Course completion conditions: 50% continuous assessment, 50% exam
Ongoing evaluation:
sebareflexia - 10b
transcript of a recording of work with a client - 20b, evaluation of the work of two colleagues - 20b
full participation in seminars mandatory
Exam: written, in the form of an essay (max 50b)
The final evaluation is the sum of the continuous evaluation and the exam:
A = 90 - 100 points
B = 80 - 89 points
C = 70 - 79 points
D = 60 - 69 points
E = 51 - 59 points
FX = 0 - 50 points
Combined method.
Person centered therapy in a psychotherapy system. Evolution, current state, and perspectives of person-centered psychotherapy/approach.
Philosophical and psychological basis of person-centered psychotherapy. Self-actualization tendency.
The theory of personality and etiopathogenesis of disorders in a human-centered approach. Fully functioning personality and its characteristics. Theory of psychotherapy and therapeutic change.
Necessary and essential conditions of the psychotherapeutic process. Congruence, acceptance, empathy, therapist-client relationship.
Characteristics and stages of the psychotherapeutic process. Factors of effectiveness of person-centered psychotherapy.
Group work in a person-centered approach.
Ethical principles of psychotherapy.
Areas of application of person-centered therapy.
CCC in the system of other psychotherapeutic approaches
CCT as part of humanistic psychology
History, periodization of approach development
The current state and direction in Slovakia and abroad
Philosophical and psychological view of CCT
The theory of personality and etiopathogenesis of disorders
19 postulates of the theory of personality according CCT
Actualization
Recent trends in the understanding of the theory of personality and actualization
Theory of the psychotherapy and therapeutic changes
Six necessary and sufficient conditions of therapeutic conditions
Cooperation of congruence, acceptance and empathy.
Characteristics of congruence, inner and outer congruency (transparency)
Characteristics of acceptance
Empathy as one of the necessary and sufficient conditions for psychotherapeutic change
Four levels of empathic responses
The difference between empathy and sympathy
Types of empathic responses
Empathy features
Empathetic reactions and processes of empathy
Working at depths of relationship.
Variables on the client and therapist associated with the effectiveness of the CCT intervention,
Characteristics of the psychotherapeutic process
Seven stages of psychotherapeutic process
Changes in attitude to each other, personality, behavior as a result of psychotherapeutic action
Fully functioning personality and its characteristics
Five stages of the psychotherapeutic process
Proven effective factors of psychotherapy
Conditions on the client side
Conditions on the psychotherapist side
Ethical principles of psychotherapy
Process of changes in small and large group’s adventure
Features large and small adventure groups
15 stages of changes of encounter
Specific forms of CCT - pretherapy (specific approach for autistic children).
Knowledge:
The aim of the subject education is to acquire the skills needed for basic work with the client in a human-centered approach.
Skills:
The output of the education is: 1. Acquired skills in conducting a psychotherapeutic conversation with the client, empathic and active listening, reflecting on the understanding of the client's experience. 2. Another output is knowledge of the process of psychotherapy in a human-centered approach.
Competencies
3. Acquisition of knowledge about the main possibilities of application of a human-centered approach in work with children and adult clients.
The evaluation of the course (continuous and final) 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.
Attendance - completion of 80% of teaching (lectures, seminars). Student assessment is also based on (1) activities during the semester (40 points) and (2) the final exam (60 points) demonstrating theoretical and practical knowledge and skills of systemic therapy.
(1) Activities assessed during the semester: short test (max. 20 points) and presentation of the selected topic (max. 20 points). Minimum number of points required to pass the test: 21.
(2) The final exam (max. 60 points) includes a test (max. 30 points) and a video presentation of a counseling meeting with the client, where the student will be able to use system procedures and techniques.
Final evaluation (sum of all points): At least 91 points are needed for A, at least 81 points for B, at least 71 points for C, at least 61 points for D, at least 51 points for E, for FX = 50 and less.
Anchoring the systemic approach of other psychotherapeutic and assistive approaches; Philosophical background of the systemic approach (social constructivism, cybermetics, autopoetic systems); Basic questions and premises of systemic theory (objectivity, subjectivity, reality, causality, relation of language to reality); Systemic understanding of the problem; Attitudes, basic assumptions and goals in working with the client; Systemic questions (circular questions, questions to be solved, Andersen questions); Solution-oriented approach (starting points, goals and techniques)
The purpose of this course is to equip students with a comprehensive, competent and respectful approach to people, especially in the professions of psychotherapy, psychological counseling and coaching.
The aim of the course is to ensure that students:
(1) they understood the scientific current called the "systems approach" (they were mainly acquainted with the basics of constructivist philosophy, communication theory, cybernetics and the theory of autopoietic systems),
(2) had the basics of systems thinking (thinking of people as human and social systems interacting with other environments),
(3) mastered the basic techniques of systemic work with the individual (abilities established frameworks for collaboration, established a respectful relationship, mastered supportive and competitive communication, and encouraged the transfer of results to other client situations), and (4) were able to apply all policies and procedures to each other.
The course is interactive, seminars and exercises alternate, in seminars students create theories and methodologies they learn, using stimulus sheets that give them a basic framework for thinking about concepts and models that offer systematic and systemic approaches. It allows everyone to choose from a wide range of systems theories and methodologies, the spectrum that best suits their personal and educational structure, and thus provides better guarantees for a more effective use of knowledge and skills in practice.
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.
Graduates of the course will be able to understand the basic ideas of a systemic approach and be able to apply systemic techniques in the context of school.
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
DESCARTES, R.: Meditácie o prvej filozofii. Prel. J. Ciger – V. Cigerová. Bratislava: Chronos 1997.
DESCARTES, R.: Rozprava o metodě. Prel. V. Szathmáryová-Vlčková. Praha: Svoboda 1992.
DESCARTES, R.: Princípy filozofie. Prel. J. Špaňár. Bratislava: Pravda 1987.
