the Zermel-Fraenkel set theory.
10. Problems at the origin of set theory: The origin of Russell's paradox from Cantor's theorem. First attempts to overcome paradoxes.
11. The most controversial axiom of set theory: The “axiom of selection” (AC).
12. Contemporary philosophical issues in set theory.
100% preliminary
After successfully completing the course, students have knowledge of the basic concepts of set theory, the historical context of the origin of set theory, and the mathematical and philosophical problems associated with some of the key concepts and axioms of set theory. They are able to handle set concepts and practically provide elementary proofs, which allows them to better understand the emergence of analytic philosophy at the beginning of the 20th century and thus has built a more professional foundation for pursuing a deeper study of the philosophy of mathematics.
LONG, Anthony Arthur. Hellénistická filosofie. Preložil Petr Kolev. Praha: OIKOYMENH, 2020. ISBN 978-80-7298-497-8.
KALAŠ, Andrej. Raný pyrrhónizmus alebo blažený život bez hodnôt? Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2519-6.
EPIKUROS. O šťastnom živote. Preložil Miloslav Okál. Bratislava: Pravda, 1989. ISBN 80-218-0013-5.
TITUS LUCRETIUS CARUS: O přírodě. Preložila a úvod napísala Julie Nováková. Praha: Svoboda, 1971 (ISBN nedostupné).
Zlomky starých stoikov. Preložil Miloslav Okál. Bratislava: Pravda, 1984 (ISBN nedostupné).
GAHÉR, František. Stoická sémantika a logika z pohľadu intenzionálnej logiky. Bratislava: Stimul, 2000. ISBN 80-88982-18-2.
Temporary teaching texts for the subject are available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Preliminary assessment during the instruction period: a report (max. 30 points) on one of the seminar topics and a seminar paper of 6-8 standard pages (max. 70 points) on one of the topics offered by the course teacher.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. Exact deadlines for the submission of the selected topics of seminar papers and reports chosen by the students will be announced at the beginning of the semester. In the first lesson, the teacher will specify the topics of the seminar papers. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak, Czech (receptive acquaintance); English (minimum level B1 required)
Reading and interpretation of selected primary and secondary texts in Hellenistic philosophy addressing the following topics:
1. Epicurean sensualist epistemology
2. Divergence of the atom and free will (Epicurus, Lucretius, Cicero)
3. Negative hedonism
4. Epicurean views on society (Epicurus, Lucretius)
5. Pyrrhon and Timon (the problem of sources, their evaluation and reconstruction)
6. Aristocles' fraction in Eusebius and its interpretation
7. Pyrrhon and India
8. The negative dogmatism of the Middle and New Academies (Arkesilaos, Carneades)
9. Sextus Empiricus as a source and sceptical philosopher, Neopyrrhonian Phenomenalism
10. Stoic physics: the cosmos as a dynamic continuum, the pneuma and its tension, the doctrine of the soul and man, the division and hierarchization of causes, determinism and freedom.
11. Stoic ethics.
12. A basic introduction to the principles of Stoic logic.
100% preliminary
After successfully completing the course, students will be able to critically read and interpret philosophical texts of the Hellenistic period. They understand the basic methodological principles guiding the critical treatment of a stated topic (problem) in the history of philosophy of the particular period. They are able to further continue the historical and philosophical exploration based on a scientific approach to the sources and interpretations of the research authorities.
FRANK, Manfred. Štýl vo filozofii. Bratislava: Archa, 1994. ISBN 80-7115-051-7.
GOMÉZ-MARTINÉZ, José Luis. Teória eseje. Bratislava: Archa, 1996. ISBN 80-7115-121-1.
CAMPAGNON, Antoine. Démon teórie. Literatúra a bežné myslenie. Bratislava: Kalligram, 2006. ISBN 80-7149-804-1.
FARKAŠOVÁ, Etela. Paralely a prieniky. Bratislava: V SSS, 2015. ISBN 978-80-8061-886-5.
SARTRE, Jean-Paul: Slová. Bratislava: VSSS, 2011. ISBN 978-80-8061-430-0.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E
- 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Historical forms of the relationship between literature and philosophy.
2. Specifics of literary texts.
3. The forms of philosophical texts.
4. Comparing the functions of literature and philosophy.
5. The relationship of fiction and philosophy. The forms of so-called national literatures and philosophies.
6. Philosophical and literary style.
7. Autobiographical memoir.
8. Philosophical novel.
9. Theory of essay.
10. Intentions and interpretations of texts.
100% preliminary
After successfully completing the course, students have knowledge of the relationship between philosophy and literature in its historical and contemporary forms. They know the characteristic and specific features of both philosophy and literature, understanding the nature of their relationship. They have a more specific knowledge of the theory of the essay used by both literary authors and philosophers. They are able to analyse and critically reflect on selected texts of authors who have paid attention to the given issue.
NIETZSCHE, Friedrich. Ecce homo. Ako sa človek stane tým, čím je. Bratislava: IRIS, 2004. ISBN 80-89018-51-3.
ŠTÚR, Svätopluk. Zápasy a scestia moderného človeka. Bratislava: Veda, 1998. ISBN 80-224-0536-1.
MÜNZ, Teodor. Listy filozofom. Bratislava: Kalligram, 2002. ISBN 80-7149-459-3.
SARTRE, Jean-Paul: Existencializmus je humanizmus. Bratislava: Slovenský spisovateľ, 1997. ISBN 80-220-0775-7.
SMREKOVÁ, Dagmar. Zbohom Sartrovi? Bratislava: IRIS, 1996. ISBN 80-88778-26-3.
Additional literature will be presented at the beginning and during the semester. Teacherʹs presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Slovak philosophical thought at the turn of the last centuries.
2. Friedrich Nietzsche and his philosophical work.
3. Analysis of the work of F. Nietzsche: Ecce Homo. How One Becomes What One Is
4. Reflection of F. Nietzsche in the Slovak and Czech environment.
5. Alexander Matuška, Svätopluk Štúr and Teodor Münz: an analysis of texts on F. Nietzsche.
6. Existentialism and the predecessors of existentialism.
7. Analysis of the work of J.-P. Sartre: Existentialism is humanism.
8. Penetrations of existentialism into the Slovak cultural environment.
9. Three “waves” of interest in existentialism.
10. The “shipwreck” of existentialism today?
100% preliminary
After successfully completing the course, students have knowledge of the specific issues of reflection on the views of F. Nietzsche and French existentialists in the Slovak and Czech environment. They know and understand the source texts necessary for the interpretation of the two problem areas. They can analyse and critically reflect on the views of key authors and make comparisons with the views of selected Western European philosophers.
ČAPEK, Karel. Pragmatismus čili filozofie praktického života. Olomouc: Votobia, 2000.
DEWEY, John. Demokracie a výchova. Praha: J. Leichter, 1932.
DEWEY, John. Rekonštrukcia liberalizmu. Bratislava: Kalligram, 2001.
JAMES, William. Druhy náboženské zkušenosti. Praha: Melantrich, 1930.
JAMES, William. Pragmatismus. Brno: CDK, 2003.
PEIRCE, Charles Sanders. Lingvistické čítanky. Praha: SPN, 1972.
VIŠŇOVSKÝ, Emil - MIHINA, František, ed.: Pragmatizmus (Malá antológia filozofie XX. storočia, I). Bratislava: IRIS, 1998.
VOROVKA, Karel. Americká filosofie, Praha, Sfinx 1929.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak/ Czech (receptive acquaintance)/ English; Some information sources and sources used on the subject seminars are in English (required level - min. B1).
1. Introduction to American philosophy and pragmatism.
2. Classical pragmatism: its origin and development.
3. Ch. S. Peirce and his variant of classic pragmatism.
4. W. James and his variant of classic pragmatism.
5. J. Dewey and his variant of classic pragmatism.
6. Reception of pragmatism in 20th century philosophy
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, students will have knowledge of the philosophy of pragmatism, in particular, what are the basic stages in the development of North American philosophy; what is pragmatism as a philosophy; who was Ch. S. Peirce as a philosopher; who was W. James as a philosopher; who was J. Dewey as a philosopher; what is the place of classical pragmatism in the history of philosophy. In the area of practical philosophical competences and skills, the students are able to analyse the philosophical concepts of pragmatism; ask questions and formulate answers regarding the history of classical pragmatism; develop their skills of philosophical expression (text analysis, writing, discussion); think critically philosophically (philosophise) about or within the philosophy of pragmatism on their own.
RORTY, Richard. Nahodilost, ironie, solidarita. Praha: Pedagogická fakulta UK, 1996.
RORTY, Richard. Filozofia a zrkadlo prírody. Bratislava. Kalligram, 2000.
RORTY, Richard. Filozofické orchidey. Bratislava: Kalligram, 2006.
RORTY, Richard – VATTIMO, Gianni. Budoucnost náboženství. Praha: UK, 2007.
VIŚŃOVSKÝ, Emil - MIHINA, František, ed.: Pragmatizmus (Malá antológia filozofie XX. storočia, I). Bratislava: IRIS, 1998.
VIŚŃOVSKÝ, Emil. Štúdie o pragmatizme & neopragmatizme. Bratislava: Veda, 2009.
VIŚŃOVSKÝ, Emil. Nové štúdie o pragmatizme & neopragmatizme. Bratislava: Veda, 2014.
VIŚŃOVSKÝ, Emil. Richard Rorty a zrkadlo filozofie. Bratislava: Kalligram, 2015.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak / Czech (receptive acquaintance/ English; Some information sources and sources used on the subject seminars are in English (required level - min. B1).
1. The relationship between classical pragmatism and neo-pragmatism.
2. Rorty's meta-philosophy, Rorty's anti-metaphysics (anti-foundationalism).
3. Rorty's anti-epistemologism (anti-representationalism).
4. Rorty’s social philosophy and ethics.
5. Rorty’s philosophy of culture.
6. Hilary Putnam and his version of neopragmatism.
7. Reception of neopragmatism in contemporary philosophy.
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, students have knowledge of the philosophy of neopragmatism, especially what neopragmatism is as a philosophy; who R. Rorty was; what is the place of neopragmatism in contemporary philosophy. In the field of practical philosophical competences and skills, the students are able to analyse the philosophical concepts of neopragmatism; ask questions and formulate answers about neopragmatism; develop their skills of philosophical expression (text analysis, writing, discussion);
- think critically philosophically (philosophise) about or within the philosophy of neopragmatism on their own.
Sousedík, Stanislav: Úvod do četby sv. Tomáše Akvinského. Praha: Česká křesťanská akademie, 1992. ISBN: 80-900615-8-3
Chabada, Michal: Ján Duns Scotus. Vybrané kapitoly z jeho epistemológie a metafyziky. Bratislava: Univerzita Komenského, 2007. ISBN: 978-80-223-2264-5.
Svoboda, David: Metafyzické myšlení Tomáša Akvinského od pojmu jsoucna a jednoty k pojmu celku a části. Praha: Krystal, 2012. ISBN: 978-80-87183-40-3
Otisk, Marek: Metafyzika jako věda Ibn Síná a Ibn Rušd ve scholastické diskusi. Praha: Filosofia, 2006. ISBN: 80-7007-242-3
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
During the instruction period of the semester: one test (in the first half of the semester) and the seminar paper is submitted in the last week of the instruction period of the semester. Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points. The weight of the test is 50% of the final assessment. The remaining 50% of the assessment consists of seminar paper. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item. Test grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
Slovak, Czech (receptive acquaintance)
1. Aristotle - division of the sciences, nature of the first philosophy
2. Avicenna - ontological understanding of metaphysics
3. Averroes - theological understanding of metaphysics
4. Aquinas - existence as an analogous concept I.
5. Aquinas - existence as an analogous concept II.
6. Aquinas - metaphysics and theology
7. John Duns Scotus - the subject of metaphysics
8. John Duns Scotus - existence as an unambiguous concept I.
9. John Duns Scotus - existence as an unambiguous concept II.
10. John Duns Scotus I. - metaphysics and theology
11. The historical influence of Thomas Aquinas
12. The historical influence of John Duns Scotus
100%: preliminary
After completing the course, students will have knowledge of key metaphysical concepts in medieval scholastic philosophy. They know the main representatives of these metaphysical theories (Thomas Aquinas and Duns Scotus) and their treatment of the question of the object of metaphysics: theological, ontological or onto-theological. They are able to understand a scholastic text, able to make historical and philosophical connections (especially with medieval Arabic philosophy: Avicenna and Averroes), identify key issues, and be able to compare scholastic understandings of metaphysics with contemporary metaphysical conceptions, especially the views of P. F. Strawson (revisionist vs. descriptive metaphysics).
AKVINSKÝ, Tomáš. O zákonech v Teologické sumě. Praha: Krystal OP, 2003. ISBN: 80-85929-59-7
SCOTUS, Ján Duns. Desetero a přirozený zákon. Ordinatio III, suppl. dist. 37. Salve. 2005, 15 (4), 39-48.
