AURELIUS AUGUSTINUS: Vyznania. Bratislava: Lúč 1997.
AURELIUS AUGUSTINUS: Samovravy. Trnava: Filozofická fakulta TU 2007 (v edícii Bibliotheca Antiqua Christiana).
KARFÍKOVÁ, L.: Milost a vůle podle Augustina. Praha: Oikúmené 2006.
KARFÍKOVÁ, L.: Čas a řeč. Praha: Oikúmené 2007.
GROESCHEL, B.J.: Augustín filozof, teológ, mystik. Bratislava: Serafín 2005.
ARMSTRONG. A. H.: The Cambridge History of Later Greek and Early Mediaval Philosophy. Cambridge: Cambridge University Press 2008.
Attendance: A student may have two unexcused absences in seminar. Absence in more than two seminars must be reasoned and substituted by consultations. Conditions of continuous and final control: during the semester a student is continuously checked and assessed according to his/her activity and own preparation for exercises. To be awarded the credits, a student must pass a test from knowledge obtained at the meetings and make a presentation for the assigned topic or the assigned part of the work Confessions. Results of the test, activity and presentation will make up the final grade. In case of online courses, the only form of evaluation is a final essay.
• Context and period: philosophy of the Late Antiquity and the Early Middle Ages.
• Neoplatonism and Christian philosophy.
• Augustine: life and work
• Philosophy and the issue of characteristics of God.
• Confessions in the context of Augustine’s work. Soul and human nature.
• Faith – insight – reason – enlightenment. Origin of evil. Cognition of God.
• Paths to God. Blessedness. Temptation.
• Memory.
• Paradoxes of Time. Concept of time in Ancient philosophy – Augustine, Aristoteles, Plotinus
Having completed the course, students are expected to be able to analyse the text of the source work by Aurelius Augustine: Confessions. The aim of the course is also to interpret the basic topics of Ancient philosophy localised also in the source text “Confessions” – such as the issue of characteristics and cognition of God, issue of time, epistemic function of memory, and relation to different shapes and forms of Christian philosophy in the Late Antiquity.
Graeser, A.: Řecká filosofie klasického období. Praha 2000, s. 281 – 324. Patočka, J.: Aristotelés. Přednášky z antické filosofie. Praha 1994. Patočka, J.: Aristoteles, jeho předchůdci a dědicové. Praha 1964. Patočka, J.: Evropa a doba poevropská. Praha 1992. Patočka, J.: Platón a Evropa. In: Patočka, J.: Péče o duši II. Praha 1999, s. 149 – 355.
Active participation in seminars and a final written test.
Slovak
The course is focused on philosophical lecture of Metaphysics by Aristotle, with understanding and its interpretation variants. Identification of individual books of Metaphysics, their arrangement, issue of authenticity of individual books. Learning basic determinations of the so-called “proté filosofia” from the books A1-3, Γ and the final books of Metaphysics. Studying the first causes and principles, to on he on and his (not only translation-related) issues, polysemy of the word “being”, studying of essence (usia), potentiality- actuality, critique of Plato, God (proton kynoun akineton a noesis tes noeseos).
To learn the method of review of translation of an Old Greek text with parallel reading of its Old Greek source text. Individual and critical review of source text and its links to other documents written by Aristotle. To learn basic concepts of Aristotle´s metaphysics and Metaphysics
HEIDEGGER, M.: Bytí a čas. Prel. I. Chvatík, P. Kouba, M. Petříček jr., J. Němec. Praha: Oikúmené 1996 (2002, 2008). FIGAL, G.: Úvod do Heideggera. Prel. V. Zátka. Praha: Academia 2007. NOVOSÁD, F.: Pozvanie k Heideggerovi. Bratislava: Archa 1995. LEŠKO, V.: Filozofia dejín filozofie. Prešov: v. n. 2004. LEŠKO, V.: Heidegger a dejiny filozofie. In: Filozofia, roč. 65, 2010, č. 2, s. 110–119. LEŠKO, V.: Heidegger a grécki myslitelia. In: Filozofia, roč. 68, 2013, č. 3.
Continuous and final duties: continuous (active participation in seminars); a final test
Slovak
Heidegger’s phenomenological interpretation of Aristotle. Heidegger and main issues of phenomenology. Structure of the work “Being and Time” and exposition of the issue of the meaning of being. Existential analytics and the issue of consciousness. The task of destruction of ontology history. Fundamental ontology as philosophical failure? Exposition of the issue of being. Preparatory Fundamental Analysis of Dasein. Definition of the world as res extensa. “Being-in-the-world” and unclear “man”. Understanding and explanation. Care as being of dasein. Dasein and Temporality. Temporality and historicity.
Reading, analysis and interpretation of fundamental Heidegger’s work Being and Time. Analysis of basic problems and terms of Heidegger’s philosophy. Working with primary and interpretative literature.
The aim of the subject is to gain the particular level of knowledge about human body and its development. It is neccessary for the understanding of specific biological characteristics of children and adolescents linked to development.
Drobný I., Drobná M.: Biológia dieťaťa pre špeciálnych pedagógov I. a II. Bratislava, PdF UK, 2000
Lipková V.: Somatický a fyziologický vývoj dieťaťa. Osveta Bratislava, 1980
Malá H., Klementa J.: Biológia detí a dorastu. Bratislava, SPN, 1989
Written test
Human ontogenesis. Postnatal development. Age specific features of skeletal and muscalar, circulatory, respiratory, gastrointestinal and urinary systems. Reproductive system. Endocrine system. Nervous system. Age specifics of selected diseases and drug dependence arise. Human population and environment.
Acquisition of basic morphological and physiological knowledge about individual organs and systems of the human body with a focus on the specifics of childhood and adolescence. Familiarity with developmental and growth characteristics and with the most common diseases in these stages of ontogenesis.
Written test
Literature:
BEAUCHAMP, T. L.. - CHILDRESS, J. F. 2001.: Principles of Biomedical Ethics, 5th edition, Oxford University Press, Oxford 2001
FERRELL, B. 2005. Ethical Perspectives on Pain and Suffering. In Pain Management Nursing, Vol 6, No 3 (September), 2005: pp 83-90.
JESENKOVÁ, A. 2011. Telo a telesnosť v kontexte lekárskej etiky. In:Vladyková a kol. 2011.
Kontextuálne východiská lekárskej etiky . Košice: Filozofická fakulta UPJŠ, ISBN 9788070978948.
JESENKOVÁ, A. - KLIMKOVÁ, A. 2012. Vzťah starostlivosti a moci v kontexte vzťahov lekár/ka a pacient/ka. In: Human Rights Forum 2012 - Medicínske právo interdisciplinárne : zborník príspevkov z vedeckej konferencie : 20. - 21. marec 2012, Košice. - Bratislava : Eurokódex, 2012.
JESENKOVÁ, A. - ŠVIRKOVÁ, A. 2013. Princíp autonómie a participácia ako jeho aspekt v praxi poskytovania zdravotnej starostlivosti. In: Aké princípy vládnu zdravotníctvu? : právne, etické, ekonomické a psychosociálne aspekty zdravotnej starostlivosti : zborník z medzinárodnej vedeckej konferencie : Košice, 11. máj 2013. - Košice : Medius, 2013.
KOMENSKÁ, Z. Filozofické a etické vymedzenie konceptov zdravia a choroby. Dostupné z: <http://www.treff-raum-espaciotime.com/de/articles/philosophie.html >
KOVAĽOVÁ, D. 2002. Úvod do problematiky bioetiky. In FILOZOFIA 57, 2002,N o 4, s. 245 - 258.
PLAŠIENKOVÁ, Z. (ed.) 2020. BIOETICKÉ VÝZVY A SÚČASNOSŤ z pohľadu nových poznatkov a trendov. Bratislava: Stimul. 2020.
POST, S. G. (2003): Encyclopedia of Bioethics - 3rd edition. New York, MacMillan reference
Books.
SMOLKOVA, E. (2007): Bioetika. Otázky, problémy, súvislosti. Bratislava, Infopress.
SMOLKOVÁ, E. 2019. K filozofickým východiskám súčasných modelov zdravotnej starostlivosti. In FILOZOFIA, 74, 2019, No 8, pp. 637 – 651.
SÝKORA, P.: Bioetika v liberálno-demokratickej spoločnosti. I. OS 3(8): 73-76, 1999 (http://www.infovek.sk/~sykora)
THOMASMA, D.C. - KUSHNEROVÁ, T. (ed.) 2000. Od narození do smrti. Mladá fronta, Praha 2000
THOMSONOVÁ, J. J. 2004. Obrana interrupcií. In Kolektív (ed.). 2004. Právo ženy? Štúdie o problematike interrupcií. Kalligram, Bratislava 2004, str. 22-43
VLADYKOVÁ, Ľ. a kol. 2011.Kontextuálne východiská lekárskej etiky. Košice : Filozofická fakulta UPJŠ, 2011. - 110 s. ISBN 9788070978948.
VLADYKOVÁ, Ľ. 2010. Zdržanlivý postoj - obrana bioetiky. In: Kvalita života v kontexte 21. storočia : zborník príspevkov z vedeckej konferencie s medzinárodnou účasťou : Banská Bystrica, 13. máj 2010. - Banská Bystrica : Univerzita Mateja Bela, 2010. - ISBN 9788055700007. - S. 265-269.
- active participation in seminars (accepted 3x justified non-participation in the case of distance and full-time teaching)
- mid-term evaluation: 40%; final evaluation 60%.
- written exam:
A …………… 100-90 points
B …………… 89-80 points
C …………… 79-70 points
D …………… 69-60 points
E …………… 59-50 points
Fx …………… less than 50 points
After meeting the criteria of the written exam, the student is admitted to the oral exam.
1. Origin and development of bioethics - historical-political and socio-cultural context; bioethics problem areas; definition and classification of bioethics; bioethics and applied ethics; causes and factors of bioethics origin, methodological problems of bioethics;
2. Bioethics models (Hippocrates, Paracelsus model, deontological model, human rights-based bioethics model); ethical principles in bioethics - prima facie principles of medical ethics (benefit, nonmaleficiencia, autonomy, justice)
3. Moral-philosophical basis of bioethics (utilitarian ethics, deontological ethics, ethics of virtues, ethics of care);
4. The problem of values in bioethics (value of life; human dignity; definition of humanity; human value; autonomy = value of freedom)
5. Body and corporeality in bioethics, integrity of the human being; vulnerability
6. Health and disease - theoretical approaches to understanding (naturalism, normativism, the concept of Malada)
7. The problem of man in bioethics - ethical issues of human research; genetic engineering; gene therapy; cloning; stem cell research; eugenics
8. Bioethical problems and dilemmas - problems of abortions and reproductive rights, euthanasia and assisted suicide, transplants, vaccinations
9. Communication as a bioethical issue - informed consent; patient-physician-physician relationship models (paternalism vs. partnership)
10.. Bioethics commissions and public discussion.
The graduate is able to identify the concept, subject, goal and methods of researching bioethics as a subdiscipline of applied ethics and is acquainted with the conceptual basis and relevant knowledge of bioethics. Understands the nature of key bioethical issues and dilemmas in the context of the development of contemporary biotechnology, as well as the social, cultural and political context of contemporary societies. Can apply moral and philosophical backgrounds and ethical concepts to understand, analyze and critically reflect on key bioethical issues and problems and their context.
DIRECTIVE no. 1/2011 on the basic requisites of final theses, rigorous theses and habilitation theses, their publication and making available during the period of their preservation and control of originality valid for UUPJŠ in Košice and its components
The areas of the state final examination are listed in the information sheets of the subjects.
The bachelor thesis is the result of the student's own work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the training process and in the process of the thesis defense. Failure to do so is grounds for disciplinary action.
Presentation of the results of the bachelor's thesis, answering the opponent's questions and answering the questions of the members of the examination commission.
The bachelor's thesis demonstrates mastery of the basics of theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected field problems. The bachelor thesis may have elements of compilation. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details on the bachelor thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice for the 1st, 2nd and joint 1st and 2nd degree.
To obtain the required number of credits in the structure prescribed by the study plan.
Slovak
Presentation of outcomes of bachelor thesis, answering the opponent’s questions and answering the questions from the members of Examination Committee.
Verification of student’s acquired competences in compliance with the graduate profile.
1. BUZKOVÁ, K. 2006. Fitness jóga. Praha: Grada. 167 s.
2. ČECHOVSKÁ, I., MILEROVÁ, H., NOVOTNÁ, V. Aqua-fitness. Praha: Grada. 136 s.
3. EVANS, M ., HUDSON, J., TUCKER, P. 2001. Umění harmonie: meditace, jóga, tai-či, strečink. 192 s.
4. JARKOVSKÁ, H., JARKOVSKÁ, M. 2005. Posilováni s vlastním tělem 417 krát jinak. Praha: Grada. 209 s.
5. KOVAŘÍKOVÁ, K. 2017. Aerobik a fitness. Karolium, 130 s.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks- aerobics, water exercise, yoga, Pilates and others
Slovak language
Brief outline of the course:
1. Basic aerobics – low impact aerobics, high impact aerobics, basic steps and cuing
2. Basics of aqua fitness
3. Basics of Pilates
4. Health exercises
5. Bodyweight exercises
6. Swimming
7. Relaxing yoga exercises
8. Power yoga
9. Yoga relaxation
10. Final assessment
Students can engage in different sport activities offered by the sea resort – swimming, rafting, volleyball, football, table tennis, tennis and other water sports in particular.
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- perform basic aerobics steps and basics of health exercises,
- conduct verbal and non-verbal communication with clients during exercise,
- organise and manage the process of physical recreation in leisure time
Primárna literatúra
DANTE ALIGHIERI. Comedia. Originál dostupný online: Digital Dante, Columbia University. URL: https://digitaldante.columbia.edu/dante/divine-comedy/
DANTE ALIGHIERI. Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. V. Hložník. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1964.
(Božská komédia. Peklo. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Ormandík. Bratislava: Spoločnosť Dante Alighieri, 2005).
(Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Cipár. Trnava: Spolok svätého Vojtecha, 2019).
DANTE ALIGHIERI. Božská komédia 1: Peklo. Prel. A. Žarnov – M. Pažitka. Cambridge: Dobrá kniha, 1978.
DANTE ALIGHIERI. Peklo. Prel. Karol Strmeň. Ilustr. J. G. Cincík. Cleveland–Rím–Mníchov: Slovenský ústav, 1965.
DANTE ALIGHIERI. Peklo. Prel. V. Mikeš. Praha: Academia, 2007.
Sekundárna literatúra – Danteológia
BLOKŠA, Jan. Výklad Božské komedie Danta Alighieriho dle překladu Jar. Vrchlického. V Hranicích: P. Zapletal, 1899-1900. Dostupné z: https://www.digitalniknihovna.cz/mzk/uuid/uuid:2db41246-7e43-11e1-a68c-0050569d679d
DRONKE, Peter. Dantova Komedie: obrazy a kontexty. Praha: Malvern, 2021.
FELIX, Jozef. Komentár. In Božská komédia. Peklo, s. 295–405. Bratislava: Spoločnosť Dante Alighieri, 2005.
GAGLIARDI, Antonio – KOPRDA Pavol. Podklady k hermeneutike stredovekej talianskej literatúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2016.
JACOMUZZI Stefano a kol. (ed.). La Divina Commedia. Nuova edizione integrale. Turín: SEI, 2017.
KIRKPATRICK, Robin. Dante. The Divine Comedy, Student's Guide. 2nd ed. Cambridge: Cambridge University Press, 2004.
KIRKPATRICK, Robin. Dante's Inferno. Difficulty and Dead Poetry. Cambridge: Cambridge University Press, 2008.
LANSING, Richard. The Dante Encyclopedia. New York: Routledge, 2010.
MIKEŠ, Vladimír. Tu vykročil a já se vydal za ním. In Peklo, s. 171–183. Praha: Academia, 2007.
MONTANELLI, Indro. Dante a jeho doba. Přel. A. Hartmanová. Praha: Odeon, 1981.
POKORNÝ Martin (ed.) a kol. Čtení o Dantovi Alighierim: prostory, postavy a slova. Praha: Institut pro studium literatury, 2016.
SINGLETON, Charles S. The Divine Comedy. Inferno. 2. Commentary. Princeton: Princeton University Press, 1977.
ŠAVELOVÁ, Monika. Danteho Peklo. Idey a interpretácie. Nitra: UKF, 2014.
To earn course credits, students are required to actively participate in seminars, with a minimum attendance of 75%. In addition, they must prepare by regularly writing short essay-style commentaries on selected passages from the primary text. Each week, students submit a brief reflection focusing on the key themes and questions raised in the work. These commentaries are continuously assessed, with scores expressed as percentages. The final grade is determined by averaging these scores and converting them into classification levels as follows: a score between 100 and 93 corresponds to an A, 92 to 85 to a B, 85 to 78 to a C, 77 to 69 to a D, 68 to 60 to an E, and any score of 59 or below results in an FX, indicating failure to meet the requirements.
Introduction to the Comedy: Dante the Poet – Inferno, Canto I; Dante the Lover – Inferno, Cantos II & III; Dante’s reading and descent into the underworld – Virgil’s Aeneid, Book VI; Dante the Theologian – Inferno, Canto IV; Dante the Scholar – Inferno, Canto V; Auguste Rodin, The Gates of Hell; Dante the Politician – Inferno, Cantos VI & VII; The Pilgrim J. A. Comenius – The Labyrinth of the World and the Paradise of the Heart; Angry Dante – Inferno, Canto VIII & Eugène Delacroix, Dante and Virgil in Hell; Suffering and Creation – Film Andrei Rublev (dir. Andrei Tarkovsky); Curious Dante – Inferno, Cantos IX & X.
The course is framed around a representative work of European medieval literature—Dante’s Comedy and its first cantica, Inferno. The main focus will be on a collective interpretation of selected cantos from Inferno, as well as other literary and artistic works that either directly influenced or responded to Inferno, or share its central themes: the human journey through the world and the underworld, the nature and origin of evil, human responsibility and guilt, suffering, hatred and unforgiveness, fear, anxiety, and courage. The reading of the work will be spread across two semesters.
Primary Literature
DANTE ALIGHIERI. Comedia. Originál dostupný online: Digital Dante, Columbia University. URL: https://digitaldante.columbia.edu/dante/divine-comedy/
DANTE ALIGHIERI. Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. V. Hložník. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1964.
(Božská komédia. Peklo. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Ormandík. Bratislava: Spoločnosť Dante Alighieri, 2005).
(Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Cipár. Trnava: Spolok svätého Vojtecha, 2019).
DANTE ALIGHIERI. Božská komédia 1: Peklo. Prel. A. Žarnov – M. Pažitka. Cambridge: Dobrá kniha, 1978.
DANTE ALIGHIERI. Peklo. Prel. Karol Strmeň. Ilustr. J. G. Cincík. Cleveland–Rím–Mníchov: Slovenský ústav, 1965.
DANTE ALIGHIERI. Peklo. Prel. V. Mikeš. Praha: Academia, 2007.
Secondary Literature – Danteology
BLOKŠA, Jan. Výklad Božské komedie Danta Alighieriho dle překladu Jar. Vrchlického. V Hranicích: P. Zapletal, 1899-1900. Dostupné z: https://www.digitalniknihovna.cz/mzk/uuid/uuid:2db41246-7e43-11e1-a68c-0050569d679d
DRONKE, Peter. Dantova Komedie: obrazy a kontexty. Praha: Malvern, 2021.
FELIX, Jozef. Komentár. In Božská komédia. Peklo, s. 295–405. Bratislava: Spoločnosť Dante Alighieri, 2005.
GAGLIARDI, Antonio – KOPRDA Pavol. Podklady k hermeneutike stredovekej talianskej literatúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2016.
JACOMUZZI Stefano a kol. (ed.). La Divina Commedia. Nuova edizione integrale. Turín: SEI, 2017.
KIRKPATRICK, Robin. Dante. The Divine Comedy, Student's Guide. 2nd ed. Cambridge: Cambridge University Press, 2004.
KIRKPATRICK, Robin. Dante's Inferno. Difficulty and Dead Poetry. Cambridge: Cambridge University Press, 2008.
LANSING, Richard. The Dante Encyclopedia. New York: Routledge, 2010.
MIKEŠ, Vladimír. Tu vykročil a já se vydal za ním. In Peklo, s. 171–183. Praha: Academia, 2007.
MONTANELLI, Indro. Dante a jeho doba. Přel. A. Hartmanová. Praha: Odeon, 1981.
POKORNÝ Martin (ed.) a kol. Čtení o Dantovi Alighierim: prostory, postavy a slova. Praha: Institut pro studium literatury, 2016.
SINGLETON, Charles S. The Divine Comedy. Inferno. 2. Commentary. Princeton: Princeton University Press, 1977.
ŠAVELOVÁ, Monika. Danteho Peklo. Idey a interpretácie. Nitra: UKF, 2014.
To earn course credits, students are required to actively participate in seminars, with a minimum attendance of 75%. In addition, they must prepare by regularly writing short essay-style commentaries on selected passages from the primary text. Each week, students submit a brief reflection focusing on the key themes and questions raised in the work. These commentaries are continuously assessed, with scores expressed as percentages. The final grade is determined by averaging these scores and converting them into classification levels as follows: a score between 100 and 93 corresponds to an A, 92 to 85 to a B, 85 to 78 to a C, 77 to 69 to a D, 68 to 60 to an E, and any score of 59 or below results in an FX, indicating failure to meet the requirements.
Dante as Poet: Inferno, Canto XI; Dante as Observer: Inferno, Canto XIII; Documentary Film: Behemoth; Dante as Student: Inferno, Cantos XIV & XX; Dante as Orator: Inferno, Canto XXVI; The Hell Dante Never Saw: Primo Levi, If This Is a Man; Dante as Linguist: Inferno, Canto XXXI; Suffering Dante: Inferno, Cantos XXXIII & sculpture by Jean-Baptiste Carpeaux: Ugolino and His Sons; C. S. Lewis: The Screwtape Letters; Dante as Cosmologist: Inferno, Canto XXXIV & Franz Liszt: Dante Symphony.
The course is framed around a representative work of European medieval literature—Dante’s Comedy and its first cantica, Inferno. The main focus will be on a collective interpretation of selected cantos from Inferno, as well as other literary and artistic works that either directly influenced or responded to Inferno, or share its central themes: the human journey through the world and the underworld, the nature and origin of evil, human responsibility and guilt, suffering, hatred and unforgiveness, fear, anxiety, and courage. The reading of the work will be spread across two semesters.
