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.: Základy aritmetiky. Prel. P. Balko. Bratislava: Veda 2001.
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: Vydava-teľstvo politickej literatúry 1968.
Logický pozitivizmus. Malá antológia filozofie 20. storočia. Zväzok III. Ed. F. Mihina, T. Sedová, M. Zouhar. Bratislava: Iris 2006.
NITSCHE, M. – SOUSEDÍK, P. – ŠIMSA, M. (eds.): Schizma filozofie 20. století. Praha: Filosofia 2005.
PEREGRIN, J.: Kapitoly z analytické filosofie. Praha: Filosofia 2005.
PEREGRIN, J. (ed.): Obrat k jazyku: Druhé kolo. Praha: Filosofia 1998.
PUTNAM, H. – RORTY, R.: Co po metafyzice? Prel. J. Peregrin. Bratislava: Archa 1996.
QUINE, W.V.O.: Z logického hľadiska. Prel. R. Cedzo. Bratislava: Kalligram 2005.
RUSSELL, B.: Jazyk a poznanie. Prel. M. Zouhar. Bratislava: Kalligram 2005.
SEARLE, J.: Mysl, mozek a věda. Prel. M. Nekula. Praha: Mladá fronta 1994.
STRAWSON, P. F.: Indivíduá. Esej o deskriptívnej metafyzike. Prel. M. Zouhar. Bratislava: Iris 1997.
VALENTA, L.: Problémy analytické filozofie. Olomouc: Nakladatelství Olomouc 2003.
WITTGENSTEIN, L.: Filosofická skoumání. Prel. J. Pechar. Praha: Filosofia 1998.
WITTGENSTEIN, L.: Tractatus logico-philosophicus. Prel. P. Balko, R. Maco. Bratislava: Kalligram 2003.
Final assessment, oral exam.
Slovak, English
Definition of analytic philosophy. Analytic philosophy vs Continental philosophy. Preconditions of the origin of analytic philosophy. Early period of analytic philosophy G. Frege, G. E. Moore, B. Russell. The work of L. Wittgenstein in context of the development of analytic philosophy. Nature and meaning of neo-positivistic philosophy. The philosophy of ordinary language - G. Ryle, J. Austin, P. Grice, J. Searle. Metaphysics in analytic philosophy - P. Strawson, S. Kripke, A. Plantinga. Neopragmatic version of analytic philosophy - W. V. O. Quine, W. Sellars, D. Davidson. Contemporary problems of analytic philosophy.
The course provides an overview of basic philosophical theories that have been developed over the
history of analytic philosophy. The special emphasis is given to the place of language in philosophical inquiry within the analytic philosophy of the 20th and 21st centuries. The aim is to provide insight into the fundamental problems of analytic philosophy and philosophical problems of the relation between language and reality.
Active participation in a domestic academic event that corresponds thematically with the aim of the PhD thesis. The event must be organised by a university in Slovakia and include an academic and organising conference committee as well as a guarantor.
Students present the results of the theoretical analysis conducted in their PhD thesis in the form of an oral presentation or by presenting a poster.
Active participation in an international academic event that corresponds thematically with the aim of the PhD thesis. The event must be organised by a university and include an academic and organising conference committee as well as a guarantor.
Students present the results of the theoretical analysis conducted in their PhD thesis in the form of an oral presentation or by presenting a poster.
ENGLISH LANGUAGE
Kolaříková, Z., Petruňová, H., Timková, R.: Angličtina v akademickom prostredí – cvičebnica. Košice, Vydavateľstvo ŠafárikPress, 2021.
Rozenfeld, J., Tomaščíková, S.: Developing Academic English in Speaking and Writing. Košice: Vydavateľstvo ŠafárikPress, 2021.
McCarthy, M., O´Dell, F.: Academic Vocabulary in Use. CUP, 2008
Štepánek, L., J. De Haff a kol.: Academic English-Akademická angličtina. Grada Publishing, a.s., 2011
Moore, J., Storton, R.: Oxford Academic vocabulary Practice: Lower-Intermediate: B1. Oxford: OUP, 2017.
Moore, J.: Oxford Academic vocabulary Practice: Upper-Intermediate: B2-C1. Oxford: OUP, 2017.
https://www.uefap.com/
FRENCH LANGUAGE
Pravdová, M. 2011. Le francais pour vous. Praha: Leda.
Grevisse, M. 2009. Le petit Grevisse. Grammaire francaise. Bruxelles: De Boeck Duculot.
Rey-Debove, J., Rey, A. 2004. Le Nouveau Petit Robert. Paris: Dictionnaires les Robert.
GERMAN LANGUAGE
PERLMANN-BALME, M. – SCHWALB, S. – MATUSSEK, M. : Sicher! Deutsch als Fremdsprache. Kursbuch und Arbeitsbuch B2.. München 2016.