HEGEl, G.W.F.: Fenomenologie ducha. Prel. J. Patočka. Praha: ČSAV 1960.
HEGEl, G.W.F.: Dějiny filosofie III. Prel. J. bednář, J. Husák. Praha: Academia 1974.
HUSSERL, E. : Karteziánské meditace. Prel. M. Bayerová. Praha: Svoboda 1993.
HUSSERL, E. : Krize evropských věd a transcendentální fenomenologie. Prel. O. Kuba. Praha: Academia 1996.
HEIDEGGER, M.: Bytí a čas. Prel. I. Chvatík, P. Kouba, M. Petříček jr., J. Němec. Praha: oikúmené 2008.
HEIDEGGER, M.: Novověká matematická přírodní věda. Prel. J. Polívka. In: SciPhi 1994, č. 6.
HEIDEGGER, M. : Věk obrazu světa. Prel. I. Chvatík. Praha: Oikúmené 2013.
JEŠIČ, M.: Metamorfózy Descarta vo filozofickej recepcii Hegela, Husserla a Heideggera. Prešov: Rokus 2006.
SOBOTKA, M. – ZNOJ, M. – MOURAL, M.: Dějiny novověké filosofie od Descarta po Hegela. Praha: Filozofický ústav AV ČR 1993.
The following is required from students:
1. Active participation in seminars, which means preparation, i.e. theoretical mastery of the source or interpretative text given for the respective seminar and the ability to react or actively participate in the discussion related to the topic(s) of the seminar.
2. Preparation of a semester (final) paper of approximately 10 pages.
Slovak
Descartes as a phenomenon of European philosophy. Hegel’s dialectical idealism and Descartes. Husserl’s transcendental phenomenology and Descartes. Heidegger’s metaphysics and Descartes.
Clarification of particulars of different approaches to Descartes philosophy (Hegel, Husserl, Heidegger). Comparison and critical analysis of individual interpretation positions.
Povinná:
1. Petty, G.: Moderní vyučování. Praha: Portál 1996.
2. Šuch, J.: K metodike vyučovania filozofie. Prešov: Metodické centrum 2003.
3. Schlegelová, J.: Jak učit filosofii v podmínkách gymnázia. In: Filosofický časopis, č. 1, 1995, s. 127-138.
4. Patočka, J.: Mládí a filosofie. In: Patočka. J.: Péče o duši I. Praha: Oikúmené 1996, s. 119 – 125.
Odporúčaná:
1. Fenstermacher, G. D. – Soltis, J. F.: Vyučovací styly učitelu. Praha: Portál 2008
2. Komenský, J. A.: Veľká didaktika. 2. vyd. Bratislava : SPN 1991.
4. Rousseau, J. J.: Emil – alebo o výchove. 2. vyd. Bratislava: Slovenský
spisovateľ 2002.
5. Sitná, D.: Metody aktivního vyučování. Praha: Portál 2009.
6. Skalková, J.: Obecní didaktika. Praha: Grada 2007.
7. Shulman, L. S.: Knowledge and Teaching: Foundations of the new reform. Harvard Educational Review 1987, roč. 57, s. 1 – 22.
8. Turek, I.: Didaktika. Bratislava : Iura Edition, spol. s. r. o. 2008.
Conditions of continuous control:
1. Active participation in exercises (only one unexcused absence is allowed)
2. Continuous fulfilment of assigned tasks
Conditions to obtain the credits:
1. Successful defence of seminar paper
2. Presentation of model presentation – lecture, paper or seminar
Credits will be awarded after fulfilment of the conditions
Slovak language
The subject of didactics of philosophy. Relationship between general didactics and didactics of philosophy. Possibilities of application of didactical principles in didactics of philosophy. Status of philosophy teaching in present society. Didactical principles and goals of philosophy teaching. Possible approaches to history of philosophy. Issue of introduction to philosophy. Three different approaches to teaching of philosophy – historical, systematic, and problematic approach. Development of critical thinking of listeners. Structure and writing of philosophical work and essays. Working of students with philosophical text. From the didactics of philosophy – the most important persons. Occupation of a teacher, status of a teacher of philosophy in the society – past and present.
Definition of didactics of philosophy and its relation to general didactics. Specific requirements for philosophy within the current social and political situation. Exercises focused on preparation and presentation of philosophical themes. Presentation and assessment of seminars.
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
DIRECTIVE no. 1/2011 on the basic requirements of final theses, rigorous theses and habilitation theses, their publication and making available during their storage 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 diploma thesis, answering the opponent's questions and answering the questions of the members of the examination commission.
With the diploma thesis the student demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competences in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them in an original way. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details of the diploma 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 language
Presentation of results of the diploma thesis, answering the questions of the opponent and the questions of the members of the examination board.
Verification of student’s acquired competences in compliance with the graduate profile.
Prednášky
Poláčková, A. Malá didaktika psychológie. Metodicko-pedagogické centrum, Ševčenkova 11, 850 01 Bratislava, 2021
Sokolová, L. a kol.: Psychológia v sekundárnom vzdelávaní. Bratislava: UK, 2013
Sokolová, L.: Didaktika psychológie. Bratislava: UK, 2010.
Bratská, M.: Metódy aktívneho sociálneho učenia a ich aplikácia. Bratislava : UK, 1994.
Buskist, W., Davis, S.F.: Handbook of the Teaching of Psychology. Blackwell Publishing, 2006.
Čapek, R.: Moderí didaktika. Paraha: Grada, 2015
Turek, I. Didaktika. Bratislava: WoltersKluwer, 2014.
Kyriacou, Ch.: Klíčové dovednosti učitele. Praha : Portál, 1996.
Mareš, J. Pedagogická psychologie, Praha: Portál, 2013.
Rotling, G.: Metodika tvorby učiteľského didaktického testu. Banská Bystrica : MC, 1996.