SOUSEDÍK, Stanislav. Svoboda a lidská práva. Jejich přirozenoprávní základ. Praha: Vyšehrad, 2010. ISBN: 978-80-7429-036-7
CHABADA, Michal. Prirodzený zákon v scholastike a širšej dejinno-filozofickej perspektíve. Bratislava: Univerzita Komenského, 2014. ISBN: 978-80-223-3524-9
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
During the instruction period of the semester: one test (in the first half of the semester) and the seminar paper is submitted in the penultimate week of the instruction period of the semester. Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points. The weight of the test is 50% of the final assessment. The remaining 50% of the assessment consists of seminar paper. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item. Test grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
Slovak, Czech (receptive acquaintance)
1. Starting points - Stoicism, Aristotelianism and Neo-Platonism
2. Augustinus - the eternal and temporal law
3. Aquinas - nature of law
4. Aquinas - eternal law
5. Aquinas - natural law I.
6. Aquinas - natural law II.
7. Aquinas - positive law
8. Aquinas - divine law
9. Aquinas - relationship between natural and positive law
10. Aquinas - theory of common good, division of the constitutions
11. John Duns Scotus - natural law I.
12. John Duns Scotus - natural law II.
100%: preliminary
After successfully completing the course, students will have knowledge of the main features of the scholastic understanding of natural law, especially in Thomas Aquinas and John Duns Scotus. They can navigate the scholastic naturalistic and antinaturalistic justification of moral standards, the relationship between ethics and law, and has a basic insight into the medieval understanding of the virtues. Students will be able to understand a scholastic text, make historical and philosophical connections, and identify parallels and differences between scholastic and contemporary socio-political and ethical debates regarding the justifiability of universal human rights. They can use the acquired knowledge in the comparison of scholastic and contemporary models of the relationship between ethics, politics and law.
HROCH, Miroslav (ed.). Pohledy na národ a nacionalizmus. Praha: Slon 2003. ISBN 80-86429-20-2.
GELLNER, Arnošt. Národy a nacionalismus. Praha: Hříbal, 1993. ISBN 80-900892-9-1
LAJČIAK, Ján. Slovensko a kultúra. Bratislava: Q 111, 2007. ISBN 978-80-89092-35-2.
CHMEL, Rudolf (ed.). Slovenská otázka v 20. storočí. Bratislava: Kalligram, 1997. ISBN 80-7149-155-1.
PICHLER, Tibor. Národovci a občania. O slovenskom politickom myslení v 19. storočí. Bratislava: Veda, 1998. ISBN 80-224-0533-7.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak
1. Introduction into the problem of the nation. Basic concepts of European intellectuals.
2. Ernest Gellner and his conception of nation and nationalism.
3. Reflection of the issue in the works of Slovak thinkers since the Enlightenment.
4. The national defence efforts of the Štúr movement.
5. The turn of the century: the role of T. G. Masaryk.
6. Slovakia and the culture of Ján Lajčiak.
7. The Czechoslovak problem.
8. The Slovak question. Autonomisation efforts.
9. Philosophical Anthology of Matica slovenská and the problem of the nation.
10. New perspectives on the nation after World War II.
11. Integration of European nations.
12. Challenges of the 21st century related to migration waves in the post-Covid period.
100% preliminary
After completing the course, students have knowledge of modern conceptions of nation and nationalism, and are familiar with the most important of them. They can critically reflect and understand the concepts of Slovak and foreign authors dealing with the given topic. They can analyse selected works, understand the period and the conditions determining the often complex political, social, cultural and ideological relations.
KOLLÁR, Karol, KOPČOK, Andrej a PICHLER, Tibor (eds.): Dejiny filozofie na Slovensku v 20. storočí. Bratislava: Infopress, 1998. ISBN 80-85402-32-7.
ŠTÚR, Svätopluk. Zápasy a scestia moderného človeka. Bratislava: Veda, 1998. ISBN 80-224-0536-1.
ŠIMEČKA, Milan. Kruhová obrana. Bratislava: Artforum, 2011. ISBN 978-80-89445-37-0.
NOVOSÁD, František: Vysvetľovanie rukami. Bratislava: IRIS. ISBN 80-88778-00-X.
KICZKO, Ladislav, LALÍKOVÁ, Erika a ZIGO, Milan (eds.). Problémy a osobnosti slovenskej filozofie v 20. storočí. Bratislava: Univerzita Komenského, 2013. ISBN 978-80-223-3529-4.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. Reflection of Slovak philosophical thought at the turn of the 19th and 20th centuries.
2. Formation of the first positivist and realist philosophical concepts.
3. Features of religious philosophy in the Slovak environment.
4. Anthropological and scientistic orientation of the various movements and personalities of the period.
5. Neopositivism and Igor Hrušovský.
6. Philosophy of life and Svätopluk Štúr.
7. Philosophy in Slovakia during World War II. Critical versus intuitive realism.
8. Marxist philosophy in Slovakia.
9. Philosophical dissent.
10. Forms of philosophy at the end of the 20th century.
11. New forms and shapes of philosophy in the early 2020s.
100% preliminary
After successfully completing the course, students have knowledge of the most important trends and currents in Slovak philosophy over the last hundred years. They knows the philosophical works of the period, have an overview of how philosophy as a scientific discipline was gradually profiled. They are able to carry out a critical reflection on the work of key personalities, understand their starting points and the conclusions they reached in an often complicated period.
XENOFÓN: Hostina. Sokratova obhajoba. Preložil, poznámkami k prekladu, slovnou zásobou a jazykovým komentárom doplnil Andrej Kalaš. Bratislava: Kalligram 2006. ISBN 80-7149-890-4.
XENOFÓN: O prosperujúcej domácnosti. Bratislava: Kalligram, 2007. ISBN 978-80-7149-958-9.
Diogenove zlomky. Úvodná štúdia, preklad zlomkov a komentár [Diogenés zo Sinopy]; Jaroslav Cepko, Andrej Kalaš, Vladislav Suvák. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4099-1.
COPLESTON, Frederick. Dějiny filosofie I: Řecko a Řím. Olomouc: Refugium Velehrad – Roma, 2014. ISBN 978-80-7412-167-8.
PLATÓN: Dialógy 1-3. Bratislava: Tatran, 1990. ISBN 80-222-0127-8.
Temporary teaching text for the subject is available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Preliminary assessment during the instruction period: a report (max. 30 points) on one of the seminar topics and a seminar paper of 6-8 standard pages (max. 70 points) on one of the topics offered by the course teacher.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. Exact deadlines for the submission of the selected topics of seminar papers and reports chosen by the students will be announced at the beginning of the semester. In the first lesson, the teacher will specify the topics of the seminar papers. The teacher will accept a maximum of 2 documented absences. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak, Czech (receptive acquaintance)
1. The image of Socrates in Socratic literature in the time before the trial.
2. The image of Socrates in court in Plato's interpretation.
3. The image of Socrates in court in Xenophon's interpretation.
4. Plato's image of Socrates in prison, philosophical reasons for refusing to escape.
5. The death of Socrates and its philosophical dimension.
6. Xenophon's Socrates as a practical man (“On the Prosperous Household”).
7. Xenophon's Socrates as the prototype of piety.
8. Diogenes' attitude towards human sexuality.
9. Hedonistic asceticism versus oriental asceticism.
10. Socrates’ daimonion.
11. Plutarch's Socrates as the prototype of morality.
12. Plutarch's Socrates as the prototype of piety.
100% preliminary
Graduates of the course will be able to critically read and interpret philosophical texts of the Socratic literature. They understand the basic methodological principles guiding the critical treatment of a stated problem (topic) from the history of Ancient philosophy. They are able to further continue the historical and philosophical exploration based on a scientific approach to the sources and critical evaluation of the research authorities.
RIST, John Michael. Stoická filosofie. Přeložil Karel Thein. Praha: OIKOYMENH, 1998. ISBN 80-86005-73-9.
Zlomky starých stoikov. Pravda, 1984.
KALAŚ, Andrej. Stoické chápanie kauzality a teória príčin. In: Brnianske prednášky členov Katedry filozofie a dejín filozofie Filozofickej fakulty Univerzity Kmenského v Bratislave. Editori Etela Farkašová, Lenka Bohunická, Miroslav Marcelli. Brno: Masarykova univerzita, 2003, s. 107 - 138. ISBN 80-210-3046-1.
LONG, Anthony Arthur. Hellénistická filosofie. Preložil Petr Kolev. Praha: OIKOYMENH, 2020. ISBN 978-80-7298-497-8.
Od Aristotela po Plotina. Antológia z diel filozofov. Bratislava: Iris, 2006. ISBN 976-80-89238-11-8.
Temporary teaching text for the subject is available in MS TEAMS. Students will be acquainted with supplementary literature during the lessons.
Assessment during the instruction period includes: a). successful presentation of a paper on one of the topics listed in the course syllabus (max. 30 points) b) Successful completion of a control test at the end of the semester (max. 70 points) connected with oral consultation of the written answers. The student will be admitted to the test only with a minimum of 10 points from paper. Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. FX. The exact date for the test and the topics of the paper will be announced at the beginning of the semester. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak, Czech (receptive acquaintance)
1. Hellenism - period, culture, philosophy, Hellenistic schools and their character, the position of Stoicism as a dogmatic school.
2. Stoic physics of the elements: an integrated Stoic universe. Difference between to holon and to pan. Active and passive elements.
3. Stoic psychology: Integration function of the pneuma, its tension and degrees.
4. The doctrine of the Logos, fate, providence and God. The degree of dynamism and autonomy of the pneuma is determined by its fire element.
5. The place of the man-sage in the cosmos in terms of the quality of his soul.
6. Stoic epistemology: imagination (fantasy), instinct, assent, catalepsy, knowledge, division of fantasies according to origin and cognitive relevance.
7. Stoic theory of causes. Stoic cause as something physical. The blending of Stoic and Peripatetic theories of causes.
8. Stoic theory of division and hierarchisation of causes. Practical examples from life.
9. Stoic theory of free decision and action: degrees of autonomy of the pneuma, freedom as the possibility of independent action, the Stoic sage - is he really free?
10. Modal categories in the Stoic conception of freedom: fate, necessity, chance, possibility, freedom.
11. Stoic ethics, the problem of bliss and Stoic ataraxia, mean and perfect duties.
12. The problem of indifferent things, their articulation and revision of approaches, virtue as a rational disposition, three definitions of Stoic virtue, final connection with the understanding of freedom.
100% preliminary
After successfully completing the course, students will know how universal determinism and at the same time the freedom of the sage can be admitted within the Stoic system. They understand the integral connection of the three parts of Stoic philosophy (physics, logic, ethics). They are able to address the dilemma of determinism and freedom on the ground of other philosophical conceptions as well, and not only in antiquity.
HUSSERL, Edmund. Ideje k čisté fenomenologii a fenomenologické filosofii. Praha: Oikúmené 2004. ISBN 80-7298-085-8.
WITTGENSTEIN, Ludwig. Modrá a Hnedá kniha. Bratislava: Kalligram 2001. ISBN 80-7149-439-9.
DERRIDA, Jacques. Texty k dekonstrukci. Bratislava: Archa 1993. ISBN 80-7115-046-0.
GÁL, Egon, MARCELLI, Miroslav (ed.). Za zrkadlom moderny filozofia posledného dvadsaťročia. Bratislava: Archa, 1991. ISBN 80-7115-025-8.
Supplementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library UK literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preparation for the lesson (reading texts), at least one oral report in class or written seminar paper (max. number of points: 20), final written exam in the credit week (max. number of points: 30). Total assessment: max. number of points - 50. A (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Phenomenological philosophy of E. Husserl.
2. Philosophy of being of M. Heidegger.
3. Existentialism: J.-P. Sartre.
4. Early analytic philosophy: G. Frege, B. Russell, L. Wittgenstein.
5. Philosophy of later L. Wittgenstein.
6. Philosophy of logic positivism: R. Carnap, M. Schlick.
7. Analytic philosophy of the 2nd half of 20th century: W.V. O. Quine, D. Davidson.
8. Critical theory and J. Habermas.
9. Structuralist philosophy of M. Foucault.
10. Deconstruction of J. Derrida.
11. Postmodern philosophy: J.-F. Lyotard.
12. Philosophy of science in 20th century: K. R. Popper, T. S. Kuhn.
100% preliminary
Through detailed critical analysis and interpretation of selected texts, students have a more in-depth knowledge of the ideas and methods of major 20th-century philosophers. They are better able to understand the main currents of 20th-century philosophy and are able to discuss philosophical issues in a more informed way: to put forward their own insights and comments, to defend their own interpretations, and to respond productively to the views of others.
BAUMAN, Zygmunt. Tekutá modernita. Praha: Mladá fronta, 2002.
BÉLOHRADSKÝ, Václav. Společnost nevolnosti. Praha: SLON, 2007.
HARARI, Yuval Noah. Sapiens. Stručná história ľudstva. Bratislava: Aktuell, 2018.
HAUSER, Michal. Prolegomena k filosofii současnosti. Praha: Filosofia, 2007.
LYOTARD, Jean-Francois. O postmodernismu. Praha: Filosofický ústav ČSAV, 1993.
SPENGLER, Oswald. Zánik Západu. Praha: Academia, 2010.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak; Czech (receptive acquaintance); English
1. Philosophical concept of the present (civilization)
2. The concept of late modernity
3. Anthropocene: the age of man
4. Philosophical issues of globalisation
5. Philosophical issues of scientific and technological development
6. Artificial intelligence, the internet and virtual reality
7. The problem of media communication (post-truth era)
8. The crisis of culture
9. Educational perspectives
10. The possibilities of philosophy in the contemporary world.
50%/ 50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, in the field of knowledge students know what the key problems of contemporary civilization from the point of view of philosophy are; what solutions to the current problems of mankind are proposed by contemporary philosophy. In the area of philosophical competences, the students are able to analyse selected philosophical concepts of contemporary philosophy; to develop their skills of philosophical expression (text analysis, writing, discussion); to think (philosophize) critically about the key issues of the contemporary civilisation.