SCHMITZ, W.: Übungen zu Präpositionen und synonymen Verben, München 1999.
TURTUR, U.: Übungen zum Wortschatz der deutschen Schriftsprache. Meckenheim 2006.
WILLKOP, E.-M. ET AL.: Auf Neuen Wegen. Deutsch als Fremdsprache für die Mittelstufe und Oberstufe. München 2008.
RUSSIAN LANGUAGE
Aksionova, G. N., Kožuchova, N. J. RusskiI Iazyk dLIa magistantov i aspirantov. Minsk: BGMU 2015. https://rep.bsmu.by/bitstream/handle/BSMU/8186/367202-%d0%b1%d1%80..pdf?sequence=1&isAllowed=y
Barnet, V., Klikarová, Z., Turková, N., Vacková, J., Zolotova, G.: Ruština pro pokročilé. Praha: Leda 2007.
Kyseláková, D., Pavlíková, L. Ruština pro aspiranty. Brno: UJEP 1989.
Straková, V. Referujeme rusky. Praha:Academia 1989.
ENGLISH LANGUAGE
consultations (min.1 max.3), completion of e-course English language for PhD students (lms.upjs.sk)
Written assignments - Professional/Academic CV and Short Academic Biography, test, oral exam.
GERMAN LANGUAGE
consultations (min. 1 - max.3), written assigments, test, oral exam.
RUSSIAN LANGUAGE
consultations (min. 1 - max.3), written assigments, Professional CV, test, oral exam.
FRENCH LANGUAGE
consultations (min. 1 - max.3), written assigments, Professional CV, test, oral exam
English, B2 level or French or German or Russian
Specific aspects of spoken and written academic and professional language, with a focus on vocabulary development (formal phrases, noun and verb collocations, prepositional phrases, etc.).
Selected aspects of grammar, including complex prepositions, verb tenses, and passive voice.
Features of academic writing, such as text cohesion and coherence, hedging, and other essential skills.
Selected functional grammar for academic contexts, focusing on expressing opinions, cause-and-effect relationships, arguments, and examples.
Communication skills in academic settings.
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 acquire skills for effective and purposeful communication, with focus on Academic English/German/Russian/French and English/German/Russian/French for specific/professional purposes, level B2.
Published academic and scientific studies in a domestic or international monograph, academic publication, academic journal or anthology.
A citation of publications based on the theoretical analysis conducted in the dissertation of the PhD student.
Published academic and scientific studies in a domestic or international monograph, academic publication, academic journal or anthology.
A foreign citation of publications based on the theoretical analysis conducted in the dissertation of the PhD student.
ARISTOTELES: Metafyzika. In: Antológia z diel filozofov. Bratislava 2004;
DESCARTES, R.: Meditácie o prvej filozofii. Bratislava 2002;
KANT, I.: Kritika čistého rozumu. Bratislava 1978;
HEGEL, G. W. F. : Logika ako veda I. II. Bratislava 1986;
HEIDEGGER, M.: Co je metafyzika? Praha 2006
HEIDEGGER, M.: Konec filosofie a úkol myšlení. Praha 2006
Final assessment, oral exam
1. Ancient metaphysics
2. Medieval metaphysics
3. Descartes and metaphysics
4. Kant and metaphysics
6. Hegel and metaphysics
7. Heidegger and metaphysics
The students will be acquainted with basic metaphysical models developed in the history of philosophy (Aristoteles, Tomás Acquinus, Descartes, Kant, Hegel, Heidegger).
Obtaining the required number of credits in the prescribed composition by the study plan and
according to the UPJŠ study regulations.
The pedagogical and educational part of the doctoral studies ends with the dissertation examination. Full-time doctoral students can sign up for the dissertation examination up to 18 months after beginning the studies; part-time students can sign up in the period between 24 months and three years after beginning the studies.
Along with the application the doctoral student is required to submit a paper written for the dissertation examination. Acceptance of the application for the dissertation examination presupposes that the student has obtained at least 70 credits.
The doctoral student proved the prerequisites for successful continuation of the study by fulfilling
the conditions prescribed by the study regulations for the study and scientific part of the doctoral
study related to the topic of the dissertation.
1. ANZENBACHER, A.: Úvod do filosofie. Prel. K. Šprunk. Praha: Portál 2004, s. 21–27.
2. CARNAP, R.: Empiricizmus. Sémantika a ontológia. A. Riška. In: Antológia z diel filozofov.
Logický empirizmus a filozofia prírodných vied. Bratislava: Vydavateľstvo politickej literatúry 1968; 319–336.
3. ČERNÍK, V., FARKAŠOVÁ, E., VICENÍK, J.: Teória poznania. (Úvod do dialektiky ako
logiky poznania). Bratislava: Pravda 1980. II. časť, 8. a 9. kapitola, s. 170–206.