Hall, C.S., Lindzey, G.: Psychológia osobnosti. Bratislava: Slovenské pedagogické nakladateľstvo - Mladé letá, 2002
Teaching psychology from the point of view of selected psychological directions and psychotherapeutic approaches (deep psychotherapy: psychoanalysis, analytical psychology, individual psychology, existential, humanistic psychology, behavioral, cognitive, cognitive-behavioral psychotherapy, constructive purposes, methods, organization, methods and use of them) teaching, principles, personality of the teacher from the point of view of psychotherapeutic approaches
Course completion conditions: 50% continuous assessment, 50% exam;
Ongoing evaluation:
preparation of a lesson with micro-output - 15 points - the student applies the acquired knowledge and demonstrates skills and necessary competencies;
evaluation of preparation and exit 1 hour of classmate -2.5 points - the student critically assesses;
reflection on learning psychology-2.5 points -student designs and applies;
seminar paper from lectures -30 points -student demonstrates knowledge, applies the acquired knowledge in practice
Exam: written form (50 points), the minimum number of points for admission to the exam is 35 points, of which 20 points from the test - the student applies the acquired knowledge in practice;
The final evaluation is the sum of the continuous evaluation and the exam A = 90 - 100 points B = 80 - 89 points C = 70 - 79 points D = 60 - 69 points E = 51 - 59 points FX = 0 - 50 points.
Combined method.
Teaching psychology from the perspective of selected psychological directions and psychotherapeutic approaches (humanistic psychology and psychotherapy - Human-centered approach, existential psychotherapy, gestalt psychotherapy, cognitive-behavioral psychotherapy, deep psychotherapy, symbolic and relaxation psychotherapy, systemic approach, constructive and constructive) use in terms of goals, methods, means, organization of teaching (experiential learning, structured games, case methods - situational methods, conflict method, incident, staging methods, two-stool method, case studies, group leadership, projection methods.) Use the principles of approach in teaching. student-oriented with an emphasis on promoting activity, responsibility and independence.
Knowlwdge, skills, competieces:
To convey to students the theoretical basis of didactics of psychology, to point out the specifics of teaching psychology, to mediate such teaching methods that increase its effectiveness, independence, responsibility, ability to experiment, construct, create, process, to make available specific methods of teaching psychology in theoretical and practical level based on the connection of knowledge from different areas of psychology. creation of basic skills in their use, to lead students to use creative and non-traditional methods of teaching psychology and to achieve their application in practice at the required level with emphasis on the development of professional skills in the subject necessary for quality application of graduates in practice as a psychology teacher.
Teaching takes place in the form of individual consultations with the thesis supervisor
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
Bačíková, M., Janovská, A., Orosová, O. (2019). Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. ŠafárikPress.
Ďalšia literatúra súvisiaca s témou diplomovej práce
The course completion conditions: regular consultation according to the instructions of the thesis supervisor, continuous study of the literature on the topic of the thesis and consulted and submitted the 1st version of the research plan.
Guiding students to prepare the 1st version of the research work plan (structure of the theoretical part of the thesis, research goal, problems, research sample, design of methodologies, time schedule).
The diploma thesis verifies the mastery of theory and professional terminology, the application of basic standard scientific methods and the level of knowledge, skills and competences that the student has acquired during his/her studies and his/her ability to use them in solving the tasks of his/her field of study. It demonstrates the ability to work independently in terms of content, formality and ethics. The framework scope of the thesis is set at 50-70 standard pages. The details are determined by Directive No.1/2011 on the basic requirements of final theses and the Study Regulations of the University of Applied Sciences in Košice.
Instructions of the Department of Educational Psychology and Health Psychology, Faculty of Arts, UPJŠ for the preparation of final thesesDirective no. 1/2011 on the basic requisites of final theses, rigorous theses and habilitation theses, their access during the period of their preservation and control of originality valid for UPJŠ in Košice and its componentsOther documents for final theses published on: http: //www.upjs.sk/pracoviska / university-library / final-works / Katuščák, D. How to write final and qualification theses.Enigma, Nitra, 2004.Meško, D., Katuščák, D. et al .: Academic manual. Martin: Awareness 2005.
Course completion conditions: the teaching of the subject will be realized by a combined method. The condition for granting the evaluation is the submitted 2nd version of the research plan (structure of the theoretical part of the dissertation with annotation of the dissertation parts, research goal, problems, hypotheses, research sample, methodologies, time schedule of data collection and research data processing).
Preparation of a research plan with control stages of the final work based on the study of the theoretical-research state of the topic of the final work.
The diploma thesis verifies the mastery of theory and professional terminology, the application of basic standard scientific methods and the level of knowledge, skills and competences that the student has acquired during his/her studies and his/her ability to use them in solving the tasks of his/her field of study. It demonstrates the ability to work independently in terms of content, formality and ethics. The framework scope of the thesis is set at 50-70 standard pages. The details are determined by Directive No.1/2011 on the basic requirements of final theses and the Study Regulations of the University of Applied Sciences in Košice.
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
Bačíková, M., Janovská, A., Orosová, O. (2019). Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. ŠafárikPress.
Ďalšia literatúra súvisiaca s témou diplomovej práce
The diploma thesis verifies the mastery of theory and professional terminology, the application of basic standard scientific methods and the level of knowledge, skills and competences that the student has acquired during his/her studies and his/her ability to use them in solving the tasks of his/her field of study. It demonstrates the ability to work independently in terms of content, formality and ethics. The framework scope of the thesis is set at 50-70 standard pages. The details are determined by Directive No.1/2011 on the basic requirements of final theses and the Study Regulations of the University of Applied Sciences in Košice.
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.
Slovak language
Identification of problems related to methodology, topic and content. Heuristic phase of preparation of diploma thesis. Writing of an academic text.
The aim is to learn the principles of writing of qualification papers and to prepare a final version of diploma thesis.
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.
Slovak language
Gradual preparation of the final version of thesis. Proofreading, incorporation of comments. Fulfilment of formal criteria concerning diploma thesis. Submission of thesis.