FOUCAULT, M.: Dozerať a trestať. Prel. M. Marcelli. Bratislava: Kalligram 2000. CHOMSKY, N., FOUCAULT, M., ELDERS, F.: Člověk, moc a spravedlnost. Prel. O. Slačálek. Praha: Intu 2005. FOUCAULT, M.: Archeologie vědení. Prel. Č. Pelikán. Praha: Hermann & synové 2002. FOUCAULT, M.: Dějiny sexuality I. Vůle k vědění. Prel. Č. Pelikán. Praha: Herrmann & synové 1999. FOUCAULT, M.: Dějiny sexuality II. Užívání slastí. Prel. K. Thein, N. Darnadyová a J. Fulka. Praha: Herrmann & synové 2003. FOUCAULT, M.: Dějiny sexuality III. Péče o sebe. Prel. M. Petříček, L. Šerý a J. Fulka. Praha: Herrmann & synové 2003. FOUCAULT, M.: Diskurs, autor, genealogie. Prel. P. Horák. Praha: Svoboda 1994. FOUCAULT, M.: Ďejiny šílenství. Prel. V. Dvořáková. Praha: NLN 1994. FOUCAULT, M.: Je třeba bránit společnost. Prel. P. Horák. Praha: Filosofia 2005. FOUCAULT, M.: Moc, subjekt a sexualita. Výber z článkov a rozhovorov publikovaných v rokoch 1980 – 1988. Prel. M. Marcelli. Bratislava: Kalligram 2000. FOUCAULT, M.: Myšlení vnějšku. Prel. Č. Pelikán, M. Petříček jr., S. Polášek, P. Soukup, K. Thein. Praha: Herrmann & synové 1996. BROWN, A.: Foucault. Prel. M. Marcelli. Bratislava: Albert Marenčin – Vydavateľstvo PT 2004. BURAJ, I.: Foucault a moc. Bratislava: Univerzita Komenského 2000. DELEUZE, G.: Foucault. Prel. Č. Pelikán. Praha: Herrmann & synové 1996. DERRIDA, J.: Metafyzika a násilí. Prel. J. Pechar a kol. Praha: Filosofia 2002. DESCOMBES, V.: Stejné a jiné. Čtyřicetpět let francouzské filosofie (1933 – 1978). Prel. M. Petříček. Praha: OIKOYMENH 1995.
Conditions of continuous control: during the semester a student is continuously assessed according to his/her activity in seminars. To be awarded the credits for semester, a student must attend seminars. Assessment of students in seminars is conditioned by receiving the respective number of points (1 point for each active participation). Reading and understanding of the assigned texts can be checked during the seminars.
Slovak
1) Torture
2) Punishment
3) Discipline
4) Prison
The aim of the course is to present philosophical thinking of the “Professor of the History of Systems of Thought”, genealogist and (although he did not like this description) post-structuralist thinker M. Foucault. Students have a chance to become familiar with (postmodern) genealogical understanding of history as the critique of ideologies that support (traditional) history. On the basis of Foucault’s analysis of establishment of prison and the related developing punishment practices, the seminar in written discourse attempts to draw the attention to the controversial points of our (optimistic) historical understanding of progressive ideas.
Povinná literatúra:
Antológia z diel filozofov. Predsokratovci a Platón. Zost. J. Martinka. Bratislava: Iris 1998.
Antológia z diel filozofov. Od Aristotela po Plotina. Zost. J. Martinka. Bratislava: Iris 2006.
Zlomky předsokratovských myslitelů. Zost. K. Svoboda. Praha: Nakladatelství Československé akademie věd 1962.
DIOGENES LAERTIOS: Životy, názory a výroky proslulých filosofú. Prel. A. Kolář. Pelhřimov: Nová tiskárna 1995.
DIELS, H.-KRANZ, W.: Die Fragmente der Vorsokratiker. Erster Band. Berlin: Verlagsbuchhandlung 1960.
DIELS, H.: Die Fragmente der Vorsokratiker. Zweiter Band. Berlin: Weidmannsche Buchhandlung 1922.
DIELS, H.: Die Fragmente der Vorsokratiker. Dritter Band. Berlin: Weidmannsche Buchhandlung 1959.
Odporúčaná literatúra:
The Cambridge Companion to Aristotle. Ed. J. Barnes. Cambridge: Cambridge Universtiy Press 1995.
A Companion to Plato. Ed. H. H. Benson. Oxford: Blackwell Publishing 2006.
The Cambridge Companion to Socrates. Ed. D. R. Morrison. Cambridge. Cambridge University Press 2011.
ARMSTRONG, A. H.: Filosofie pozdní antiky. Prel. M. Pokorný. Praha: Oikúmené 2020.
GADAMER, H.-G.: Idea Dobra medzi Platónom a Aristotelom. Prel. J. Šindlenář a F. Karfík. Praha: Oikúmené 1994.
GRAESER, A.: Řecká filosofie klasického období. Prel. M. Petříček. Praha: Oikúmené 2001.
JAEGER, W.: Aristotle. Fundamentals of the history of his development. Prel. R. Robinson. Oxford: Oxford at the Calrendon Press 1968.
KIRK-RAVEN-SCHOFIELD: Předsokratovští filosofové. Kritické dějiny s vybranými texty. Prel. F. Karfík, P. Kolev, T. Vítek. Praha: Oikúmené 2004.
HUSSEY, E.: Presokratici. Prel. M. Pokorný. Praha: Rezek 1997.
KOČANDRLE, R.: Fysis iónských myslitelů. Rozprava nad peripatetickou dezinterpretací. Praha: Pavel Mervart 2008.
KOČANDRLE, R.: Anaximandros z Mílétu. Praha: Pavel Mervart 2010.
KRATOCHVÍL, Z.: Délsky potápěč k Héraklietově řeči. Hermann a synové 2006.
KRATOCHVÍL, Z.: Hérakleitos z Efezu. Řeč o povaze bytí. Praha: Hermann a synové 1993.
KRATOCHVIL, Z.: Filosofie živé přírody. Praha: Hermann a synové 1994.
KRATOCHVÍL, Z.: Filosofie mezi mýtem a vědou. Od Homéra po Descarta. Praha: Akademia 2009.
KRATOCHVÍL, Z.: Prolínaní světů. Praha: Hermann s synové 1991.
LONG, A. A.: Hellénistická filosofie. Prel. P. Kolev. Praha: Oikúmené 2020.
POMFIL: Mýtus, Epos, Logos. Praha: Oikúmené 1991.
POMFIL: Kosmos a živly. Praha: Oikúmené 1992.
PATOČKA, J.: Nejstarší řecká řecká filosofie. Přednášky z antické filosofie.Praha: Vašehrad 1996.
PATOČKA, J.: Sókratés.Přednášky z antické filosofie. Praha: Státní pedagogick.é nakladatelství 1990.
PATOČKA, J.: Platón. řednášky z antické filosofie. Praha: Státní pedagogické nakladatelství 1992.
PATOČKA, J.: Aristotelés. Přednášky z antické filosofie. Praha: Vyšehrad 1994.
WYLLER, E.-A.: Pozdní Platón. Prel. T. Dimter. Praha: Rezek 1996.
Continuous assessment (e.g. test, individual work...): During the semester a student is continuously checked and assessed according to his/her activity (in oral or written form).
Course completion: assessment – continuous, a written exam
Continuous assessment (e.g. test, individual work...): During the semester a student is continuously checked and assessed according to his/her activity (in oral or written form). Final assessment - exam: Assessment is awarded only to those students who actively participate in seminars and pass the continuous tests: (week 10), final test (week 12) - written and oral part of the exam. To be awarded the credits, all of the above conditions must be met.
Emergence of philosophy in Antic Greece; mythology. Origin of the word “philosophy”; emergence of strange solidarity of people; a mystery of the word “logos”. Philosophy in Greek world: love, fight, concerns, friendship, rivalry, courage, bravery, virtue (despising of pain and death). Religion, art, science, and philosophy. Philosophy of early Greek philosophers: Milesian philosophy, Pythagoras and philosophy of number, Heraclitus – philosophy in riddles, philosophy of being of the Eleatics. Philosophy of Greek pluralists. Sophism – the turn to man, fysis - nomos, Socrates, Plato, Aristotle, the principle of care for the soul: Democritus, Plato, Aristotle, philosophy of the period of Hellenism: scepticism, epicureanism, stoicism, Roman eclecticism, Neopythagoreanism, Neoplatonism
To introduce the issue of the origins of philosophy. The beginnings of philosophy and philosophical thinking in Greece as one of the pillars of Western thought. Emphasis is placed on the openness of ancient thinking in accepting ideas, as well as the ability to acquire the skills and arts of ancient civilizations. Cosmos, beauty, order. Ancient philosophy, early period, heyday (classical Greek philosophy) and late antiquity (Hellenism).
1. The Cambridge companion to Augustine. D. V. Meconi (ed.). Cambridge: Cambridge University Press 2014.
2. BRANE, L.: Peter Abelard: philosophy and Christianity in the Middle Ages. London: Routledge 2020.
3. The Cambridge companion to Aquinas. N. Kretzmann (and E. Stupm (eds.). Cambridge: Cambridge University Press 1993.
4. The Cambridge companion to renaissance philosophy. J. Hankins (ed.). Cambridge: Cambridge University Press 2007.
Active participation in seminar discussions. Essay (8 pages), final exam (test)
Slovak
1. Origin and formation of medieval philosophy. Christian apologetics. Religious philosophy of A. Augustine.
2. The controversy between nominalism and realism in medieval philosophy. Philosophy of Pierre Abelard.
3. - 4. Theological and metaphysical philosophy of Thomas Aquinas.
5. - 6. Philosophy of R. Bacon. Philosophy of J. Duns Scottus. Nominalist philosophy of W. Occam.
7. - 8. General feature of renaissance philosophy. Renaissance platonism and aristotelism.
9. Renaissance social philosophy. Political philosophy of Nicolo Macchiavelli.
10. - 11. Renaissance philosophy of man and criticism of society. Renaissance social utopias of T. More and T. Campanella.
Mastering the basic facts and relations in the history of medieval philosophy. Deepening of the knowledge and understanding of medieval philosophy in its historical, religious, and intellectual context. Mastering the basic facts about Renaissance philosophy.
BACON, F.: Nové Organon. Prel. J. Špaňár. In: Antológia z diel filozofov. Humanizmus a renesancia. Zv. 4. Zost. I. Hrušovský – J. Kocka – M. Pažítka. Bratislava: Iris 2006, resp. BACON, F.: Nové Organon. Prel. J. Špaňár. In: Antológia z diel filozofov. Humanizmus a renesancia. Zv. 4. Zost. I. Hrušovský – J. Kocka – M. Pažítka. Bratislava: Pravda 1966.
HOBBES, T.: Leviathan. Prel. J. Kocka. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. Zv. 6. Zost. E. Várossová. Bratislava: Epocha 1970.
DESCARTES, R.: Rozprava o metodě. Prel. V. Szathmáryová-Vlčková. Praha: Svoboda 1992.
DESCARTES, R.: Princípy filozofie. Prel. J. Špaňár. Bratislava: Pravda 1987.
DESCARTES, R.: Meditácie o prvej filozofii. Prel. J. Ciger – V. Cigerová. Bratislava: Chronos 1997.
SPINOZA, B.: Etika. Prel. J. Špaňár. Bratislava: Pravda 1986.
LEIBNIZ, G. W.: Monadológia. Prel. E. Čapek. Praha: Sfinx 1925.
LOCKE, J.: Rozprava o ľudskom rozume. Prel. J. Kocka. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
LOCKE, J. : Druhé pojednání o vládě. Prel. J. Král. Praha: Svoboda 1992.
BERKELEY, G.: O základoch ľudského poznania. Prel. J. Kocka. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HUME, D.: Úvahy o ľudskom rozume. Prel. V. Thieben. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HUME, D.: Traktát o ľudskej prirodzenosti. Prel. V. Thieben. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
MONTESQUIEU, CH. L.: Duch zákonov. Prel. M. Puškárová. Bratislava: Tatran 1989.
MONTESQUIEU, CH. L.: Perzské listy. Prel. A. Vantuch. Bratislava: Tatran 1968.
VOLTAIRE, F.M.A.: Filozofický slovník. Prel. V. Sviežená. Bratislava: Pravda 1976.
VOLTAIRE, F.M.: Výbor z díla. Prel. H. Horská. Praha: Svoboda 1989.
ROUSSEAU, J. J.: O spoločenskej zmluve. Prel. M. Marcelli. Bratislava: Kalligram 2010.
ROUSSEAU, J. J.: Rozpravy. Prel. E. Blažková – J. Veselý – V. Zamarovský. Praha: Svoboda 1989.
ROUSSEAU, J. J.: Emil alebo O výchove. Prel. K. Chrappa. Bratislava: Slovenský spisovateľ 2002.
METTRIE, J. O. de La: Človek stroj. Prel. M. Krajčovič. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HELVÉTIUS, C. A.: O duchu. Prel. M. Krajčovič. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HOLBACH, P. H. D.: Systém prírody. Prel. V. Szathmáryová-Vlčková. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
DIDEROT, D.: Filozofické princípy hmoty a pohybu. Prel. M. Zigo. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
BELÁS, Ľ.: Dejinný rozmer filozofie osvietenstva. Prešov: Manacon 1998
Im HOF, U.: Evropa a osvícenství. Prel. A. Kusák. Praha: Nakladatelství Lidové noviny 2001.
LEŠKO, V. – JEŠIČ, M.: Novoveká filozofia. Od Bacona po Rousseaua. Košice: v.n. 2012
LEŠKO, V. – HUBÍK, S.: Človek, panstvo, komunikácia. Prešov: v. n. 2003.
OJZERMAN, T. I. a kol.: Formování novověké filozofie. Prel. I. Holzbachová – J. Gabriel – K. Hlavoň – A. Látal – J. Šmajs – B. Koželouhová – J. Cetl. Praha: Svoboda 1989.
RÖD, W.: Novověká filosofie I. Prel. J. Karásek. Praha: Oikúmené 2001.
RÁDL, E.: Dějiny filosofie II. Novověk. Praha: Votobia 1999.
SOBOTKA, M. – ZNOJ, M. – MOURAL, M.: Dějiny novověké filosofie od Descarta po Hegela. Praha: Filozofický ústav AV ČR 1993.
VESELÝ, J.: Studie z francouzského osvícenství: román a rozum: Montesquieu, Voltaire, Diderot: Jean-Jacques Rousseau a jeho doba. Praha: Karolinum 2003.
ZIGO, M.: Pohľady do novovekej filozofie. Bratislava: Pravda 1987.
Within this discipline, a student is required to:
1. Actively participate in seminars, i.e. to make his/her own written preparation for seminar (précis). It should be used primarily by a student as preparation and basis for analysis and interpretation of a source text for the respective seminar and secondarily as a proof that a student has studied the text. At the end of each seminar a student must submit to the teacher his/her précis related to the topic analysed in seminar. Participation in seminars is mandatory in the course of the semester. In case of excused absence the consultation on substitution with the course guarantor is necessary.
2. Produce a final paper (a test from factography)
3. Pass an exam
Slovak
1. Basic characteristics of the modern way of thinking, periodization of modern philosophy and its development phases, age of reason and science.
2. F. Bacon's empirical philosophy and the formation of modern science (B. Pascal)
3. Empirical naturalism of T. Hobbes.
4. Methodical-systemic rationalism of R. Descartes and Cartesianism (Mallebranche)
5. Pantheistic monistic rationalism of B. Spinoza
6. Monadological pluralism and universalism of G. W. Leibniz
7. English Enlightenment philosophy (Shaftesbury, F. Hutcheson, B. Mandeville, A. Smith)
8. Empirical-sensualistic philosophy of J. Locke
9. Subjectivist sensualism of G. Berkeley.
10. Skeptical - critical sensualism of D. Hume.
11. French Enlightenment philosophy: Ch. L. Montesquieu, F. M. A. Voltaire and J.-J. Rousseau
12. French naturalism and mechanistic materialism (La Mettrie, Helvétius, Holbach) and emcyclopedists (D. Diderot).
The aim of the course is to introduce main issues, terms, and representatives of the modern philosophy from the beginning of its formation to the peak of the Enlightenment philosophy.
KANT, I.: Kritika praktického rozumu. Prel. Münz. Bratislava: Spektrum 1990. FICHTE, J. G.: Základ všeho vědosloví. Prel. R. Zika. Praha: Oikúmené 2007. FICHTE, J. G.: Výber z diela. Prel. T. Münz. Bratislava: Pravda 1981. SCHELLING, F. W. J.: Filozofické skúmania podstaty ľudskej slobody a s tým súvisiacich predmetov. Prel. O. Bakoš. Bratislava: Kalligram 2005. SCHELLING, F. W. J.: Filozofia umenia. Prel. O. Bakoš. Kalligram. Bratislava 2007. HEGEL, G.W. F.: Logika. Prel. T. Münz. SAV. Bratislava 1961. HEGEL, G.W.F.: Logika ako veda I. II. Prel. T. Münz. Bratislava: Pravda 1985. FEUERBACH, L.: Zásady filosofie budoucnosti a jiné filosofické práce. Praha: Svoboda 1959. SCHOPENHAUER, A.: Svět jako vůle a představa I. Prel. M. Vaňa. Pelehřimov 1997.KIERKEGGARD, S.: Bázeň a chvění. Nemoc k smrti. Prel. M. Mikulova-Thulstrupová. Praha: Svoboda 1993. KIERKEGGARD, S.: Buď – alebo. Prel. M. Žitný. Bratislava: Kalligram 2007. NIETZSCHE, F.: Genealógia morálky. Prel. V. Koubová. Praha: Aurora 2002. NIETZSCHE, F.: Mimo dobro a zlo. Prel. V. Koubová. Praha: Aurora 1996. NIETZSCHE, F.: Ecce homo. Prel. L. Benyovszky. Praha: Naše vojsko 1993. DILTHEY, W.: Život a dejinné vedomie. Prel. M. Žitný. Bratislava: Pravda 1980. LEŠKO, V.: Dejiny filozofie II. Od Bacona po Nietzscheho. Košice 2008. MIHINA, F. – LEŠKO, V. a kol.: Metamorfózy poklasickej filozofie. Bratislava: Iris 1999. THURNHER, R.. – RÖD, W.: Filosofie 19. a 20. století III. Prel. M. Petříček. Oikúmené. Praha 2009. LEŠKO, V.: Filozofia dejín filozofie – silné a slabé modely. Prešov 2004. SOBOTKA, M.: Člověk a práce v německé klasické filosofii . Praha: NPL 1964. SOBOTKA, M.: Člověk, práce a sebevědomí. Praha: Svoboda 1969. SOBOTKA, M.: Schelling a Hegel. Praha: Karolinum 1987. SOBOTKA, M., ZNOJ, M., MOURAL, J.: Dějiny novověké filosofie od Descarta po Hegela. Praha: Filosofia 1994. KOUBA, P.: Nietzsche: Filosofická interpretace. Praha: Oikúmené 2004. ROHDE, P. P.: Kierkegaard. Prel. J. Horák. Olomouc: Votobia 1995. ABENDROTH, W.: Schopenhauer. Prel. N. Vallejsová, M. Subík. Olomouc: Votobia 1995. MÜNZ, T.: Humanistická iniciatíva Feuerbachovej filozofie. Bratislava: Epocha 1971.
Conditions of continuous control and awarding of credits: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is also required to produce a seminar paper – philosophical translation and to pass a written test containing basic information related to the life and work of philosophers from Kant to Nietzsche. Conditions of the exam: only after obtaining the points for the continuous activity during the semester a student may take a written exam.
German classical philosophy and its influence (critical idealism of I. Kant, subjective idealism of J.G. Fichte, F. W.J. Schelling and German idealism, absolute dialectical idealism of G.W.F. Hegel, decline of the Hegel school – the Old Hegelians and the Neo-Hegelian movement, philosophy of future of L. Feuerbach, philosophy of history of K. Marx). Voluntarisms, irrationalism and philosophy of life (voluntarism, phenomenalism and pessimism of A. Schopenhauer, philosophy of existence of S. A. Kierkegaard, philosophy of future of F. Nietzsche, philosophy of life of W. Dilthey)
Understanding of the basic trends in philosophy of the 19th century. Getting familiar with German classical philosophy, its emergence, development and gradual decline (Kant, Fichte, Schelling, Hegel, Feuerbach, Marx) as well as voluntarism, irrationalism, and philosophy of life (Schopenhauer, Kierkegaard, Nietzsche, Dilthey).
Habermas, J. Strukturální přeměna veřejnosti. Zkoumání jedné kategorie občanské společnosti. Praha: Filozofia 2000.
Habermas, J. Diskursivní teorie liberální demokracie. Praha: Univerzita Karlova 2018. 1. a 2. kap., s. 7 – 26, s. 27 – 52, 5. kap. ( s. 103 - 128 ) a 6. kap. ( s. 129 - 140 ).
Fraser, Nancy: K novému pojetí veřejnosti. In Rozvíjení radikální imaginace. Praha: Filosofia, s. 59 - 111.
Habermas, J. Moral Consciousness and Communicative Action. Cambridge MIT Press 1999.
Habermas, J.: Dobiehajúca revolúcia. Kaligram Bratislava 1999
Habermas, J.: Budoucnost lidské přirozenosti. Na cestě k liberální eugenice? Praha: Filosofia 2001
Habermas, J. Filozofia ako miestodržiteľ a interpret. In Marceli, M.-Gál, E.(red.): Za zrkadlom moderny. Archa Bratislava 1991, s. 279 – 297.
Machalová, T. Dskurzívna etika. In Remišová, A. Dejiny etického myslenia v Európe a USA. Bratislava: Kaligram, 2008, s. 656 – 674.
- active participation in teaching (accepted 3 x justified non-participation in the case of distance as well as full-time teaching)
- defense of an essay (range 3 - 5 NS, TNR 12, line spacing 1.5) in a colloquium
1. Traditions and perspectives of deontological ethics: from Kant to Habermas.
2. Duty, commitment/ obligation, responsibility and discourse.
3. Analysis of basic concepts and principles of discursive ethics
4. Criticism and perspectives of discursive ethics;
5. Application of discursive ethics in solving current ethical issues;
The aim of the course is to present the basic principles of discursive ethics as the most current form of deontological ethics. The content of the course will focus on the analysis of basic concepts and ways of solving current ethical problems.
JEŠIČ, M.: Dejiny filozofie na Slovensku a v Čechách do konca 17. storočia. Košice: vydavateľstvo UPJŠ 2013, 104 s. kol. : Antologie z dějín českého a slovenského filozofického myšlení (do r. 1848). Praha: Svoboda 1981. kol. : Antologie z dějín českého a slovenského filozofického myšlení (od r. 1848 do r. 1948). Praha: Svoboda 1989. BODNÁR, J. a kol. : Dejiny filozofického myslenia na Slovensku I. Bratislava: SAV 1987. DUPKALA, R. – KÓNYA. P. (Eds.) : Antológia z diel profesorov Prešovského evanjelického kolégia I. Prešov: Manacon 1999. BAKOŠ, V. : Filozofické myslenie na Slovensku v medzivojnovom období (1918–1938). Bratislava: Veda 1988. ZOUHAR, J.: Dějiny českého filozofického myšlení do roku 1968. Brno: Academicus 2008. ZOUHAR, J. – PAVLINCOVÁ, H. – GABRIEL, J.: Česká filosofie v letech protektorátu. Poznámky k tématu. Brno: Masarykova univerzita 2007. BAKOŠ, V. et al.: Filozofické iniciatívy Igora Hrušovského. Bratislava: FÚ SAV 2009. MÜNZ, T. : Filozofia slovenského osvietenstva. Bratislava: SAV 1961. DUPKALA, R. : Štúrovci a Hegel (K problematike slovenského hegelianizmu a antihegelianizmu). Prešov: Manacon 1996. kol.: Dejiny filozofie na Slovensku v XX. storočí (Eds. K. Kollár – A. Kopčok – T. Pichler). Bratislava: Infopress 1998.
Within this discipline, a student is required to:
1. Actively participate in seminars, i.e. to make his/her own written preparation for seminar (précis). It should be used primarily by a student as preparation and basis for analysis and interpretation of a source text for the respective seminar and secondarily as a proof that a student has studied the text. At the end of each seminar a student must submit to the teacher his/her précis related to the topic analysed in seminar. Participation in seminars is mandatory in the course of the semester. In case of excused absence the consultation on substitution with the course guarantor is necessary. 2. Produce a semester paper (based on agreement with the guarantor or teacher of the course) 3. Pass an exam (test)
Slovak
Beginnings of religious and philosophical thinking in literature from the period of the Great Moravia. Philosophical thinking of Constantine. Philosophical thinking in Slovakia and Bohemia in the period of reformation and counter-reformation (Jan Hus, J. A. Comenius, Prešov School and University of Trnava). Enlightenment philosophy in Slovakia and Bohemia. Response to Herder’s and Kant’s philosophy in Slovakia. The Štúrs and Hegelianism and anti-Hegelianism in Slovak philosophical thinking. Response to Nietzsche’s philosophy in Slovakia and Bohemia. Positivism in Slovakia and Bohemia. Religious philosophy in Slovakia and Bohemia. Philosophy of E. Rádl and J. Patočka.