4. FAJKUS, B.: Filosofie a metodologie vědy. Praha: Academia 2005.
5. FEYERABEND, P. K.: Rozprava proti metodě. Prel. J. Fiala. Praha: Aurora 2001, s. 5–25.
6. KANT, I.: Kritika čistého rozumu. Prel. T. Münz. Bratislava: Pravda 1979. Predslov k prvému vydaniu, s. 31–37, Predslov k druhému vydaniu, s. 39–56.
7. KUHN, T. S.: Štruktúra vedeckých revolúcií. Prel. Ľ. Valentová. Bratislava: Pravda 1981, s. 47–76.
8. NAGEL, T.: Vedomie a objektívna realita. Prel. M. Schoberová In: Antológia filozofie mysle (eds. Silvia Gáliková, Egon Gál). Bratislava: Kaligram 2003.
9. POPPER, K. R.: Bída historicizmu. Prel. J. Odehnalová. Praha: Oikúmené 1994, s. 15–34.
10. POPPER, K. R.: Hľadanie lepšieho sveta. Prel. A. Münzová. Bratislava: Archa 1995, s. 11–56.
11. THOLT, P.: Husserl, Kant a matematická prírodoveda. In: Kant v kontextoch Husserlovej a Heideggerovej filozofie. (Leško, V. – Plašienková, Z. eds.). Košice: FF UPJŠ v Košiciach 2009.
12. THOLT, P.: O bytnosti matematickej prírodovedy v reflexiách J. Patočku. In: Filozofia. Roč. 59, 2004, č. 6.
a) regular participation and activity in class
b) continuous assessment – 50% of the overall assessment
c) online form: oral exam – 50% of the overall assessment
face to face form: written exam – 50% of the overall assessment
1) the status of epistemology (theory of knowledge) in philosophy and the philosophical reflexion concerning science and scientific knowledge (historical-philosophical outline)
2) the concept and essence of science. The status of the so-called cognitive sciences in contemporary philosophy and science.
3) from myths to contemporary science – basic epochs and periods. The beginning of modern science and its two conditions: the empirical and mathematical. Science and philosophy.
4) rationalism and empiricism as the epistemic foundation of modern science. R. Descartes and G. W. Leibniz. F. Bacon, J. Locke, D. Hume. Kant and the attempt to overcome the extremes of rationalism and empiricism.
5) the classification of special sciences: factual sciences, formal sciences, social sciences, and the humanities. Science and philosophy and the difference in their philosophical-methodological basis: the problem of thematical differentiation and methodical abstraction. Scientism and anthropologism in philosophy (positivism, neo-Kantianism, phenomenology, and the philosophy of life in the philosophy of the 19th and 20th century).
6) realism and instrumentalism as a possible empirical starting point of sciences (Whitehead, Popper).
7) science and the problem of empiricism and rationalism. The character of scientific knowledge.
8) philosophy and the methodology of science at the turn of the 21st century: methodological purism – methodological anarchism.
9) the problem of truth in contemporary philosophy of science. Classical and non-classical concepts of the correspondence theory of truth. Values and ethical principles in philosophy, science, and scientific knowledge (the Baden school of neo-Kantianism).
LEŠKO: V.: Filozofia dejín filozofie. Prešov 2014;
HEGEL, G. W. F.: Dějiny filosofie. Praha 1964 - 1974;
NIETZSCHE, F.: Filosofie v tragickem období Řéku. Olomouc 1996;
HUSSERL, E.: Krize evropských věd a transcendentální fenomenológie. Praha 1974;
HEIDEGGER, M.: Evropa a německá filosofie. In: Filosofický časopis, 1993, s. 105 - 133;
HEIDEGGER, M.: Co je to - filosofie? In: Básnicky bydlí člověk. Praha 2006;
HEIDEGGER, M.: Konec filosofie a úkol myšlení. Praha 2006;
FINK, E.: Hra jako symbol světa. Praha 1994;
GADAMER, H.-G.: Člověk a řeč. Praha 1999;
LEŠKO, V. - Tholt, P. (eds.): Dejiny filozofie ako filozofický problém. Košice 2010.
2 seminar-based tests – the first one in the 7th week (40 points), the second in the final week (60 points).
Oral or written exam – based on the required course material.
The course is taught either face to face or online, or through a combination of both forms. In case the course is taught online, or in a combined form, the software MS Teams will be used.
In case the course is taught online or through a combination of face to face and online lessons, the student has to follow the instructions set out for the specific “Class” in the app MS Teams in which the online lessons will be held.
In case the course is taught face to face, the student is supervised face to face, in case the course is taught online, the student is supervised in MS Teams.
In case the course is taught online the exams will be held through MS Teams.