BAUMAN, Zygmunt: Retrotopia. Bratislava: Kalligram, 2017.
BROCKMAN, John, ed.: Příštích padesát let. Praha: Dokořán a Argo, 2004.
FEUERBACH, Ludwig: Zásady filosofie budoucnosti a jiné filosofické práce. Praha: Filosofický ústav ČSAV, 1959.
HARARI, Yuval Noah: Homo deus. Bratislava: Aktuell, 2018.
JASPERS, Karl.: Atómová bomba a budoucnost lidstva. Praha: Academia, 2016.
KOVÁĆ, Ladislav.: Konec lidské evoluce. Červený Kostelec: Mervart, 2017.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period.
Slovak / Czech (receptive acquaintance) / English; The information sources and sources used to on the subject seminars are also in English. Requires min. level B1.
1. Culture versus nature
2. Humanism, Posthumanism and Transhumanism
3. The idea of human improvement
4. Perspectives on techno-, info- and neurosciences
5. Digitalism/dataism and the society of the algorithm
6. Do we have free will?
7. Are there any alternatives to capitalism?
8. Will we live forever?
9. The crisis of values
10. Philosophy and the future of humanity.
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
After successfully completing the course, in the field of knowledge, students know what issues are dealt with by philosophy reflecting the future of mankind; what solutions to the problems of the future of mankind are proposed by philosophy. In the area of practical philosophical competences, the students are able to analyse selected philosophical concepts and problems of the future of humanity; to develop their skills of philosophical expression (text analysis, writing, discussion); to think (philosophize) critically about the issues of the future of humanity on their own.
DAYOVÁ, Barbara. Sametoví filozofové. Brno: Doplněk, 1999. ISBN 80-7239-045-7.
KUSÁ, Jolana, ZAJAC, Peter (eds.). Prítomnosť minulosti, minulosť prítomnosti. Bratislava: Nadácia M. Šimečku, 1999. ISBN 80-967156-8-2.
PATOČKA, Jan, Češi I. Praha: OIKOYMENH, 2006. ISBN 80-7007-230-X. ISBN 80-7298-181-1.
ŠIMEČKA, Milan. Společenství strachu a jiné eseje. Bratislava: Nadácia M. Šimečku, 2003. ISBN 80-89008-16-X.
KUSÝ, Miroslav, ŠIMEČKA, Milan. Veľký brat a veľká sestra. Bratislava: Nadácia M. Šimečku, 2000. ISBN
80-89008-01-1.
Additional literature will be presented at the beginning and during the semester. Teacher presentations will be available in MS Teams.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points b) Presentation of one selected topic: max. 20 points
c) Written paper in the form of a philosophical essay of min. 7 standard pages: 20 points
Absences with documentation not exceeding 25% of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E
- 33-30 points; Fx – 29 points or less
Slovak, Czech (receptive acquaintance)
1. Life behind the “Iron Curtain”.
2. Specifics of philosophical (and literary) texts and their forms in the period from World War II to 1989 in the Czech Republic and Slovakia.
3. Features of the formation of Marxist philosophy in the Central European context.
4. Charter 77, the period of normalization and its impact on the status and level of philosophy.
5. Prague and Bratislava seminars and samizdat.
6. The Demon of Consent by Dominik Tatarka.
7. Big Brother and Big Sister by Milan Šimečka and Miroslav Kusý.
8. Marian Váross, Ján Kocka, Ivan Kadlečík, Marcel Strýko.
9. Jan Patočka, Ladislav Hejdánek and Václav Havel.
10. Critical probing and looking back.
100% preliminary
After successfully completing the course, the students have knowledge of Czechoslovak dissent. They understand the relationship between Marxist and so-called non-Marxist philosophies in the post-World War II period. They know the most important dissident personalities and can critically reflect on and analyse their views.
EINSTEIN, Albert, INFELD, Leopold. Fysika jako dobrodružství poznání. Praha: Orbis, 1957.
BEISER, Arthur. Úvod do moderní fyziky. Praha: Academia, 1978.
KNIGHT, Randall. Physics for scientists and engineers A strategic approach with modern physics.
Harlow: Pearson Education, 2017. ISBN 1-292-15742-9.
GRIFFITHS, David. Introduction to Quantum Mechanics. Upper Saddle River: Pearson/Prentice Hall, 2005. ISBN 0-13-191175-9.
Supplementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library UK literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Basic characteristics of classical physics.
2. From classical physics to quantum physics - key problems and experiments: black body radiation (M. Planck), photoelectric phenomenon (A. Einstein).
3. From classical physics to quantum physics - key problems and experiments: Compton’s phenomenon, models of the atom (J. J. Thomson, E. Rutherford, N. Bohr).
4. Basic concepts of probability theory and statistics: probability density, average value, variance, standard deviation.
5. Complex numbers and complex functions in quantum theory.
6. The wave function and Schrödinger equation.
7. The wave and particle image.
8. Born's statistical interpretation of the wave function.
9. One-dimensional single-particle quantum mechanics: Free particle
10. One-dimensional single-particle quantum mechanics: Particle in the potential well.
11-12. Quantum harmonic oscillator.
100% preliminary
After successfully completing the course, students have knowledge of the basic concepts and methods of elementary quantum mechanics. They are able to apply them quantitatively to simple (one-dimensional, one-particle) cases.
EINSTEIN, Albert, INFELD, Leopold. Fysika jako dobrodružství poznání. Praha: Orbis, 1957.
BEISER, Arthur. Úvod do moderní fyziky. Praha: Academia, 1978.
KNIGHT, Randall. Physics for scientists and engineers A strategic approach with modern physics.
Harlow: Pearson Education, 2017. ISBN 1-292-15742-9.
GRIFFITHS, David. Introduction to Quantum Mechanics. Upper Saddle River: Pearson/Prentice Hall, 2005. ISBN 0-13-191175-9.
Supplementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library UK literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Postulates of quantum mechanics - introduction and comparison with classical mechanics.
2. Postulates of quantum mechanics - analysis of the main physical concepts.
3. Mathematical apparatus of quantum mechanics: Differential equations.
4. Mathematical apparatus of quantum mechanics: The basics of linear algebra.
5. Mathematical apparatus of quantum mechanics: Hilbert space.
6. Mathematical apparatus of quantum mechanics: Operators in quantum mechanics.
7. The generalised Heisenberg uncertainty relation.
8. Position and momentum representation of the state vector. Fourier transforms.
9. Problems of interpretation of quantum mechanics: The "measurement problem", quantum entanglement and the problem of locality.
10. Problems of interpretation of quantum mechanics: ontological/epistemological status of the wave function, wave-particle dualism, determinism vs indeterminism.
100% preliminary
After successfully completing the course, students have a deeper insight into the mathematical structure and the system of postulates of non-relativistic quantum mechanics. They understand the philosophical problems associated with the interpretation of quantum mechanics. They have the mathematical skills necessary to understand not only quantum mechanics, but also much of the exact sciences, and are therefore able to address questions of the philosophy of science at an advanced level.
SZAPUOVÁ, Mariana. Kapitoly z feministickej filozofie. Bratislava: Univerzita Komenského v Bratislave, 2010. Elektronický zdroj. ISBN 978-80-233-2786-2.
SZAPUOVÁ, Mariana. Filozofický pohľad na rovnosť žien a mužov: perspektíva J. S. Milla. Filozofia, 2005, roč. 60, č. 2, s. 103-114. ISSN (Available on: http://www.klemens.sav.sk/fiusav/doc/filozofia/2005/2/103-114.pdf) ISSN 0046-385X.
MILL, John Stuart. Poddanstvo žien. Bratislava: Kalligram, 2003. ISBN 80-7149-593-X.
FARKAŠOVÁ, Etela. Na ceste k „vlastnej izbe“. Postavy, podoby, problémy feministickej filozofie. Bratislava: Iris, 2006, s. 13-77. ISBN 80-89256-00-7.
MILLETT, Kate: Sexuální politika. In: Oates-Indruchová, Libora (ed.). Dívčí válka s ideologií. Praha: Sociologické nakladatelství, 1998. s. 69 – 89. ISBN 80-85850-67-2.
Preliminary evaluation during the instruction period: presentation of one selected topic (30 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (40 points)
The condition for admission to the exam is the scoring of min. 10 points from the preliminary assessment. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale:
A: 70-65, B: 64-59, C: 58-53, D: 52-47, E: 46-42, Fx: 41-0. A maximum of 2 excused absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. What is feminist philosophy - definition of basic terms.
2. Feminist reflection and critique of the philosophical canon.
3. Historical stages in the development of feminist thought, the origins of feminist philosophy.
4. Developmental forms of feminist philosophy: the philosophical starting points of the Enlightenment liberal feminism.
5. Enlightenment feminism and the problem of gender disparity (Rousseau versus Wollstonecraft).
6. Enlightenment Liberal Feminism - Harriet Taylor Mill and John Stuart Mill.
7. Woman as the Second One - Simone de Beauvoir, existentialist inspirations.
8. Theories of the second wave of feminism, typologies of feminist concepts and currents.
9. Philosophical foundations of liberal feminism and its limits.
10. Radical feminism, its main themes and starting points. Analysis of patriarchy and sexual politics theory.
11. The materialist theory of women's oppression and the problem of domestic work.
12. Feminist philosophy and postmodernism.
43%/ 57%
After successfully completing the course, students have knowledge of the genesis and historical development of feminist philosophy and are familiar with the periodisation of feminist thought. They know the typology of feminist philosophical concepts and currents, being familiar with their conceptual apparatus. They understand the differences between the individual historical types of feminist philosophy and understand the issues that feminist thought has thematised at different stages of development. They are able to navigate different concepts and understand the central lines of argument.
KUHN, Thomas S. Štruktúra vedeckých revolúcií. Bratislava 1981, str. 37-47.
POPPER, Karl R. Hľadanie lepšieho sveta. Bratislava: Archa, 1995, str. 11-57. ISBN 80-7115-113-0
SCHLICK, Moritz. M. Zobrané state. In: Antológia z diel filozofov. Logický empirizmus a filozofia prírodných vied. Bratislava: Vydavateľstvo politickej literatúry, 1968. str. 211-255.
SARDAR, Ziauddin. Thomas Kuhn a vedecké války. Praha: Triton,2001. ISBN 80-7254-209-5.
SZAPUOVÁ, Mariana, NUHLÍČEK, Martin. Naturalizmus a skepticizmus. Filozofia, 2020, roč. 75, č. 9., s. 760-775. ISSN 0046-385X (Available on: https://www.sav.sk/journals/uploads/11250922filozofia.2020.75.9.3.pdf)
Course requirements:
Preliminary evaluation during the instruction period: presentation of one selected topic (30 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (40 points)
The condition for admission to the exam is the scoring of min. 10 points from the preliminary assessment. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale:
A: 70-65, B: 64-59, C: 58-53, D: 52-47, E: 46-42, Fx: 41-0. A maximum of 2 excused absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. The problem of science in 20th century philosophy.
2. The Vienna Circle initiative. Understanding the nature and object of epistemology in neopositivism.
3. Major themes and issues in neopositivist epistemology.
4. Critical rationalism and falsificationism of K.R. Popper.
5. Fallibility of human cognition.
6. Changes in the conception of scientific knowledge initiated by postpositivism. Kuhn's conception of the development of science.
7. The epistemological anarchism of P. Feyerabend.
9. Naturalised epistemology.
10. New initiatives in contemporary epistemology: socialized epistemology.
11. The problem of science in feminist philosophy.
12. The concept of situated science.
preliminary 43%/ final 57%
After successfully completing the course, students have knowledge of the philosophical conceptions of science formed on the ground of 20th century philosophy, their starting points, main themes and solutions. They understand the main problems addressed in these approaches and can compare the different solutions. They are able to navigate contemporary philosophical debates about science.
FREUD, Sigmund. Přednášky k úvodu do psychoanalýzy. Praha: Portál, 2020. ISBN 978-80-262-1573-8.
FREUD, Sigmund. Nespokojenost v kultuře. Praha: Hynek, 1998. ISBN 80-86202-13-5.
STORR, Anthony. Freud. Praha: Argo, 1996. ISBN 80-85794-93-4.
ČERNOUŠEK, Michal. Sigmund Freud - Dobyvatel nevědomí. Praha: Paseka, 1996. ISBN 80-7185-082-9.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams.
Active participation in classes (max. 3 documented absences), preparation for the lesson (reading texts), at least one oral report in class or written seminar paper (max. number of points: 20), final written exam in the credit week (max. number of points: 30). Total assessment: max. number of points - 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Freud in 20th century philosophy and culture. The penetration of psychoanalytic terminology and teachings into the general consciousness.
2. Basic concepts and theses of Freud's conception of psychology and its historical background and systematic foundations.
3. A comparison of psychoanalysis as a distinct psychological current with other major streams of psychological research and theorising at the turn of the nineteenth and twentieth centuries.
4. Freud, Breuer and the theory of hysteria.
5. Freud's psychoanalytic theory of dreams.
6. Freud's psychoanalytic theory of psychosexual development.
7. A topographical and structural model of the mental apparatus.
8. A psychoanalytic theory of defence mechanisms.
9. Extension of psychoanalysis from therapy to a general theory or philosophy of culture. Freud's analysis of morality, art and religion.