The aim is to familiarize students with the development of philosophical thinking in Slovakia and Bohemia from the Middle Ages to the 20th century, to assess the influence of foreign streams of thinking on Slovak and Czech philosophy and to identify its original features.
1. Carretero Gomez, S., Vuorikari, R. and Punie, Y., DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Luxembourg, 2017, ISBN 978-92-79-68006-9, https://www.ecdl.sk/
2. Bruff, D. (2019). Intentional Tech: Principles to Guide the Use of Educational Technology in
College Teaching (1st edition). Morgantown: West Virginia University Press.
3. Baker, Y. (2020). Microsoft Teams for Education. Amazon Digital Services.
4. Miller, H. (2021). Google Classroom + Google Apps: 2021 Edition. Brentford: Orion Edition Limited.
Summary evaluation based on ongoing assessment:
1. Practical ongoing assignments and their defense (at least 50% needed)
3. Active participation during face-to-face contact learning in classical or virtual classroom (3 absences allowed) and during online learning (no absence, uploading all individual ongoing assignments)
slovak
01.-02. Basic digital skills, DigComp framework, ECDL
- modern web browser and its personalization
- security, privacy, responsible use of DT
03.-05. Search, collection and evaluation of digital content
- scanning, audio recording and speech resolution, optical resolution (OCR)
- digital notebooks (Google keep, Evernote, Onenote)
- evaluation of digital resources (Google forms and sections)
06.-08. Editing and creating digital content
- cloud and interactive documents
(text and spreadsheet editors - Google, Microsoft, Jupyter)
- work with pdf documents, e-books and videos
(Kami, Google books, Screencasting)
09. - 10. Organization, protection and sharing of digital content
- modern LMS and cloud storage
(Google Classroom, Microsoft team, Google Drive, Dropbox)
- time management (Google Calendar)
11.-13. Digital communication and cooperation
- collaborative interactive whiteboards (Jamboard, Whiteboard)
- online presentations and online meetings
(Google presentations, Powerpoint, Google meet, Microsoft teams)
The student should obtain and know to apply basic knowledge and skills in working with current digital technologies (mobile phone, tablet, laptop, web technologies):
1. according to the current European framework for the Digital competence DigComp and ECDL
2. for better and more effective learning, work and active life in higher education, later lifelong learning and further career prospects.
SOLOMON, Gwen and Lynne SCHRUM, 2014. Web 2.0 How-to for Educators. Second. International Society for Technology in Education, 314 p. ISBN 978-1564843517.
STOBAUGH, Rebecca, 2019. Fifty Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (50 Teaching Strategies to Support Cognitive Development). Solution Tree Press, 176 p. ISBN 978-1947604773.
LEMOV, Doug, 2015. Teach Like a Champion 2. 0: 62 Techniques That Put Students on the Path to College [online]. 2nd edition. John Wiley & Sons, Incorporated, 509 p. [cited 2021-7-10]. ISBN 9781118898628. Available from: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=1895720
European Schoolnet: Transforming education in Europe [online]. [cited 2021-7-10]. Available from: http://www.eun.org/home
Science On Stage Europe [online]. Science on Stage Europe e.V. [cited 2021-7-10]. Available from: https://www.science-on-stage.eu/
Conditions for ongoing evaluation:
1. Creation of a worksheet for student.
2. Creation of a multimedia educational game.
3. Creation of an interactive educational quiz.
4. Creation of an instructional educational video.
Conditions for the final evaluation:
Creation and presentation of final project on the use of educational software in education.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing and final assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Overview of educational software and educational web resources and tools.
2. Creating and processing of materials for teaching aid .
3. Creation and use of electronic and interactive educational documents (worksheets, presentations, textbooks and workbooks).
4. Creation of instructional educational video.
5. Electronic voting and questionnaire creation.
6. Creation of didactic tests and educational games. Gamification elements, tools and environments.
7. Collaborative web applications.
8. Online communication tools.
9. Complex online learning environments.
10. Online educational platforms, repositories, projects and competitions.
11. Simulations and modelling. Subject-focused educational programmes.
12. Use digital tools to plan, monitor, differentiate and personalise learning. Accessibility of digital tools and learning resources.
Students will receive, resp. deepen their basic skills in working with:
a) presentation software, programs for creating and editing images, animations, diagrams, sounds, conceptual maps,
b) programs for the creation of didactic tests, questionnaires, surveys,
c) simulation and modeling software,
d) selected subject-oriented educational programs,
Students present and discuss their idea of the use of educational software and educational Internet resources and tools in the selected school subject.
Povinná:
THOLT, P.: Epistemológia (Vybrané kapitoly). Košice: FF UPJŠ Košice 2013
ANZENBACHER, A.: Úvod do filosofie. Praha: Portál 2004 (kap. 3; kap. 5, časť 5.2)
ČERNÍK, V., VICENÍK, J., VIŠŇOVSKÝ, E.: Historické typy racionality. Bratislava: Iris 1997
(Úvod)
DÉMUTH, A.: Poznanie, vedenie alebo interpretácia? Pusté Úľany: Schola Philosophica 2009
LEHRER K.: Teória poznania. Bratislava: Infopress 1999
Pramene:
vybrané texty Platóna, Aristotela, Aurelia Augustina, Petra Abelarda, Tomáša Akvinského, R.
Descartesa, J. Locka, I. Kanta...
a) regular and active participation in seminars.
b) passing of two written tests: the first test (week 7) makes 40% of assessment of work in seminars; the second one (the end of semester) makes 60% percent of assessment of work in seminars. To be allowed to take an exam, it is necessary to obtain 66 and more percent of the points.
c) final exam – written form; makes 50% of overall assessment.
Slovak, SK
Brief outline of the course:
1) Status of epistemology (theory of knowledge) in philosophical reflection (historical and philosophical draft).
2) Subject of the theory of knowledge: relation among ontology, logic and theory of knowledge. Basic gnoseological trends. Gnoseology and special sciences. Status of the so-called cognitive sciences in contemporary philosophy and science.
3) Structure of cognition. Cognition as a unity of sensual and rational. Sensual perception and phantasy. Conceptual thinking. Origin and basis of philosophical categories. Extremes of sensualism and rationalism. Apriorism and aposteriorism in the process of cognition. Enlightenment.
4) Language and cognition. Place of language in the process of cognition. Sign and reflection. Semiotics and gnoseology. Language forms of thinking. Formal logic and gnoseology.
5) Basic procedures of thinking: analysis and synthesis; abstraction and concretization; induction and deduction.
6) Theory of truth. Correspondence theory of truth and its classical and non-classical interpretations. Critique of scepticism and agnosticism.
7) Science and epistemology: theory of knowledge and methodology of sciences.
To master the historical and logical draft of the issues of the theory of knowledge in its historical and contemporary metamorphoses as well as terminology and categorial apparatus of contemporary epistemology.
Compulsory literature:
Held, V. 2005. The Ethics of Care. Personal, Political, and Global. Oxford University Press, Inc.
Jesenková, A. 2016. Etika starostlivosti. Košice: UPJŠ.
Jesenková, A. 2017. Joan Tronto: starostlivosť, spravodlivosť a demokracia. In: Glosolália : rodovo orientovaný časopis. - ISSN 1338-7146. - Roč. 6, č. 3 (2017), s. 67-85.
Tronto, J. 2013. Caring Democracy. Markets, equality, and justice. New York: New York University Press.
Recommended literature:
Barnes, M. 2012. Care in Everyday Life: An ethic of care in Practice. Bristol: Policy Press.
Fisher, B, Tronto, J. 1990. Toward a feminist theory of caring. In: Abel, EK, Nelson, MK (eds) Circles of Care. Albany, NY: SUNY Press.
Jesenková, A. 2018. Research and Educational Potential of Feminist Care Ethics in Sex Education In: Human Affairs : a postdisciplinary journal for humanities & social sciences. - ISSN 1210-3055. - Roč. 28, č. 2 (2018), s. 196-211
Jesenková, A. 2020. Deficit of Democratic Care in the Educational System in Slovakia In: Care Ethics, Democratic Citizenship and the State. - Cham : Palgrave Macmillan, 2020.
Jesenková, A. 2021. Joan Tronto’s Moral and Political Theory of Care. In Politické Vedy. Vol.
24, no. 4, pp. 158-180. ISSN 1335 – 2741. Available at:
https://doi.org/10.24040/politickevedy.2021.24.4.158-180
Sevenhuijsen, S. 2003. The place of care: The relevance of the feminist ethic of care for social policy. Feminist Theory 4(2), s. 179–197.
Tronto, J. C. 2014. Péče by měla stát v centru lidského jednání (rozhovor Joan Tronto so Zuzanou Uhde). Gender, rovné příležitosti, výzkum, 2, 106-108.
Vladyková, Ľ. 2018. Evolučná etika. Vybrané problémy a výzvy. Košice: UPJŠ.
- active participation in teaching
- presentation and essay on selected topic
- written exam:
A ..... 100 - 90 points
B ...... 89 - 80 points
C ..... 79 -70 points
D ....... 69 - 60 points
E ....... 59 - 50 points
FX ..... less than 50 points
English language
1. Conceptualization of care in philosophical thinking - from antiquity to the present.
2. Crisis of care and deficits of current care practices in various areas of social life (healthcare, social care, education and training, environmental care, care for democracy and civil society; problems of paternalism, parochialism, protectionism, loss of confidence in institutions, hegemonism - dominance / domination and oppression in different spheres of human relations).
3. The emergence of ethics of care - S. Ruddick: motherhood as a way of practice, C. Gilligan: two moral perspectives, N. Noddings and ethics of care in moral education.
4. Political turnover: from personal to political and global ethics of care (V. Held - caring society, S. Sevenhuijsen - caring citizenship, J. Tronto - caring democracy and democratic care, F. Robinson - global ethics).
5. In what way is the ethics of care different? (specifics of care ethics - ontological, epistemological bases - relationality, vulnerability, precariousness, and comparison with other types of ethical concepts - deontological ethics, virtue ethics, justice ethics, narrative ethics, feminist ethics).
6. Care as a practice (unity of moral, social and political; integrity of good care practice - attention, responsibility, competence, responsiveness, solidarity).
7. Caring society, caring democracy and democratic care - the possibility of caring institutions (J. Tronto, H. Olofsdotter Svensota, S. Bourgault, Urban P.)
8. Ethics of care: from theory to application in practice. (care ethics and its concepts and categories as a tool for critical analysis, evaluation and transformation of social practice - TRACE analysis of policy documents and strategies).
9. Ethics of care in bioethics (medical ethics, nursing ethics - I. van Nistelrooij, C. Leget).
10. Ethics of care in education (N. Noddings).
11. Care ethics in the context of ecological ethics and environmental ethics.
12. Ethics of care in social services and social work (S. Sevenhuijsen, M. Barnes, L. Ward).
Continuous assessment: 40%, ( 20% presentation 20% essay)
Final evaluation: 60% - exam
- acquiring knowledge about the concepts of care in the historical context of philosophical-theoretical thinking
- a comprehensive understanding of the concepts and categories related to a range of topics and issues related to the moral perspective of care
- acquiring professional skills of application of analytical tools for critical reflection, analysis, evaluation and creation of transformative strategies of social care practice in various areas of social life
1. PLATON: Štát. Bratislava: Kalligram 2005, III. Kniha, 392 D – 395 B, X. kniha, 595 A – 608 B.
2. ARISTOTELE: Poetika. Praha: Oikúmené 2008, s. 45 – 121.
3. PLOTINOS. O kráse. Antlológia z diel filozofov Od Aristotela po Plotina. Bratislava: Pravda 1972, s. 605 - 616.
4. AUGUSTÍN, A.: Vyznania. Bratislava: Lúč 1997, s. 106 – 111.
5. L. da VINCI: Z myšlienok a spisov. In: Humanizmus a renesancia. Bratislava: Pravda 1966, s. 501 – 512.
6. BURKE, E.: O vkuse, vznešenom a krásnom. Bratislava: Pravda 1981, s. 32 - 63.
7. KANT, I.: Kritika soudnosti. Praha: Odeon 1975, s. 16 - 45.
8. HEGEL, G. W. F.: Estetika I. Praha: Odeon 1966, s. 26 - 46.
9. TATARKIEWICZ, W.: Dejiny estetiky I., II., III. Prel. J. Marušiak. Bratislava: Tatran 1985, 1988, 1992
10. GILBERTOVÁ, K. E. - KUHN, H.: Dĕjiny estetiky. Prel. P. Kovály a H. Kovályová. Praha: SNKLU 1965.
active participation in seminars,
passing of two tests; test in week 7 and week 12 of the semester
A = 100 - 91, B = 90 - 83, C = 82 - 77, D = 76 - 71, E = 70 - 65, FX = 64 - 0.
Slovak, SK
Emergence and circumstances of emergence of aesthetic thinking. Definition of subject, basic terms. Greek aesthetics. Medieval aesthetics. Aesthetics of Renaissance. Aesthetics of Modern Ages. German classical aesthetics.
To familiarize students with the circumstances of emergence of aesthetic thinking in Greece or with the genesis of aesthetic thinking from Old Greece to German classical aesthetics.
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
1.J.B.Balcome: Second nature. The inner life of animals. Palgrave.McMillan,2010.
2. T.J.Carew: Behavioral Neurobiology. Sinauer Assoc., Sunderland, 2000.
3. Franck, D.: Verhaltensbiologie. Einfuhrung in die Ethologie. Georg Thieme-Verlag, 1993
4. Manning, A., Dawkins, M. S.: An introduction to animal behaviour. Cambridge University Press, 1992
5. DRICKMER, L.C., VESSEY, S.H., MEIKLE, D. Animal Behavior: mechanisms, ecology, evolution. 4th ed. Dubuque : Wm.C. Brown Publishers, 1996. Internet
Fulfilled conditions for the exercises
Successfully completed oral exam
History and development of ethology. Ethological methods. The innate forms of behaviour. The simplest forms of learning – conditioning and instrumental learning. Higher form of learning. Social behaviour. Sexual behaviour. Play behaviour. Biological rhythms. Orientation in space and animal migrations. Communication systems of animals. Emotions. Aggression in animal and human behaviour. Abnormal forms of behaviour
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
Thematical presentations
Oral examination
To obtain the required number of credits in the structure prescribed by the study plan.
Slovak
The exam consists of answers to the questions from the history of philosophy (Antiquity, Middle Ages, Renaissance, Modern Ages), German classical philosophy, post-classical philosophy, contemporary philosophy, Slovak and Czech philosophy and systematic philosophy (logics, methodology, epistemology, metaphysics, axiology). Good knowledge of basic works from the history of philosophy and contemporary philosophy is required.
Verification of student’s acquired competences in compliance with the profile of the graduate.
Carnap, R.: Význam a nevyhnutnosť. Bratislava 2005. Cmorej, P.: Na pomedzí logiky a filozofie. Bratislava 2001. Gahér, F.: Logika pre každého. Bratislava 1998. Fiala, J. (ed.): Analytická filosofie. První čítanka, Druhá čítanka, Třetí čítanka. Plzeň 2006, 2000, 2002. Kolář, P.: Argumenty filosofické logiky. Praha 1999. Kolman, V. (ed.): Možnost, skutečnost, nutnost. Praha 2005. Kripke, S.: Pomenovanie a nevyhnutnosť. Bratislava 2002. Loux, M.J.: Nutné a možné. In: Studia Neoaristotelica, r.1 (2004), č. 1–2, str. 124–147; r. 2 (2005), č.1, str. 83–97. Materna, P.: Svět pojmů a logika. Praha 2001. Quine, W.V.O.: Z logického hľadiska. Bratislava 2005. Szomolányi, J.: Filozofické otázky logiky I.–III. In: Organon F 9, č. 3, 2002, s. 344-352; č. 4, 2002, s. 445-460; Organon F 10, č. 1, 2003, s. 90–103. Tichý, P.: Jednotliviny a ich roly (I) – (IV). In: Organon F 1, č. 1, 29–42; č. 2, 123–132; č. 3, 208–224; č. 4, 328–333, 1994. Tichý, P.: O čem mluvíme. Praha 1996.
During the semester a student is continuously checked and assessed according to his/her activity. Students must pass the test to be awarded the credits for the semester.
Slovak
Themes of philosophical logic. Issue of philosophical entities and existence. Issue of understanding of individuals. Issue of understanding of universalities. Philosophical issues of semantics of modal logics and possible worlds. Modal realism (possibilism) of D. Lewis. Actualistic versions of philosophy of possible worlds. The problem of truth. Theories of truth.
The course is aimed at presentation of fundamental issues of philosophical logic as well as clarification of the intersection between logical analysis and philosophical subject matter.
Anzenbacher, A.: Introduction to philosophy. Transl. K. Sprunk. Prague: SPN 1990. Hadot, P.: What is ancient philosophy. Transl. M. Křížová. Prague: Vyšehrad 2017. Leško, V.: History of Philosophy I. From Thales to Galileo. Prešov 2007. Leško, V.: History of Philosophy II. From Bacon to Nietzsche. Košice 2008. Patočka, J.: Platón. Prague 1991. Patočka, J.: Aristotelés. Prague 1994. Anthology of the works of philosophers. Pre-Socratics and Plato. Compiled by J. Martinek. Bratislava: Epoch 1970. Pre-Socratics and Plato. An anthology of the works of philosophers. Remainder J. Martinka. Bratislava: Iris 1998. Anthology of the works of philosophers. From Aristotle to Plotinus. Remainder J. Martinka. Bratislava: Pravda 1972. From Aristotle to Plotinus. An anthology of the works of philosophers. Remainder J. Martinka. Bratislava: Iris 2006.
Rating
Conditions of continuous control and awarding of assessment:
Active participation in teaching, the student has assignments during the semester - 2 assignments (Electronic subject bulletin board).
During the semester, students take a knowledge test and a final knowledge test.
If the teaching is carried out in a classical way - face-to-face form of teaching. In the case of the distance form of study, emphasis is placed on independent study and written processing of assignments (seminar work as a project for the entire semester, submission of partial outputs by the specified date. Electronic bulletin board). The condition for registering for the exam is to pass the final written test on the basic problems that are connected with the development of philosophical thinking from Thales to Nietzsche.
Conditions for awarding the exam: only after successfully passing the knowledge test - the final test, the student can take the written exam. After its successful implementation, the student will receive credits for the subject.
Ancient philosophy - origin and development of ancient Greek philosophy • Classical Greek philosophy • Hellenistic philosophy • Medieval philosophy – origin and formation • Renaissance philosophy • Modern philosophy – founders and great systems • Modern empirical-sensualist philosophy • French Enlightenment philosophy • German classical philosophy • Philosophy 19th century after Hegel
Students will gain an understanding of the fundamental issues in the history of philosophy from Thales to Nietzsche. The discipline presents an overview of more specialized philosophical topics and works that influenced the development of disciplines such as psychology and social work. Students will acquire basic terminology from philosophy by studying source texts of periods of the history of philosophy in relation to the discipline of their field of study. The student acquires the ability for a deeper understanding of historical events, where the emphasis is placed on critical thinking with an emphasis on self-knowledge.
The information is updated annually in the subject's electronic message board in AIS2 or in the MS Teams environment.
NIETZSCHE, F.: Genealogie morálky. Prel. V. Koubová, Praha: Aurora 2002. DELEUZE, G.: Nietzsche a filosofie. Prel. Č. Pelikán a J. Fulka, Praha: Nakladatelství Hermann & synové 2004.
active participation in seminars, writing of a seminar paper of 10 pages
Slovak
Methodological background of text interpretation. Structure of work Genealogy of Morals. “Good and Evil", “Good and Bad”. Guilt and Bad Conscience. Ascetic ideals.
Acquiring the skill to interpret a philosophical text
Povinná:
Hegel, G. W. F.: Dějiny filosofie I. Praha. Nakl. ČSAV 1961.
Odporúčaná:
Kenny, A.: Dějiny filosofie: historická a racionální rekonstrukce. In: Filosofický časopis. Roč. 44,
1996, č. 3, 395 – 412.
Leško, V.: Filozofia dejín filozofie. /Hlavné modely a výsledky/ . Prešov 1999, s. 5 – 93.
Sobotka, M.: Hegelovy dějiny filosofie. In: Hegel, G. W. F.: Dějiny filosofie I. Praha. Nakl.
ČSAV 1961, s. 5 – 36.
Mandatory attendance and active participation in seminars. Continuous assessment of activity, continuous test focused on knowledge of the source texts. Final test focused on knowledge of the source texts. Both tests have maximum of 50 points. Grading scale: A – at least 45 points, B - at least 40 points, C - at least 35 points, D - at least 30, and E - at least 25 points. Credits will not be awarded to a student who will get less than 25 points from any of the tests.
Slovak, SK
Concept and basis of philosophy of history of philosophy. Place of Hegel’s History of Philosophy in the system of his philosophy. Philosophy in its historical metamorphoses as the subject of the history of philosophy and as the attempt to determine the essence of philosophy. History of philosophy as organically developing unit of interconnected ideas. External and internal history of philosophy. The issue of diversity of philosophical systems and the unity of philosophy. Concept of development and history of philosophy. Internal history of philosophy as self-development of philosophical ideas. Movement of ideas of philosophy from the abstract to the concrete in their content – within Pre-Socratic philosophy.
Introduction to the study of history of philosophy by means of Hegel’s concept of philosophy of history of philosophy and history of philosophy as a part of philosophy. Hegel’s philosophical interpretation of Pre-Socratic philosophy as gradual development of spirit. Basic thoughts of Pre-Socratic philosophy in the philosophical view.
MURPHY, R.F.: Úvod do kulturní a sociální antropologie. Druhé vydání, SLON 2004.
ROSMAN, A. – RUBEL, G. P.: The Tapestry of Culture. An Introduction to Cultural Anthropology. New York 1989.
BUDIL, I.: Mýtus, jazyk a kulturní antropologie. Triton, Praha 1995.
SOUKUP, V.: Přehled antropologických teorií kultury. Portál, Praha 2000.
KANOVSKÝ, M.: Kultúrna a sociálna antropológia. Osobnosti a teórie. Chronos, Bratislava 2004.
LIPOVETSKY, G.: Era prázdnoty. Prostor, Praha 1998.
WRIGHT, R.: Morální zvíře. NLN, Praha 1995.
LORENZ, K.: Odumírání lidskosti. Mladá Fronta, Praha 1997.
WILSON, O.: O lidské přirozenosti. NLN Praha 1993.
WOLF, J.: Úvod do studia člověka. SPN, Praha 1968.
ČANÍKOVÁ, P.: Etika v antropologickém výzkumu. Dostupné na http://www.plus-research.cz/downloads/amanpe.pdf ( 16.3.2006)
- active participation in educational process
- a final paper (essay in the range of 3 - 5 NS TNR 12; 1.5 line spacing) and its defense in the colloquium
Outline of the course:
1. Historical, social and cultural context of emergence of anthropology. Concept, characteristics, classification of anthropology. Anthropological research. Methods. Ethics of anthropological research.
2. Dichotomy nature versus culture. Naturalism and upbringing.
3. Culture and language. Structure of language, linguistic relativity, ethnosemantics, sociolinguistics, language change.