Hegel’s history of philosophy as a philosophical science, Schelling’s thought on the history of modern philosophy, Hegel vs. Schelling, Nietzsche and the history of philosophy, Husserl and the history of philosophy, Heidegger and the history of philosophy, Fink and the history of philosophy, Patočka and the history of philosophy, Gadamer and the history of philosophy, Strong and weak models in the philosophy of the history of philosophy.
The students will be acquainted with strong and weak models in the philosophy of the history of philosophy.
BERGSON, H.: Hmota a paměť. Prel. A. Beguivin. Praha: Oikoymenh, 2003.
LÉVINAS, E.: Existence a ten, kdo existuje. Prel. P. Daniš. Praha: Okikoymenh, 2009.
LÉVINAS, E.: Totalita a nekonečno. Prel. M. Petříček, J. Sokol. Praha: Oikoymenh, 1997.
DUPONT, Ch.: Phenomenology in French Philosophy: Early Encounters. Springer 2013.
RICOEUR, P.: Filosofie vůle I. Prel. J. Čapek. Praha: Oikoymenh, 2001.
RICOEUR, P.: Filosofie vůle II. Prel. J. Čapek. Praha: Oikoymenh, 2011.
RICOEUR, P.: Život, pravda, symbol. Prel. M. Rejchrt, J. Sokol. Praha: Oikoymenh, 1993.
MERLEAU-PONTY, M.: Fenomenologie vnímání. Prel. J. Čapek. Praha: Oikoymenh, 2013.
MERLEAU-PONTY, M.: Viditelné a neviditelné. Prel. P. Petříček. Praha: Oikoymenh, 2004.
Interpretation of text approved in advance. Writing an essay on french phenomenology.
Slovak, English
Four phases of the reception of phenomenology in French philosophy in the years 1910 - 1939:
- reception of Husserl as a critique of psychologism
- polemics on Husserl's "Ideas..."
- popularization of phenomenology
- original French adoption of phenomenology
Discussions on phenomenology in academia before 1939
Discussions on phenomenology in France after 1939.
Deepening the understanding of the reception and peculiarities of the further development of phenomenology in France in the 20th century.
GADAMER, H.-G.: Pravda a metoda I. Nárys filosofické hermeneutiky. Prel. D. Mik. Praha: Triáda 2010. BELÁS, Ľ.: Gadamerova interpretácia Osvietenstva v kontexte jeho úvah o predsudkoch a dejinnosti chápania. In: Filozofia dejín filozofie III. Prešov: Acta Facultatis Philosophicae Prešoviensis 2003. GRONDIN, J.: Úvod do hermeneutiky. Prel. B. Horyna, P. Kouba. Praha: Oikúmené 1997. HROCH, J.: Filosofická hermeneutika v dějinách a současnosti. Brno 1998. LEŠKO, V.: Filozofia dejín filozofie. Prešov 2004.LEŠKO, V.: Gadamer a dejiny filozofie ako posolstvo. In: Filozofia dejín filozofie III.. Prešov: Acta Facultatis Philosophicae Prešoviensis 2003. SISÁKOVÁ, O.: Dejiny filozofie a Gadamerov princíp Wirkungsgeschichte. In: Filozofia dejín filozofie III., s. 48-64. Prešov: Vydavateľstvo PU 2003.
Final assessment, oral exam.
Slovak, English
1. The importance of the humanistic tradition for the humanities. 2. The extension of the question of truth to understanding in the humanities. 3. The connection of the historical school to romantic hermeneutics. 4. Overcoming the epistemological questioning of phenomenological research. 5. Foundations of the theory of hermeneutic experience. 6. The hermeneutic meaning of temporal distance. 7. The hermeneutic topicality of Aristotle. 8. The concept of experience and the essence of hermeneutic experience. 9. The ontological turn of hermeneutics in the sign of speech. 10. Speech as the horizon of hermeneutic ontology
Introduction to Gadamer's hermeneutic position. Analysis of the basic problems and concepts of Gadamer's philosophy. Work with primary and interpretative literature.
HEIDEGGER, M.: Bytí a čas. Praha 2008;
HEIDEGGER, M.: Aristotelova metafysika. Praha 2004;
HEIDEGGER, M.: Kant a problem metafysiky. Praha 2001;
HEIDEGGER, M.: Co je metafysika? Praha 2006;
HEIDEGGER, M.: Básnicky obydlí člověk. Praha 2006;
HEIDEGGER, M.: Konec filosofie a úkol myšlení. Praha 2006.
Oral or written exam – based on the required course material, face to face consultations or online consultations.
The course is taught either face to face or online, or through a combination of both forms. In case the course is taught online, or in a combined form, the software MS Teams will be used.
In case the course is taught online or through a combination of face to face and online lessons, the student has to follow the instructions set out for the specific “Class” in the app MS Teams in which the online lessons will be held.
In case the course is taught face to face, the student is supervised face to face, in case the course is taught online, the student is supervised in MS Teams.
In case the course is taught online the exams will be held through MS Teams.