The aim is to learn the principles of writing of qualification papers and to prepare a final version of diploma thesis.
Arendtová, H.: Krize kultury. Prel. M. Palouš. Praha: Mladá fronta 1994. Andričíková, M.: V znamení premeny. (Interpretačné štúdie o autorskej rozprávke). Levoča: Vydavateľstvo Modrý Peter 2013. Bachtin, M.: Dostojevskij umělec. K poetice prózy. Prel. J. Honzík. Praha: Český spisovatel 1971. Barthes, R.: Rozkoš z textu. Prel. A. Blahová; M. Minárik. Bratislava: Slovenský spisovateľ, Ltd. 1994. Barthes, R.: Mytologie. Prel. J. Fulka. Praha: Dokořán 2004. Bělohradský, V.: Společnost nevolnosti. Eseje z pozdější doby. Praha: SLON 2009. Benjamin, W.: Iluminácie. Prel. A. Bžoch; J. Truhlářová. Bratislava: Kalligram 1999. Borges, J. L.: Borges ústne. Prednášky a eseje. Prel. P. Šišmišová. Bratislava: Kalligram 2005. Cassirer, E.: Esej o človeku. Prel. J. Piaček. Bratislava: Nakladateľstvo Pravda 1977. Farkašová, E.: Etudy o bolesti a iné eseje. Bratislava: Vydavateľstvo Spolku slovenských spisovateľov 1998. Farkašová, E.: Filozofické kompetencie literatúry. In: Plašienková, Z.; Lalíková, E. (eds.): Filozofia a/ako umenie. (Zborník z konferencie s medzinárodnou účasťou organizovanej pri príležitosti životného jubilea Etely Farkašovej). Bratislava: Vydavateľstvo FO ART 2004, s. 19 - 31. Farkašová, E.: Filozofické aspekty literatúry alebo O niektorých aspektoch vzťahu filozofie a literatúry. In: Studia Academica Slovaca 36, 2007, s. 195 - 203. Farkašová, E.: Fragmenty s občasnou túžbou po celostnosti. Bratislava: Vydavateľstvo Spolku lovenských spisovateľov 2008. Farkašová, E.: Na rube plátna. Bratislava: Vydavateľstvo Spolku slovenských spisovateľov 2013. Feyerabend, P.: Věda jako umění. Prel. P. Kurka. Praha: JEŽEK 2004. Freud, S.: Nepokojenost v kultuře. Prel. L. Hošek. Praha: Hynek 1998. Hadot, P.: Co je antická filosofie. Prel. M. Křížová. Praha: Vyšehrad 2017. Hegel, G. W. F.: Estetika. Prvý zväzok. Prel. A. Münzová, Bratislava: Vydavateľstvo politickej literatúry 1968. Hegel, G. W. F.: Estetika. Druhý zväzok. Prel. A. Münzová, Bratislava: Nakladateľstvo Epocha1969. Huizinga, J.: Kultúra a kríza. Prel. A. Bžoch. Bratislava: Kalligram 2002. Hubík, S.: Postmoderní kultura. Úvod do problematiky. Olomouc: Mladé Umění K Lidem 1991. Mokrejš, A.: Erós jako téma Platónova myšlení. Praha: Nakladatelství TRITON 2009.
Münz, T.: Od fantázie ku skutočnosti. Bratislava: Vydavateľstvo Osveta 1963. Münz, T.: Hľadanie skutočnosti. Bratislava: Kalligram 2008. Sloterdijk, P.: Kritika cynického rozumu. Prel. M. Szabó. Bratislava: Kalligram 2013.
Vernant, J.-P.: Počátky řeckého myšlení. Prel. M. Rejchrt. Praha: OIKOYMENH 1995.
Wright von, H. G.: Humanizmus ako životný postoj. Prel. M. Žitný. Kalligram 2001.
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 language
Beginnings of Greek thinking. Meaning of the word “philosophy” – definition of issue. Myths and philosophy. Myth of love. Spiritual life. Eros by Plato. Polis and man - substantial nature of upbringing. Man and woman – original unity. Hegel and Schopenhauer as two quarrelsome brothers or metaphysics of love. The world of Greek eroticism. Eros – creation in beauty. What is philosophy?
The aim is to think about a serious philosophical theme - love. Philosophy and art offer materials for searching of the nature and meaning of love. Love, friendship and marriage in ancient contexts are the themes that help find internal linkage and connection to works not only of Renaissance and Modern Era, but also of present times.. Enjoying pleasures and self-constitution. Through thinking about love we get to deeper understanding of what philosophy is.
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 druhému
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 attendance and activity in seminars.
b) Continuous assessment of the course (active management of at least one seminar) – 40% of final assessment.
c) Written exam – 60% of assessment.
Slovak, SK
1) Status of epistemology (theory of knowledge) in philosophical reflexion of science and scientific knowledge (historical and philosophical draft).
2) Concept and basis of science. Status of the so-called “cognitive sciences” in contemporary philosophy and science.
3) From myth to contemporary science – basic periods and stages. Science and philosophy.
4) Classification of special sciences – 1 class
5) Realism and instrumentalism as a possible epistemic basis of sciences.
6) Science as a problem of empiricism and rationalism. Nature of scientific knowledge.
7) Philosophy and methodology of science at the turn of the 20th and 21st centuries: methodological purism – methodological anarchism.
8) Issue of truth in contemporary philosophy of science. Values and ethical principles in science and scientific knowledge.
Mastering of gnoseological and methodological background of contemporary science. Mastering of the most important gnoseological and methodological concepts of contemporary science.
JASPERS, K.: Malá škola filozofického myslenia. Prel. P. Elexová. Bratislava: Kalligram 2002. CASSIRER, E.: Esej o človeku. Prel. F. Novosád. Bratislava. Pravda 1977. HORYNA, B.: Počátky filosofické antropologie. Brno: Katedra filosofie FFMU 1999. MALÍK, B.: Úvod do antropológie. Bratislava: Iris 2008.