4. Language and cultural relativism, commensurability versus incommensurability of cultures.
5. Social systems. System and functions, status and role, gender and sex.
6. Family, marriage, and kinship.
7. Order and authority. Political organisation. Social control.
8. Society and individual. Social class.
9. Religion and supernatural. Sacred and profane, magic and shamanism.
10. Myths, legends, and fairy-tales.
11. Cultural change. Acculturation. History of culture, spheres of culture.
12. Economy and exchange systems.
To understand the concept, subject, objective, methods of cultural and anthropological research as well as contexts with other social and academic disciplines. To form prerequisites for enhancement of comprehensiveness and effectiveness of social and academic study.
HUSSERL, E.: Krize evropských věd a transcendentální fenomenologie. Prel. O. Kuba. Praha: Academia 1996.
BLECHA, I.: Proměny fenomenologie. Praha: Triton 2007.
BAYEROVÁ, M.: Husserlova fenomenologie ve vztahu k Descartovi. In: Filosofický časopis, roč. 44, 1996, č. 5.
BAYEROVÁ, M.: Filosofie a věda u Husserla. In: Filosofický časopis, roč. 16, 1968, č. 3.
BAYEROVÁ, M.: Husserlova fenomenologická metóda a její předmět. In: Filosofický časopis, roč. 43, 1995, č. 2.
BLECHA, I.: Husserl. Olomouc: Votobia 1996.
BLECHA, I.: Fenomenologie a kultura slepé skvrny. Praha: Triton 2002.
LANDGREBE, L.: Husserlova fenomenologie a motivy její transformace. In: Filosofický časopis, roč. 40, 1992, č. 2, č. 3.
O Edmundu Husserlovi. Ed. P. Marek. Prostějov: Muzeum Prostějovska 1991.
MOKREJŠ, A.: Fenomenologie a problém intersubjektivity. Praha: Svoboda 1969.
MOKREJŠ, A.: Husserl a otázka „Co je normální?“. Praha: Triton 2002.
MOTROŠILOVÁ, N. V.: Husserl a Kant: problém „transcendentální filosofie“. In: Kantova filosofie a současnost. Prel. J. Pešek a J. Pešková. Praha: Svoboda 1981.
PATOČKA, J.: Úvod do fenomenologické filosofie. Praha: Oikúmené 1993.
SIVÁK, J.: Edmund Husserl - filozof, pedagóg, vedec a spisovateľ. In: Filozofia, roč. 49, 1994, č. 1 – 2.
SIVÁK, J.: Husserl a Merleau-Ponty. Bratislava: Veda 1996.
Within the seminar in written discourse, a student is required to:
1. Actively participate in seminars - it means preparation, i.e. theoretical mastering of a source or interpretation text assigned for the respective seminar and ability to react or join the discussion about the topic(s) of the seminar.
2. Produce a semester (final) paper of approximately 10 pages
Slovak
Crisis of sciences and modern physicalistic objectivism and transcendental subjectivism. Galilei’s mathematisation of nature. Pure geometry and nature as mathematical universum. Galilei’s wrong interpretation of the meaning of mathematisation. Descartes as the founder of the idea of objectivistic rationalism and transcendental motive, breaking this rationalism. Descartes´ foundation stone – ego cogito. Explanation of the meaning of the Cartesian period. The issue of intentionality in Descartes and his wrong self-interpretation. Descartes as the background of two developmental lines in modern philosophy: rationalism and empiricism.
Presentation of the content of the work by E. Husserl and his setting to the context of issues of contemporary philosophy. Critical analysis of the text.
Literature:
Plháková, A. (2023). Učebnice obecné psychologie (4th Edition). Academia.
Sternberg, R., Sternberg S. (2016). Cognitive Psychology (7th Edition). Wadsworth Publishing.
Cognitive Psychology (2020). A Student's Handbook (8th Edition). Psychology Press.
Other recommended literature:
Fredrickson, B., Lutz, C., Loftus C., Nolen-Hoeksema, S. (2020). Psychologie Atkinsonovej a Hilgarda. Cengage.
Körtvélyessy, L., Štekauer, P., & Kačmár, P. (2022). Creativity in Word Formation and Word Interpretation: Creative Potential and Creative Performance (1st vyd.). Cambridge University Press. https://doi.org/10.1017/9781009053556
Example of recommended journal articles:
Bago, B., Kovacs, M., Protzko, J., Nagy, T., Kekecs, ... Kačmár, P., … Aczel, B. (2022). Situational factors shape moral judgements in the trolley dilemma in Eastern, Southern and Western countries in a culturally diverse sample. Nature Human Behaviour, 6(6), Article 6. https://doi.org/10.1038/s41562-022-01319-5
History of cognitive psychology. Research of cognition in the period of psychology as a scientific discipline. The emergence of cognitive psychology.
Cognition - general characteristics. Structure of cognitive processes. Paradigms in cognitive psychology: S-R scheme, information processing model, evolutionary approach, connectionist approach. Stimuli and mental representations.
Perception - sensory processes. Perception - organization of the perceptual field, object recognition, specific types of perception.
Attention - selection and division of attention. Theories of attention. Automatic and controlled processes and attention.
Memory - models, types of memory, memory processes.
Learning - classical conditioning, operant conditioning and other types of learning.
Mental representations and ideas. Thinking – concepts and operations. Language and thinking. Thinking and speech.
Judgment, decision making, problem solving, creativity. Current research of cognitive processes.
During the semester, the student is required to complete three tasks:
A) Written examination (max. number of points is 15, the required number of points is 8). The date is by default scheduled after a consultation week.
B) Presentation of a seminar work on a chosen topic (max. number of points is 15, the required number of points is 8).
C) Active participation during the seminar (max. number of points is 10, the required number is 1).
To proceed to the final exam, it is necessary to obtain more than half of the total points that can be gained during the semester (note that a minimum number of points for activities A, B and C should be fulfilled as listed above).
The final exam is in a written form. A student can get a maximum of 60 points. To pass, a student needs to obtain 31 and more points (note that credits will not be awarded to a student who gets less than 31 points from the final exam and whose sum of points obtained during the semester and the final exam is less than 51).
The final mark is created by adding the points that the student gained during the semester and the final exam. At least 90 points must be obtained to obtain an "A" rating, 80-89 points to obtain an "B" rating, 70-79 points to obtain a "C" rating, 60-69 points to obtain a "D" rating and 51 to obtain an "E" rating 51 -59 points.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Lectures and activities are adapted to both, physically present and distance form of education. For further information and current changes in the form of teaching (distance vs. full-time), please see electronic noticeboard.
History of cognitive psychology. Research of cognition in the period of psychology as a scientific discipline. The emergence of cognitive psychology.
Cognition - general characteristics. Structure of cognitive processes. Paradigms in cognitive psychology: S-R scheme, information processing model, evolutionary approach, connectionist approach. Stimuli and mental representations.
Perception - sensory processes. Perception - organization of the perceptual field, object recognition, specific types of perception.
Attention - selection and division of attention. Theories of attention. Automatic and controlled processes and attention.
Memory - models, types of memory, memory processes.
Learning - classical conditioning, operant conditioning and other types of learning.
Mental representations and ideas. Thinking – concepts and operations. Language and thinking. Thinking and speech.
Judgment, decision making, problem solving, creativity. Current research of cognitive processes.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
The main goal of the course is to acquaint students with cognitive psychology, as a scientific discipline that deals with the study of human cognition, and to provide them with the current knowledge related to human cognition. In addition, the course also emphasizes the ability to properly understand this knowledge and apply it. For this purpose, the course provides not only an overview of the main theories of selected cognitive processes and the broader context of the discipline but also practice: practical illustrations and systematic encouragement of critical thinking. The main goal of seminars is to train the ability to use and adequately present the acquired knowledge, connect this knowledge to other related areas, think about it independently, discuss it critically and, last but not least, to flexiblty and cretively solve various related model activities.
Knowledge: Students will gain an overview of the history and development of cognitive psychology, including major theories and models. They will acquire knowledge about cognitive processes such as perception, attention, memory, learning, thinking, and language. They will be familiar with the main paradigms of thinking about these cognitive processes and the research methods used in cognitive psychology.
Abilities: Students will develop the ability to think about cognitive processes within the framework of selected theoretical models. They will be able to apply cognitive psychology theories to real-life situations and problems. They will gain the skill to design and conduct experiments to investigate cognitive processes. Students can build upon the acquired abilities and further develop them in subsequent courses.
Skills
Students will be able to use the principles of cognitive psychology to solve practical problems. They will understand optimally functioning cognitive processes as well as their natural limits and will be able to effectively communicate concepts and research findings in the field of cognitive psychology. They will be prepared to critically follow current developments and research in cognitive psychology.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Teaching will take place in person.
ROSENBERG, M. B. 2023. Nenásilná komunikácia. Aktuell. 234 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
.
1. Active participation in teaching (absence allowed max. 90 min.),
2. Implementation of assignments and presentation of assignments focused on the application of knowledge, skills and competence in the field of communication with a particular focus on teacher communication in the school environment.
Detailed information in the electronic bulletin board of the subject in AIS2.
slovak
.
Basics of communication (Transmitter-receiver principle, "What is said is not equal to what is heard", "Internal dialogue", The concept of communication)
Active listening (The most important criteria for active listening)
Misunderstandings (How Misunderstandings Arise, How to Avoid Misunderstandings)
Body language (What is body language, Active / passive body language, Dress psychology)
Signs of Physical Expression, Disadvantages of Fake Physical Expression, Difference Between Active and Passive Body Expression
Personality development (Voices in us, "child in me" - identification of one's own personality)
Basics of assertive and non-violent communication. Specifics of communication in the school environment.
The student will acquire knowledge and information about the basics of verbal and non-verbal communication, communication errors, assertive and non-violent communication. The content of the subject will be enriched with knowledge, skills and competencies necessary for the work of a teacher.
The student is able to apply the acquired communication skills in practice, is able to apply effective principles and principles of communication with others, is able to anticipate and thus prevent possible misunderstandings, which will contribute to the development of his social and professional skills.
The student will acquire the competencies to communicate effectively in work and personal life, especially in the school environment.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: Fakulta humanitných a prírodných vied PU v Prešove. 2002. 267s. ISBN 80-8068-097-3.
2. PAVLÍČEK, J. Člověk v drsné přírodě. 3. vyd. Praha: Práh. 2002. ISBN 8072520598.
3. WISEMAN, J. SAS: příručka jak přežít. Praha: Svojtka & Co. 2004. 566s. ISBN
8072372807.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines,
- effective performance of all the tasks defined in the course syllabus
Slovak language
Brief outline of the course:
1. Principles of conduct and safety in the movement in unfamiliar natural environment
2. Preparation and guidance of a hike tour
3. Objective and subjective danger in the mountains
4. Principles of hygiene and prevention of damage to health in extreme conditions
5. Fire building
6. Movement in the unfamiliar terrain, orientation and navigation
7. Shelters
8. Food preparation and water filtering
9. Rappelling, Tyrolian traverse
10. Transport of an injured person, first aid
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and should:
- acquire knowledge about safe stay and movement in natural environment,
- obtain theoretical knowledge and practical skills to solve extraordinary and demanding situations connected with survival and minimization of damage to health,
- be able to resist and face situations related to overcoming barriers and obstacles in natural environment,
- be able implement the acquired knowledge as an instructor during summer sport camps for children and youth within recreational sport.
KOSTURKOVÁ, M. – FERENCOVÁ, J.: Stratégie rozvoja kritického myslenia. Kritické argumentovanie, debatovanie, písanie a organizovanie poznatkov. Wolters Kluwer 2019.
PANCZOVÁ, Z.: Konšpiračné teórie: témy, historické kontexty a argumentačné stratégie. Bratislava: Veda 2017.
SCHMIDT, M. – ŠEDÍK, M. – TALIGA, M.: Ako správne argumentovať, písať a diskutovať. Banská Bystrica: Belianum 2018.
SZYMANEK, K. – WIECZOREK, K. A. – WÓJCIK, A. S.: Umění argumentace: úlohy na zkoumání argumentů. Prel. J. Štěpán. Olomouc: Univerzita Palackého 2004.
JURKOVIČ, M. – ČAVOJOVÁ, V. – BREZINA, I. (ed.): Prečo ľudia veria nezmyslom. Bratislava: Premedia 2019.
ČAVOJOVÁ, V. et al.: Rozum: Návod na použitie. Psychológia racionálneho myslenia. Bratislava: Iris 2016.
CIALDINI, R. B.: Zbraně vlivu: manipulativní techniky a jak se jim bránit. Trans. P. Miklica. Brno: Jan Melvil Publishing 2012.
KAHNEMAN, D.: Myšlení – rychlé a pomalé. Trans. E. Nevrlá. Brno: Jan Melvil Publishing 2012.
TALEB, N. N.: Černá labuť. Následky vysoce nepravděpodobných událostí. Trans. J. Hořínek. Praha: Paseka 2011.
VAUGHN, L.: The Power of Critical Thinking. Effective Reasoning About Ordinary and Extraordinary Claims. Oxford University Press 2016.
- active participation in class, completing assignments
- writing a course paper
- passing a written exam
Slovak
Critical and non-critical thinking – basic outline. Identifying an argument, its premises and conclusion. Argument reconstruction and deliberative virtues. Deductive reasoning. Inductive reasoning. Logical fallacies. Conspiracy theories and their argumentation strategies. Ideology.
The course aims to enhance various skills that are not only essential for the study of philosophy and philosophical research but also transferable to a wide range of contexts outside of academia: the ability to systematically analyse complex issues and identify the main propositions and arguments; evaluate the validity and strength of an argument; locate weak links in an argument and spot logical fallacies; develop, critically analyse and support an original argument; gain an awareness of cognitive biases in one’s own judgements; understand basic ethical aspects of deliberation.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: FHPV PU v Prešove. 2002. ISBN 8080680973.
Internetové zdroje:
1. STEJSKAL, T. Vodná turistika. Prešov: PU v Prešove. 1999.
Dostupné na: https://ulozto.sk/tamhle/UkyxQ2lYF8qh/name/Nahrane-7-5-2021-v-14-46-39#!ZGDjBGR2AQtkAzVkAzLkLJWuLwWxZ2ukBRLjnGqSomICMmOyZN==
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks: carrying a canoe, entering and exiting a canoe, righting a canoe, paddling
Slovak language
Brief outline of the course:
1. Assessment of difficulty of waterways
2. Safety rules for rafting
3. Setting up a crew
4. Practical skills training using an empty canoe
5. Canoe lifting and carrying
6. Putting the canoe in the water without a shore contact
7. Getting in the canoe
8. Exiting the canoe
9. Taking the canoe out of the water
10. Steering
a) The pry stroke (on fast waterways)
b) The draw stroke
11. Capsizing
12. Commands
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- implement the acquired knowledge in different situations and practice,
- implement basic skills to manipulate a canoe on a waterway,
- determine the right spot for camping,
- prepare a suitable material and equipment for camping.
Deleuze, G.: Pusté ostrovy a jiné texty. Prel. M. Petříček. Praha: Herrmann & synové 2010. Deleuze, G.: Logika smyslu. Prel. M. Petříček. Praha: Nakladatelství Karolinum 2013. Deleuze, G.: Záhyb. Leibniz a Baroko. Prel. M. Caruccio Caporele. Praha: Herrmann & synové. Descartes, R.: Meditácie o prvej filozofii. Prel. J. a V. Cigerovi. Bratislava: Chronos 1997. Freud, S.: Nespokojenost v kultuře. Prel. L. Hošek. Praha: Nakladatelství Hynek, s. r. o. 1998. Fromm, E.: Obraz člověka u Marxe. Prel. M. Hauser. Brno: Nakladatelství L. Marek 2004. Leibniz, G. W. : Monadologie a jiné práce. Prel. J. Husák. Praha: Svoboda 1982. Leibniz, G. W. : Monadológia. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 339 - 351. Leibniz, G. W. : Nové úvahy o ľudskom rozume. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 352 - 417. Hegel, G. W. F.: Dějiny filosofie III. Prel. J. Bednář; J. Husák. Praha: Academia 1974. Münz, T.: Baruch Benedictus Spinoza (1632 - 1677). Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied 1977. Zigo, M.: Pohľady do novovekej filozofie. Bratislava: Nakladateľstvo Pravda 1987.
Assessment depends on student’s active approach to fulfilment of study duties, individual work with texts in a library, active work during seminars, after interruption presents study preparation and submission of a seminar paper at the end of the semester by the agreed deadline.
Information is updated annually on the subject's electronic bulletin board in AIS2, or alternatively in MS Teams.
Slovak
To present the issue of modern thinking in the context of tradition - G. W. F. Hegel: History of Philosophy. Leibniz and history of philosophy. Leibniz: Meditations on Metaphysics. The problem of settlement with medieval culture (scholasticism and the so-called “second scholasticism”) - Descartes and Leibniz – the problems of metaphysics. Leibniz and Heidegger on the need to return to the sources of ancient thinking – mainly to its peak period (classical Greek philosophy). The aim is to draw the attention to the importance of studying the works of philosophers. Leibniz and his returns to tradition – the attempt for reconsideration of scholasticism and original texts related to the history of the ancient philosophy. Leibniz, Patočka and history of philosophy.
To present the issue of modern philosophy in the context of history of philosophy (the Middle Ages, Renaissance) between philosophy and culture by returning to the sources of philosophy – Ancient thought, mainly its peak period (classical Greek philosophy). The aim is to draw the attention to the importance of studying the texts by G. W. Leibniz who, through the optics of ancient philosophers, leads us to the returns and the need to study and think about the ideas and texts of the entire philosophical tradition.
LEIBNIZ, G. W.: Monadológia. Prel. J. Špaňár. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. Zv. 6. Zost. E. Várossová. Bratislava: Epocha 1970.
LEIBNIZ, G. W.: Monadologie a jiné práce. Prel. J. Husák. Praha: Svoboda 1982.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd. 1. Hildesheim-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd 2. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd. 4. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd. 5. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W.: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd 6. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W.: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: ed. Gerhardt. Bd. 7. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W.: O reforme vied. Prel. J. Šebestík. Bratislava: Vydavateľstvo SAV 1956.
BROWN, S. – FOX, N. J.: Historical Dictionary of Leibniz’s Philosophy. Oxford: The Scarecrow Press, Inc. 2006.
FILKORN, V.: Predhegelovská logika. Bratislava: Vydavateľstvo SAV 1953.
GARBER, D.: Leibniz: Body, Substance, Monad. New York: Oxford University Press 2009.
RUSSELL, B.: A critical exposition of the philosophy of Leibniz. Cambridge: Cambridge University Press 1900.
ŠKÁRA, M.: G. W. Leibniz - filozofia raného a stredného obdobia. Košice: ŠafárikPress 2021.
compulsory attendance at seminars, final semester essay on a highly specialized topic/theme addressed in one of the selected dialogues.
Slovak
The course is aimed at in-depth insight to the work by Leibniz: Monadology. It is focused on presentation of summarized knowledge obtained by Leibniz in his lifelong theoretical efforts.
Identification of basic terms and basic theses of Leibniz’s philosophy by reading the work Monadology. Understanding of the issue of Leibniz’s substantial metaphysics through the concept of ‘individual substance’ and theses which led to development of this concept (especially entitas tota, substantial form, logical subject...).
Deleuze, G.: Pusté ostrovy a jiné texty. Prel. M. Petříček. Praha: Herrmann & synové 2010. Deleuze, G.: Logika smyslu. Prel. M. Petříček. Praha: Nakladatelství Karolinum 2013. Deleuze, G.: Záhyb. Leibniz a Baroko. Prel. M. Caruccio Caporele. Praha: Herrmann & synové. Freud, S.: Nespokojenost v kultuře. Prel. L. Hošek. Praha: Nakladatelství Hynek, s. r. o. 1998. Fromm, E.: Obraz člověka u Marxe. Prel. M. Hauser. Brno: Nakladatelství L. Marek 2004. Leibniz, G. W.: O reforme vied. Prel. J. Šebestík. Bratislava: Vydavateľstvo Slovenskej akadémie vied 1956. Leibniz, G. W. : Monadologie a jiné práce. Prel. J. Husák. Praha: Svoboda 1982. Leibniz, G. W. : Monadológia. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 339 - 351. Leibniz, G. W. : Nové úvahy o ľudskom rozume.. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 352 - 417. Leibniz, G. W.: Theodicea. Prel. K. Šprunk. Praha: OIKOYMENH 2004. Hegel, G. W. F.: Dějiny filosofie III. Prel. J. Bednář; J. Husák. Praha: Academia 1974. Hegel, G. W. F.: Základy filosofie práva. Prel. V. Špalek. Praha: ACADEMIA 1992. Münz, T.: Baruch Benedictus Spinoza (1632 - 1677). Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied 1977. Ortega y Gasset, J.: Úkol naší doby. Prel. J. Forbelský. Praha: Mladá fronta 1969. Ortega y Gasset, J.: Úvaha o technice a jiné eseje o vědě a filosofii. Prel. M. Špína. Praha: OIKOYMENH 2011. Zigo, M.: Pohľady do novovekej filozofie. Bratislava: Nakladateľstvo Pravda 1987.
Rating. Maximum 40 points during the semester - students' active approach to fulfilling their study obligations, independent work with texts in the library, active work at seminars. Processing of a partial task in the form of a seminar paper (5-8 standard A4 pages), in compliance with the citation standard KF FF UPJŠ. Final seminar paper - student's project during the semester - scope (12 standard A4 pages) represents 60% of the assessment. Final assessment: The sum of the interim assessment and the assessment of the final seminar paper. In case of interruption of face-to-face teaching, the emphasis will be on independent study and processing of professional literature, preparation of a partial task - seminar paper (5 standard A4 pages) which will be continuously evaluated (40%), used for communication with the teacher MS Teams, e-mail, at the end of the semester preparation and submission of the semester's seminar work by the set deadline (60%).
Information is updated annually on the subject's electronic bulletin board in AIS2, or alternatively in MS Teams.
Slovak
Leibniz and new thinking. God - soul - world as basic issues of philosophical reflection of Leibniz. Meditations as a way of Leibniz´s thinking about basic issues of philosophy and science, but also freedom of a man. Four pillars of European culture. Freedom and happiness as fundamental topics of reflections of new philosophers.
Students will gain a deeper understanding of the history of philosophy and modern times in the context of the history of philosophy. The peculiarity of the philosophy of Leibniz (one of the creators of modern society) is a departure from modern thinking, which wants to cut off medieval and scholastic ways of thinking separately. Leibniz finds possibilities in the context of dealing with medieval culture for its creative reworking and returning to the sources of ancient thought, especially to its peak period (classical Greek philosophy), in order to formulate the basic problems of the further development of European thought. The aim is to draw attention to the importance of studying the works of philosophers (Leibniz in particular) and through them to try to return and rethink some questions of philosophy.
The conditions for passing the course are as follows:
1. Active participation in exercises. Max. the missed range is 90 min.
2. Submission of the reflection on the selected topic within the specified time. Reflection topic: My strengths and weaknesses in conflict management. In a short presentation of their reflection, in the form of deconstruction, students will describe their strengths and weaknesses in the management of conflict situations with a focus on the application of knowledge, skills and competences needed in conflict situations in the work environment and the school environment.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Disputes and their causes (Types of disputes, External influences, Be able to reveal the causes of disputes), Dispute origin (Levels of disputes, Escalation warning signals, Escalation removal strategies, Know how to explain escalation stages; How do I approach a dispute?) Dispute Resolution, Dispute Resolution Strategies, Dispute Discussion, Dispute Settlement Initiatives, Knowing how to handle a dispute and how to effectively resolve it), Dispute Resolution (Options, Public Struggle, Covert Struggle, Indefinite Postponement, Agreement, “Fair play ”, compromise, cooperation, capitulation, escape or separation), Prevention (Structures that produce disputes, The meaning and purpose of disputes, Stages and steps of dispute resolution, What does a positive corporate culture mean? Dispute is an incentive for change)
Successful mastery and demonstration of knowledge in the field of conflict management and control of basic rules.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
The student is able to demonstrate an understanding of an individual's behavior in various conflict situations. The student is able to describe, explain and evaluate their own internal resources, competencies as well as limitations and weaknesses that are directly related to conflict management.