1. The early Heidegger and metaphysics.
2. Fundamental ontology as a metaphysics of Dasein.
3. Heidegger’s “turn” and metaphysics.
4. Metaphysics of subjectivity.
5. The ontological difference and its consequences.
6. The late Heidegger and the critique of metaphysics.
7. The end of philosophy and the task of thinking.
Students will become acquainted with the development of the “question of being” in the course of the history of philosophy in various metaphysical conceptions – as this issue is explicated by M. Heidegger.
According to scope of the research.
Passive participation in the Autumn School for PhD. students of the Faculty of Arts. Presentation of their research projects.
Slovak, English
Acquiring information about currents trend in the development of branches of science at the Faculty of Arts, Pavol Jozef Šafárik University. Presentation of students´ research projects.
According to scope of the research.
Active participation in the Autumn School for PhD. students of the Faculty of Arts. Presentation of their research outcomes or projects.
Slovak, English
Acquiring information about currents trend in the development of branches of science at the Faculty of Arts, Pavol Jozef Šafárik University. Presentation of students´ research outcomes or projects in the community of PhD. students of the given of related branches of science.
Proceedings from the Spring school of PhD students published in the end of the event.
Active participation in the Spring School for PhD. students. Presentation of their research outcomes or projects.
Slovak, English
1. Interdisciplinary lessons from medicine, sciences, law, public administration, and humanities. Lecturers - top foreign or home specialists from the given branch of science.
2. Scientific lectures in sections created within related branches. Lecturers - top foreign or home specialists in given branches from Pavol Jozef Šafárik University.
3. Scientific papers of PhD. students in sections of related branches.
4. Panel discussions concerning problems of PhD. study and current trends in the development of branches of science at Pavol Jozef Šafárik University.
Acquiring information about currents trend in the development of branches of science at Pavol Jozef Šafárik University in both home and international context. Presentation of students´ research outcomes or projects in the community of PhD. students of the given of related branches of science.
BILASOVÁ, V. – ANDREANSKÝ, E.: Epistemológia a metodológia vedy. Prešov: FF PU 2007.
DEMJANČUK, N.: Filosofie a vědecké myšlení. Dobrá voda: Vyd. Aleš Čeněk 2002.
FAJKUS, B.: Filosofie a metodologie vědy. Praha: Academia 2005.
FAY, B.: Současná filosofie sociálních věd. Praha 2002.
FEYERABEND, P.: Rozprava proti metodě. Praha 2001.
FILKORN, V.: Povaha súčasnej vedy a jej metódy. Bratislava: Veda 1998.
NEUBAUER, Z.: O počátku, cestě a znamení časů. Praha 2007.
OCHRANA, F.: Metodologie vědy. Úvod do problému. Praha: Karolinum 2009.
ŠPELDA, D.: Proměny historiografie vědy. Praha: Filosofia 2009.
VICENÍK, J.: Spory o charakter metodológie vied. Bratislava: Pravda 1988.
a) regular active participation in class
b) continuous assessment – 50% of the overall assessment
c) written exam – 50% of the overall assessment
Deductive-nomological model of scientific explanation and its criticism. Causal-mechanical model of scientific explanation. Falsificationism. The methodology of scientific research programs. Methodological anarchism. The problem of scientific realism and antirealism. Social constructivism in the philosophy of science. Explanation, understanding and reduction in the theories of science. Application of various methods in the investigation of the history of philosophy.
Students will become acquainted with the nature of the methods used in historico-philosophical inquiry. Better understanding of historico-philosophical research as a part of wider context of the methodology of social sciences and humanities.
1. PLOTINOS: Enneada I, 3; I, 6; III, 1; V, 1; V, 9;; VI, 9. In Antológia z diel filozofov. Od Aristotela po Plotina. Zost. J. Martinka. Bratislava: Iris 2006.
2. PLOTINUS: Enneads I. - VI. Preložil A. H. Armstrong. Harvard University Press.
3. GERSON, L. P (ed.): The Cambridge Companion to Plotinus. Cambridge: Cambridge University Press 1996.
4. HADOT, P.: Závoj Isidin. Proměny pojmu přírody. Praha: Vyšehrad 2010.
5. HADOT, P.: Co je antická filosofie. Praha: Vyšehrad 2017.
6. HADOT, P.: Chvála antické filosofie. Rybka Publishers 2019.
7. D’Hoine, P. - Van Riel, G.(eds.): Fate, Providence and Moral Responsibility in Ancient, Medieval and Early Modern Thought. Studies in Honour of Carlos Steel. Leuven: Leuven University Press 2014.
8. KARFÍK, F.: Plótinova metafyzika svobody. Praha: Oikúmené 2002.
9. KARFÍKOVÁ, L.: PLÓTÍNOS: O sebepoznání. Enneada V, 3 (49). Úvod, překlad a poznámky Lenka Karfíková. Řecko-české vydání. Praha: OIKOYMENH 2014.