Conditions for course completion: 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 must pass the test from basic knowledge obtained during seminars. Students must pass the test to be allowed to take a final written exam. In case of online courses, the only form of evaluation is an essay.
Slovak language
1. Philosophical anthropology. 2. What is a man? Who is a man? 3. Naturalism (nature) of a man as philosophical issue. 4. Freedom of a man as a way of human existence. 5. Life and death – fulfilment of human existence. 6. Love as an endless desire. 7. Principle of responsibility and man. 8. Dignity and human respect. 9. Suffering as a way of human existence. 10. Happiness of a man and methods of its searching. 11. The meaning of human life and forms of its fulfilment.
Getting familiar with basic issues and terms of philosophical anthropology. Examination of main historical and contemporary philosophical and anthropological models. Critical analysis of the texts produced by the most important philosophers who dealt with the issues of philosophical anthropology.
Povinná:
Voltaire, F. M.: Výbor z díla. Prel. H. Horská. Praha: Svoboda 1989.
Kant, I.: K večnému mieru. Prel. T. Münz. Bratislava: Archa 1996.
Hegel, G. W. F.: Filosofie dějin. Prel. M. Váňa. Pelhřimov: Nová tiskárna 2004.
Marx, K. – Engels, F: Nemecká ideológia. In: Marx, K. - Engels, F.: Vybrané spisy v piatich zväzkoch. zv. I. Prel. Š. Jenikov, M. Holubová, F. Chorvát, M. Marcelli, P. Musil, F. Novosád, D. Plachtinský, J. Šefránek, V. Triznová a iní. Bratislava: Pravda 1977.
Burckhardt, J.: Úvahy o světových dějinách. Prel. J. Loser. Olomouc: Votobia 1996.
Popper, K. R.: Bída historicismu. Prel. J. Odehnalová. Praha: Oikúmené 1994.
Patočka, J.: Filosofie dějin. In: Patočka, J.: Péče o duši I. Praha: Oikúmené 1996.
Odporúčaná:
Belás, Ľ. : Kantova filozofia dejín. Prešov: PVT 1996.
Belás, Ľ. : Dejinný rozmer filozofie osvietenstva. Prešov: Manacon 1998.
Holzbachová, I. a kol.: Filozofie dějin: problémy a perspektívy. Brno: MU 2004.
Marek, J.: O historismu a dějepisectví. Praha: Academia 1992.
Sobotka, M.: K základům Hegelovy Filosofie práva. In: Filosofický časopis, roč. 41, 1993, č. 3.
Sobotka, M.: K Hegelově Filosofii dějin. In: Hegel, G. W. F.: Filosofie dějin. Prel. M. Váňa. Pelhřimov: Nová tiskárna 2004.
Toynbee, A. J.: Studium dějin. Prel. V. Faktor. Praha: Práh 1995.
Várossová, E.: Zmysel dejín a naše dejiny. In: Filozofia, roč. 24, 1969, č. 1.
1. Active participation in seminars, i.e. 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 to a teacher as a proof that a student has studied the text.
2. Written test focused on knowledge of source texts or issues analysed in seminars, which will take place in the week before the last week of semester.
3. Passing of a final exam.
Slovak language
Philosophy, history and philosophy of history – definition of basic terms. Basic preconditions of philosophical and historical issues in ancient and medieval philosophy. Emergence of modern philosophy of history. Kant and history in cosmopolitan meaning. Reason in history according to G. W. F. Hegel. Marx’s materialistic understanding of history. Philosophy of history in positivism of A. Comt. Philosophy of history in voluntarism of F. Nietzsche. Philosophical reception of history in Neo-Kantianism. Patočka’s concept of philosophy of history. Contemporary philosophical concepts of history.
Students obtain knowledge of basic terms and issues of philosophy of history. Clarification of philosophical reception of history in history of philosophy and in contemporary philosophy.
AUSTIN, J. L.: Ako niečo robiť slovami. Prel. D. Kamhal. Bratislava: Kalligram 2004. 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. 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. CHOMSKY, N.: Jazyk a zodpovednosť. Prel. J. Habdák. Bratislava: Archa 1995. KRIPKE, S.: Pomenovanie a nevyhnutnosť. Prel. A. Riška. Bratislava: Kalligram 2002. MARVAN, T.: Otázka významu. Cesty analytické filosofie jazyka. Praha: Togga 2010. ORAVCOVÁ, M. (ed.): Filozofia prirodzeného jazyka. Bratislava: Archa 1992. PEREGRIN, J.: Filozofie a jazyk. Praha: Triton 2003. PEREGRIN, J. (ed.): Obrat k jazyku: Druhé kolo. Praha: Filosofia 1998. 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.: Myseľ, jazyk, spoločnosť. Prel. D. Kamhal. Bratislava: Kalligram 2007. SEARLE, J.: Rečové akty. Prel. D. Kamhal. Bratislava: Kalligram 2007. WITTGENSTEIN, L.: Filosofická skoumání. Prel. J. Pechar. Praha: Filosofia 1998. WITTGENSTEIN, L.: Tractatus logico-philosophicus. Prel. P. Balko, R. Maco. Bratislava: Kalligram 2003.
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 must pass the test from basic knowledge obtained during seminars. Conditions of exam: only after passing the test students may take a written exam. Grading scale: 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 language
Historical concepts of language (Aristotle, Augustine, Locke, Condorcet, von Humboldt, 19th century). Issue of origin of language. Philosophical and cultural determinants of concepts of language. Structuralist understanding of language. Theories of meaning in analytic philosophy. Logical atomism. Picture theory of language. Issue of truth. Development of logical semantics. Influence of pragmatism on research of language. Theory of speech acts and linguistic philosophy. Importance of Chomsky’s linguistics. Connection between philosophy of language, philosophy of mind and action theory. Contemporary approaches to language.