The student is able to apply theoretical knowledge and principles of conflict resolution to everyday situations.
After completing the course, students will be able to: a) express and summarize basic knowledge related to conflict management; b) understand the basic rules and dynamics of the origin, course and termination of the conflict; c) apply knowledge in practice, e.g. in the school environment; d) apply key competencies that increase the possibilities of their application in all areas of practice with a special focus on the work of a teacher. They will acquire knowledge from the theory of conflict management as well as capabilities and competences for solving them, e.g. in the context of school teams.
PATOČKA, J.: Péče o duši II. Praha 1999, s. 356 –382. PLATON: Dialógy II, III. /Parmenides, Sofista, Filebos/ Bratislava 1990. ARISTOTELES: Metafyzika /6. až 9. kn./ De LIBERA, A.: Stredoveká filozofia. Bratislava 1994, s. 55-76. SOBOTKA, M.: Descartes a metafyzika. In: Descartes, R.: Úvahy o první filosofii. Prel. Z. Gabriel. Praha: Svoboda 1970, s. 7 – 23. SOBOTKA, M.: Kant a metafyzika. In: Kant v kontextoch Husserlovej a Heideggerovej filozofie. Leško, V. – Plašienková, Z. (eds.) AFPhUŠ Košice: Vydavateľstvo UPJŠ 2009, s. 17 – 29.DESCARTES, R.: Meditácie o prvej filozofii. Prel. J. Cíger – V. Cígerová. Bratislava: Chronos 1997 SOBOTKA, M.: K Hegelově logice. In: Hegel, G.W.F.: Malá logika. Prel. J. Loužil. Praha 1992, s. 7– 35. LEŠKO, V.: Heidegger a dejiny filozofie. In: Filozofia, roč. 65, č. 2, s. 110–119. HEIDEGGER, M.: Co je metafyzika? Prel. I. Chvatík. Praha: Okúmené 2006. ČERNÍK, V.: K pojmu bytia. Bratislava: Vydavateľstvo Honner 2000. SOKOL, J.: Čas a rytmus. Praha: Oikúmené 1996. PATOČKA, J.: Co je existence? In: Patočka, J.: Fenomenologické spisy II. Praha: Oikúmené – Filosofia 2009, s. 335–366. MICHŇÁK, K.: Heidegger a osudy boha metafyziky. In: FČ , roč. 1967, č. 5. GILSON, E.: Bůh a filosofie. Prel. M. Calda. Praha: Oikúmené 1994. LEVINAS, E.: Boh a filozofia. In: Filozofia, roč. 52, 1997, č. 10, s. 641–657. CORETH, E.: Základy metafyziky. Prel. O. Petrželka. Rím: Trinitas 2000. WITTGENSTEIN, L.: Filozofické skúmania. Prel. F. Novosád. Bratislava: Nakladateľstvo Pravda 1979. DERRIDA, J.: Gramatológia. Bratislava 1999. HEIDEGGER, M.: Konec filosofie a úkol myšlení. Prel. I. Chvatík. Praha: Oikúmené 2006.WITTGENSTEIN: Tractatus logico-philosophicus . Bratislava: Kalligram 2003. CARNAP: Filozofia a logická syntax. In: Antológia z diel filozofov . Logický empirizmus a filozofia prírodných vied. Zost. J. Bodnár – P. Cmorej – I. Hrušovský – A. Riška. Bratislava: Vydavateľstvo politickej literatúry 1968, s. 266 – 278.
Continuous and final duties: continuous (active participation in seminars); a final/ (written exam).
Slovak
Main metaphysical and ontological models. What is metaphysics? What is ontology? Being. Existence. Essence and substance. Space and time. What is existence? Metamorphoses of the God of metaphysics. Language, speech, metaphysics and the language of metaphysics. Crisis of metaphysics /ontology/, elimination of metaphysics and the end of philosophy?
Familiarizing with fundamental issues of metaphysics and ontology. Review of main historical and philosophical models and also contemporary metaphysical and ontological models. Critical analysis of the texts by the most important philosophers who focused on the issues of metaphysics and ontology.
KESSIDI, F. Ch.: Od mýtu k logu. Bratislava. Pravda 1979, s. 44 - 59, 190 - 195.
NIETZSCHE, F.: Zrod tragédie z ducha hudby. Bratislava: NDC 1998, s. 26 -51.
PATOČKA, J.: Nejstarší řecká filosofie. Praha: Vyšehrad 1996, s. 11 - 34.
BLUMENBERG, H.: Metaforológia. In: HORYNA, B.: Teórie metafory. s. 58 - 63, 74 - 77.
activity in seminars
Seminar paper of 10 pages
Slovak, SK
Philosophical interpretation of myth and establishment of philosophy, artistic interpretation of myth, interpretation of myth in the context of abstract or metamorphological thinking
Learning different interpretations of myth or with conditions of establishment of philosophy (Kessidi, Nietzsche, Patočka, Blumenberg)
The teaching of the subject is realized with an emphasis on the activity and independence of students.
Science in pedagogy and psychology. Scientific research, scientific thinking. Ethical issues of scientific research. The language of science.
How to write a scientific article, presentation, poster, qualification work. Interpretation of findings, integration of findings into context.
Topic selection, material search, research problem creation. Hypothesis, variable. Types of research plans. Reliability and validity of research
Research sample, methods of sample selection. Preliminary research.
Data collection techniques - questionnaire, experiments, introduction to qualitative methodology, observation, interview.
Viac o tomto zdrojovom texteNa získanie ďalších informácií o preklade sa vyžaduje zdrojový text
Odoslať spätnú väzbu
Bočné panely
DESCARTES, R. : Meditácie o prvej filozofii. Prel. J. Ciger – V. Cigerová. Bratislava: Chronos 1997.
DESCARTES, R. : Meditationes de prima philosophia-Meditace o první filosofii. Prel. P. Glombíček – T. Marvan. Praha: Oikúmené 2001.
DESCARTES, R. : Meditace o první filosofii. Námitky a autorovy odpovědi. Prel. P. Glombíček – T. Marvan – P. Zavadil. Praha: Oikúmené 2003.
Within this discipline, a student is required to:
1. Actively participate in seminars - it means preparation, i.e. theoretical mastering of a source or interpretive text assigned for the respective seminar and ability to react or join the discussion about the topic(s) of the seminar.
2. Produce a semester (final) paper of approximately 10 pages
Slovak
Doubts – the necessary beginning of Descartes’ philosophical efforts. Body and soul. The God and proofs of his existence. Truth of human understanding and the need of (correct) method. Descartes’ methodological dualism, real distinction between the mind and body. Pantheism and monism: God as nature.
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. FAST, J.: Körpersprache. Reinberg bei Hamburg: Rowohlt, 1983
5. ILLICHMANN, A.: Arbeitsbuch Psychologie für höhere Lehranstalten. Wien: Verlag Hölder -Pichler - Tempsky, 2006, 259 S.
6. Psychologie heute. Verlagsgruppe Beltz, Julius Beltz GmbH & Co. KG, Werderstr. 10
7. KRENN, W. - PUCHTA, H.: Motive Kompaktkurs D a F, Hueber 2020.
1 written test during the semester (test, min. 60 %), seminar work (verification method presentation of the assigned topic of the seminar min. 60 %)
German, Slovak
1. Introduction to professional language
2. Communication in private and professional life
3. Written communication (CV, job application, complaint)
4. Macrostructure of written documents
5. Our world on the threshold of the third millennium (environment, scientific progress)
6. School system in our country and in Germany
7. Universities in our country and in Germany. Pavol Jozef Šafárik University in Košice
8. Mass media communication and public opinion. Media diversity. Advertising as a means of manipulation
9. Family and personal happiness
10. Multicultural society
11. Prejudices and stereotypes in Slovak and German culture
12. Department of Psychology. My profession
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which it applies in the field of study – psychology. Student presents the results of his seminar work.
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. FAST, J.: Körpersprache. Reinberg bei Hamburg: Rowohlt, 1983
5. ILLICHMANN, A.: Arbeitsbuch Psychologie für höhere Lehranstalten. Wien: Verlag Hölder - Pichler - Tempsky, 2006, 259 S.
6. Psychologie heute. Verlagsgruppe Beltz, Julius Beltz GmbH & Co. KG, Werderstr. 10
7. KRENN, W. - PUCHTA, H.: Motive Kompaktkurs D a F, Hueber 2020
1 written test during the semester (test, min. 60 %), seminar work (verification method presentation of the assigned topic of the seminar min. 60 %)
German, Slovak
1. Introduction to professional language
2. Communication in private and professional life
3. Written communication (CV, job application, complaint)
4. Macrostructure of written documents
5. Our world on the threshold of the third millennium (environment, scientific progress)
6. School system in our country and in Germany
7. Universities in our country and in Germany. Pavol Jozef Šafárik University in Košice
8. Mass media communication and public opinion. Media diversity. Advertising as a means of manipulation
9. Family and personal happiness
10. Multicultural society
11. Prejudices and stereotypes in Slovak and German culture
12. Department of Psychology. My profession
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which he applies in the field of study – psychology. He presents the results of his seminar work.
Psychology of cognition, emotions and motivation, personalitiesThemical areas for the state exam in Psychology MOS psychologyPsychological aspects of human cognition. History of cognitive psychology. General characteristics of human cognition, models of cognition. Perception. Sensory and perceptual processes. Basic issues of receiving information, organization of the perceptual field and object recognition. Theories and models of these processes. Attention. Basic functions and properties of attention. Theories of selection and division of attention. Memory and learning. Types of memory. Forgetting. Conditioning and other forms of learning. New memory approaches. Imagination. Basic characteristics of imagination and imagination. Theory of imagination. Types of ideas. Thinking. Basic thought operations. Concepts. Thinking, language and speech. Judgment. Decision making and problem solving. Theories and models of decision making. Creativity Intelligence. Definitions. History of IQ detection. Approaches and theories. Psychology of emotions. Definition of basic terms: emotion, emotion, emotional behavior, emotional states, emotional episodes, moods. Emotional situations. Functions of emotions. Emotion regulation and emotional intelligence. Coping and emotions. Traditional and contemporary approaches to the study of emotions: Philosophical, historical, biological, neurophysiological and psychological approach to the study of emotions. Evolutionary psychological and psychophysiological theory of emotions. Cognitive approaches to explaining emotions. Voice communication of emotions and facial expressions. Functional approach to emotions. Intrapersonal, social and developmental function of emotions. Classification of emotions. Characteristics and research findings related to basic emotions: Joy and happiness. Love and affection. Hate and anger. Fear and sadness. Resistance, disgust and anger. Emotions associated with JA. The concept of motivation, motive. Categorization of motifs. Primary and secondary motives. Performance motives. Social motives. Approaches to the study of motivation. Classical approaches and theories: Theory of instincts and instincts. Basic homeostatic models. Humanistic theories of motivation. Performance motivation theory, attribution motivation theory and cognitive approaches to motivation. Selected current approaches to the study of motivation. Theories based on expectations, current interests, reasons for involvement. Theories integrating expectation and value. Theories of motivation and choice. Focus on psychodynamic forces, general tendencies of the representatives of this group of Personality Psychology. Evaluation of the Classical Psychoanalysis by Sigmund Freud. Psychoanalytic Tradition and Ego-Psychology. Evaluation of current Psychoanalytic Theory. Permanent personality traits according to the Analytical Psychology of C. G. Jung. Evaluation of Jungian Theory in Personality Psychology. Main characteristics of A. Adler's Individual Psychology. The focus of research and evaluation of Individual Psychology by A. Adler. Interpersonal dynamics and its evaluation in Personality Psychology. Focus on the surviving person and evaluation of the personality theory of the representatives of the Humanistic and Holistic approach. Existential psychology of personality and Phenomenological approach to personality. Personality structure according to K. Lewin and a critique of Lewin's theory.G. Kelly's theory of personal constructs and critique of Kelly's theory. Emphasis on lasting characteristics; evaluation of the contribution of theorists of Personality Psychology: H. Murray and G. Allport. Evaluation of W. H. Sheldon's contribution in Personality Psychology. Evaluation of the theory of R. Cattell and H. J. Eysenck in Personality Psychology. Structural models of personality traits. Three-factor personality models and Big five. Evaluation of the Theory of Social Learning in the Context of Contemporary Personality Psychology.
Obtaining the required number of credits in the prescribed composition by the study plan.
Psychology of cognition, emotions and motivation, personalitiesThemical areas for the state exam in Psychology MOS psychologyPsychological aspects of human cognition. History of cognitive psychology. General characteristics of human cognition, models of cognition. Perception. Sensory and perceptual processes. Basic issues of receiving information, organization of the perceptual field and object recognition. Theories and models of these processes. Attention. Basic functions and properties of attention. Theories of selection and division of attention. Memory and learning. Types of memory. Forgetting. Conditioning and other forms of learning. New memory approaches. Imagination. Basic characteristics of imagination and imagination. Theory of imagination. Types of ideas. Thinking. Basic thought operations. Concepts. Thinking, language and speech. Judgment. Decision making and problem solving. Theories and models of decision making. Creativity Intelligence. Definitions. History of IQ detection. Approaches and theories. Psychology of emotions. Definition of basic terms: emotion, emotion, emotional behavior, emotional states, emotional episodes, moods. Emotional situations. Functions of emotions. Emotion regulation and emotional intelligence. Coping and emotions. Traditional and contemporary approaches to the study of emotions: Philosophical, historical, biological, neurophysiological and psychological approach to the study of emotions. Evolutionary psychological and psychophysiological theory of emotions. Cognitive approaches to explaining emotions. Voice communication of emotions and facial expressions. Functional approach to emotions. Intrapersonal, social and developmental function of emotions. Classification of emotions. Characteristics and research findings related to basic emotions: Joy and happiness. Love and affection. Hate and anger. Fear and sadness. Resistance, disgust and anger. Emotions associated with JA. The concept of motivation, motive. Categorization of motifs. Primary and secondary motives. Performance motives. Social motives. Approaches to the study of motivation. Classical approaches and theories: Theory of instincts and instincts. Basic homeostatic models. Humanistic theories of motivation. Performance motivation theory, attribution motivation theory and cognitive approaches to motivation. Selected current approaches to the study of motivation. Theories based on expectations, current interests, reasons for involvement. Theories integrating expectation and value. Theories of motivation and choice. Focus on psychodynamic forces, general tendencies of the representatives of this group of Personality Psychology. Evaluation of the Classical Psychoanalysis by Sigmund Freud. Psychoanalytic Tradition and Ego-Psychology. Evaluation of current Psychoanalytic Theory. Permanent personality traits according to the Analytical Psychology of C. G. Jung. Evaluation of Jungian Theory in Personality Psychology. Main characteristics of A. Adler's Individual Psychology. The focus of research and evaluation of Individual Psychology by A. Adler. Interpersonal dynamics and its evaluation in Personality Psychology. Focus on the surviving person and evaluation of the personality theory of the representatives of the Humanistic and Holistic approach. Existential psychology of personality and Phenomenological approach to personality. Personality structure according to K. Lewin and a critique of Lewin's theory.G. Kelly's theory of personal constructs and critique of Kelly's theory. Emphasis on lasting characteristics; evaluation of the contribution of theorists of Personality Psychology: H. Murray and G. Allport. Evaluation of W. H. Sheldon's contribution in Personality Psychology. Evaluation of the theory of R. Cattell and H. J. Eysenck in Personality Psychology. Structural models of personality traits. Three-factor personality models and Big five. Evaluation of the Theory of Social Learning in the Context of Contemporary Personality Psychology.
Verification of acquired competencies of the student in accordance with the profile of the graduate.
Carr, A. (2016): The Handbook of Child and Adolescent Clinical Psychology. A contextual approach. Routledge. ISBN 978-I-138-80600-9.
Venta, A., Sharp, C., Fletcher, J.M., Fonagy, P. (2021): Developmental Psychopathology. Hoboken: Wiley, ISBN 9781118686485.
Pugnerová, M., Kvitová, J. (2016): Přehled poruch psychického vývoje. Grada, ISBN
9788024754529.
ŘÍČAN, Pavel a KREJČÍŘOVÁ, Dana. Dětská klinická psychologie. 4., přeprac. a dopl. vyd. Psyché. Praha: Grada Publishing, 2006. ISBN 80-247-1049-8.
Course completion requirement
1.Written credit test– 20 points
2.Seminar paper – 20 points
(analysis of a film or literary character from the perspective of a developmental disorder):
-written assignment – 10 points
-presentation of the assignment – 10 points
3.Seminar assessment (oral responses to specific questions during seminars) – 10 points
4.Presentation of the results of a current research article on a developmental disorder related to the topic covered in the given week – 10 points
Introduction to developmental disorders in childhood
Classification systems
Etiology of developmental disorders
Intellectual developmental disorders
Autism spectrum disorders (ASD)
Communication and speech disorders
Specific learning disorders
Attention-deficit/hyperactivity disorder (ADHD)
Motor development disorders
Emotional and behavioral disorders in childhood
Disorders of behavior and emotional regulation in early childhood
Elimination disorders and somatic symptoms
Comorbidities and differential diagnosis
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ.
Upon successful completion of the course, the student acquires fundamental theoretical knowledge in the field of developmental disorders in childhood and adolescence. The student understands the differences between typical and atypical development, recognizes the significance of developmental trajectories, risk and protective factors, and comprehends the principle of neuroplasticity. The student is familiar with the main classification systems of developmental disorders, understands their strengths and limitations, and is able to take into account developmental specificities of diagnostic processes in childhood.
The student understands the multifactorial etiology of developmental disorders and is able to identify the core characteristics of the main groups of developmental disorders. Furthermore, the student is capable of applying theoretical knowledge to the analysis of developmental manifestations in children, is oriented in issues of comorbidity and basic principles of differential diagnosis, and understands the importance of interdisciplinary collaboration. The graduate adopts a developmentally sensitive, non-pathologizing, and contextual approach when considering the child and their family.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st part of the semester evaluation: active participation in the training part (30p). 2nd part of the semester evaluation: active participation in workshops (20p). 3rd part of the semester evaluation - preparation (10p) and implementation (10p) of block activities (20b, minimum 11 points). 4th part of the evaluation - written knowledge exam (20p, minimum 11 points). In total, students can get 90p and the final grade is as follows: 90 - 82: A 81 - 73: B 72 - 66: C 65 - 59: D 58 - 54: E 53 and less: FX. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak (SS), english (WS)
The course is also offered in English (in the summer semester) within the Virtual Academic Mobility Program (VMP) and listed in the databank of the International Consortium of Universities for Drug Demand Reduction (ICUDDR). The course is primarily intended for students of psychology, education and social work.
Psychological, pedagogical-psychological, medical and legal-forensic aspects of substance abuse prevention
Prevention of substance use based on risk and resilience
Primary, secondary and tertiary prevention of substance use
Universal, selective and indicated prevention of substance abuse
Effective substance prevention strategies based on research data
School substance abuse prevention programs
Preparation and implementation of components of effective programs for the prevention of substance abuse in school practice.
The student understands the laws of the research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to apply the learned rules, procedures and competencies of the lecturer in the prevention of drug addiction in terms of working with a group of students.
Required:
1. Prednášky Psychológia motivácie a emócií.
2. PLHÁKOVÁ, A.: Učebnice obecné psychologie. Praha, Academia, 2023.
3. STUCHLÍKOVÁ, I.: Základy psychologie emocí. Praha : Portál, 2007.
4. Džuka, J.: Motivácie a emócie človeka. PU, 2003.
Recommended:
1. BARRETT, L., F., LEWIS, M., HAVILAND-JONES, J., M.: Handbook of emotions. 4th. ed., The Guilford Press, 2018.
2. GORMAN, P.: Motivation and Emotion: Textbook. London: Routledge. 2004.
3. MADSEN, K.B.. Moderní teorie motivace. Praha: Academia, 1979.
4. IZARD, C. et al.:Temperament, cognitive ability, emotion knowledge, and adaptive social behavior. Imagination, cognition and personality, roč, 19, 1999-2000, č.4, s.305-309 vrátane
5. JAMES, W. Principles of Psychology. The emotion.1890 (od genézy emócií) Prístupné:http://www.des.emory.edu/mfp/james.html
6. ATKINSON, J. W.: Personality Dynamics, s. 263-267 (ffweb)
7. GREWAL, D. - SALOVEY, P: Feeling Smart: A Science of Emotional Intelligence: American Scientist, roč. 93, 2005, č. 4, s. 330-339
8. GASPER, K.- BRAMESFELD, K.: Imparting wisdom: Magda Arnold´s contribution to research on emotion and motivation. Preview. In Cognition and Emotion. vol 20, 2006, c. 7, s. 1001-1013 - prístup k článku cez databázu EBSCO, vyhľadať časopis Cognition and Emotion, rok. 2006, č. 6
9. DECI, E. L., & RYAN, R. M. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 49(3), 182-185.
10. McCLELLAND, D. C. (1967). Money as a Motivator: Some Research Insights. Mckinsey Quarterly, 4(2), 10-21.
11. WEINER, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28-36.
12. MASLOW, A.: Theory of Human Motivation. Psychological Review 1943 50, 370-396.
13. EDWARD L. DECI: On The Nature And Eunctions of Motivation Theories. Psychological Science, Vol. 3, No. 3, May 1992, S. 167-171
14. LEWIS, M., HAVILAND-JONES, J.M., FELDMAN BARRETT, L.: Handbook of Emotions. Third ed. New York, Guilford Press, 2010. ISBN 978-1-60918-044-7
1 Psychology of emotion and motivation - definition of basic concepts. The relationship of emotion and motivation. 2 Traditional approaches to the study of emotions - historical, philosophical, biological, social and psychological approaches. 3 Evolutionary psychological and psycho-physiological theory of emotions. 4 Vocal communication of emotions and facial expressions. 5 Regulation of emotions. 6 Function, development and education of emotions. 7 Basic concepts of psychology of motivation. 8 Classical approaches to the study of motivation. Homeostatic theories of motivation. 9 Humanistic theory of motivation. 10 Achievement motivation. 11 Attribution theory and cognitive approaches. 12 Current theories of motivation.
Interim evaluation of 40%
1. 2x credit tests (after part about emotions and after part about motivations, 2 x 15b, max 30b, min 15b).
2. activity in seminars (max 10b, min 5b).
Min. the number of points obtained per semester required for admission to the examination is 21p.
60% final evaluation - written exam (in the exam period), max. 60b, min. 31b.
A final evaluation is a sum of assessment during semester and exam. The information will be yearly specified on the electronic noticeboard (aj black board môže byť) of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak language
Lectures and seminars will take place in person or online (depending on the current situation). Study materials will be accessible to students through OneDrive.
Psychology of emotion and motivation
Definition of the object of study of psychology of emotion and motivation, definition of basic concepts - the emotions, motives, the relationship between motivation and emotion.
Psychology of emotions. Definition of terms : emotion, feeling, emotional behavior, emotional states, emotional episodes emotional transaction emotionality. Situations of emotions. Functions of emotions. Models explaining emotions. Classification of emotions.