10. LABUDA, P.: Onto – teológia: Plotinos versus Heidegger. Ružomberok: Filozofická fakulta Katolíckej univerzity v Ružomberku 2007.
11. LABUDA, P.: Plotinova koncepcia Jedna a jej jazyk. In: Filozofia, roč. 62, 2007, č. 2.
12. Smith, N. D.(ed.): The Philosophy of Knowledge: A History Volume I. Knowledge in Ancient Philosophy. London and New York: Bloomsbury Publishing Plc. 2019.
13..UŽDAVINYS, A.(ed.): The heart of Plotinus : the essential Eneads including Porphyry's On the cave of the nymphs. Foreword by Jay Bregman. Bloomington, Ind. : World Wisdom, Inc., c2009.
Face to face classes:
- oral analysis of a chosen text from the Enneads.
- written analysis of a chosen Neoplatonic topic in the work of a 19th or 20th century philosopher.
Online classes:
- written analysis of a chosen Neoplatonic topic in the work of a 19th or 20th century philosopher.
Plotinus’ interpretation and reformulation of Plato’s and Aristotle’s ontology and epistemology. Plotinus’ epistemological model and its interpretation by Ibn Gabirol, al-Suhrawardi. Plotinus’ model of the world and its interpretation by Proclus, Eriugena, St. T. Aquinas, N. Cusanus, G. W. Leibniz, G. W. F. Hegel, A. N. Whitehead, and M. Heidegger.
Deepening the understanding of Neoplatonic ontology and epistemology and the related way of metaphysical thinking of certain modern and contemporary philosophers.
Obtaining the required number of credits as prescribed by the study plan.
The dissertation is the result of the student's own scientific research. 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 Pavel Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the training process and in the process of job defense. Failure to do so is grounds for disciplinary action.
Verification of acquired competencies of the student in accordance with the profile of the graduate.
Verification of acquired competencies of the student in accordance with the profile of the graduate.
The doctoral student presents in front of the commission the ability and readiness for independent
scientific and creative activity in the study field of social psychology and work psychology in
accordance with the expectations of the relevant qualification framework and the graduate profile.
Further details of the dissertation are determined by Directive no. 1/2011 on basic
final thesis requirements and the UPJŠ Study Regulations in Košice for doctoral students
the study.
Beránek, J. (2023). Moderní pedagogické metody a přístupy. Praha: Portál.
Fiala, M. (2023). Didaktika a metodika v současné škole. Praha: Grada Publishing.
Kováč, M. (2023). Vzdelávanie v 21. storočí: Inovatívne prístupy a metódy. Nitra: Vydavateľstvo UKF v Nitre.
Koudelka, J. (2023). Moderní didaktika a její aplikace. Praha: Karolinum.
Křížová, M., & Šebová, P. (2023). Vzdělávání učitelů: Teoretické a praktické přístupy. Praha: Triton.
Kučerová, M. (2023). Vzdělávání učitelů a profesionální rozvoj. Praha: Triton.
Mocová, M., & Lázňovská, M. (2023). Pedagogika a jej aplikácie v praxi. Bratislava: Vydavateľstvo Spolku slovenských pedagogických pracovníkov.
Novák, J., & Pol, M. (2024). Pedagogické výzkumy a inovace ve vzdělávání. Praha: Portál.
Sikora, J. (2022). Didaktika a metodika vzdelávania: Nové výzvy a trendy. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.
Škoda, J. (2022). Efektivní výuka: Praktické strategie a metody. Praha: Grada Publishing.
Švec, J. (2023). Didaktika a školní politika: Teorie a praxe. Praha: Grada Publishing.
Vojtová, K. (2024). Diferenciace a inkluze ve vzdělávání. Praha: Wolters Kluwer.
1. Development of a teaching diary—100%
2. Compulsory active participation and attendance in accordance with the Study Regulations.
slovak
The personality of a university teacher. Teaching styles. Student in university education. Student learning styles. Possibilities of adapting teaching styles and student learning styles. University teacher–student interaction and communication in the teaching process. Pedagogical competencies of a university teacher. Didactic analysis of the curriculum; teaching materials and textbooks. Forms of university teaching. Methods of university teaching. Verification methods and student assessment. Creation of a didactic test. Designing university teaching process. University teacher self-reflection.
After completing the course, the student will acquire knowledge, skills, and competencies, i.e., will be able to:
Knowledge
Define and apply basic didactic principles, methods, forms, and tools in the teaching process of university-level professional subjects. Identify and specify educational procedures of a university teacher aimed at effective teaching management, pedagogical diagnostics, and assessment of learning outcomes. Recognize different approaches to pedagogical evaluation and their impact on improving the quality of the educational process at the university level.