Presentation of different philosophical concepts of language in historical and modern relations. Explanation of basic terms and issues connected with functioning of language.
LOCKE, J.: Esej o lidském chápaní. Praha: Oikúmené 2012.
ECO, U.: Semiotics and the Philosophy of Language. London: MACMILLAN PRESS 1984.
DEELY, J. 2009. Basics of Semiotics. Tartu: Tartu University Press 2009.
SLAVKOVSKÝ, R. A.: Úvod do filozofie jazyka. Trnava: Filozofická fakulta TU 2013.
BEDNÁRIKOVÁ, M.: Úvod do kognitívnej lingvistiky. Trnava: Filozofická fakulta TU 2013.
Students are obliged to attend all lectures.
Slovak language
Understanding of the concept in individual periods of history of philosophy:
• Aristotle: De Interpretatione
• Augustine: De Magistro, De Doctrina Christiana – natural sign and given sign
• John Poinsot: Tractatus de Signis
• R. Bacon: De Signis
• Medieval theories of representation
• John Locke a David Hume - shift from representationalism
• Pragmatism and semiotics: Ch. S. Peirce – triadic concept of sign
• Hermeneutics: Gadamer: Language and understanding.
• Structuralism: Jacobson, de Saussure
• Rorty: Philosophy and the Mirror of Nature (Chapter VI: Epistemology and Philosophy of Language) – critique of representationalism
• Analytical philosophy of language and semiotics – current situation, Tartu School of Semiotics - John Deely
Students will learn basic knowledge of the concept of sign as it developed in individual most important philosophical concepts from Aristotle to contemporary philosophical concepts. Concept and function of sign is interpreted in view of fundamental theories of representation and in the context of semiosis process theories.
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.
Conditions for course completion:
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 must pass a continuous test from basic knowledge obtained during seminars. Students must pass the test to be allowed to take a final test. In case of online courses, the only form of evaluation is a final essay.
Slovak language
1. Importance of humanistic tradition for humanities. 2. The issue of truth and understanding in humanities. 3. Establishment of historical school following the romantic hermeneutics. 4. Overcoming of epistemological questioning of phenomenological research. 5. Essentials of theory of hermeneutic experience. 6. Hermeneutic meaning of time gap. 7. Hermeneutic actuality of Aristotle. 8. Experience and essence of hermeneutic experience. 9. Ontological turn of hermeneutics in the context of speech. 10. Language as a horizon of hermeneutic ontology.
To make students familiar with Gadamer’s hermeneutic position. Analysis of basic issues and terms of Gadamer’s philosophy. Work with primary and interpretative literature.
GADAMER, H.-G.: Idea dobra mezi Platonem a Aristotelem. Prel. J. Šindelář, F. Karfík. Praha: Oikúmené 1994. HROCH, J., KONEČNÁ, M., HLOUCH L.: Proměny hermeneutického myšlení. Brno: CDK (Centrum pro studium demokracie a kultury) 2010. GADAMER, H.-G.: Pravda a metoda I. Nárys filosofické hermeneutiky. Prel. D. Mik. Praha: Triáda 2010. HROCH, J.: Filosofická hermeneutika v dějinách a současnosti. Brno: Nakladatelství Georgetown 1998. GRONDIN, J.: Úvod do hermeneutiky. Prel. B. Horyna, P. Kouba. Praha: Oikúmené 1997.
Conditions for course completion: during the semester a student is continuously checked and assessed according to his/her activity in seminars. To be awarded credits for the semester, a student must pass the test from basic knowledge obtained during seminars. In case of online courses, the only form of evaluation is a final essay.
Slovak
1. Greeks and hermeneia 2. Medieval hermeneutics as exegesis 3. Pietistic hermeneutics 4. Schleiermacher as a founder of modern hermeneutics 5. Dilthey and historical consciousness 6. Gadamer´s philosophical hermeneutics 7. Heidegger and hermeneutics of facticity
Getting familiar with basic issues and terms of hermeneutic concepts of man. Examination of main historical and contemporary hermeneutic and anthropologic models. Critical analysis of the texts written by the most important philosophers who dealt with hermeneutics in the context of examination of man.
M. Heidegger: Bytí a čas. Praha: Oikúmené 2008.M. Heidegger: Konec filosofie a úkol myšlení. Praha: Oikúmené 2006. M. Heidegger: List o humanizme. Praha 2000. M. Heidegger: Aristotelova Metafyzika IX., 1-3. Praha2001.
5. F. Novosád: Pozvanie k Heideggerovi. Bratislava 1995.
6. V. Leško: Filozofia dejín filozofie. Prešov 1999.
7. H.-G. Gadamer: Člověk a řeč. Praha 1999.
- Active participation in class sessions
- Course paper
Slovak language
1. Understanding of metaphysics by Heidegger before the turn – fundamental ontology as metaphysics of existence
2. Understanding of metaphysics by Heidegger after the turn (Introduction to Metaphysics - 1935) – continuing positive understanding as the study of the nature of being
3. Pre-Socratic philosophy (Anaximander, Heraclitus, Parmenides) and metaphysics
4. Critical reception of metaphysics as ontotheology
5. Kant and metaphysics
6. Hegel and metaphysics
7. Identification of philosophy with metaphysics as the study of being – the end of philosophy and understanding of the role of thinking by Heidegger
Analysis of basic issues of the genesis of understanding of metaphysics by Heidegger from Being and Time to his posthumously published interview for Der Spiegel magazine, in which he admitted his inability to positively complete the project of metaphysics in a way it was contemplated in his works.
Povinna:
Heidegger, M.: Věda, technika a zamyšlení. Prel. J. Michálek, J. Kružíková a I. Chvatík. Praha: Oikúmené 2004.
Kružíková, J.: Heideggerovo pojetí vědy. Praha: Togga 2010.
Odporúčaná:
Michálek, J.: Pobyt po obratu. In: Tomašovičová J. (ed.): Cestami Heideggerovho myslenia. Pusté Úľany: Schola Philosophica 2011.