10. Positive and negative reactions to Freud's psychoanalysis in 20th century philosophical history.
11. Criticism of Freud in terms of scientific theory and methodology.
100% preliminary
After successfully completing the course, students will have an understanding of the basic concepts, theories, and therapeutic methods of Freudian psychoanalysis and its relationship to philosophy. They are able to understand the emergence of psychoanalysis in the historical and philosophical context of the turn of the 19th and 20th centuries. The students are able to identify similarities and differences between Freud's conception and the philosophical conceptions of selected philosophers and are able to analyse the theses of psychoanalysis from a methodological-scientific point of view
ZNÁM, Štefan (a kolektív). Pohľad do dejín matematiky. Bratislava: Alfa, 1986.
ČIŽMÁR, Ján. Dejiny matematiky - Od najstarších čias po súčasnosť. Bratislava: Perfekt, 2017. ISBN 978-80-8046-829-3.
STRUIK, Dirk J. Dějiny matematiky. Praha: Orbis, 1963.
RÉNYI, Alfréd. Dialógy o matematike. Bratislava: Alfa, 1977.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. The relationship between philosophy and mathematics in the history of philosophy.
2. Thales and the idea of mathematical proof.
3. Pythagoreans and the discovery of incommensurability.
4. Zeno's aporias (paradoxes).
5. Aristotle's solution of Zeno's aporia.
6. Zeno's aporias from the perspective of modern science.
7. Plato's philosophy of mathematics. Platonism in the philosophy of mathematics.
8. Aristotle's philosophy of mathematics. The problem of (mathematical) infinity.
9. Euclid's Elements as a model for mathematics and philosophy.
10. Descartes' analytic geometry as a model method.
11. Spinoza's ethics according to the model of geometry.
12. Leibniz as a mathematician. The discovery of infinitesimal calculus.
100% preliminary
After successfully completing the course, students have knowledge of significant events in the history of ancient and modern mathematics, which are closely related to philosophical thinking. They have a deeper understanding of the role of exact thinking in philosophy. They are able to apply and extend their mathematical skills (algebra, arithmetic, geometry, basics of differential calculus) using particular examples.
Predsokratovci a Platón. Zostavil Jaroslav Martinka. Bratislava: Iris, 1996. ISBN 80-88778-50-6. Diogenove zlomky. Úvodná štúdia, preklad zlomkov a komentár [Diogenés zo Sinopy]; Jaroslav Cepko, Andrej Kalaš, Vladislav Suvák. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4099-1.
KALAŠ, Andrej. Sloboda u Sokrata a jeho nasledovníkov v skeptickej Akadémii. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2963-7.
GAHÉR, František.. Stoická sémantika a logika z pohľadu intenzionálnej logiky. Bratislava: Stimul, 2000. ISBN 80-88982-18-2.
KALAŠ, Andrej. Raný pyrrhónizmus alebo blažený život bez hodnôt? Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2519-6.
MARKO, Vladimír. Štyri antické argumenty o budúcich náhodnostiach. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4425-8.
Students will be acquainted with supplementary literature during the lessons.
Assessment carried out during the instruction period of the semester includes:
a) Successful presentation of a paper on one of the seminar topics (max. 30 points)
b) Successful completion of a control test at the end of the instruction period of the semester (max. 70 points) The student will be admitted to the test only with a minimum of 8 points from paper.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test and the topics of the paper will be announced at the beginning of the semester.
The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Sceptic elements in Pre-Socratic philosophy (Xenophanes)
2. Scepticism and relativism in sophists (Protagoras, Gorgias)
3. Scepticism in Socrates and his ethical dimension (“I know that I know nothing”).
4. Scepticism in Socrates’ followers (Antisthenes, Diogenes, Plato)
5. Scepticism of the middle and new Academy, negative dogmatism (Arkesilaos, Carneades).
6. Sceptical atomism
7. Pyrrhon and Timon
8. Pyrrhon and India in terms of the transfer of sceptical ideas.
9. Neo-pyrrhonism and its phenomenalism
10. Rationalistic and empirical medical school, Stoic division of the non-obvious and distinction of symptoms
11. The ethical dimension of ancient scepticism
12. Dogmatism versus scepticism in Hellenistic philosophy.
100% preliminary
Students who have successfully completed the course will be able to identify the sceptical elements in the various historical periods of ancient philosophy. They understand the specific connection between ancient scepticism and the ethical need to attain the blissful life. They are able to apply the acquired knowledge in philosophical discourse beyond ancient philosophy.
NUHLÍČEK, Martin. Čo je zdôvodnenie? (Odpoveď M. Taligovi). Filozofia. 2013, 68 (2), 139-150. ISSN 0046-385X.
NUHLÍČEK, Martin. Spory o charakter zdôvodnenia v súčasnej analytickej epistemológii. Filozofia. 2013, 68 (6), 517-522. ISSN 0046-385X.
NUHLÍČEK, Martin. Sceptical and Practical Criticisms of Epistemic Externalism. Prolegomena. 2015. 14 (1), 31-45. ISSN 1333-4395.
GOLDMAN, Alvin I. What Is Justified Belief? In: PAPPAS, George S. (ed.). Justification and Knowledge. Dordrecht: Reidel, 1979, s. 1-23.
ZAGZEBSKI, Linda. What Is Knowledge? In: GRECO, John, SOSA, Ernest (eds.). The Blackwell Guide to Epistemology. Malden: Blackwell, 1999, s. 92-116.
Students will be acquainted with supplementary literature during the lessons.
Preliminary evaluation during the instruction period:
a) Seminar paper on a selected topic from the course syllabus: max. 10 points;
b) Written test focusing on the knowledge of texts analysed in seminars: max. 10 points. The topic of the seminar paper has to be discussed with the teacher in advance. The deadline for submission of the seminar paper as well as the deadline for the written test will be announced at the beginning of the semester. Grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60%; FX: 59%-0%.
Absences with documentation not exceeding 25 % of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Slovak; some texts are in English - required level B2.
1. Traditional theories of knowledge.
2. Gettier’s problem.
3. A causal approach to knowledge.
4. Reliabilism.
5. Advantages and problems of reliabilism.
6. Internal and external justification.
7. Disputes over the notion of justification.
8. Justificatory scepticism.
9. Epistemology of virtues.
10. The nature of cognitive virtues.
11. Cognitive character and responsibility.
12. Metaepistemological perspectives.
100 % preliminary
After successfully completing the course, students have knowledge of the most important trends in contemporary epistemology. They understand the claims of a philosophical theory of knowledge as well as the major problems involved in formulating it in a satisfactory way. They are able to analyse and critically reflect on issues of human knowledge in the broader relations between epistemology, ethics and philosophy of science.
NUHLÍČEK, Martin, SZAPUOVÁ, Mariana. Poznámky ku skepticizmu alebo čo spochybňuje, a čo nespochybňuje skeptik. Filozofia. 2012, 67 (2), 147-159. ISSN 0046-385X.
NUHLÍČEK, Martin. Hodnota filozofického skepticizmu. Filosofický časopis. 2016, 64 (5), 675-690. ISSN 0015-1831.
NUHLÍČEK, Martin, SZAPUOVÁ, Mariana. Naturalizmus a skepticizmus. Filozofia. 2020, 75 (9), 760-775. ISSN 0046-385X.
NUHLÍČEK, Martin. Návod na použitie filozofického skepticizmu. Studia philosophica [online]. 2021, 68 (1), 71–79 [cit. 2021-10-22]. Available on: https://digilib.phil.muni.cz/handle/11222.digilib/144129.
NUHLÍČEK, Martin. The Priority of Common Sense in Philosophy. Croatian Journal of Philosophy. 2021, 21 (62), 319-337. ISSN 1333-1108.
Students will be acquainted with supplementary literature during the lessons.
Preliminary evaluation during the instruction period:
a) Seminar paper on a selected topic from the course syllabus: max. 10 points;
b) Written test focusing on the knowledge of texts analysed in seminars: max. 10 points. The topic of the seminar paper has to be discussed with the teacher in advance. The deadline for submission of the seminar paper as well as the deadline for the written test will be announced at the beginning of the semester. Grading scale:
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60%; FX: 59%-0%.
Absences with documentation not exceeding 25 % of the classes are accepted. Violation of academic ethics will be punished, and the student can lose all the received points in the relevant performance.
Slovak; some texts are in English - required level B2.
1. Common and sceptical doubt.
2. Sceptical scenarios and hypotheses.
3. Types of sceptical arguments.
4. Searching for the scepticism representatives.
5. Doctrinal and instrumental scepticism.
6. The value of philosophical scepticism.
7. Typology of reactions to scepticism
8. The philosophy of common sense.
9. Evidence of the outside world.
10. Scepticism and certainty.
11. Contextualism.
12. Pragmatic answers.
100 % preliminary
After successfully completing the course, students understand the nature, presuppositions, and implications of philosophical scepticism. They are proficient in selected argumentative strategies against scepticism and can evaluate their possibilities and limitations. They are able to reflect critically on the importance of sceptical reasoning in philosophy, especially in relation to questions of the certainty and usefulness of human knowledge.
BROŽÍK, Vladimír. Hodnotové orientácie. Nitra: UKF, 2007.
HARTMANN, Nicolai. Struktura etického fenoménu. Praha: Academia, 2002.
VÁROSS, Marián. Úvod do axiológie. Bratislava: Epocha, 1970.
WINDELBAND, Wilhelm. Prelúdiá. In: Hrušovský I., Zigo M., ed. Antológia z diel filozofov. zv. 7.
Bratislava: VPL, 1967, 501-537.
WINCH, Peter. Idea sociální vědy. Brno: CDK, 2004.
WRIGHT VON, Henrik Georg. Humanizmus Ako životný postoj. Bratislava: Kalligram, 2001.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Active attendance (20 p.), Presentation (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance), English; The information sources and sources used to work on the subject seminars are also in English. Request - min. level B1.
1. What is axiology?
2. History of axiology
3. Concept of value
4. Concept of valuation
5. Theory of good and evil
6. Values and facts
7. Values and norms
8. Types of values
9. Crisis of values and nihilism
10. Humanism
50%/ 50% - The overall assessment is the sum of the continuous and final assessment.
After successfully completing the course, the students will be familiar with the key ideas and concepts of the main representatives and trends of axiology; the content and meaning of the concept of values in philosophy and science.
In the area of practical philosophical competencies and skills, they can develop philosophical thinking about the contemporary issues in axiology.
BROCKMAN, John, ed. Příštích padesát let. Praha: Dokořán a Argo, 2004.
GÁL, Egon, ed.: Myseľ/telo/stroj. Bratislava: Bradlo, 1992.
RUSSELL, Stuart. Jako člověk. Praha: Argo, 2021.
SEARLE, John. Mysl, mozek a věda. Praha: Mladá fronta.
WIENER, Norbert. Kybernetika a společnost. Praha: N-ČSAV, 1963.
ZELINKA, Ivan: Umělá inteligence - hrozba nebo naděje? Praha: BEN, 2003.
Students will be acquainted with supplementary literature during the lessons.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10 p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance), English; The information sources and sources used to work on the subject seminars are also in English. Requires min. level B1.
1. Philosophical issues of technology and technological development
2. The idea of machine and the idea of thinking machine
3. The concept of artificial intelligence
4. AI applications: informatics and info-technology,
5. AI applications: virtual/digital reality,
6. AI applications: cyber and robo-sapiens,
7. AI implications: artificial life and post/trans-humanism,
8. Risks and criticisms of AI, the meaning of AI, ethical and social aspects,
9. Issue of UI control
50%/50%; The overall assessment is the sum of the preliminary and final assessment.
Following successful completion of the course, within the field of knowledge, students know what issues are dealt with in contemporary philosophy of artificial intelligence; who are the main contemporary representatives of the philosophy of artificial intelligence; how contemporary philosophy of artificial intelligence deals with selected issues.
In the area of practical philosophical competences and skills, they are able to analyse selected concepts and problems in the philosophy of artificial intelligence and to think (philosophize) critically about issues in the philosophy of artificial intelligence on their own.
Akvinský, T.: O lásce: výběr otázek z Teologické sumy. Translated, with notes and introduction Karel Šprunk. Praha: Krystal, 2005; ISBN: 80-85929-71-6.
Lotz, J. B.: Vědění a láska. Praha: Vyšehrad, 1999. ISBN: 80-7021-304-3.
Peroutka, D.: Tomistická filozofická antropologie. Praha: Krystal OP, 2012. ISBN: 978-80-87183-42-7.
Machula, T. – Holub, Š. M.: Tomismus čtyřiadvaceti tezí. Praha: Krystal, 2010. ISBN: 978-80-87183-28-1.
Chabada, M.: Kapitoly z dejín stredovekej filozofie 4. Vrcholná latinská scholastika. Bratislava: Univerzita Komenského, 2021. ISBN: 978-80-223-5242-0.
Students will be introduced to the supplementary literature during the course.
1. Preliminary assessment during the teaching part:
(a) voluntary presentation at seminars: 3 points per presentation;
(b) written test on the knowledge of the texts analysed in the seminars: maximum 10 points. The date of the written test will be specified at the beginning of the semester. The points for the voluntary presentation will count towards the overall grade.
The date of the written test will be specified at the beginning of the semester.
Grading scale:
A: 100% - 92%; B: 91% - 84%; C: 83% - 76%; D: 75% - 68%; E: 67% - 60%; FX: 59% - 0%.
Excused absences not exceeding 25% of the range of classes held are accepted. Violation of the Academic Conduct Policy may result in the cancellation of points earned for the student's performance in question.