Skills
Implement effective educational methods and techniques into the teaching of professional subjects, tailored to the needs of university students. Conduct pedagogical diagnostics, assess students' progress, and apply appropriate evaluation methods to improve learning outcomes. Analyze and reflect on one's own teaching process, identify areas for improvement, and enhance the teaching of professional subjects, including the rationalization of the time and content structure of teaching. Present specific proposals for improving the teaching process, including the use of new technologies and innovative pedagogical approaches.
Competencies
Confidently and effectively manage the teaching of university subjects, applying educational competencies that consider the specifics of higher education. Critically reflect on one's own pedagogical practice and the learning outcomes of students to improve teaching methods and achieve a higher quality of the educational process. Apply innovative solutions to streamline and optimize the teaching process, aiming to increase the engagement and success of university students.
KOYRÉ, A.: Od uzavřeného světa k nekonečnému vesmíru. Praha: Vyšehrad. 2004
THOLT, P.: Jan Patočka o vzniku matematickej prírodovedy. Košice: Filozofická fakulta UPJŠ
2013
THOLT, P.: O bytnosti matematickej prírodovedy v reflexiách J. Patočku. Filozofia, 2004, roč.
59, č. 6, s. 416-433
BACON, F.: Nové organon. Svoboda. Praha 1990
DESCARTES, R.: Rozprava o metóde./ Pravidlá na vedenie rozumu. Vyd. SAV, Bratislava 1954
LEIBNIZ, G. W., (1982a): Monadologie a jiné práce. Svoboda, Praha 1982
PATOČKA, J.: Aristoteles, jeho předchůdci a dědičové. Nakl. ČSAV. Praha 1964
THOLT, P.: Jan Patočka a vznik matematickej prírodovedy. Košice: Interart. 2003
Final assessment, oral exam.
Philosophy as a synthesis of human knowledge and as idea production. Renaissance and the dawn of modernity: new scientific discoveries in mathematics, astronomy, and physics (N. Copernicus, J. Kepler, P. de Fermat, F. Bacon, R. Descartes…). The relation between the philosophy of the renaissance and modernity and the emerging exact science. The concept and essence of “mathematical natural science”. F. Bacon – the herald of modern science. The transformation in the essential determination of modern natural science. The idea of dominion over nature. Cartesian physics and the Cartesians. I. Newton and the completion of the first period in the construction of modern natural science. Metaphysical foundations of the Newtonian paradigm in classical natural science. B. Pascal and G. W. Leibniz and the emergence of an opposition against the classical natural science of the 17th century. Mathematical natural science and the issue of caring for the soul.
Reveal – analytically, on the basis of historical-philosophical sources and historical documents concerning natural science – the interconnectedness of renaissance philosophy, and mainly modern philosophy, and the emerging natural science in the 17th century and at the beginning of the 18th century.
Alexitch, L. R. (2005). Applying social psychology to education. Social Psychology.–Еd.: Schneider F., Gruman J., Coutts L.–Sage Publications, Inc, 205-228.
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge.
Mareš, J.: Pedagogická psychologie. Portál, 2013.
Kniha psychologie. Universum, 2014
Čáp, J., Mareš, J.: Psychologie pro učitele. Praha: Portál 2007.
Vágnerová, M.: Školní poradenská psychológie pro pedagogy. Praha: Karolínum 2005.
Cuevas, J. A., Childers, G., & Dawson, B. L. (2023). A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices. Trends in neuroscience and education, 100209.
Case study, micro-output, its analysis
Current modifications of the course are listed in the electronic bulletin board of the course.
slovak
The content of the course is based on selected psychological knowledge of cognitive psychology, psychology of emotions and motivation, personality psychology, developmental, social, educational psychology and health psychology. Teaching is realized by a combination of lectures with interactive, experiential methods, discussion, open communication with mutual respect, support of independence, activity and motivation of students. Syllabus: University teacher and his work in the teaching process with a focus on: teachers in relation to themselves (cognitive, personal, social and competencies in the use of methods), in relation to students and as part of the teacher-student relationship on the basis of selected areas of cognitive psychology, psychology of emotions and motivation, developmental psychology, social psychology, educational psychology and health psychology with application to the university environment
After completing the course, students will gain knowledge that allows them to understand, summarize and explain selected psychological knowledge from cognitive psychology, emotion and motivation psychology, personality psychology, developmental, social, educational psychology and health psychology. They will acquire skills to apply the above psychological knowledge necessary for the professional, competent performance of university teaching practice of doctoral students
to create and implement the teaching of a professional topic with applied psychological knowledge
and develop the competences to create and implement teaching of a professional topic with the application of psychological knowledge, as well as to evaluate their performance and the performance of their classmates in the form of constructive feedback.
At least a month-long stay at a foreign institution.
Completion of a study stay determined by the supervisor related to the topic of the dissertation.
Submission of a written report of the stay.