Active participation in seminars. Attendance in seminars is mandatory during the entire semester, in case of an excused absence the substitution must be consulted with the guarantor of the subject. Final written seminar paper focused on knowledge of source texts or issues analysed during seminars and prepared in last week of the semester.
Slovak language
Turn (Kehre) in philosophy of Heidegger. Issue of technology in Heidegger’s philosophy after the turn. Essence of technology. Essence of technology as revelation of being in modern times. The term Gestell - definition. Danger of technization in science. Relation between science and technology in Heidegger.
Extension of lectures in the state exam subject Philosophy of History by Heidegger’s view of history as the history of being. Knowledge of basic philosophical issues of present time in Heidegger’s view. Reflection of basis of European spiritual tradition in ancient philosophy and their transformations in history of philosophy until present time. Understanding of Heidegger’s thesis on science and technology as the thesis on revelation of being in modern times. Becoming familiar with problems and possible solutions. Critical philosophical reflection of present times by students with their own active approach to the problems.
BODNÁR, J. 1969. Antológia z diel filozofov. Pragmatizmus, Realizmus,
Fenomenológia, Existencializmus. Bratislava: Epocha 1969.
MIHINA, F. – VIŠŇOVSKÝ, E. Malá antológia filozofie 20.storočia.
Pragmatizmus. Bratislava: Iris 1998.
MARGOLIS, J.: Pragmatism´s Advantage. American and European Philosophy at the End of the Twentieth Century. Stanford: Stanford University Press 2010.
PEREGRIN, J. 1997. Co po metafyzice? Hilary Putnam a Richard Rorty o realizmu a relativizmu. Bratislava: Archa 1997.
SHOOK J. R. – MARGOLIS, J.: A Companion to Pragmatism. Oxford: Blackwell Publishing 2006.
RORTY, R. 2001. Filozofia a zrkadlo prírody. Bratislava: Kalligram 2001.
Full attendance and active participation. Individual work. Test.
Slovak, English
Main representatives of classical and contemporary pragmatism
Ch. S. Peirce, J. Dewey, W. James, G. H. Mead, F. Schiller, R. Rorty, C. I. Lewis, W. V. Quine, H. Putnam, J. Habermas
Pragmatic transformation of philosophy: Peirce and Cartesian philosophy, James and radical empiricism, Dewey, naturalism and dualism, pragmatism and hermeneutics, pragmatism and analytical philosophy, Ch. Morris and R. Carnap – pragmatic twist and linguistic turn, pragmatism and liberalism, pragmatism and philosophical anthropology.
Students are familiar with basic issues of philosophy of classical and contemporary pragmatism from Peirce to Rorty. The subject presents an overview of the specialized philosophical topics and works influencing development of pragmatism and being the most important works of pragmatic philosophy. Students will learn basic terminology of philosophy of pragmatism and acquire knowledge from source texts from different periods of history of philosophy of pragmatism.
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.
Vendel, Š. Kariérní poradenství. Grada, 2008
Martončík, M. Rozvoj a testovanie profesijných záujmov ako nástroj profesijného poradenstva. Filozofická fakulta Prešovskej univerzity v Prešove, 2019.
Siegel, Z.: Jak úspěšně hledat a získat zaměstnání. Praha, Grada 2005
Amundson, N.E.- Haris-Bowlsbeyová, J.H.- Niles, S.G. Základné zložky kariérového poradenstva. Postupy a techniky. 1. vydání. Pearson, Ohio. Slovenská akademická asociála pre medzinárodnú spoluprácu. Bratislava, 2011
Belz, H., Siegrist, M. (2001). Klíčové kompetence a jejich rozvíjení. Východiska, metody, cvičení a hry. Portál, Praha, 2001. ISBN 80-7178-479-6.
Hargašová,M. (2008). Od teórie k praxi kariérového poradenstva v školách a školských zariadeniach. In Efektívna prevencia pred nezamestnanosťou začína kariérovou výchovou a kariérovým poradenstvom na školách a školských zariadeniach. Zborník. Bratislava: MPC.
Ihnacík, J. (2013). Kariérový poradca v poradenskej teórií a praxi. Bratislava: MPC
Active participation in seminars, evaluation of practical outcomes within seminars; final seminar work
Basic concepts of work psychology and career counseling. The importance of work for people. Psychological aspects and negative consequences of unemployment with a focus on a specific group of school graduates. Theories of career counseling. The role of career counselor in schools. Job opportunities for a career counselor. Career counseling methods. Self-knowledge, cognitive styles. Work adaptation and socialization, job satisfaction and job satisfaction, work motivation. Job interview, motivational letter, CV.
Knowledge: The student knows the different theories of career counselling. The student is able to summarize and classify the knowledge about the possibilities of career counseling in the work of a career (or educational) counselor in schools.
Skills. The graduate of the course will develop their career skills through independent input within the course and the preparation of their own careers guidance programme.
Competences. The course will enable students to increase their competence in managing their own career.
Ráczová, B., & Babinčák, P. (2009). Základy psychológie morálky. Košice: Equilibria. ISBN 978-80-7097-786-6.
Gluchmanová, M. (2007). K niektorým terminologickým otázkam učiteľskej etiky. Pedagogická orientace, 17(2), 11–25. ISSN 1211-4669.
Malankievičová, S. (2008). Profesijná etika. Prešov: FF PU.
Miezgová, J., & Vargová, D. (2007). Etika. Bratislava: SPN Mladé letá.
Remišová, A. (2008). Dejiny etického myslenia v Európe a USA. Bratislava: Kalligram.
Zelina, M. (2010). Teória výchovy alebo hľadanie dobra. Bratislava: SPN.
Gluchmanová, M. (2009). Uplatnenie princípov a hodnôt etiky sociálnych dôsledkov v učiteľskej etike. Prešov: FF PU. ISBN 978-80-555-0042-3.