1. Aquinas's life and work, Aquinas's philosophical project.
2. The structure of the human psyche according to Aquinas.
3. The passions of eagerness and the passions of fervour.
4. The passions of the soul and moral good and evil.
5. The interrelation of the passions.
6. Love as a passion of the soul.
7. Causes and effects of love.
8. Hatred as a passion of the soul.
9. Love and friendship.
10. Love as a natural and supernatural virtue.
11. The order of love.
12. Aquinas' importance for the history of ethics.
preliminary -100 %
Upon successful completion of the course, the student has knowledge of the nature of love in the structure of human emotionality according to Thomas Aquinas. The student understands the implications of Aquinas' understanding of love and emotionality in selected philosophical and ethical ideas such as virtue theory, the function of emotions in evaluative practical judgments, the understanding of the relationship of reason, will, and emotion, and the transcendent dimension of love (the supernatural virtues). The student is able to critically reflect on and evaluate the possibilities and limits of human emotionality, including in the broader context of the relationships between philosophy, ethics, and moral theology.
Thomas Aquinas: Summa theologiae, q.90 - 97; q.100; q.107.
Kluxen, W.: Philosophische Ethik bei Thomas von Aquin. Hamburg : Meiner - Verlag, 1998. q.90 - 97; q.100; q.107. Prague : Krystal OP, 2003.
During the instruction period of the semester: one test (in the first half of the semester) and the
seminar paper is submitted in the penultimate week of the instruction period of the semester.
Students can score a maximum of 100 points for the test, the minimum for passing the course is 60 points. The weight of the test is 50% of the final assessment. The remaining 50% of the assessment consists of seminar paper.
Test grading scale: A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of two absences with documentation.
Violation of academic ethics may result in the cancellation of the points scored in the relevant
assessment item.
English, German
Definition of law .
Law and reason; law and will.
Classification of laws.
Eternal law.
Natural law - 1.
Natural law - 2.
Law and practical reason; synderesis and conscience.
Positive law.
Functions of the positive law.
Division of the positive law.
Relation of the Decalogue, the natural and positive law.
Criticism and reception of natural-law theories.
100%/ 0%
E. Višňovský, M. Popper, J. Plichtová, ed.: Príbehy o hľadaní mysle. Bratislava: Veda 2001.
J. Rybár et. al.: Filozofia a kognitívne vedy. Bratislava: Iris, 2002.
J. Rybár et al.: Kognitívne vedy. Bratislava: Kalligram, 2002.
I. Zelinka: Umělá inteligence - hrozba nebo naděje? Praha: BEN, 2003.
J. Brockman, ed.: Příštích padesát let. Praha: Dokořán a Argo, 2004.
M. Petrů: Fyziologie mysli. Praha: Triton, 2007.
V. Mařík, O. Štěpánková, J. Lažanský: Umělá inteligence. Sv. 5. Praha: Academia, 2007.
J. Brockman: Třetí kultura. Praha: Academia, 2008.
J. O. de La Mettrie: Člověk stroj. Praha: N-ČSAV, 1958.
N. Wiener: Kybernetika a společnost. Praha: N-ČSAV, 1963.
E. Gál, ed.: Myseľ/telo/stroj. Bratislava: Bradlo, 1992.
J. Searle: Mysl, mozek a věda. Praha: Mladá fronta, 29-43.
During the semester continuously: Presentation 1 (20 p.), Presentation 2 (20 p.), Essay outline (10
p.) Final assessment: Final essay (30 p.), Defending the essay at a colloquium (20 p.)
1 absence accepted.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 0-59
The exact date of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination period obligations will be published via AIS no later than the last week of the
instruction period. Violation of academic ethics may result in the cancellation of the points scored
in the relevant assessment item.
1. The idea of the machine.
2. The idea of a thinking machine.
3. The concept of artificial intelligence.
4. Philosophical issues of artificial intelligence.
5. Applications of AI: computer science and info-technology.
6. Applications of AI: virtual/digital reality.
7. AI applications: cyber- and robo-sapiens.
8. Implications of AI: artificial life and post/trans-humanism.
9. Risks and critiques of AI, the meaning of AI, ethical and social aspects.
Scale of assessment (preliminary/final): 50%/50%; The overall assessment is the sum of the
preliminary and final assessment.
A: in the field of knowledge to know:
- What issues are addressed in current AI philosophy
- Who are the main contemporary exponents of the philosophy of artificial intelligence
- How contemporary AI philosophy addresses selected problems
B: in the area of practical philosophical competence, know:
- Analyze selected concepts and issues in the philosophy of artificial intelligence
- Develop their philosophical expression skills (text analysis, writing, discussion)
- To think critically philosophically (philosophise) independently about issues in the philosophy of artificial intelligence
ZNÁM, Štefan (a kolektív). Pohľad do dejín matematiky. Bratislava: Alfa, 1986.
ČIŽMÁR, Ján. Dejiny matematiky - Od najstarších čias po súčasnosť. Bratislava: Perfekt, 2017. ISBN 978-80-8046-829-3.
STRUIK, Dirk J. Dějiny matematiky. Praha: Orbis, 1963.
RÉNYI, Alfréd. Dialógy o matematike. Bratislava: Alfa, 1977.
Complementary literature and literature that is not in Academical Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academical Library literature are available at MS Teams
Active participation in classes (max. 3 documented absences), preliminary knowledge test in the middle of the instruction period of the semester (max. number of points: 20), final written exam (max. number of points:
30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E).
Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. The relationship between philosophy and mathematics in the history of philosophy.
2. Thales and the idea of mathematical proof.
3. Pythagoreans and the discovery of incommensurability.
4. Zeno's aporias (paradoxes).
5. Aristotle's solution of Zeno's aporia.
6. Zeno's aporias from the perspective of modern science.
7. Plato's philosophy of mathematics. Platonism in the philosophy of mathematics.
8. Aristotle's philosophy of mathematics. The problem of (mathematical) infinity.
9. Euclid's Elements as a model for mathematics and philosophy.
10. Descartes' analytic geometry as a model method.
11. Spinoza's ethics according to the model of geometry.
12. Leibniz as a mathematician. The discovery of infinitesimal calculus.
100% preliminary
After successfully completing the course, students have knowledge of significant events in the history of ancient and modern mathematics, which are closely related to philosophical thinking. They have a deeper understanding of the role of exact thinking in philosophy. They are able to apply and extend their mathematical skills (algebra, arithmetic, geometry, basics of differential calculus) using particular examples.
KALAŠ, Andrej. O Pyrrhon : eudaimon philosophos choris aksies. Nicosia: Cyprus University Press, 2017. ISBN 978-9925-553-04-4.
COPLESTON, Frederick. A History of Philosophy. Greece&Rome. London: Search Press, 1946. ISBN (UK) 0 85532 181 4.
KALAŠ, Andrej. I ypodochi tou Pyrrona stin istoria tis anazitisis tou kritiriou eudaimonias ston arxaio skeptikismo. Athens: Parnassos 52, 2010, pp. 79-88. ISSN 0048-301X.
A) Preliminary evaluation during the instruction period: one written examination during the semester assessed by max. 50 points.
b) In the examination period: oral examination. The student will be admitted to the examination only with a minimum of 20 points from the test. The exam assignment contains two questions from the syllabus. For the examination, the student can score max. 50 points.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test will be announced at the beginning of the semester. The dates for the examination will be announced through AIS no later than in the last week of the instruction period. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Greek
1. The origin of ancient philosophy. Division into periods. Sources.
2. Milesian school: Anaximander and his sociomorphism. Heraclitus.
3. Parmenides and his followers: Atomists, Empedocles, Anaxagoras and their concept of mixture.
4. Sophists and Socrates.
5. Plato: work, era, relationship to Socrates, efforts to reform the society.
6. Plato’s epistemology.
7. Plato’s ontology.
8. Plato’s concept of ideal state.
9. Aristotle: work, relationship to Alexander, historical significance for the history of thought and science.
10. Aristotle’s physics: theory of four causes of motion.
11. Aristotle’s ethics and politics.
12. Hellenistic philosophy. Plotinus, Christianity and the transfer to medieval thought
50% preliminary/50% examination period
After successfully completing the course, the students have knowledge of the basic developmental lines and central figures of ancient philosophical thought. They understand how the different periods of ancient philosophy built on each other and how they differed. They are able to deal with basic philosophical questions and problems in other subjects of his specialised study.
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.
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.
Majerčíková, J. et al. (2015). Předškolní edukace a dítě. Zlín: FHS UTB.
Vališová, A., & Kasíková, H. et. al. (2011). Pedagogika pro učitele. Praha: Grada.
Wiegerová, A. et al. (2015). Profesionalizace učitele mateřské školy z pohledu reformy kurikula. Zlín: FHS UTB.
Wiegerová, A., & Gavora, P. (2014). Proč chci být učitelkou mateřské školy? pohled kvalitativního výzkumu. Pedagogická orientace, 24(4), 510-534.
Wiegerová, A., & Gavora, P. (2015). Conceptualisation of the child and childhood by future pre-school teachers. Pedagogika, 65(5), 502-515.
Štátny vzdelávací program pre odborné vzdelávanie a prípravu .75 Pedagogické vedy.
Minimum success rate: 60 percent Continuous assessment (teaching part):
- 20% active participation in the seminar - 40% presentation in class Final assessment: - 40% final test Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences are acceptable; seminar assignments must all be developed, presented and submitted.
The exact date and topics of the interim assessment will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the teaching session.
Slovak
1. Subject, goals and tasks of didactics of pedagogy and its position in the complex of pedagogical sciences. The relation of didactics of pedagogy to other sciences. The history of the development of the didactics of pedagogy and its teaching.
2. Pedagogy as a teaching subject in secondary schools, issues of the teaching process of pedagogy in different types of secondary schools - pedagogy as a professional subject, as a subject in general - educational, formative and informative goals.
3. The goal of teaching pedagogy in the analysis of basic documents - lesson plans, curricula. Concretization on different types of schools.
4. The issue of goals in teacher preparation for teaching, goals in relation to: content, teaching methods, goal-teacher, goal-student.
5. Bloom's taxonomy of goals and its concretization in the subject of pedagogy.
6. Didactic analysis of the curriculum as a basic activity of the teacher in preparation for teaching. Analysis of textbooks and other aids for the presentation of basic, expanding, supplementary curriculum.
7. Methods of teaching pedagogy. Categorization of teaching methods, the problem of their choice.
8. Social approaches in teaching. Role playing, cooperative learning.
9. Organizational forms of teaching pedagogy. Lesson, pedagogical practice, excursion, visiting, pedagogical observation, lecture, seminar, exercise, independent work.
10. Evaluation of teaching results in pedagogy, entrance exams, matriculation exams - practical - theoretical testing.
11. The personality of the pedagogy teacher, his position at the secondary school. Specifics of the activity of a pedagogy teacher. Extracurricular activity of a pedagogy teacher.
12. Material equipment of the pedagogy teacher at the school, didactic cabinet, library.
60/40
After completing the subject, the student can analyze and evaluate and plan his teaching of pedagogy lessons at selected secondary schools. The student is able to apply the knowledge of other pedagogical disciplines to the area of image, culture and climate in the institution.
Boberová, Z. (2017). Začínajúci učiteľ a školská legislatíva I. Košice: UPJŠ.
Krajčír, Z., Mlsnová, J., & Surmajová, Ž. (2016). Zákon o výchove a vzdelávaní (Školský zákon) - komentár. Bratislava: Wolters Kluwer, s.r.o.
Zákon č. 245/2008 Z. z. zákon o výchove a vzdelávaní (školský zákon)
Zákon č. 596/2003 Z. z. o štátnej správe v školstve a školskej samospráve a o zmene a doplnení niektorých zákonov
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 61/2015 Z. z. o odbornom vzdelávaní a príprave a o zmene a doplnení niektorých zákonov
Zákon č. 95/1948 Zb. o základní úpravě jednotného školství
Štátny vzdelávací program pre základné vzdelávanie, 2023. Dostupné z: https://www.minedu.sk/data/files/11808_statny-vzdelavaci-program-pre-zakladne-vzdelavanie-cely.pdf
* ďalšia literatúra bude doplnená na začiatku alebo v priebehu semestra
The student will receive an assessment for:
a) continuous evaluation: active participation, continuous assignments, processing of the selected topic (50 points),
b) final evaluation: presentation of the selected topic (50 points).
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
A minimum of 60% is required for successful completion of the course.
Absences are taken into account according to the Study Regulations of the Comenius University in Bratislava, Faculty of Arts (https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf).
Violation of academic ethics may result in the cancellation of the points earned in the respective course assessment item.
The exact date of the interim evaluation will be announced at the beginning of the semester.
Slovak
1. Thematic definition of terms: law, amendment, decree. The process of creating laws, decrees and other documents creating a legislative framework for education and training - how to read the law.
2. Historical excursion into the most important historical legislative documents related to education (Ratio educationis, Hungarian Education Act 38/1868, Small Education Act 1922...)
3. The system of schools and the educational system from the point of view of school legislation
4. State educational program in the context of school legislation
5. The teacher from the point of view of school legislation
6. Professional development and career stages of the teacher
7. Law no. 245/2008 Coll. as amended
8. Law no. 138/2019 Coll. on pedagogical employees and professional employees and on amendments and additions to certain laws
9. Law no. 596/2003 Coll. in the wording of later transcriptions
10. Law no. 131/2002 Coll. in the wording of later transcriptions
11. Act No. 184/2009 Coll. in the wording of later transcriptions. Decree of the Kindergarten of the Slovak Republic no. 445/2009 Coll.