Traditional approaches. Historical, philosophical, biological, neurophysiological, social and psychological approach to the study of emotions. Philosophical and historical approaches to the emotions. Traditional approaches - Freud and dynamic tradition. Approaches to physiological, neurological aspect, neuropsychological aspect. Traditional approaches to expression and behaviors. Traditional biological approaches.
Evolutionary psychological and psycho-physiological theory of emotions. Cognitive approaches. Psychoevolutionary theory of emotions : Plutchik´s psychoevolutionary theory of emotions. Schachter´s cognitive- physiological theory. Lazarus cognitive- phenomenological theory, Izard´s theory of discrete emotions. Neuropsychological approaches to the emotions. Psychophysiological theory of emotions. Cognitive approaches to explaining emotions.
Vocal communication of emotions and facial expressions of emotions
Affective vocalization. Facial expressions of emotions as accurate indicators of emotion. Ekman´s neuro - cultural theory of emotions.
Regulation of emotions. Motivational, organizational, and regulatory functions of emotions. Cognitive factors and emotions (emotions and decision making, emotion and memory, emotional terms ). Regulation of emotions - emotional regulation strategies. Methods and effects of emotional regulation. Coping and emotion.
Functions of emotions. Development of emotions and emotion education.
Functions of emotions - Intrapersonal, social and developmental. Emotional experiences, conditions, symptoms and their development. Social context of emotional development.
Classical approaches to the study of motivation. Concept of motivation. Basic concepts. Approaches and models to study motivation. Theory of impulses and instincts -Hull, psychoanalysts, McDougall, ethological approach.
Homeostatic models of motivation. Homeostatic models. Psychological homeostatic models and their contribution to the explanation of motivation. Lewin's field theory of motivation as a homeostatic model.
Achievement motivation - approaches of Atkinson and McClelland. Approaches of Murray, McClelland. TAT. Atkinson´s theory of achievement motivation. Intelligence and achievement motivation. Application of achievement motivation in school and work.
Attribution theory and cognitive approaches. Approach of Heider. Kelley's attribution theory. Weiner´s model of achievement motivation. Rotter´s approach - individual differences in causal attribution.
Humanistic theories of motivation. Self-actualization. Apporach of Gordon Allport. Maslow's theory. Herzberg's theory and Alderfer's approach.
Selected current approaches to the study of motivation. Theory -based expectations. Theories based on current interests. Theories based on the reasons for engaging in the activity. Integrative theory and expectation value. Theories of motivation and will.
1 Psychology of emotion and motivation - definition of basic concepts. The relationship of emotion and motivation. 2 Traditional approaches to the study of emotions - historical, philosophical, biological, social and psychological approaches. 3 Evolutionary psychological and psycho-physiological theory of emotions. 4 Vocal communication of emotions and facial expressions. 5 Regulation of emotions. 6 Function, development and education of emotions. 7 Basic concepts of psychology of motivation. 8 Classical approaches to the study of motivation. Homeostatic theories of motivation. 9 Humanistic theory of motivation. 10 Achievement motivation. 11 Attribution theory and cognitive approaches. 12 Current theories of motivation.
es.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
interim evaluation of 40%, final evaluation 60%
The aim of the subject is to give students a systematic explanation of the basics of psychological knowledge about emotions and motivation with an emphasis on the interpretation of the latest research findings.
Knowledges: Upon successful completion of the course, students are well versed in the basic concepts / terminology of the course.
Skills: Students can identify the basic characteristics of different approaches to emotions and motivation and are able to distinguish between them. Based on the acquired knowledge, they are able to understand them and perceive individual approaches in the context of the genesis of their empirical research.
Competences: Through exercises, students deepen their knowledge in the subject matter and train their skills to use the acquired knowledge in a relevant way, to think about it independently and critically, and to apply it adequately to practical / model cases.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Short, J.: English for Psychology in Higher Education Studies. Garnet Publishing Ltd., 2010.
Treger, A., Treger B.: Psychology Vocabulary in Use. Slowko, 2022.
Seal, B.: Academic Encounters. Reading, Study Skills and Writing. Content Focus – Human Behavior. CUP, 1997
http://www.bbc.co.uk/worldservice/learningenglish
www.youtube.com
Active classroom participation (2 absences tolerated).
2 tests (7th week, 13th week), 1 retake - 14th week, presentation.
Final assessment = the average obtained in tests (50%) and presentation (50%).
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English, level B2 according to CEFR.
The development of students´ language skills - reading, writing, listening, speaking, improvement
of their linguistic competence - students acquire knowledge of selected phonological, lexical and
syntactic aspects, development of pragmatic competence - students can efectively use the language
for a given purpose, with focus on Academic English and English for specific/professional purposes
- Psychology, level B2.
Short, J.: English for Psychology in Higher Education Studies. Garnet Publishing Ltd., 2010.
Treger, A., Treger B.: Psychology Vocabulary in Use. Slowko, 2022.
Murphy, R.: English Grammar in Use. A self-study reference and practice book for intermediate students. CUP, 1994.
Seal, B.: Academic Encounters. Reading, Study Skills and Writing. Content Focus – Human Behavior. CUP, 1997
http://www.bbc.co.uk/worldservice/learningenglish
Class attendance and participation, max. 2 absences. 2 tests (6th/7th week, 12th/13th week), no retake. Oral presentation.
Final assessment = the average obtained in tests and presentation.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English, level B2 according to CEFR
Memory. Short-term, long-term memory. Theories of forgetting. Memory and hypnosis. Mental illnesses. Common myths about mental illnesses. Personality theories. Measuring personality. Modern addictions. Selected aspects of academic communication in English. Presentation skills - sign-posting language, presentation structure, etc.
The development of students´ language skills - reading, writing, listening, speaking, improvement
of their linguistic competence - students acquire knowledge of selected phonological, lexical and
syntactic aspects, development of pragmatic competence - students can efectively use the language
for a given purpose, with focus on Academic English and English for specific/professional purposes
- Psychology, level B2.
Platon: Dialógy II. Bratislava: Tatran, 1990.
Platon: Sofistés. Praha: Oikúmené 2009.
Platon: Filébos. Praha: Oikúmené 2012.
Platon: Parmenidés. Praha: Oikúmené 1996.
KRAUT, R.: The Cambridge Companion to Plato. Cambridge: Cambridge University Press 2006.
GRAESER, A.: Řecká filosofie klasického období. Praha: Oikúmené 2001.
mandatory attendance in seminars, a final test using the source texts.
Slovak
The course is aimed at presentation of fundamental issues of the so-called “late Plato”, especially with regard to the crisis of the so-called participation theory of ideas.
Identification of basic issues of late Plato. Specification and analysis of the so-called participation theory. Beginning of the crisis of participation theory. Introduction of new theory - the theory of indefinite dyad.
GÁL, E., MARCELLI, M.: Za zrkadlom moderny. Bratislava: Archa 1991. HAUER, T.: S/Krze postmoderní teorie. Praha: Karolinum 2002. KLIKOVÁ, A.: Mimo princip identity. Praha: Academia 2007. RAJSKÝ, A.: Nihilistický kontext kultivácie mladého človeka. Trnava: TypiUniversitatisTyrnaviensis 2009. ŠIMSA, M., SOUSEDÍK, P., NITSCHE, M. et al.: Návrat metafyziky? Diskuse o metafyzicevefilosofii 20. a 21. století. Praha: Filosofia 2009. VATTIMO, G.: Transparentní společnost. Prel. A. Kosík. Praha: Rubato 2013. ŽIŽEK, S.: Nepolapitelný subjekt. Chybějícistřed politické ontologie. Prel. M. Hauser. Chomutov: L. Marek 2007. FRANK, M.: Co je neostrukturalismus? Praha: SOFIS 2000. MICHALOVIČ, P., MINÁR, P.: Úvod do štrukturalizmu a postštrukturalizmu, Bratislava, Iris 1997. PECHAR, J.: Problémy fenomenologie. Od Husserla k Derridovi. Praha: Filosofia 2007. PETŘÍČEK, M.: Myšleníobrazem. Průvodcesoučasnýmfilosofickýmmyšlením pro středně nepokročilé. Praha, Herrmann a synové 2009. PETŘÍČEK, M.: Úvod do (současné) filosofie. Praha: Hermann&synové 1997.
6. VAŠEK, M.: Kapitoly zo súčasnej filozofie náboženstva. Bratislava: Iris 2012.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is expected to attend the seminars. Assessment of students in seminars is conditioned by receiving the respective number of points (1 point for each active participation). Reading and understanding of the assigned texts can be checked in writing during the seminars. Conditions of exam: After obtaining the credits necessary to meet the criteria and attending the seminars a student may take a (written) exam. If a student passes the exam, he/she will get the defined credits for the course. Absence must be substituted by a consultation as agreed with the teacher.
Slovak
Hermeneutics – emergence of the philosophical hermeneutics (Friedrich Daniel Ernst Schleiermacher and Wilhelm Dilthey), Hans-Georg Gadamer or Man and Language. Linguistic turn in philosophy – the issue of language, Ludwig Wittgenstein – the silent philosopher. Structuralism - Ferdinand De Saussure, Claude Lévi-Strauss. Neo-structuralism – Michel Foucault – The Words and the Things, archaeology and genealogy of knowledge, power and knowledge. Transition to postmodernism and open structure - J. F. Lyotard, G. Deleuze. Deconstruction by Jacques Derrida - J. Lacan, S. Žižek. Feminism. The aspect of religion in the contemporary (postmodern) philosophy thinking - Gianni Vattimo
The main aim of the discipline is to emphasize understanding of the meaning and importance of the critique of metaphysical thinking in the context of contemporary philosophical tradition; understanding of the crucial philosophical critiques of the metaphysical thinking.
Brewer, M. B., & Hewstone, M. (2004). Emotion and motivation. Blackwell.
Deci, E., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester.
Křivohlavý, J. (2003). Pozitivní psychologie. Praha: Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Praha: Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Praha: Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Praha: Grada.
McAdams, D. P. (2002). The person. New York.
Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]. American Psychologist, 55(1).
Říčan, P. (2007). Psychologie náboženství a spirituality. Praha: Portál.
Slezáčková, A. (2012). Průvodce pozitivní psychologií. Praha: Grada.
Carr, A. (2022). Positive psychology: The science of wellbeing and human strengths (3rd ed.). Routledge.
Assessment of Study Results:
The evaluation of study results for the course is conducted through continuous assessment. Active participation in seminars (a maximum of 2 absences is allowed) accounts for 20%; a presentation during the exercises on a pre-assigned date accounts for 30%; and the preparation and submission of a group year-long methodological guide on Positive Psychology accounts for 50%.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment where a low score was obtained.cademic information system of the UPJŠ.
1. Different perspectives on well-being nad happiness in psychology
2. Main theoretical approaches to positive psychology
3. Positive emotions and positivity
4. Meaningfulness
5. Positive interpersonal relations
6. Post-traumatic growth
7. Hope and optimism
8. Gratitude
9. Spirituality as a personality dimension
10. Wisdom
11. Positive institutions
12. New themes and topics in PP
Knowledge: Students will gain basic knowledge about the origins, foundations, and applications of Positive Psychology as a new and dynamically developing field of psychology. They will become familiar with research in this area and various perspectives on personal well-being, happiness, and life meaning. They will acquire an overview of the main theoretical approaches in Positive Psychology and their application in the context of individuals and society, with an emphasis on their use in educational settings.
Skills: Students will develop the ability to independently and critically address current topics in Positive Psychology, such as positive emotions, interpersonal relationships, hope, optimism, gratitude, and wisdom. They will learn to apply Positive Psychology principles in designing programs aimed at promoting personal well-being and developing positive traits, which can be utilized in working with children and youth in school environments.
Competencies: After completing the course, students will be able to effectively apply the principles of Positive Psychology in educational contexts, such as fostering positive interpersonal relationships and developing optimism and gratitude in students. They will be prepared to participate in the creation and implementation of programs focused on personal development and mental well-being, contributing to the creation of a positive and supportive school environment.
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
relevant research studies
Course requirements:
1. Participation in the seminar
2. 10 pages of the theoretical part of the thesis, from which the research questions will be derived
3. Preparation and presentation of the research project
4. Preparation of the research at least to the stage of developing specific research methodologies (approved by the thesis supervisor)
Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.
Combined method.
Changes and current information specifying the content and form of teaching are published on the electronic bulletin board of the subject in the AIS system.
1. Work procedure in creating a research project2. Compilation of an individual research schedule (research planning) 3. Writing a bachelor's thesis (formal and content page) 4. Presentation of research results (final thesis)
The aim of the course is to provide students with information about the implementation of a research project and the rules of writing the final thesis.
Compulsory:
Lectures (Literary sources in published lectures)
HALL, C.S., LINDZEY, G. (1997). Psychológia osobnosti. Bratislava: SPN.
Recommended:
HŘEBÍČKOVÁ, M. (2011). Pětifaktorový model v psychologii osobnosti. Grada Publishing as.
JOHN, O. P., ROBINS, R. W., & PERVIN, L. A. (Eds.). (2008). Handbook of personality: Theory and research (3rd edition). New York: Guilford.
BLATNÝ, M. a kol. (2010). Psychologie osobnosti. Hlasní témata, současné prřístupy. Praha: Grada.
VAGNEROVÁ, M. (2010). Psychologie osobnosti. Praha: Karolinum.
NAKONEČNÝ, M. (2009). Psychologie osobnosti. Praha: Academia.
DRAPELA, K. (1997). Přehled teórii osobnosti. Praha: Portal.
VÝROST, J., RUISEL, I. (Eds.) (2000). Kapitoly z psychológie osobnosti. Bratislava: Veda. ŘÍČAN, P. (2007). Psychologie osobnosti. Praha: Grada 2007.
SMÉKAL, V. (2002). Psychologie osobnosti. Člověk v zrcadle vědomí a jednání. Praha: Barrister&Principal.
ELECTRONIC INFORMATION RESOURCES (UL UPJŠ)
Assessment: A maximum of 40 points can be earned during the semester (through two assignments and a written verification).
Exam entry criteria: Active participation in exercises and a minimum of 30 points earned during the semester.
Continuous assessment (40%) and written examination (60%).
For more information and updates, refer to the electronic board of the course AIS2.
Final evaluation: A 87 – 100 B 77 – 86 C 69 – 76 D 61 – 68 E 56 – 60 FX 55 and less
Combined method.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
slovak
1. History of Personality Psychology. Personality as a topic of psychology.
2. Focus on psychodynamic strengths: Classical psychoanalysis, personality as hierarchic
arrangement of functionally differentiated layers in Sigmund Freud’s theory. Current
psychoanalytical theory (ego as an equal partner/A. Freud, autonomous ego/H. Hartmann.
3. Focus on psychodynamic strengths: Analytical psychology (C. G. Jung/ features of personality,
dynamics, and development of personality).
4. Interpersonal dynamics (A. Adler, K. Horney, E. Fromm, H. S. Sullivan)
5. Focus on human experience: Holism and humanism (Kurt Goldstein, A. Maslow, C. Rogers
theory of Self, dynamics, development of personality. Critics of humanistic approach.
6. Focus on human experience: Phenomenology and existential psychology (the main points of
existentialism, shaping psychology, phenomenological approach to personality, phenomenal self).
Logotherapy (Freedom of will, will to meaning, meaning of life, existential vacuum).
7. Cognitive theory of personality of G. A. Kelly. Emphasis on permanent characteristics:
Personology. Structure and dynamics of personality by G. Allport. Emphasis on permanent
characteristics: Constitutional psychology.
8. Structural analysis of personality, concept of personal features.
9. Emphasis on Learning.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Students will gain an understanding of the role of personality theory in psychology and ways in which personality is assessed and explored, critically evaluate and compare different teories of personality.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Antológia z diel filozofov. Predsokratovci a Platon. Zost. J. Martinka. Bratislava: Nakladateľstvo Epocha 1970; Antológia z diel filozofov. Od Aristotela po Plotina. Zost. J. Martinka. Bratislava: Nakladateľstvo Pravda 1972; Predsokratovci a Platon. Antológia z diel filozofov. Zost. J. Martinka. Bratislava: Vydavateľstvo Iris 1998; Od Aristotela po Plotina. Antológia z diel filozofov. Zost. J. Martinka. Bratislava: Vydavateľstvo IRIS 2006; Hadot, P.: Co je antická filosofie. Prel. M. Křížová. Praha: Vyšehrad 2017. Platón. Dialógy I. - III. Prel. J. Špaňár. Bratislava: Tatran 1990, Platón: Štát. Prel. J. Špaňár. In: Platon. Dialógy II. Bratislava: Tatran 1990. Platón: Ústava. Prel. J. Špaňár. Bratislava: Pravda 1980. Hegel, G. W. F.: Dějiny filosofie I. Prel. J. Cibulka; M. Sobotka. Praha: Nakladatelství ČSAV 1961. Hegel, G. W. F.: Dějiny filosofie II. Prel. J. Cibulka; M. Sobotka; J. Tomin. Praha: Nakladatelství ČSAV 1965. Leško, V.: Dejiny filozofie I. Od Tálesa po Galileiho. Prešov: v. n. 2004. Patočka, J.: Sokrates. Přednášky z antické filosofie. Praha: SPN 1990. Patočka, J.: Platon. Přednášky z antické filosofie. Praha: SPN 1991. Patočka, J.: Evropa a doba poevropská. Praha: Lidové noviny 1992. Patočka, J.: Aristotelés. Přednášky z antické filosofie. Praha: Vyšehrad, s. r. o. 1994. Patočka, J.: Péče o duši I. Praha: Oikúmené 1996. Patočka, J.: Péče o duši II. Praha: Oikúmené 1999. Patočka, J.: Péče o duši III. Praha: Oikúmené 2002, Popper, K. R.: Otevřená společnost a její nepřátelé I. Platónovo zaříkávání. Praha: Oikoymenh 2011. Patočka, J.: Platónova péče o duši a spravedlivý stát. Praha: Oikúmené 2012.
Rating.
40% continuous assessment
60% final semester seminar paper min. in the range of 12 standard A4 pages
Final assessment: The sum of the interim assessment and the assessment of the final seminar paper.
During the semester, the student is continuously evaluated at the seminars (oral or written), if the teaching is conducted face-to-face. In the case of switching to a distance form of study, the student will receive tasks and assignments for independent study and partial processing of the outputs in written form by the specified deadline.
Final output - Processing and handing over the seminar paper (a project implemented by the student during the semester) to the student by the set date at the end of the semester with an emphasis on compliance with the citation standard valid at the KF FF UPJŠ.
Information is updated annually on the subject's electronic bulletin board in AIS2, or alternatively in MS Teams.
Plato's State (Politeia) - as a philosophical theme. Plato and the Greeks. Greek culture and Plato in the history of philosophy. Village and man. Political aspects of Greek tragedy. The state as an encyclopedia of Plato's philosophy. Plato - The Seventh Letter. What is love? Filia as the basis of social cooperation in classical Greece. What is philosophy? A spiritual person and an intellectual. Areas and topics of research: justice, wisdom, virtue, education, leadership - constructive thinking and dialectics, sensory and rational - mental states: intellectual knowledge, thinking, belief, assumption. Plato's parables. Platonic teachings about the so-called two worlds, the sensory world and the world of ideas. Asceticism and the boundless world of pleasures - education, virtues. Themes of Platonic philosophy - justice, state, education - poets and philosophers. Care of the soul (care of Self) - as a human problem in the coordinates of the history of philosophy and the present.
Students will gain knowledge by studying the original philosophical texts - Plato's The State, and also by studying his predecessors and followers (Aristotle, Hegel, Jaeger, Heidegger, Gadamer, Strauss, etc.). Approach the issue of ancient thinking of the peak period (classical Greek philosophy) through the study of original texts (Plato - State). This work is considered an encyclopedia of Platonic philosophy and Platonism in general. Greek spirit - community and man. Polis and the Greek miracle, the meaning of the word paideia.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st of the evaluation: active participation in the training part (30p). 2nd part of the evaluation: active participation in workshops (20p). In total, students can get 50p and the final evaluation is as follows: 50 - 45: A; 44 - 40: B; 39-35: C; 34-30: D; 29 - 25: E 24 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
The student understands the principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Student understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to adequately interpret their experience with preventive activities in the group and assume their positive effect as well as limitations and threats.
Katuščák, D. (2004). Ako písať záverečné a kvalifikačné práce. Enigma, Bratislava.
Kimlička, Š. (2006). Metodika písania vysokoškolských a kvalifikačných prác. UK v Bratislave.
Bačíková, M., Janovská, A., Orosová, O. (2019) Základy metodológie pedagogicko-psychologického výskumu. Šafárik Press, Košice.
Žiaková, E., Lisnik, A., Greňová, K. (2014). Návod na písanie záverečných prác. UPJŠ, Košice.
domáce a zahraničné publikácie súvisiace s témou projektu
The student will independently conduct a scientific research study and process it into a scientific text of approximately 10 standard pages. The study will then be presented and defended at the Student Scientific Conference (ŠVOČ).
Further details will be published on the course's electronic bulletin board.
1. Preparation of a research project.
2. Searching for theoretical sources.
3. Work with literature, citation.
4. Structure of a scientific article.
5. Implementation of research - practical advice and procedures.
6. Processing of research results - work with SPSS.
7. Processing of research results - tables and graphs.
8. Processing research results - writing a scientific article.
9. Presentation of research results.
The graduate of the course will understand and apply in practice the knowledge of completed theoretical subjects - Methodology for interdisciplinary study and Introduction to statistical methods for interdisciplinary study. With its practical focus, the subject contributes to the development of students' professional skills. The result of the completed course will be a short research study focused on some of the current topics of psychology.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
The conditions for passing the subject are as follows: 1. Active participation in exercises. Max. the missed range is 90 min. 2. Submission of the reflection on the selected topic within the specified time. Reflection topic: will be given in the exercise.
The evaluation of the subject and its subsequent completion will be based on clearly and objectively determined requirements, which will be determined in advance and will not change. The aim of the evaluation is to ensure an objective and fair mapping of the student's knowledge while observing all ethical and moral standards. There is no tolerance for fraudulent student behavior in either the teaching or assessment process.
slovak
What is marketing? (Marketing - Mix)
Basics of self-marketing (Personal opinion is crucial, Goal setting, Proper use of opportunity)
Me and my influence (What can I offer? What does he / she have unlike me? How do others see me? Ability to defend one's own opinion, Think positively!, I know how to explore myself - what options do I have?),
Competence (Have your own opinion, How to withstand criticism, Be a team player, Competence at work),
Draw attention to yourself (Voice and word selection, Active in meetings, Present yourself successfully).
The student is able to understand and explain the basic assumptions of good self-marketing, knows the possibilities for the correct presentation of his own person and understands the related knowledge and principles of personal and communication area. He / she can understand his / her competencies, his / her goals, how to make his / her strengths visible and he / she can apply this knowledge and social and professional skills in the personal and professional sphere of his / her life, which will also improve his / her employment opportunities.
The workload of students is divided between:
- Direct teaching (face-to-face and distance learning via LMS), which accounts for 40% of the student's workload;
- Group work (presentations or other activities), which accounts for 10% of the student's workload;
- Self-study, which accounts for 30% of the student's workload;
- Assessment, which accounts for 20% of the student's workload.
BAUMAN, Z.: Myslet sociologicky Praha: Slon, 1996.
BERGER, P. L.: Pozvání do sociologie. Praha: FMO, 1991.
BUOCOVÁ, Z.: Úvod do sociológie. Prešov: FF PU, 2006.
GIDDENS, A.: Sociologie. Praha: Argo, 1999.