During the foreign institution stay, the doctoral student cultivates activities that further their work on the dissertation (consultations, academic presentations, acquiring study literature).
The doctoral student gains experience in the course of a study stay at a foreign academic institution.
The condition for accepting the review is a clear and precise familiarisation with the latest literature concerning the topic of the dissertation. An academic and popular science paper has to contain information from the dissertation.
Reviews, academic papers, and popular science papers have to be related to the topic of the dissertation as part of the preparations for the dissertation examination and the theoretical analysis of the dissertation, based on the latest scientific literature; it has to be published in an academic journal or anthology with state-wide relevance.
Preparation of written material documenting the completion of the stage of solving the research task set by the supervisor
Implementation of individual stages of solution of research project, such as preparation of the project proposal, theoretical overview, verification of methodologies, etc.
Ability to define and redefine research critically analyze and synthesize current knowledge in the topic of the dissertation, implement theoretical and empirical knowledge, adequate methodological procedures in the creation and implementation of research project. Ability to create and verify appropriate methods for solving research problem.
Participation in the solution of a research project funded by the grant agency in the position of coinvestigator.
Doctoral students can be included in working on a research project, if the research project and the PhD thesis of the student are compatible.
Preparation and solution of a research project funded by the grant agency in the position of coinvestigator.
Working on a research project for a minimum of 200 hours per year and a maximum of 1000 hours per year.
Getting acquainted with the procedure for obtaining a grant and co-solution in the implementation
of a project funded by the grant agency. By participating in solving a scientific task, the doctoral
student demonstrates broad and substantiated scientific knowledge in his / her field of study,
including knowledge of methodology and research methodology. He is able to use the acquired
knowledge for scientific research, which results in original ideas or procedures leading to new
knowledge. Demonstrates a high degree of responsibility, critical thinking, autonomy in solving
tasks, the ability to work in a team and communicate with different groups of stakeholders.
Supervising at least one bachelor’s thesis.
The PhD student supervises at least one bachelor’s thesis on a topic that is related to the topic of their PhD thesis.
According to scope of the research.
An original scientific publication in form of a monograph, containing scientific results from the dissertation, published by a domestic publishing house.
Slovak, English
Theoretical analysis related to the interpretation of the findings gained through the research of the doctoral student.
By publishing a scientific work, a doctoral student demonstrates a high level of ability to independently apply acquired knowledge and scientific methods in the field of philosophy and translate them into a study in a scientific journal.
According to scope of the research.
An original scientific publication in form of a monograph, containing scientific results from the dissertation, published by a foreign publishing house.
Slovak, English
Theoretical analysis related to the interpretation of the findings gained through the research of the doctoral student.
By publishing a scientific work, a doctoral student demonstrates a high level of ability to independently apply acquired knowledge and scientific methods in the field of philosophy and translate them into a study in a scientific journal.
Depending on the subject taught.
The doctoral student is obliged to teach 4 hours per week per semester
Depending on the subject taught.
Acquisition of pedagogical skills and presentation skills. Ability to lead a group of students
(assignment and evaluation of the fulfillment of set tasks). Through pedagogical activities, the doctoral student presents the competence to apply and integrate knowledge from their own field of study into education. He is able to select and apply appropriate teaching methods to the chosen topic, appropriate management strategies of the study group. Can postulate the goals of higher education and align them with the evaluation of learning outcomes. He is able to take a creative approach to the creation and implementation of units of the educational process in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
Depending on the subject taught.
The doctoral student is obliged to teach 4 hours per week per semester
Depending on the subject taught.
Acquisition of pedagogical skills and presentation skills. Ability to lead a group of students
(assignment and evaluation of the fulfillment of set tasks). Through pedagogical activities, the doctoral student presents the competence to apply and integrate knowledge from their own field of study into education. He is able to select and apply appropriate teaching methods to the chosen topic, appropriate management strategies of the study group. Can postulate the goals of higher education and align them with the evaluation of learning outcomes. He is able to take a creative approach to the creation and implementation of units of the educational process in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
Depending on the subject taught.
The doctoral student is obliged to teach 4 hours per week per semester
Depending on the subject taught.
Acquisition of pedagogical skills and presentation skills. Ability to lead a group of students
(assignment and evaluation of the fulfillment of set tasks). Through pedagogical activities, the doctoral student presents the competence to apply and integrate knowledge from their own field of study into education. He is able to select and apply appropriate teaching methods to the chosen topic, appropriate management strategies of the study group. Can postulate the goals of higher education and align them with the evaluation of learning outcomes. He is able to take a creative approach to the creation and implementation of units of the educational process in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
An original scientific publication, containing scientific results from the dissertation, published in a domestic research journal.
An original scientific publication, containing scientific results from the dissertation, published in a foreign research journal.
Theoretical analysis related to the interpretation of the findings gained through the research of the doctoral student.