12. SR Government Regulation 201/2019, which establishes the scope of direct teaching activity and direct educational activity of pedagogical employees.
100/0
After completing the course, the student has knowledge of the basic legislative documents governing education and training in Slovakia. The student is able to find a legal solution to a specific situation.
Dreikurs, R., & Soltzová, V. (2012). Deti ako výzva. Adlerovská psychoterapeutická spoločnosť.
Gavora, P., Dvorská, D., & Medveďová, J. (2024). Rodičovstvo s deťmi do 3 rokov: Teória a výskum. Vydavateľstvo Univerzity Komenského v Bratislave.
Helus, Z. (2004). Dítě v osobnostním pojetí. Portál.
Leman, K. (2016). Sourozenecké konstelace. Portál.
Matejček, Z. (2007). Co, kdy a jak ve výchově detí. Portál.
Perryová, P. (2020). Toto mali čítať naši rodičia (a naše deti sa potešia, ak si to prečítame my). Tatran.
Sobotková, I. (2012). Psychologie rodiny. Portál.
Sokolová, L., Fiedlerová, E., Pauliniová, Z., & Popluhárová, H. (2010). Ako rozumieť svojim deťom a sebe samému. Metodická príručka kurzu pre rodičov. Únia materských centier SR.
During the course, students will:
- Write an essay on a topic of their choice (max. 30 points).
- Prepare solutions for educational situations (max. 30 points).
- Complete a final knowledge test (max. 40 points).
GRADING: A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
To successfully pass the course, a minimum success threshold of 60% is required.
The course instructor will accept max. 2 absences with proven documents. Violation of academic ethics will cause annulment of the points obtained in the evaluation item.
The exact date and wording of the partial assignments will be announced in the MS Teams application when they are entered at the beginning of the semester. Assignments will be entered via "Assigned tasks" in the MS Teams application. The assignments submitted by the student will be included in the student's portfolio.
Exam dates will be published via the AIS2 system in the last week at the latest teaching part of the semester.
Slovak
1. Family: Terminological framework of the family. Characteristics of the family. Functions of the family and its transformations. Negative phenomena that can disrupt the educational-socialization function of the family.
2. Parenthood: Terminological framework of parenting: parent, parenthood, parental practice, parental activity, parental behavior, parenting education, and family education. Parenthood as a status. Parenthood as an activity and its aspects: child care, child protection, child education, and parental self-development. Theories of parenthood.
3. Parents: Characteristics of a parent. Knowledge and emotions of parents. Typology of motherhood. Intensive motherhood. Fatherhood.
4. Parental self-efficacy: Defining the concept of parental self-efficacy, its relation to similar concepts, forms, sources, and theories of parental self-efficacy functioning. The influence of parental self-efficacy on parental actions. Ways to influence parental self-efficacy.
5. Obedience or free will: Educational styles of parent, analysis of parenting styles, the influence of parents' personalities and experiences on the formation of parenting styles, harmonization of partners' parenting styles.
6. Sibling disputes: Sibling relationships in the family. Causes of conflicts between siblings. The influence of birth order on the developing child's personality. Family constellations and their impact on education. Ways to prevent sibling conflicts.
7. Negative emotions in education: Emotions and their manifestations. Ways of dealing with negative emotions in education. Recognizing emotions in children. Techniques for managing the expression of negative emotions.
8. Punishment as an educational tool?: Defining punishment in education. Analysis of educational situations regarding the use of punishment. Alternative educational tools. Ways to prevent the use of punishment in education.
9. Logical consequences and boundaries in education: Defining logical and natural consequences in education. How do we set and maintain boundaries in education? Logical consequence vs. punishment. Practical training in using logical consequences.
10. Struggle for power or attention at any cost: The struggle for attention and power (causes and consequences). Negativism in children. Analysis of specific educational situations. Effective ways to resolve educational situations.
11. Rewarding and encouraging children: Rewards, praise, and encouragement – similarities and differences. Reward vs. punishment. Approaches to rewarding and encouraging. Suitable and unsuitable forms of rewards. Ways of encouraging children.
12. Family and school: Relationships between school and family. Partnership between family and school. Forms of cooperation between school and family. Parental involvement. Communication between family and school. Intergenerational learning.
60/40
After successfully completing the course, students will be able to:
- identify the role of the family in contemporary society,
- define and explain the concept of parenthood in their own words,
- gain an overview of current theoretical and empirical approaches to parenthood,
- evaluate the consequences of different parenting styles and parental actions,
- recognize factors that influence child-rearing in the family,
- apply pedagogical principles to solve educational situations,
- understand the relationship between family and school and explain the role of parents in relation to school.
Gavora, P. (2000). Úvod do pedagogického výzkumu. Brno: Paido.
Hendl, J. (2006). Přehled statistických metod zpracovávání dat. Praha: Portál.
Lichnerová, L. (2006). Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave Bratislava: Stimul
Maňák, J., Švec, Š., & Švec, V. (eds.). (2005). Slovník pedagogické metodologie. Brno: Masarykova univerzita a Paido.
Matulčíková, M., Wiegerová, A., & Molnár, A. (2023). Manuál tvorby záverečnej práce na KPED. Bratislava: FiF UK.
Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. Praha: Grada Publishing.
Punch, K. F. (2008). Úspěšný návrh výzkumu. Praha: Portál.
Spousta, V. et al. (2000). Vademekum autora odborné a vědecké práce. Brno: PF MU.
The output of the graduated course is during the teaching part:
a)Written elaboration of selected parts of the own diploma thesis that meet the formal and content requirements for diploma theses given by the internal quality system of Comenius University (20 points). The formal modification of the text and its content, the use of 5 bibliographic references in the list of bibliographic references to the final thesis and the design of the structure of the final thesis, the selection of the research method and the sketch of implementation are evaluated.
b) Research project or PowerPoint presentation (20 points) containing: research topic, overview of relevant literature, research objectives, research questions, overall research strategy and procedure, methodological preference, description and methods of compiling the research sample, research methods, timetable for collecting research data in the field, methods of collecting and analyzing research data and procedures for creating research findings and conclusions.
A minimum of 60% pass threshold is required to successfully complete the course.
Grading scale:A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59 or less%) .Teachers and teachers accept a maximum of 2 absences with proven evidence.
Slovak
1. Basic requirements for a master's thesis in Vodbore Teaching and pedagogical sciences.
2. Creation of a presentation of one's own research.
3. Acceptance of constructive criticism.
4. Discussion as a result of own research.
5. Research ethics.
6. Vodbore citation rules.
7. Mistakes in the creation of diploma theses.
8. How to present processed data.
9. Interpretation of data.
10. Course of defense.
11. How to read reviews.
12. How to prepare for the defense.
60/40
After successfully completing the course, the student has acquired knowledge about the rules of writing a diploma thesis and adherence to the rules of academic ethics. Masters the correct citation and referencing of the sources used, understands the content and formal requirements for the creation of a diploma thesis depending on the internal quality system of CU. Has sufficient competences to process the final thesis, knows the principles of building a professional text, acquires the ability to work correctly with professional literature, formulate a research problem and hypotheses, collect empirical data and adequately process and interpret them.
Gavora, P. (2008). Úvod do pedagogického výskumu. (4. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Gavora, P. (2007). Sprievodca metodológiou kvalitatívneho výskumu. (2. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Chráska, M. (2007). Metódy pedagogického výzkumu. Praha: Grada Publishing.
Hendl, J. (2008). Kvalitativní výzkum. Základní teorie, metody a aplikace. Druhé aktualizované vydání. Praha: Portál.
Hendl, J. (2017). Metody výzkumu a evaluace. Praha : Portál.
Masaryk, R. (2021). Ten druhý výskum. Úvod do kvalitatívnych metód v psychológii. Bratislava: Univerzita Komenského v Bratislave.
Šeďová, K., & Švaříček, R. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
- Completion of assignments (max. 30 p.)
- Planning, implementation and evaluation of a small research (max. 40 points)
- Final examination of knowledge and skills (max. 30 points)
Grading
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
The course instructor will accept max. 2 absences with proven documents. Violation of academic
ethics will cause annulment of the points obtained in the evaluation item.
The exact date and wording of the partial assignments will be announced in the MS Teams
application when they are entered at the beginning of the semester. Assignments will be entered
via "Assigned tasks" in the MS Teams application. The assignments submitted by the student will
be included in the student's portfolio.
Exam dates will be published via the AIS2 system in the last week at the latest teaching part of
the semester.
slovak, english
1. Educational research - scientific theory, research, educational research, methodology. The
relation of educational research to educational theory and practice. Research - action research -
evaluation.
2. Planning, organization and implementation of a field study. Stages of research work. Information
search for research.
3. Ethical principles in working with research subjects, in data collection and publication.
4. Thinking about a research problem. The difference between a topic and a research problem.
Reasoning of a researcher. Preparation of a research project.
5. Quantitative and qualitative research designs: Comparison of qualitative and quantitative
research, their philosophical foundations, goals, focus and procedures for collecting and processing
research data.
6. Qualitatively oriented educational research: Selected currents (branches) of qualitative research:
Ethnography, Phenomenological analysis, Narrative and Dramaturgical approach.
7. Qualitative research process: Access. Research methods. Data analysis. Thematic analysis.
Grounded theory. Quality standards of qualitative research.
8. Quantitatively oriented educational research: Formulation of a research problem. Variables
and hypotheses. Hypothesis testing in scientific research. Measurement and quantification in
educational research.
9. Quantitative research methods, research instruments.
10. Development of a research instrument, validity and reliability of a research instrument
11. Research data collection methods: Observation, questionnaire, rating scales, tests, experiment.
12. Processing of data: Analysis and interpretation of research data. Discussion of research findings.
Recommendations for practice.
70/30
After successfully completing the course, students can explain basic methodology concepts,
describe methods of collecting and evaluating research data. They can explain the principles and
stages of quantitative and qualitative educational research. They can project, conduct and evaluate
their own scientific or action research.
Jarábek, K., & Koštrnová, D. (2014). Výchovný poradca [online]. Bratislava: Metodicko-pedagogické centrum. Dostupné na: https://archiv.mpc-edu.sk/sites/default/files/publikacie/jarabek_kostrnova_vychovny_poradca_web.pdf
Knotová, D. a kol. (2014). Školní poradenství. Praha: Grada Publishing.
Krnáčová, Z., & Križo, V. (2021). Multidisciplinárny prístup v školách: Školský podporný tím [online]. Národný projekt ŠTANDARDY, VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2022/06/Multidisciplinarny-pristup-v-skolach-Skolsky-podporny-tim-v1.03.pdf
Kunčaková, S. (2021). Manuál začínajúceho sociálneho pedagóga v škole. Bratislava: VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2021/10/Manual-zacinajuceho-soc.ped_.v1.02.pdf
Sejčová, Ľ. (2018). Edukačné poradenstvo a perspektívy jeho rozvoja. Perspektívy rozvoja pedagogiky a andragogiky v Slovenskej republike a v krajinách strednej Európy [elektronický dokument]. Bratislava: Univerzita Komenského v Bratislave, 122-131.
Sejčová, Ľ. (2011). Pedagogicko-psychologické poradenstvo a poradenský proces. Bratislava: Vydav. UK.
report; test, oral exam
Continuous assessment during the teaching part: report on a selected topic from the subject matter (30 points), during the exam period: oral or written exam (40 points). The student will be admitted to the exam only with min. by the number of 10 points from the interim assessment.
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences with proven documents are allowed. The exact date and topics of the interim assessment will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the teaching session.
Slovak, English
1. Characteristics of consulting and consulting activities.
2. Counseling courses and schools with founding importance for the development of counseling
3. Concepts of development counseling, educational and educational-formative concepts.
4. Advisory process and communication in the advisory process.
5. Telephone consultation. Written consultation and advice in magazines and on the Internet. Personal consultation.
6. Diagnostic methods of working with the client.
7. Intervention methods of counseling work with the client. Individual consultation methods. Methods of group counseling. Methods of couple and family counseling.
8. System of professional guidance in education.
9. Origin and development of educational and psychological counseling.
10. Educational counseling and prevention school facilities.
11. Content of the advisory activity of the educational advisor and social pedagogue within the activity of school support teams.
12. Practical exercises from pedagogical counseling, solving model counseling situations.
40/60
Students will learn basic counseling theories, innovative approaches and counseling techniques. They will get a theoretical overview of the ways and models of counseling with an emphasis on their application in school practice, in the implementation of pedagogical counseling. Students will gain knowledge on the implementation of counseling activities, the diagnosis of the pupil's personality and the implementation of effective intervention in order to solve the client's problem (pupil, family, school).
Fedor, M. (2019). Týrané, zneužívané a zanedbávané dieťa. Bratislava: Osveta.
Janošová, P. et. al. (2016). Psychologie školní šikany. Praha: Grada.
Mydlíková, E. (2018). Posudzovanie sociálnej rizikovosti rodiny. Trnava: Typi Universitatis Tyrnaviensis.
Mydlíková, E. (ed.). 2021. Diagnostika syndromu týraného, zneužívaného a zanedbávaného dítěte. Praha: Portál.
Sejčová, Ľ. (2010). Dieťa ako obeť násilia. Bratislava: Album.
Sejčová, Ľ. (2021). Šikanovanie a kyberšikanovanie v škole. [elektronický dokument]. Bratislava: Univerzita Komenského. http://stella.uniba.sk/texty/FIF_LS_sikanovanie.pdf
Report and written test.