HAVLÍK, R.: Úvod do sociologie. Praha: Karolinum, 2005.
JANDOUREK, J.: Úvod do sociologie. Praha: Portál, 2003.
KELLER, J.: Úvod do sociologie. Praha: Slon, 1991.
MONTONSSÉ, M.; RENNOARD, G.: Přehled sociologie. Praha: Portál, 2005.
NOVOTNÁ, E.: Základy sociologie. Praha: Grada, 2008.
PETRUSEK, M.; ALAN, J.; DUFFKOVA, J.; HAVLÍK, R.; KABELE, J.: Sociologie. Praha: SPN, 1997.
SOPÓCI, J.; BÚZIK, B.: Základy sociológie. Bratislava: SPN, 1995.
URBAN, L.: Sociologie trochu jinak. Praha: Grada, 2011.
Continuous evaluation: active participation in seminars, test
Final evaluation: Exam (In case of an unfavorable epidemiological situation, teaching will take place in an online environment). Summary of assessment: A: 100-92; B: 91,5-84; C: 83,5-76; D: 75,5-68; E: 67,5-60; FX: less than 60
Slovak, Czech
Origin, development, essence and subject of Sociology;
Relation of Sociology to other scientific disciplines;
Paradigms, Directions and Theories of Sociology;
Culture;
Socialization, Social status, Social role;
Deviation and Social control;
Society, Social structure, Social groups;
Social stratification, Social mobility, Social (in)equalities;
Organizations and Bureaucracy;
Social Change;
Social Institutions: Economics and Politics;
Social Institutions: Family and Religion;
Research in Sociology;
Getting acquainted with the basics of sociology as a theoretical-empirical science in an effort to create a basis for the study of other sociological and political science disciplines.
Literature:
FOBEL, P.(2002): Všeobecná a aplikované etiky. Martin. s.23 – 33.
FOBEL, P.: Etická expertíza ako profesionálna kompetencia. In Aplikovaná etika – kontext a perspektívy. FF UPJŠ v Košiciach 2010, s. 11-22.
ANZENBACHER, A.(2004): Kresťanská sociálna etika. CDK. ČB.
ANZENBACHER, A.: Úvod do filozofie. Praha 1990.
BUCHANAN, J.M.: Hranice slobody medzi anarchiou a Leviatanom. Archa, Bratislava 1996.
FARKAŠOVÁ, E.: Rodová spravodlivosť ako téma feministických diskusií. In Aspekt 1997/1, s.211-216.
FRASER, N.: Rozvíjení radikální imaginace. Globální přerozdělování, uznání a reprezentace. Filosofia, Praha 2007.
GUNTHER, A.: Ženy, prostitúcia a etika. In Aspekt 2/1999, s. 80-85.
HREHOVÁ, H(2005): Etika, sociálne vzťahy, spoločnosť. VEDA.
JESENKOVÁ, A. 2014. Pojem sociálnej kritiky v kontexte sociálnej etiky. In: Aplikovaná etika - kontext a perspektívy II . Košice: UPJŠ v Košiciach. S. 141-157.
O slobode a spravodlivosti. Liberalizmus dnes. (zost. Gál, E. – Novosad, F.), Archa, Bratislava 1993.
RIDLEY, M.: Původ ctnosti. O evolučních základech a zákonitostech nesobeckého jednání člověka. Portál, Praha 2010.
SEDLÁK, J.(1996): Vybrané problémy zo sociálnej etiky. Brno.
VAJDA, J.: Úvod do etiky. Enigma, Nitra 2010.
SEVENHUIJSEN, S. 1998. Citizenship and the Ethics of Care: Feminist Considerations on Justice, Morality, and Politics. Routledge.
- active participation in teaching (accepted 3x justified non-participation in the case of distance teaching as well as full-time teaching)
- seminar work (5 NS, Times New Roman 12; line spacing 1.5)
- a test consisting of a written (test) and an oral part
Course contents:
1. Social ethics - conceptual definition, subject and focus, classification, related disciplines.
2. Specifics of socio-ethical knowledge of society - methods of socio-ethical analysis, irrelevance of neutrality of scientific knowledge, ethical aspects of anthropological and social science research.
3. Morality as a social phenomenon - the origin of social ethics. Ethical models of man as a moral subject. Man as a social being.
4. Ethical aspects of social relations I. - power, inequality, justice, freedom, solidarity.
5. Ethical aspects of social relations II. reciprocity, recognition, contracting, trust, cooperation.
6. Liberal socio-ethical conceptions of a well-organized society / concepts of justice I. - classical liberalism (Locke, J. S. Mill, A. Smith)
7. Liberal socio-ethical conceptions of a well-organized society / concepts of justice II. - J. Rawls, R. Nozick, Hayek.
8. Communitarianism and its critique of liberalism - A. MacIntyre, Ch. Taylor, M. Sandel, M. Walzer.
9. Socialist conceptions of a well-organized society - equality and democracy (statism and social democracy).
10. Christian social doctrine and its view on a well-organized society.
11. Feminism, critique of liberalism and the theory of gender justice - N. Fraser, I.M. Young.
12. Feminism, ethics of care and caring citizenship - C. Gilligan, J. Tronto, S. Sevenhuijsen
The graduate is able to identify the concept, subject, goal and methods of social ethics as subdisciplines of applied ethics. Understands the basic socio-ethical categories and concepts of a well-organized society as the theoretical basis of applied ethics and professional ethics. Can critically analyze and reflect on key categories and concepts of social ethics, such as the common good, justice, social and collective responsibility, solidarity, subsidiarity, and others, in interrelationships in different contexts of social reality and practice.
The workload of students is divided between:
Direct teaching (face-to-face and distance learning via LMS), which accounts for 10% of the student's workload;
Group work (presentations), which accounts for 75% of the student's workload;
Individual consultations, which account for 5% of the student's workload;
Self-study, which accounts for 10% of the student's workload
Domestic and foreign journal literature
Kudláčová, B.(2007) Človek a výchova v dejinách európskeho myslenia. Trnava: PdF TU
Zeus Leonardo (2010) Handbook of Cultural Politics and Education. Rotterdam, The Netherlands.
Evaluation of the developed assignment.
A ... 100,00% - 91,00%
B ... 90,99% - 81,00%
C ... 80,99% - 71,00%
D ... 70,99% - 61,00%
E ... 60,99% - 51,00%
FX ... 50,99% and less
Slovak
The status, role and functions of education in human life and society. The political, social and economic objectives of education. Education, learning and social change in the context of globalisation. Macrosocial determinants of education. Current roles of education and training in modern performance and democratic society.
The aim and purpose of teaching the subject is to impart knowledge and promote reflection on the issues of education and training in the context of social and political change.
Development of knowledge: the student will be able to know the current theoretical background related to the process of education and training in a modern democratic society.
The student will be able to navigate the social and political space - politically, legally, socially and culturally. He/she will be able to look for alternatives and solutions to dysfunctions, while at the same time exploiting opportunities and ways to implement them.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, either in the teaching process or in the assessment process.
Continuous assessment: credit test (min. Number of 11 points) + individual work - power point presentation (min. Number of points 11). Total max. 40 b. - min. 22 b.
Final evaluation (exam, final thesis ...): exam max. 60 points, min. 30 points.
At least 90 points are required to obtain an "A" rating, 80-89 points to obtain an "B" rating, 70-79 points to obtain an "C" rating, 60-69 points to obtain an "D" rating and 51 to obtain an "E" rating 51 -59 points. The final evaluation is calculated as the sum of the points obtained
Background, subject and history of social psychology. Social cognition. Social communication. Social psychology of personality. Self-image and identity. Coping. Social impact, conformity. Aggression and aggression.
Analysis of the social and socio-psychological context of human existence, with emphasis on the relationship to oneself, the relationship to others and the relationship to the social environment. The objectives of the study of the subject social psychology can be divided into three basic areas: a / to approach the subject, key areas of building the knowledge system and methods of this psychological discipline; b / specify the place of social psychology in the structure of psychological sciences and its relations to social and behavioral sciences; c / to provide information on the main directions of application of socio-psychological knowledge in research, expertise and routine work.
The basic thematic areas of the course will be the content of lectures. The purpose of the seminars will be to expand the subject matter in the form of presentations by students on the topic (papers) and to illustrate approaches to knowledge of the field (methodologies, research, model situations, socio-psychological influenza procedures).
The student is able to demonstrate an understanding of an individual's behavior in socio-psychological contexts (eg social cognition, social communication, affiliation, aggression, social conflicts, etc.).
The student is able to describe, explain and evaluate basic socio-psychological theoretical concepts and be able to illustrate them with examples.
The student is able to apply the learned knowledge - will be able to predict some forms of human behavior in socio-psychological contexts.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in the needs, expectations and opinions of students so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
HUSSERL, E.: Fenomenológia. In: Filozofia r. 49, 1994, č. 5. HEIDEGGER, M.: Bytí a čas. Prel. I. Chvatík, P. Kouba, M. Petříček jr., J. Němec. Praha: Oikúmené 1996 (2002, 2008). HEIDEGGER, M.: Konec filosofie a úkol myšlení. Prel. I. Chvatík. Praha: Oikúmené 1993 (2006). SARTE, J. P.: Bytí a nicota. Prel. O. Kouba. Praha: Oikúmené 2006. FINK, E.: Hra jako symbol světa. Prel. M. Petříček. Praha: Český spisovatel 1993. LYOTARD, J.-F.: Postmoderná situácia. In: Za zrkadlom moderny. Prel. K. Korená.
Bratislava: Archa 1991. FOUCAULT, M.: Rád diskurzu. In: Za zrkadlom moderny. Prel. M. Marcelli. Bratislava: Archa 1991. DERRIDA, J.: Bílá mytologie. In: Derrida, J.: Texty k dekonstrukci. Prel. M. Petŕíček jr. Bratislava: Archa 1993. HOLZHEY, H. – RÖD, W.: Filosofie 19. a 20. století II. Prel. M. Pokorný. Praha: Oikúmené 2006. THURNER, R. – RÖD, W. – SCHMIDINGER, H.: Filosofie 19. a 20. století III. Praha: Oikúmené 2008. LEŠKO, V.: Filozofia dejín filozofie – silné a slabé modely. Prešov: v. n. 2004. BLECHA, I.: Husserlova fenomenológia. Košice: Vydavateľstvo UPJŠ 2012. FIGAL, G.: Úvod do Heideggera. Prel. V. Zátka. Praha: Academia 2007. LÉVY, B.-H.: Sartrovo století. Prel. Michal Novotný. Brno: Host 2003. PATOČKA, J.: Fenomenologické spisy I. Praha: Oikúmené 2007. PATOČKA, J.: Fenomenologické spisy II. Praha: Oikúmené 2010. PATOČKA, J.: Úvod do Husserlovy fenomenologie. Praha: KU 1969. PATOČKA, J.: Úvod do fenomenologické filosofie. Praha: Oikúmené 1993. PETŘÍČEK, M.: Úvod do (současné) filosofie. Praha: Hermann &synové 1997. NOVOZAMSKÁ, J.: Existoval existencializmus? Výzva a stroskotání J.P. Sratra. Praha 1998. DUBSKÝ, I.: Ve věci Heidegger. Praha: Oikúmené 1997. BERNET, R., KERN, I., MARBACH, E.: Úvod do myšlení Edmunda Husserla. Praha: Oikúmené 2004. WELSCH, W.: Naše postmoderní moderna. Prel. I. Ozarčuk, M. Petříček jr. Praha: Zvon
1993.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is also required to produce a seminar paper – philosophical translation and to pass a written test from basic information related to the life and work of philosophers from Husserl to Gadamer. Taking a final written exam requires positive assessment of the semester paper and passing of the written test.
Slovak
Emergence of phenomenology. Transcendental phenomenology by Edmund Husserl. Philosophy of existence and existentialism. Philosophy of possible existence by Karl Jaspers. Being as a philosophical issue of Martin Heidegger. Cosmological philosophy by Eugen Fink. Existentialism by Jean-Paul Sartre. Existential phenomenology by Maurice Merleau-Ponty. Philosophical hermeneutics. Philosophical hermeneutics by H.-G. Gadamer. Postmodern philosophy, post-structuralism and deconstructivism. Postmodern philosophy by J.-F. Lyotard. Post-structuralism by M. Foucault. Post-structuralism by G. Deleuze. Deconstructivism by J. Derrida.
Understanding the main trends in anthropology-oriented philosophy of the 20th century. Introduction into formation and development of phenomenology, philosophy of existence, existentialism, philosophical hermeneutics, post-modern philosophy, post-structuralism and deconstructivism. Critical analysis of the texts written by contemporary philosophers.
PEREGRIN, J.: Kapitoly z analytické filosofie. Praha: Filosofia 2005. AUSTIN, J. L.: Ako niečo robiť slovami. Prel. D. Kamhal. Bratislava: Kalligram 2004. CARNAP, R.: Problémy jazyka vědy. Prel. K. Berka, L. Tondl. Praha: Svoboda 1968. CARNAP, R.: Význam a nevyhnutnosť. Prel. R. Cedzo. Bratislava: Kalligram 2005. DAVIDSON, D.: Čin, myseľ, jazyk. Prel. E. Višňovský, M. Popper, T. Sedová, D. Kamhal. Bratislava, Archa 1997. DAVIDSON, D.: Subjektivita, intersubjektivita, objektivita. Prel. J. Kolář, T. Marvan. Praha: Filosofia 2004. FIALA, J.: Analytická filosofie – úvod. Plzeň: O.P.S. 2006. FIALA, J. (ed.): Analytická filosofie. První čítanka, Druhá čítanka, Třetí čítanka. Plzeň: O.P.S 2006, 2000, 2002. FREGE, G.: O zmysle a denotáte. Prel. A. Riška. In: Filozofia, roč. 47, 1992, č. 6, s. 349–363. FREGE, G.: Myšlienka. Prel. I. Hanzel. In: Organon F, roč. III, 1996, č. 3, s. 262–281.
FREGE, G.: Základy aritmetiky. Prel. P. Balko. Bratislava: Veda 2001. GRAYLING, A.: Wittgenstein. Průvodce pro každého. Prel. P. Glombíček. Praha: Dokořán 2007. CHOMSKY, N.: Jazyk a zodpovednosť. Prel. J. Habdák. Bratislava: Archa 1995. KOLMAN, V.: Logika Gottloba Frega. Praha: Filosofia 2002. KRIPKE, S.: Pomenovanie a nevyhnutnosť. Prel. A. Riška. Bratislava: Kalligram 2002. Logický empirizmus a filozofia prírodných vied. Antológia z diel filozofov IX. Zost. J. Bodnár. Bratislava: Vydavateľstvo politickej literatúry 1968. Logický pozitivizmus. Malá antológia filozofie 20. storočia. Zväzok III. Ed. F. Mihina, T. Sedová, M. Zouhar. Bratislava: Iris 2006. NELSON, L. H. – NELSON, J.: Quine. Prel. M. Zouhar. Bratislava: Vydavateľstvo PT 2005. NITSCHE, M. – SOUSEDÍK, P. – ŠIMSA, M. (eds.): Schizma filozofie 20. století. Praha: Filosofia 2005. ORAVCOVÁ, M. (ed.): Filozofia prirodzeného jazyka. Bratislava: Archa 1992. PEREGRIN, J.: Filozofie a jazyk. Praha: Triton 2003. PEREGRIN, J.: Logika ve filosofii, filosofie v jazyce. Praha: Herrmann & synové, 1992. PEREGRIN, J. (ed.): Obrat k jazyku: Druhé kolo. Praha: Filosofia 1998. PINKER, S.: Slová a pravidlá. Zložky jazyka. Prel. V. Krupa. Bratislava: Kalligram 2003. PRETI, C. – VELARDE-MAYOL, V.: Fodor. Prel. M. Kanovský. Bratislava: Vydavateľstvo PT 2005. PUTNAM, H. – RORTY, R.: Co po metafyzice? Prel. J. Peregrin. Bratislava: Archa 1996. QUINE, W.V.O.: Covitosti. Občasně filosofický slovník. Prel. J. Fiala. Praha: Mladá fronta 2008.
QUINE, W.V.O.: Hledání pravdy. Prel. J. Peregrin. Praha: Herrmann & synové, 1994. QUINE, W.V.O.: Od stimulu k vědě. Prel. J. Peregrin. Praha: Filosofia 2002. QUINE, W.V.O.: Vybrané články k ontologii a epistemologii. Ed. L. Dostálová, T. Marvan. Plzeň: ZČU 2006. QUINE, W.V.O.: Z logického hľadiska. Prel. R. Cedzo. Bratislava: Kalligram 2005. RUSSELL, B.: Jazyk a poznanie. Prel. M. Zouhar. Bratislava: Kalligram 2005. RUSSELL, B.: Logika, jazyk a věda. Prel. K. Berka, L. Tondl. Praha: Svoboda 1967. RUSSELL, B.: Logika, věda, filozofie, společnost. Prel. K. Berka. Praha: Svoboda – Libertas 1993. RUSSELL, B.: Problémy filozofie. Prel. V. Čunderlík. Bratislava: P and K 1992. SEARLE, J.: Myseľ, jazyk, spoločnosť. Prel. D. Kamhal. Bratislava: Kalligram 2007. SEARLE, J.: Mysl, mozek a věda. Prel. M. Nekula. Praha: Mladá fronta 1994. SEARLE, J.: Rečové akty. Prel. D. Kamhal. Bratislava: Kalligram 2007. STRAWSON, P. F.: Analýza a metafyzika. Prel. D. Kamhal. Bratislava: Kalligram 2001. STRAWSON, P. F.: Indivíduá. Esej o deskriptívnej metafyzike. Prel. M. Zouhar. Bratislava: Iris 1997. VALENTA, L.: Problémy analytické filozofie. Olomouc: Nakladatelství Olomouc 2003. WHEELER, D.: Davidson. Prel. M. Petruška. Bratislava: Vydavateľstvo PT 2004. WINSTON, M.: Chomsky. Prel. V. Krupa. Bratislava: Vydavateľstvo PT 2004. WITTGENSTEIN, L.: Denníky 1914–1916. Prel. P. Balko, T. Čana, R. Maco. Bratislava: Kalligram 2005. WITTGENSTEIN, L.: Filosofická skoumání. Prel. J. Pechar. Praha: Filosofia 1998. WITTGENSTEIN, L.: Modrá a hnedá kniha. Prel. D. Kamhal. Bratislava: Kalligram 2002. WITTGENSTEIN, L.: O istote. Prel. T. Čana, D. Kamhal, R. Maco. Bratislava: Kalligram 2006. WITTGENSTEIN, L.: Tractatus logico-philosophicus. Prel. P. Balko, R. Maco. Bratislava: Kalligram 2003.
Časopis Organon F, roč. I.-XIX., 1994–2012.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is expected to pass a test from basic knowledge obtained in the seminars. Another condition is to make a presentation at the seminar, the contents of which will be specified during the first two weeks of the semester on the basis of individual consultations. Conditions for taking the exam: a student will be allowed to take a written exam only after passing the test. Grading scale for the exam: 40-38 points – A; 37-35 points – B; 34-32 points – C; 31-29 points – D; 28-26 points – E; 25 and less points – FX (failed).
Slovak
G. E. Moore – the nature of philosophical analysis, G. Frege and the beginnings of analytic philosophy, B. Russell and his influence on analytic philosophy, Neo-positivistic understanding of philosophy, L. Wittgenstein – Tractatus Logico-Philosophicus, The later Wittgenstein and formation of analytic philosophy in the second half of the 20th century, Ordinary language philosophy, J. Searle and development of the theory of speech acts, W. V. O. Quine and neo-pragmatic version of analytic philosophy, P. Strawson and the boom of analytic metaphysics, D. Davidson and the issue of truth, interpretation and behaviour, New initiatives in the philosophy of language and mind (Chomsky, Fodor, Pinker).
The aim of the course is to examine the sources, genesis, and form of the analytic philosophy from the end of the 19th century up to the present and to present the works by main representatives of the analytic philosophy (G. Frege, G. E. Moore, B. Russell, L. Wittgenstein, J. Searle, W. V. O. Quin, P. Strawson, D. Davidson etc.)
Čmejrková, S. – Daneš, F. – Světlá, J.: Jak napsat odborný text. Praha: Leda 1999. Šanderová, J.: Jak číst a psát odborný text ve společenských vědách. Praha: Slon 2007.
Presentation of an academic paper. Submission of a written paper and its critical review.
Slovak
Preparation of an academic paper – selection of topic, consultations with the guarantor, writing of the paper. Presentation of the paper in front of the conference audience. Submission of the written form of the paper.
To present an academic paper on the history of philosophy or systematic philosophy in front of the audience.
Čmejrková, S. – Daneš, F. – Světlá, J.: Jak napsat odborný text. Praha: Leda 1999. Šanderová, J.: Jak číst a psát odborný text ve společenských vědách. Praha: Slon 2007.
Presentation of an academic paper. Submission of a written paper and its critical review.
Slovak
Preparation of an academic paper – selection of topic, consultations with the guarantor, writing of the paper. Presentation of the paper in front of the conference audience. Submission of the written form of the paper.
To present an academic paper on the history of philosophy or systematic philosophy in front of the audience.
Hunt, M.: Dejiny psychológie, Portál, Praha, 2000;
Plháková, A.: Dejiny psycholoie, Grada, 2006;
Hoskovec, J., Hoskovcová, S.: Stručné dejiny stredoeurópskej psychológie. Portál, Praha, 2000
Hergenhahn, B. R. (2001). An introduction to the history of psychology (4th ed.). Wadsworth/Thomson Learning.
Written exam (max 100 points). It is necessary to obtain at least 90 points to obtain the A rating, 80-89 points to obtain the B rating, 70 to 79 points to obtain the C rating, 60 to 69 points to obtain the D rating and 51 to 59 points to obtain the E rating. Credits will not be awarded to a student who obtains less than 51 points from the written exam.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Brief syllabus:
1 Introduction to the study of history and systems of psychology,
2 The influence of philosophy and physiology on modern psychology.
3 The beginnings of modern psychology as a separate scientific discipline.
4 Structuralism in psychology.
5 Functionalism in psychology - CH. Darwin, W. James and his system of psychology, Chicago School J. Dewey. R. S. Woodworth.
6 Russian reflexology and associationism - predecessors of behaviorism.
7 Behaviourism, J.B Watson
8 Skinner's behaviorism and neo-neobehaviorizmus.
9 Gestalt psychology.
10 Psychoanalysis: Freud S. Predecessors of psychoanalysis.
11 Neofreudism: ego psychology A. Freud, analytical psychology of C.G. Jung.
12 Individual psychology - A. Adler, K. Horney, Fromm E, H. Sullivan.
12, Humanistic psychology.
13 Cognitive psychology.
14 Effects of postmodern thinking in psychology. Critical psychology, its main ideas and leaders.
15 Social constructivism J. Shotter and K. J. Gergen. Psychology of discourse and narrative psychology
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Brief syllabus:
1 Introduction to the study of history and systems of psychology,
2 The influence of philosophy and physiology on modern psychology.
3 The beginnings of modern psychology as a separate scientific discipline.
4 Structuralism in psychology.
5 Functionalism in psychology - CH. Darwin, W. James and his system of psychology, Chicago School J. Dewey. R. S. Woodworth.
6 Russian reflexology and associationism - predecessors of behaviorism.
7 Behaviourism, J.B Watson
8 Skinner's behaviorism and neo-neobehaviorizmus.
9 Gestalt psychology.
10 Psychoanalysis: Freud S. Predecessors of psychoanalysis.
11 Neofreudism: ego psychology A. Freud, analytical psychology of C.G. Jung.
12 Individual psychology - A. Adler, K. Horney, Fromm E, H. Sullivan.
12, Humanistic psychology.
13 Cognitive psychology.
14 Effects of postmodern thinking in psychology. Critical psychology, its main ideas and leaders.
15 Social constructivism J. Shotter and K. J. Gergen. Psychology of discourse and narrative psychology
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
The aim is to acquaint students with the development of psychological thinking with emphasis on the main psychological directions and their representatives. The student will acquire a basic orientation in the main psychological directions of the 20th century and current directions of psychology, through their basic theories, research as well as connection to a broader context.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Povinná:
ANZENBACHER, A.: Úvod do filosofie. Praha: Portál 2004, kap. 4, §§ 4.4; 4.5.
BALKO, P.: Poznámky k Fregeho listom Witthensteinovi. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s. 214–219
ČADA, T. Doslov. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s. 221–231
FREGE, G. Listy Ludvigovi Wittgensteinovi. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s. 195–213.
GABRIEL, G.: Logika ako literatúra? K významu literárnej formy u Wittgensteina. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s.13–24.
GRAYLING, Anthony C.: Wittgenstein. /Průvodce pro každého/. Praha: Dokořán 2007.
JEŽÍK, P.: Wittgenstein: od Traktátu k neskorej filozofii. In: Filozofia. Roč. 61, 2006, číslo 9, s. 743--751.
WITTGENSTEIN, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003.
ZOUHAR, M.: Problémy jazyka a počiatky analytickej filozofie. Bratislava: Aleph. 2010,
Odporúčaná:
MONK, R.: Wittgenstein. Úděl génia. Praha: Hynek 1996, kap. II
RUML, V.: Wittgenteinova koncepcia filozofie. In: Wittgenstein, L.: Filozofické skúmania. Bratislava: Pravda 1979; s. 5–15.
WUCHTERL, K., HÜBNER, A.: Wittgenstein. Olomouc: Votobia 1995.
Continuous assessment (2 tests and analysis of selected parts of the Tractatus): 50%. Final test: 50%. Points and grading scale: A - 100 - 81 %, B - 80 - 76 %, C - 75 - 71 %, D - 70 - 67 %, E - 66 - 64 %, FX – less than 64 %
Slovak, SK
1) Analytical philosophy – essence, structure and objectives.
2) L. Wittgenstein in the context of analytical philosophy.
3) L. Wittgenstein and searching for the answer to the question: What is philosophy? Attitude to metaphysics.
4) Demonstrative theory of cognition in Tractatus Logico-Philosophicus.
5) Double language of Wittgenstein in the Tractatus: language as a logical calculus and language of metaphor.
6) The issue of logicism and apriorism in the Tractatus.
7) World, events, cognition. Essence and real importance of the work for the present time. Story of the message of L. Wittgenstein.
8) Tractatus as “unwritten” work and the issue of the so-called “beautiful sentences”.
Through the analysis of conceptual and categorial apparatus of the work Tractatus Logico-Philosophicus by L. Wittgenstein, as a fundamental work of analytical or linguistic philosophy, to learn Wittgenstein’s views on the language of the science and its logical analysis.
Džuka, J. (2006). Základy psychometrie a teórie testov. Prešov.
Urbánek, T., Denglerová, D., & Širuček, J. (2011). Psychometrika. Praha: Portál.
Říčan, P. (1977). Základy psychometrie. Bratislava: Psychodiagnostika.
Ferjenčík, J. (2006). Základy štatistických metód v sociálnych vedách. Košice: UPJŠ.
Martončik, M. (2019). Validita merania v sociálnych vedách. Prešovská univerzita v Prešove.
Cohen, R. J., Schneider, W. J., & Tobin, R. (2021). Psychological testing and assessment: An introduction to tests and measurements (10th ed.). McGraw Hill.
Furr, R. M. (2021). Psychometrics: An introduction (4th ed.). SAGE Publications, Inc.
Assessment of Study Results:
The evaluation of study results for the course is based on a combination of continuous assessment from two semester assignments and a third assignment, which constitutes the final exam. The final grade is determined by the following components: active participation in seminars (a maximum of 2 absences is allowed) – 20%, first assignment – 20%, second assignment – 40%, and third assignment – 30%. Submission of all three assignments and obtaining at least half of the points for each assignment is required.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment with a low score.
Psychometrics and Definition of Basic Terms:
Introduction to measurement and scaling in psychology.
Topics Covered:
Types of tests and their characteristics.
Types of variables in psychometrics.
Characteristics of psychodiagnostic methods.
Psychological test theories: classical test theory and contemporary models.
Introduction to test construction and item analysis.
Reliability and methods of its assessment.
Validity and sources of evidence for validity.
Normalization and norms.
Responsible research practices and issues in measurement.
Ethics in psychodiagnostics.
Knowledge: Students will acquire basic knowledge of psychological measurement, including the principles of measurement and scaling, characteristics of psychodiagnostic methods, and test theories. They will learn the fundamentals of test construction, item analysis, reliability and validity assessment, as well as normalization and norm creation. These insights will enable them to apply psychodiagnostic tools in practice, not only in clinical settings but also in educational environments, such as in assessing and supporting student development.
Skills: Students will learn to critically evaluate and interpret data obtained through psychological and psychodiagnostic tools. They will master basic procedures for test construction and item analysis, with the ability to apply these skills in school settings, for example, in creating tools for student assessment or supporting their individual development.
Competencies: Graduates will be able to effectively apply psychological knowledge and diagnostic tools in various areas of practice, including educational settings. They will be prepared to responsibly and ethically use psychodiagnostic methods, contributing to individual development and improving the quality of the educational process.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
Min. 80% of active participation in classes.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
active participation in classes - min. 80%.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
1. APLIKOVANÁ ETIKA – KONTEXT A PERSPEKTÍVY. (ed. Ľ. Vladyková), 2010.
2. ARISTOTELES. 1979. Etika Nikomachova. Bratislava: Pravda, 1979.
3. DEJINY ETICKÉHO MYSLENIA V EURÓPE A NA SLOVENSKU (ed. Anna Remišová, 2008)
Bratislava: KALIGRAM 2008.
4. FOBEL, P. Súčasný diskurz v aplikovanej etike. In: Fobelová, D. a kol. Aplikované etiky v kontextoch súčasnosti. Banská Bystrica 2005.
5. FOBEL, P. 2000. Aplikovaná etika. Teoretické východiská a súčasné trendy. Martin: Honner 2000.
6. FOBELOVÁ, D. a kol. 2005. Aplikované etiky v kontextoch súčasnosti. Banská Bystrica 2005.
7. JESENKOVÁ, A. 2016. Etika starostlivosti. Košice: UPJŠ. 2016.
8. JESENKOVÁ, A. 2018. Research and Educational Potential of Feminist Care Ethics in Sex Education In: Human Affairs : a postdisciplinary journal for humanities & social sciences. - ISSN 1210-3055. - Roč. 28, č. 2 (2018), s. 196-211
9. JESENKOVÁ, A. 2020. Deficit of Democratic Care in the Educational System in Slovakia In: Care Ethics, Democratic Citizenship and the State. - Cham : Palgrave Macmillan, 2020.
10. JESENKOVÁ, A. 2021. Joan Tronto’s Moral and Political Theory of Care. In Politické Vedy. Vol.
24, no. 4, pp. 158-180. ISSN 1335 – 2741. Available at:
https://doi.org/10.24040/politickevedy.2021.24.4.158-180
11. KÁNSKY, J. 1994. Podstata a význam praktickej etiky. In: FILOZOFIA, roč. 49, 1994, , č. 5. S. 292 – 295.
1) active participation in teaching
(in the case of full-time teaching, 3 excused absences are accepted, in the case of distance learning, 3 excused absences are accepted)
2) essay (range 3 - 5 NS; TNR 12; line 1.5)
3) exam consisting of written and oral part
MODULE 1: THEORY OF APPLIED ETHICS
1. Applied ethics as a practical philosophy and its place in the context of humanities. Subject of applied ethics. Normative - prescriptive function. Diversity in applied ethics. The present of applied ethics - current trends in the world and in Slovakia. Genesis of applied ethics. Practical rationality: the idea of fronezis and praxis in the ethical tradition and the present.
2. Theoretical ethics and applied ethics. Descriptive, prescriptive and normative nature of applied ethics. The importance of substantiating arguments in applied ethics. Specific position of applied ethics in ethical and philosophical analysis: problem of application, interdisciplinary, transdisciplinary approaches in applied ethics.
3. Applied ethics as a professional competence: ethical expertise and ethical counseling. Application as a theoretical and practical problem. Types and methods of application.
MODULE 2: AE STRATEGIES AND APPROACHES. ETHICAL THEORIES RELEVANT TO AE.
4. Basic theoretical approaches in applied ethics:
• Fundamentalism versus principalism in applied ethics.
• Contextualism in applied ethics
• Coherence as a methodological paradigm in applied ethics.
• Narrative approach in applied ethics: MacIntyre, Taylor;
• Case study in applied ethics.
5. Current ethical theories in applied ethics:
• Jurgen Habermas, Discourse Ethics and Applied Ethics.
• Charles Taylor in contemporary ethical thinking.
• Peter Singer in ethical discourse.
• Hans Jonas - ethics of responsibility for technological civilization
• Alasdair MacIntyre and his place in ethics.
• The importance of Richard Rorty for applied ethics.
MODULE 3: ETHICS SUBDISCIPLES
6. Social ethics as applied ethics and sub-subfields of social ethics: ethics of law, ethics of politics, ethics of human rights.
7. BIOETICS as a synergistic project of applied and professional ethics: medical ethics, ecological ethics and ethics of animal rights.
8. Economic ethics: managerial ethics and ethics of organizations.
9. Ethics of technology.
10. Media ethics.
11. PROFESSIONAL ETHICS: theoretical and methodological background, tasks of professional ethics, institutionalization of professional ethics in social practice. Diversity of professional ethics: helping professions: teaching e .; medical e .; nursing e. social worker ethics; ethics scientist, ethics of legal professions, military and police ethics. Ethical infrastructure.
Objective of the course - aims of the course unit: students understand, are familiar with the theory and practice of applied ethics, know and are able to explain, analyze the theoretical and ethical disposition in the starting points and foundations of applied ethics in three modules:
1. Theory of applied ethics;
2. AE strategies and theoretical approaches and ethical theories fundamental to AE;
3. AE subdisciplines.
1. FERJENČÍK, J.: Základy štatistických metód v sociálnych vedách. Košice: UPJŠ, 2006
2. FIELD, A.: Discovering Statistics using SPSS, London: Sage, 2005
3. HENDL, J.: Přehled statistických metod zpracování dat. Praha: Portál,2004
The assessment for this subject is based on a combination of interim evaluation and the final exam. Proportionally the interim evaluation represents 40% and the final exam 60% of the overall assessment. The subject may be taught in both present and distance format. Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.
Theoretical basics of statistical methods. Defining variables and creating databases. Graphical and numerical representation of data. Correlations between variables. Probability. Statistical significance and its determination. Statistical estimation and verification of hypotheses. Differential statistics.
Students will acquire basic theoretical knowledge and understanding of descriptive and inductive statistics. They will also gain practical skills in creating databases, performing analyses and presenting data in available statistical program. The emphasis will be put on developing individual ability to work independently and to be able to apply acquired knowledge and skills in their own research.
LEŠKO, V.: Úvod do filozofie . Košice 2007. LEŠKO, V.: Dejiny filozofie I. – II. Prešov 2007 - 2008. MÜNZ, T.: Hľadanie skutočnosti. Bratislava: Kalligram 2008. JASPERS, K.: Malá škola filozofického myslenia. Prel. P. Elexová. Bratislava: Kalligram 2002. JASPERS, K.: Úvod do filosofie. Prel. I. Fiala. Praha: Oikúmené 1996. HEIDEGGER? M.: Co je to – filosofie? In: Heidegger, M.: Básnicky bydlí člověk. Prel. I. Chvatík. Praha: Oikúmené 1993 (2006). SOKOL, J.: Malá filosofie člověka a Slovník filozofických pojmů. Praha: Vyšehrad. 1998. PATOČKA, J.: Vznik filozofie. In: Patočka, J.: Nejstarší řecká filosofie. Praha: Vyšehrad 1996. DESCARTES, R.: Meditácie o prvej filozofii. Prel. J. a V. Cígerovi. Bratislava: Chronos 1997. POPPER, K. R.: Ako vidím filozofiu. In: Popper, K.R.: Hľadanie lepšieho sveta. Bratislava 1995. PLATON: Štát. In: Platon: Dialógy (°°. Prel. J. Špaňár. Bratislava: Tatran 1990.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be allowed to take a final exam, a student must pass a written test from terminology (to pass the test at least 70% of answers must be correct). Conditions of the exam: answering the questions correctly in terms of both quantity and quality.
Slovak
Introduction to the university discipline. The subject of philosophy in historical contexts and metamorphoses. Philosophy as dialogue and communication. Structure and systematic form of philosophy. Philosophy as critical reflexion and self-reflexion of man and world. Philosophy and history.
To learn different approaches to the subject of philosophy and basic models of philosophy from the ancient times up to present. To understand the relations between philosophy and other areas of human thinking and behaviour. To clarify main philosophical disciplines.
Bačíková a kol. Keď dospievajúci potrebuje nielen psychológa. Grada, 2023
Jursová Zacharová, Z. OD NARODENIA PO MATURITU časť 1 - OD NARODENIA PO VSTUP DO ŠKOLY, Univerzita Komenského, 2021
Thorová, K. Vývojová psychologie. Portál, Praha, 2015.
Vágnerová, M. Vývojová psychologie. Portál, Praha 2000
Říčan, P. Cesta životem. Portál, Praha, 2004.
Matějček, Z. - rôzne diela
Active participation in seminars, continuous assessment of activities in seminars, evaluation of seminar work, final exam
Introduction to developmental psychology. Basic concepts, factors and determinants of development, maturation and learning, developmental tasks, history of developmental psychology. Biological and social determinants of development, healthy and unhealthy development. Factors of socialization. Socialization at an early age, theory of attachment, psychological deprivation. Personality development. Theories of personality development. Identity development. Cognitive development. Moral development. Development periodization - basic characteristics of separate development periods from prenatal development to old age.
Knowledge: The graduate will acquire knowledge of the principles of developmental psychology, the laws of development, and will be able to characterize the norms in each developmental stage. They will be able to orient themselves in the current social discourse surrounding the topics discussed.
Skills: During seminars, the student will solve practical situations. In the course of seminar papers, they will process current findings published in foreign journals.
Competencies: The graduate of the course will be able to interpret the acquired knowledge and apply it in practice.
Hricová, M. (2022). Úvod do klinickej psychológie. Košice: UPJŠ.
Heretik, A., Heretik, A., a spol. (2016). Klinická psychológia, Nové Zámky: Psychoprof.
Trull, T.J., Prinstein, M. (2012). Clinical psychology. Wadsworth: Cengage Learning.
Maximum 40 points per semester
Semester 40%,
exam 60% - oral form
Result mark
Sum of points from semester and exam:
A 90 – 100
B 80 – 89
C 70 – 79
D 60 – 69
E 51 – 59
FX 50 and less
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak, English
1. The subject of clinical psychology, its position in the system of psychological sciences
2. History of the development of clinical psychology, history of clinical psychology in our country, important personalities in contemporary clinical psychology
3. Practical issues of the work of a clinical psychologist: prevention, crisis intervention, clinical-psychological interview, ethics in clinical psychology
4. Psychopharmacotherapy - overview, effect
5. The methodology of research and individual approach in clinical psychology
6. Systems of classification in psychiatry (ICD-10,DSM-V).
7. Clinical psychological methods in a/ anxiety disorders, b/affective disorders, c/ psychotic disorders, d/ addictions, e/ eating disorders, f/ organic mental disorders, g/ personality disorders. Basic psychotherapeutic strategies – review. Crisis interventions, suicidology.
8. Psychology of the sonmatic disease - change of needs, psychological correlates of pain, communication with the patient
9. Psychodiagnostics in clinical psychology - clinical and test methods
10. Personal history and its place in clinical psychology - specifics for adult and pediatric patients
The students will get theoretical background, examples and tips from practice, experience for yourself.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Semester 40%, exam 60%
Knowledge: The course will offer the major theories explaining the nature of health, illness, disorder, and disadaptation. The graduate will acquire the basic knowledge needed in clinical psychology, and in working with patients.
Skills: The student will acquire the practical skills necessary to work as a clinical psychologist, especially in the area of basic psychodiagnostics and clinical-psychological interviewing. The student will be able to distinguish basic taxative units of categories of psychological disorders, he/she will be able to solve ethical dilemmas in clinical psychology, he/she will be able to conduct a clinical-psychological interview, he/she will be able to collect anamnestic data from a patient.
Competencies:
(a) Demonstrate the following knowledge:
- Characteristics and scope of clinical psychology,
- (a) the conditions of undergraduate and postgraduate education in clinical psychology,
- the specific features of clinical research
- biopsychosocial approach to the treatment of psychological disorders,
- basic classification systems and diagnostic criteria of psychological disorders,
(b) apply their knowledge to
- administer basic psychodiagnostic tests in clinical psychology,
- specification of psychodiagnostics in clinical psychology,
- decision making in psychological intervention of psychological disorders,
- making ethical decisions in clinical psychology
The information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or the MS Teams environment.
Čmejrková, S. – Daneš, F. – Světlá, J.: Jak napsat odborný text. Praha: Leda 1999. Eco, U.: Jak napsat diplomovou práci. Praha: Votobia 1997. Katuščák, D.: Ako písať záverečné a kvalifikačné práce. Bratislava: Enigma 2007. Šanderová, J.: Jak číst a psát odborný text ve společenských vědách. Praha: Slon 2007.
Continuous preparation. Consultations with the thesis supervisor. The consultations can be provided online.
Slovak
Identification of problems concerning methodology, theme, and contents. Heuristic phase of the preparation of bachelor thesis. Gradual preparation of final version of the thesis. Proofreading, inclusion of comments. Fulfilment of formal criteria put on bachelor thesis. Submission of the thesis.
The aim is to learn the principles of writing of qualification papers and to prepare a final version of bachelor thesis.
Mesárošová, M. a kol.: Starostlivosť o seba u pomáhajúcich profesií. Košice, Vydavateľstvo Šafarik Press, 2019.
Smitkova, Hana & Orlická, Lucia & Bilíková, Erika & Cagáň, Roland & Celušáková, Hana & Čech, Boris & Halamova, Julia & Hambálek, Vladimír & Jašeková, Dominika & Kašáková, Jana & Klubert, Peter & Kolejáková, Veronika & Kuricová, Veronika & Lednická, Jana & Lenicka, Lucia & Mikoska, Petr & Ondrušek, Dušan & Palenikova, Viera & Pilárik, Ľubomír & Wolt, Richard. (2024). Poradenská psychológia a jej využitie v praxi Counselling psychology and its use in practice.
1.Active approach at classes (12 points)
2. Written assignments (12 points)
3. Written tests (36 points)
3. Final exam (40 points). Components: a) Final test in the form of written test.
Prerequisites and co-requisites: Continuous assessment 60%, at least 36 points; final evaluation 40%, min. 24 points.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Slovak language
Practice of each part of counselling process: Helping as a road. Counselling relationship. Cultural background and counselling relationship. Skills for creating the contact/relationship. The ability to reflect: paraphrasing. Reflection: emotions, feelings. Advanced reflection: reflection of the meaning, summarizing. Confrontation. Evaluation and setting the goals. Techniques supporting the change I. Techniques supporting the change II: Interventions and actions. Final evaluation and closing the counselling relationship.
1. Knowledge of counselling psychology about the main approaches of counselling, models of counselling, the process of counselling, the counselling relationship, the main application areas of counselling.
2. Skills like the ability to establish a counselling relationship, to acquire the basic competencies of conducting a counselling interview with a client.
3. Ability to critically evaluate different counselling approaches, ability to choose an appropriate counselling approach to the client and ethical attitude to the application of knowledge and work with the client.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Aim of study is to give the opportunity to students to familiarize with basic knowledge from applied field of psychology – work psychology. During the semester, focus is on meaning of job, work conditions, relationships on workplace and interaction between work and family. Besides, students can capture basic skills needed for execution of selected job areas of work psychologist.
During semester students will obtain knowledge in:
- history and development of work psychology, meaning of work in human life
- unemployment and options how to work with unemployed people
- workplace environment and possible negative consequences of it on people´s mental health
- job and organization adaptation
- job satisfaction and interaction between work and family
- basic psychodiagnostics methods used in work psychology
Besides, students can obtain skills in:
- analysis of physical work environment with focus on it´s psychological effect on employee
- preparation of adaptation program
- solving negative consequences of work environment
- setting of work environment design in order to avoid work-family conflicts
- work with selected psychodiagnostics methods
Dean, L., Cousans, F. (2023) Work Psychology (The Basics). Rouledge.
Rothmann, S., Cooper, C. L., & Rothmann, S. (2022). Work and organizational psychology (Third Edition). Routledge, Taylor & Francis Group.
Schmitt, N., & Weiner, I. B. (Eds.). (2013). Industrial and organizational psychology (2. ed). Wiley.
Muchinsky, P. M. (2006). Psychology applied to work: An introduction to industrial and organizational psychology (8th ed). Thomson/Wadsworth.
Levy, P. E. (Paul E. (2017). Industrial/organizational psychology: Understanding the workplace. Worth Publishers, Macmillan Learning.
Arnold, J., & Randall, R. (2016). Work psychology: Understanding human behaviour in the workplace (Sixth Edition). Pearson.
- test (20p)
- semester assignment (20p)
During semester:
-Credit test (20p), minimum 11p
- Semester assignment - essay (20p), minimum 11p, for detailed information please see electronic noticeboard.
Overall evaluation:
- Semester maximum 40 points (minimum 22p), exam 60 points (minimum 31p)
- together min. 53p
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak, English
Lectures and activities are adapted to both, physically present and distance form of education. For further information and current changes in the form of teaching (distance vs. full-time), please see electronic noticeboard.
1. History of work psychology,
2. Human and work, function of work in the human life,
3. Work conditions, adaptation and identification with work
4. Workplace relationships
5. Career and flexibility
6. Unemployment
7. Work and family,
8. Work satisfaction and adherence,
9. Negative outcomes of workplace
10. Basics of psychodiagnostics in work psychology
Definition of work psychology, historical preconditions of constitution of work psychology, work and her conditions, work performance, motivation to work and work satisfaction, forming of work environment, relationships on workplace, job-family interaction
Semester 40%, exam 60%
Aim of study is to give the opportunity to students to familiarize with basic knowledge from applied field of psychology – work psychology. During the semester, focus is on meaning of job, work conditions, relationships on workplace and interaction between work and family. Besides, students can capture basic skills needed for execution of selected job areas of work psychologist.
During semester students will obtain knowledge in:
- history and development of work psychology, meaning of work in human life
- unemployment and options how to work with unemployed people
- workplace environment and possible negative consequences of it on people´s mental health
- job and organization adaptation
- job satisfaction and interaction between work and family
- basic psychodiagnostics methods used in work psychology
Besides, students can obtain skills in:
- analysis of physical work environment with focus on it´s psychological effect on employee
- preparation of adaptation program
- solving negative consequences of work environment
- setting of work environment design in order to avoid work-family conflicts
- work with selected psychodiagnostics methods
Over the course of the semester, they will acquire the following competencies:
- effective communication
- analysis of the work environment and setting up interventions
- working with the unemployed
- working with negative phenomena in the workplace
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
- test (20p), min. 11p
- semester assignment (20p), min. 11p
- exam (60p), min. 31p
- together min. 53p