Continuous assessment during the teaching part: paper on a selected topic from the subject matter (30 points), during the credit period: written exam (40 points). The student will be admitted to the written exam only with min. by the number of 10 points from the interim assessment.
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences with proven documents are allowed. The exact date and topics of the interim assessment will be announced at the beginning of the semester. The dates of the written exam will be announced in the last week of the teaching session at the latest.
Slovak, English
1. Victims of violence. The personality of the victim. Helping victims of crime. Prevention of victimization.
2. Violence committed in families. Domestic violence. Forms of psychological and physical domestic violence. Help for victims of domestic violence.
3. Children as victims of violence. Legal protection of the child. Child abuse in the past. The most common forms of violence against children and youth.
4. Tortured, abused and neglected child - CAN syndrome. Incidence of violence against children and youth.
5. Risk factors for violence against children. Risky child. Risky offender. Risky family. Risky situations.
6. Consequences of violence against children and youth.
7. Diagnosis of abuse and child abuse.
8. Causes of bullying among teenagers. The personality of the aggressor, the victim, the role of witness to bullying. Research on violence and bullying at school in our country and abroad. Forms of intervention and prevention of bullying in schools.
9. Causes of cyberbullying. The personality of the aggressor, the victim, the role of the witness of cyberbullying. Research on cyberbullying here and abroad and forms of effective prevention.
10. Victimization of children and youth and its prevention. Prevention of violence against children in terms of individual forms of CAN.
11. Helping children in crisis and danger. Help for endangered families and children. Method of implementation of crisis counseling.
12. Preventive programs at schools aimed at preventing violence against children and youth.
100/0
The student will acquire professional terminology, fundamental knowledge in the field of victimology, understand the causes of violence perpetrated against children and become familiar with the classifications of risk factors for the occurrence of violence and the classifications of types of violence. He will be able to use the mentioned knowledge and skills in further education and also in the practical level of primary, secondary and tertiary prevention of violence against children and in families.
Hejnová, E., & Hejna, D. (2016). Rozvoj vědeckého myšlení žáků prostřednictvím přírodovědného vzdělávání. Scientia in educatione, 7(2).
Markström, A. M., & Halldén, G. (2009). Children’s strategies for agency in preschool. Children & society 23(2),112-122.
Sotáková, I., Ganajová, M., & Babincáková, M. (2020). Inquiry-Based Science Education as a Revision Strategy. Journal of Baltic Science Education 19(3), 499-513.
Szimethová, M., Wiegerová, A., & Horká, H. (2012). Edukačné rámce prírodovedného poznávania v kurikule školy. Bratislava: OZ V4.
Szimethová, M., Krajcarová, J., & Pacholík, V. Proč? Proč? Proč? Aneb odpovědi na otázky kolem nás: přírodní vědy pro střední školy. Zlín: UTB ve Zlíně.
Trnová, E., Janko, T., Trna J., & Pešková, K. (2016) Typy vzdělávacích komiksu a analýza jejich edukačního potenciálu pro přírodovědnou výuku. Scientia in education 7(1), 49 – 64.
To successfully complete the course, students will work on seminar tasks, create a student portfolio by completing partial assignments, and pass a colloquial exam (oral examination).
The student portfolio includes:
- Creation of methodology for teaching materials using inquiry-based strategies for children/pupils based on the instructor's assignment (40 points).
- Creation of an educational comic for children/pupils to eliminate a specific misconception (30 points).
Colloquial exam: (max. 30 points). Total: max. 100 points.
To successfully pass the course, a minimum success threshold of 60% is required.
Grading: A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less)
The course instructor will accept max. 2 absences with proven documents. Violation of academic ethics will cause annulment of the points obtained in the evaluation item.
The exact date and wording of the partial assignments will be announced in the MS Teams application when they are entered at the beginning of the semester. Assignments will be entered via "Assigned tasks" in the MS Teams application. The assignments submitted by the student will be included in the student's portfolio.
Exam dates will be published via the AIS2 system in the last week at the latest teaching part of the semester.
slovak
1. Contemporary generations of children and youth. Current education concept in Slovakia.
2. Holistic approach to the child's personality.
3. Albert Bandura's theory – the concept of agency.
4. The child as an object and subject of the educational process. The child as an agent, the child is not an actor.
5. The concept of inquiry-based learning (IBL) and inquiry-based activities (IBA) with examples from science education. IBL/IBA from the teacher’s and students’ perspectives.
6. Limits and benefits of IBL/IBA in education.
7. Children's misconceptions and their significance in the educational process. The importance of personal experience in education.
8. The importance of understanding, curiosity, and thinking in children's perception of the world. Inquiry, active research, and inquire-based activities.
9. Strategies applicable in IBL/IBA. Science experiments in IBL/IBA. Using science comics in IBL/IBA. Experiential learning methods and creative drama methods in the context of IBL/IBA.
10. Active listening. Brainstorming, Mind Mapping. Using the EUR method. Supporting critical thinking. Working with curiosity-inducing questions – proper question formulation. Peer education.
11. Current research on IBL/IBA. Current trends in children's theories of world perception.
12. School, family, and the social environment influencing the choice of inquiry-based education strategies.
70/30
Upon successfully completing the course, the student will have knowledge of inquiry-based education strategies, inquiry-based learning, and research methods. They will understand children's misconceptions and how to use inquiry strategies with children/pupils in science education, both in school and extracurricular facilities.
Bakošová, Z. Dončevová, S. Galbavý, D. Šereš, I., & Zemančíková, V. (2011). Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty. Bratislava: Slovenská pedagogická spoločnosť SAV.
Gubricová, J. Martincová, R. Liberčanová, K., & Šuhajdová, I. (ed.). (2022). Peer príručka (nielen) pre sociálnych pedagógov. Trnava: Trnavská Univerzita.
Helus, Z. (2015). Sociální psychologie pro pedagogy. Praha: Grada.
Jedlička, R. (2017). Psychický vývoj dítěte a výchova. Praha: Grada.
Liberčanová, K. (2018). Metódy sociálnej pedagogiky. Trnava: Pedagogická fakulta TU.
(a) Interim evaluation: individual preparation for each topic, activity in discussions on each topic (60% of the total evaluation)
(b) final assessment: colloquium - students must demonstrate mastery of the subject matter and the prescribed literature in the form of an interactive discussion, as well as the ability to apply the knowledge acquired to school and professional practice (solving thematic tasks - case studies); sophisticated and coherent language, critical and creative thinking are expected (40 % of the total mark).
A minimum of 10 points in the intermediate assessment is a prerequisite for the examination.
Grading scale
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and below).
A maximum of 2 absences will be accepted. The course has a practical-interactive character.
Slovak
1. Objectives and content focus of the course, systematization of students' previous knowledge.
2. Formation of social identity in childhood and adolescence.
3. Values and value frameworks in education.
4. Social norms and educational models as instruments of social correction.
5. The influence of family environment on the formation of social identity.
6. Influence of school and classroom environment on social identity fomation.
7. The role of peer groups in the process of social identity formation.
8. The role of media and online space in the process of social identity formation.
9. Pedagogy of the environment: community, parent and peer education.
10. Preventive and intervention tools to promote inclusive socialization.
11. The personality of the adolescent educator.
12. Presentation of projects: case studies.
60/40
Students are able to:
- orient themselves in the socialization processes of childhood and adolescence,
- identify and classify risk areas of socialization of children and adolescents in the process of identity formation, value frameworks and social limits,
- apply knowledge and skills through examples of educational reality,
- argue and lead a constructive discussion.
Horská, P., & Sejčová, Ľ. (2023). Riziko vzniku závislosti u detí a mládeže od počítača a internetu. Mládež a spoločnosť. 29(1), 20-42.
Hupková, I., Kuchárová, B., & Sejčová, Ľ. (2020). Prevencia v praxi. Látkové a nelátkové závislosti. Bratislava: Národné osvetové centrum. Dostupné na: https://www.nocka.sk/wp-content/uploads/2021/07/NOCPrevencia-v-praxi-A5-web.pdf
Mackuľak, T., Bodík, I., & Bírošová, L. (2020). Drogy a liečivá okolo nás. Bratislava: Spektrum STU.
Nešpor, K. (2018). Návykové chování a závislost. Praha: Portál.
Reznická, A., & Sejčová, Ľ. (2019). Rizikové používanie internetu a počítača u mladých ľudí vo veku 15 - 25 rokov. In: Psychiatria. Psychoterapia. Psychosomatika. 26(3), 22-33.
Dostupné na: http://www.psychiatriacasopis.skfilespsychiatria2019-03ppp_2019_26_3_rizikove_pouzivanie_internetu_a_pocitaca_u_mladych_ludi
Sejčová, Ľ. (2011). Mladí v sieti závislostí. Bratislava: Album.
Report and written exam;
Continuous assessment during the teaching part: paper on a selected topic from the subject matter (30 points), during the credit period: written exam (40 points). The student will be admitted to the written exam only with min. by the number of 10 points from the interim assessment.
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences with proven documents are allowed. The exact date and topics of the interim assessment will be announced at the beginning of the semester. The dates of the written exam will be announced in the last week of the teaching session at the latest.
Slovak
1. Drugs and drug addiction - drug use in history and in the present, classification of drug addictions.
2. Nicotinism and alcohol abuse - manifestations, consequences, treatment and prevention of nicotineism and alcoholism.
3. The most famous substance drugs - manifestations of their use (addiction to marijuana, cocaine, opiates, LSD and hallucinogens, ecstasy, volatile substances, sedatives and hypnotics, amphetamines, methamphetamine and others).
4. Consequences and causes of substance drug use – theories of addiction, personality factors.
5. Therapy and treatment of drug addictions. One-time help, counseling, outpatient and institutional treatment. System of treatment of patients with addiction in Slovakia.
6. Non-substance (non-chemical) addictions – classification of non-substance addictions.
7. Internet addiction - manifestations, causes, consequences, treatment and prevention. Addiction to television, telephone calls.
8. Gambling - pathological gambling - causes, treatment and prevention.
9. Workaholism – addiction to work. Addiction to cults and sects - consequences and prevention.
10. Oniomania (pathological shopping) - causes, treatment and prevention.
11. Addiction to diets and starvation, addiction to food - treatment and prevention of eating disorders.
12. Prevention of substance and non-substance addictions in education. Creating a preventive school program.
100/0
Students will gain knowledge about pedagogical solutions to students' problems in connection with alcoholic and non-alcoholic drugs and addictions to non-narcotic drugs. They will acquire the ability to implement a preventive program designed for children and youth.
Literatúra k predmetu Metodológia pedagogických vied
Gavora, P. (2008). Úvod do pedagogického výskumu. (4. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Gavora, P. (2007). Sprievodca metodológiou kvalitatívneho výskumu. (2. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Chráska, M. (2007). Metódy pedagogického výzkumu. Praha: Grada Publishing.
Hendl, J. (2008). Kvalitativní výzkum. Základní teorie, metody a aplikace. Druhé aktualizované vydání. Praha: Portál.
Hendl, J. (2017). Metody výzkumu a evaluace. Praha : Portál.
Masaryk, R. (2021). Ten druhý výskum. Úvod do kvalitatívnych metód v psychológii. Bratislava: Univerzita Komenského v Bratislave.
Strauss, A. & Corbinová, J. (1999). Základy kvalitativního výskumu. Postupy a techniky zakotvené teorie. Boskovice: Nakladatelství Albert.
Šeďová, K., Švaříček, R. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
Švec, Š. et al. (1998). Metodológia vied o výchove. Bratislava: IRIS.
Literatúra k predmetu Pedagogické poradenstvo
Ďurdiak, Ľ., Gatial, V. (2006). Psychologické aspekty výchovného a kariérového poradenstva. Nitra: Pedagogická fakulta UKF v Nitre.
Hargašová, M. et al. (2009). Skupinové poradenství. Praha: Grada Publishing
Jarábek, K., Koštrnová, D. (2014). Výchovný poradca [online]. Bratislava: Metodicko-pedagogické centrum. Dostupné na: https://archiv.mpcedu.sk/sites/default/files/publikacie/jarabek_kostrnova_vychovny_poradca_web.pdf
Knotová, D. a kol. (2014). Školní poradenství. Praha: Grada Publishing.
Krnáčová, Z., Križo, V. (2021). Multidisciplinárny prístup v školách: Školský podporný tím [online].
Národný projekt ŠTANDARDY, VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2022/06/Multidisciplinarny-pristup-v-skolach-Skolsky-podporny-tim-v1.03.pdf
Kunčaková, S. (2021). Manuál začínajúceho sociálneho pedagóga v škole. Bratislava: VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2021/10/Manual-zacinajuceho-soc.ped_.v1.02.pdf
Lazarová, B. (2002). Základy pedagogicko-psychologického poradenství pro učitele. Brno: ÚPV FF Masarykovy univerzity v Brne.
Mertin, V., Krejčová, L. et al. (2020).Výchovné poradenství. Praha: Wolters Kluwer, 2020.
Sejčová, Ľ. (2018). Edukačné poradenstvo a perspektívy jeho rozvoja. In: Perspektívy rozvoja pedagogiky a andragogiky v Slovenskej republike a v krajinách strednej Európy [elektronický dokument]. Bratislava: Univerzita Komenského v Bratislave, 2018. s.122-131 [CD-ROM]
Sejčová, Ľ. (2011). Pedagogicko-psychologické poradenstvo a poradenský proces. Bratislava: Vydav. UK.
Šefránková, M. (2007). Výchovný poradca. Iris : Bratislava.
Literatúra k predmetu Didaktika pedagogiky
Majerčíková, J. et al. (2015). Předškolní edukace a dítě. Zlín: FHS UTB.
Vališová, A., & Kasíková, H. et. al. (2011). Pedagogika pro učitele. Praha: Grada.
Wiegerová, A. et al. (2015). Profesionalizace učitele mateřské školy z pohledu reformy kurikula. Zlín: FHS UTB.
Wiegerová, A., & Gavora, P. (2014). Proč chci být učitelkou mateřské školy? pohled kvalitativního výzkumu. Pedagogická orientace, 24(4), 510-534.
Wiegerová, A., & Gavora, P. (2015). Conceptualisation of the child and childhood by future pre-school teachers. Pedagogika, 65(5), 502-515.
Štátny vzdelávací program pre odborné vzdelávanie a prípravu . 75 Pedagogické vedy.
Methodology of pedagogical sciences
1. Pedagogical research - scientific theory, research, pedagogical research, theory, practice, method, methodology. The relationship between pedagogical research and educational theory and practice. Research - action research - evaluation.
2. Planning, organization and implementation of field pedagogical research. Stages of research work. Information preparation of research.
3. Ethical principles of work with research subjects, data collection and publication.
4. Thinking about the research problem: The difference between a topic and a research problem. Reasoning and reasoning of the researcher. Preparation of a research project.
5. Quantitative and qualitative research design: Comparison of qualitative and quantitative research, their philosophical foundations, goals, focus and procedures for collecting and processing research data.
6. Qualitatively oriented pedagogical research: Selected currents (branches) of qualitative research: Ethnography, Phenomenological analysis, Narrative and Dramaturgical approach.
7. Procedures in qualitative research. Entering the terrain. Research methods used in qualitative research. Data analysis in qualitative research. Thematic analysis. Grounded theory. Quality standards of qualitative research.
8. Quantitatively oriented pedagogical research: Determination of the research problem. Variables and hypotheses. Hypothesis testing in scientific research. Measurement and quantification in educational research.
9. Research method, research tool.
10. Creation of research instrument, validity and reliability of research instrument
11. Methods of collecting research data: Observation, questionnaire, assessment scales, tests of knowledge and skills, pedagogical experiment.
12. Processing of obtained research data: Analysis and interpretation of research data. Discussion of research findings. Creation of recommendations for practice.
Pedagogical consulting
1. Pedagogical consulting. Characteristics of educational counseling and counseling activities. Explanation of the terms queuing, counselling, adviser, counseling. Forms and areas of counseling. The focus and objectives of the current consultancy.
2. Historical cross-section of the development of counseling and counseling concepts. Counseling as guidance in choosing a profession, diagnostic and psychometric model, medical concept, educational and educational-formative concepts, biodromal educational and developing concept of counseling.
3. Advisory process. Conditions of the counseling process. Requirements for the consultation room and its equipment. Requirements for the consulting team.
4. Clients of the consulting process. Risk clients.
5. Personality and role of the advisor. Communication in the counseling process. Phases of the counseling process.
6. Diagnostic methods of working with the client. Pedagogical diagnostics. Phases of diagnosis in counseling. Anamnestic interview. Observation. Analysis of materials. Standardized diagnostics. Sociometry. Diagnostic techniques in the field of educational counseling.
7. Intervention methods of working with the client. Interventions according to duration, intensity, number of people, client's problem, degree of directiveness, according to individual phases of the counseling process. Individual consultation methods. Group interventions.
8. System of school and educational counseling in Slovakia. The emergence and development of educational and psychological counseling. Special educational facilities. Educational counseling and prevention school facilities.
9. Activities of an educational consultant, social pedagogue, school psychologist, special pedagogue and therapeutic pedagogue.
10. Educational advisor's toolkit. Basic documentation of the educational advisor. Educational consulting abroad (school teacher in Poland, Slovenia, Croatia, USA, educational consultant in the Czech Republic).
Didactics of pedagogy
1. Subject, goals and tasks of didactics of pedagogy and its position in the complex of pedagogical sciences. The relation of didactics of pedagogy to other sciences. The history of the development of the didactics of pedagogy and its teaching.
2. Pedagogy as a teaching subject in secondary schools, issues of the teaching process of pedagogy in different types of secondary schools - pedagogy as a professional subject, as a subject in general - educational, formative and informative goals.
3. The goal of teaching pedagogy in the analysis of basic documents - lesson plans, curricula. Concretization on different types of schools.
4. The issue of goals in teacher preparation for teaching, goals in relation to: content, teaching methods, goal-teacher, goal-student.
5. Bloom's taxonomy of goals and its concretization in the subject of pedagogy.
6. Didactic analysis of the curriculum as a basic activity of the teacher in preparation for teaching. Analysis of textbooks and other aids for the presentation of basic, expanding, supplementary curriculum.
7. Methods of teaching pedagogy. Categorization of teaching methods, the problem of their choice.
8. Social approaches in teaching. Role playing, cooperative learning.
9. Organizational forms of teaching pedagogy. Lesson, pedagogical practice, excursion, visiting, pedagogical observation, lecture, seminar, exercise, independent work.
10. Evaluation of teaching results in pedagogy, entrance exams, matriculation exams - practical - theoretical testing.
11. The personality of the pedagogy teacher, his position at the secondary school. Specifics of the activity of a pedagogy teacher. Extracurricular activity of a pedagogy teacher.
12. Material equipment of the pedagogy teacher at the school, didactic cabinet, library.
A student can take the state exam a) after obtaining at least such a number of credits that, after obtaining the credits for successfully passing the state exams, he reaches the necessary number of credits for the proper completion of his studies, b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program, c) after fulfilling the student's obligations arising from § 71, par. 3 letters b of the Act on Universities, d) if no disciplinary proceedings are being conducted against him.
Successful completion of the subject of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination board decides on the evaluation of the state exam or its part by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Article 15), the framework dates of state exams are set by the dean in accordance with the faculty study schedule. The department is obliged to publish the dates of the 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 at least three weeks before the exam date.
The student is entitled to one regular and two correction dates of the state exam. The regular term is the one for which the student registered for the first time in the term set for the state exams. If the student was evaluated with an FX grade on the regular date of the state exam, the student can take the remedial dates of the state exam a) in the following dates for holding state exams in the relevant academic year or b) in the dates for holding state exams in any of the following academic years in accordance with § 65, par. 2 of the Act on Universities.
If, for serious reasons, the student is unable to participate in the state exam date for which he has registered, he is obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the state exam date or part of it, if there were serious obstacles that prevented him from apologizing in advance. If a student does not appear for the state exam or part of it on the specified date without an excuse, or if the chairman of the examination committee does not accept his excuse, he is evaluated with an FX grade for the given date of the state exam.
Slovak
1. The student will attend the registered date of the state exam according to the schedule set by the department.
2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The examination board will give the student adequate time to prepare an oral answer to the given question.
4. The student presents a prepared answer to the question in front of the examination committee and also answers additional questions.
5. After the student's answer is finished, the examination board will decide on the results of the state exam, which will take place at a closed session of the examination board.
The course of the state exam and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issues of the state exam in the context of the set areas. He has theoretical and practical knowledge based on the current state of knowledge in the field of pedagogy, as well as the ability to apply and use them creatively. He masters the knowledge contained in the teaching of the subjects Methodology of Pedagogical Sciences, Pedagogical Counseling and Didactics of Pedagogy. He can apply knowledge from pedagogy to intersubject relationships, he is able to think critically and argue scientifically.
BAZÁLIKOVA, Jana. História vyučovania pedagogiky v učiteľských ústavoch a učiteľských akadémiách na Slovensku. In: Paedagogica 20. Bratislava: Univerzita Komenského, 2008, s. 7-13.
BAZÁLIKOVA, Jana. Vývoj a súčasné poňatie predmetu pedagogika na stredných školách. In: Pedagogická revue, roč. 50, č. 4, 1998, s. 329-335.
BAZÁLIKOVA, Jana. Didaktika pedagogiky ako špeciálnej pedagogickej disciplíny. In: Paedagogica 16. Bratislava: Univerzita Komenského, 2001, s.101-106.
PODLAHOVÁ, Libuše. Pedagogická praxe. Průvodce pro současné studenty a budoucí učitele. Olomouc: VUP, 1998. ISBN 80-7067-793-7.
SKALKOVÁ, Jarmila. Obecní didaktika. Praha: Grada, 2007. ISBN 80-247-182-17.
ŠTURMA, Jaroslav. Didaktika pedagogiky. Hradec Králové: Gaudeamus, 1993.
ŠVEC, Štefan. Didaktika I. Bratislava: UK, 1988.
ŠVEC, Vlastimil, FILOVÁ, Hana a Oldřich ŠIMONÍK. Praktikum didaktických dovedností. Brno: Masarykova univerzita, 1996. ISBN 80-210-1365-6.
VALIŠOVÁ, Alena, SINGULE, František a Jozef VALENTA. Didaktika pedagogiky. Praha: Státní pedagogické nakladatelství, 1990. ISBN 80-7066-105-4.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ. Pedagogika pro učitele. Praha: Grada. 2007. ISBN 978-80247-1734-0.
1. Subject, goals and tasks of didactics of pedagogy (concept of didactics of pedagogy, position in the complex of pedagogical sciences, didactics of pedagogy as a special pedagogical discipline)
2. Pedagogy as a subject in secondary schools (history and current state)
3. Methodological basis of didactics of pedagogy and its theoretical starting points
4. Modern trends in the teaching of pedagogy abroad (organization of student preparation for the teaching profession)
5. Issues in the process of teaching pedagogy in secondary schools (the purpose of teaching, the personality of the pupil, the personality of the teacher, teaching methods, material and organizational conditions, phases of the teacher's work, and etc.)
6. Analysis of the basic means of teaching pedagogy (focus on secondary school, secondary school of pedagogy as a specific type of vocational school, common and different features)
7. Concept of the goal of teaching pedagogy (dichotomous and trichotonic division of goals)
8. Profile of a graduate of SPŠ (concretization of the goal from the point of view of the student's personality)
9. Goal in the teaching content of the subject pedagogy (study field of teaching for kindergartens, pedagogy, free time animator, cultural and educational worker)
10. Structure of the goals of education and education at SPŠ (Pedagogical skills, knowledge, thinking, habits, motives and attitudes, concrete and abstract knowledge, relationships expressing connections)
11. Didactic analysis of the curriculum as a basic activity of the teacher in preparation for teaching (the concept of DAU, selection of the curriculum and its organization in terms of goals, formulation of learning questions and tasks, teacher preparation)
12. Methods of teaching pedagogy and their modernization (which affects the choice of methods)
13. Learning tasks and questions and their use in the teaching of pedagogy (concept of learning tasks, functions of learning tasks, classification of questions based on the taxonomy of learning tasks)
14. Organizational forms of teaching in the subject of pedagogy (concept, use of selected organizational forms of teaching)
15. The concept of pedagogical practice (goals, tasks, content, forms, evaluation, pedagogical diary – structure, goal)
16. Use of material didactic aids in the teaching of pedagogy (the concept of didactic aids, special teaching aids in the teaching of pedagogy)
17. Examination and evaluation of the educational process (forms of assessment, function, quantitative and qualitative examination, use of didactic tests and classification of pedagogical practice)
18 Specifics of entrance exams to SPŠ
19. The teacher's personality and the process of his self-improvement
20. Characteristics of the pedagogy curriculum (content in terms of knowledge, activities, various sources of curriculum content)
A student can take the state exam a) after obtaining at least such a number of credits that, after obtaining the credits for successfully passing the state exams, he reaches the necessary number of credits for the proper completion of his studies, b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program, c) after fulfilling the student's obligations arising from § 71, par. 3 letters b of the Act on Universities, d) if no disciplinary proceedings are being conducted against him.
Successful completion of the subject of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination board decides on the evaluation of the state exam or its part by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Article 15), the framework dates of state exams are set by the dean in accordance with the faculty study schedule. The department is obliged to publish the dates of the 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 at least three weeks before the exam date.
The student is entitled to one regular and two correction dates of the state exam. The regular term is the one for which the student registered for the first time in the term set for the state exams. If the student was evaluated with an FX grade on the regular date of the state exam, the student can take the correction dates of the state exam
a) in the following dates for holding state exams in the relevant academic year or b) in the dates for holding state exams in any of the following academic years in accordance with § 65, par. 2 of the Act on Universities.
If, for serious reasons, the student is unable to participate in the state exam date for which he has registered, he is obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the state exam date or part of it, if there were serious obstacles that prevented him from apologizing in advance. If a student does not appear for the state exam or part of it on the specified date without an excuse, or if the chairman of the examination committee does not accept his excuse, he is evaluated with an FX grade for the given date of the state exam.
Slovak
1. The student will attend the registered date of the state exam according to the schedule set by the department.
2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The examination board will give the student adequate time to prepare an oral answer to the given question.
4. The student presents a prepared answer to the question in front of the examination committee and also answers additional questions.
5. After the student's answer is finished, the examination board will decide on the results of the state exam, which will take place at a closed session of the examination board.
The course of the state exam and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issues of the state exam in the context of the set areas. He has theoretical and practical knowledge based on the current state of knowledge from the didactics of pedagogy, as well as the ability to apply and use them creatively. He masters the knowledge contained in the teaching of the subjects Didactics of Pedagogy 1 and Didactics of Pedagogy 2. He is able to apply knowledge from the didactics of pedagogy to cross-subject relationships, he is able to think critically and argue scientifically.