Campbell, E. (2003). The ethical teacher. Berkshire, England: Open University Press. ISBN 0-335-21219-0.
Miller, C. B. (2021). Moral psychology (Elements in Ethics). Cambridge University Press.
Tiberius, V. (2023). Moral psychology: A contemporary introduction (2nd ed.). Routledge.
1. Active participation in seminars (max. 1 absence) - 30p, 2. Preparation for the seminar - 40p, 3. Preparation (description and analysis) of the moral dilemma - 30p. By summing the points obtained during the semester, the student obtains the final evaluation according to the scale: A 87 - 100, B 77 - 86, C 69 - 76, D 61 - 68, E 56 - 60, FX 55 and less. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Moral emotions (theories of emotion, the center of emotions in the brain, types of emotions and their manifestations)
Development of moral reasoning, cognitive approaches to moral reasoning and their comparison (Piaget, Kohlberg, Gilligan, Eisenberg, Selman, Lind),
Moral behavior (from the point of view of learning theories) and moral (vs. social and emotional) intelligence in the work of a teacher
Possibilities of examining moral behavior and judgment (socio-psychological research of conformity, obedience, aggression and psychodiagnostic approaches to the determination of moral judgment)
Morality and professional ethics in general (ethical principles in helping professions) and codes of ethics
Professional ethics of the teacher and educational counselor (terminology, concepts, main principles of teacher ethics) and teacher ethics codes
Moral dilemmas and ways of solving them, MD of teaching practice
Possibilities of influencing and stimulating moral judgment, use of moral dilemma in education
Cheating and other unethical manifestations in the school environment, ethics and etiquette of final exams
Knowledge: Students will acquire basic knowledge of the principles of teacher ethics and the ethics of school counselors, understanding the theoretical foundations of moral issues and ethical codes related to these professions.
Skills: They will learn to analyze and solve moral problems in pedagogical practice, discuss ethical issues, and critically evaluate situations with a moral context.
Competencies: They will be able to apply ethical principles in practice, resolve moral dilemmas, and promote a value-oriented school culture.
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.
1. Kireš, M. et al.: Modern didactical technics in teacher practice (in Slovak), Košice: Elfa, 2010
2 . Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
3. C. R. Tucker, T. Wycoff, J. T. Green, Blended Learning in Action: A Practical Guide Toward Sustainable Change. Thousand Oaks: Corwin Press, 2016.
4. D. Bannister, Guidelines on Exploring and Adapting: LEARNING SPACES IN SCHOOLS. Brussels: European Schoolnet, 2017.
5. current information from web sites related to didactical technologies,
catalogues of teaching tools,
current articles about modern trends in science and humanities education.
Summary evaluation based on ongoing assessment:
1. Active participation at the seminars (in the contact or online form) with minimum 80% participation.
2. Practical ongoing assignments (10) and their defense. At least 50% must be obtained from each assignment elaborated according to assessment criteria.
Slovak, English
00. Introduction - goals and didactic principles
01. Modern hybrid classroom in 21st century
02. Digital learning spaces in 21st century
03. Cloud repositories, services, modern web-browser
04. Cloud editors for notes, texts, spreadsheets and presentations
05. Digital text (scan, OCR, voice recognition, Kami pdf)
06. Digital image and audio (digital recording and editing)
07. Interactive E-voting and videoconference systems in education
08. Digital collaborative technologies (social e-reader, collaborative whiteboard)
09. Virtual and digitally based experiments, digital databases
10. Education video (digital recording and editing)
11. Smartphone and tablet in classic and blended education
12. Teaching tools and digital teacher's workspace
Student graduated from subject will be able:
- recognize current available digital tools and their parameters for educational activities,
- to use all types of actual digital tools in education of science or humanities,
- to design and realize educational activities by using the modern technologies.
Current textbooks of psychology for primary and secondary schools in the Slovak Republic.
1. Compulsory participation in the introductory organizational and information seminar.
2. Compulsory participation in observations and analysis classes in training schools.
3. Completion of 11 hours of observations and analysis hours with practicing teachers.
4. Completion of 1 individual output under the guidance of a practicing teacher and an analysis class with a practicing teacher.
5. Submission of documentation on Output continuous practice
(Observation records, Written preparation for the lesson, Statement of observations and output of the trainee at the Output Internship, Report on the Output Internship, Evaluation of the pedagogical output of the trainee at the Output Internship).
Course contents:
Observation, registration and analysis of observed professional-didactic and psychodidactic phenomena of teaching the subject of psychology in training schools. Written evaluation and theoretical generalization of the observed teaching phenomena. Analysis of the course of the output continuous practice from the didactic point of view. Analysis of registered phenomena and their theoretical generalization and comparison of findings with theory. Written preparation of a trainee for a psychology lesson. Independent output of the trainee.
The student can: Purposefully perceive, register and interpret professional-didactic and psychodidactic phenomena observed in the subject of psychology. To confront one 's own psychodidactic and vocational didactic preconceptions of teaching with the concept of teaching teachers in practice. To motivate for further study of professional disciplines in the subjects of their specialization and for purposeful acquisition and development of professional competencies. Apply didactic skills in teaching the subject of psychology by designing and implementing a lesson project.
Current textbooks of psychology for primary and secondary schools in the Slovak Republic
1. Compulsory participation in the introductory organizational and information seminar.
2. Compulsory participation in observations and analysis classes in the training school.
3. Completion of 6 hours of observations and analysis hours with a practicing teacher.
4. Completion of 18 separate outputs and analysis hours under the guidance of a practicing teacher.
5. Submission of documentation on Output continuous practice I.
(Observation records, Written preparations for lessons, Statement of observations and outputs of the trainee in the Output continuous practice I., Report on the Output continuous practice I, Evaluation of the Output continuous practice of the trainee).
Observation and analysis of the lesson of the subject of psychology and individual pedagogical outputs of the trainee in the lesson under the guidance of a practicing teacher. Written preparation and implementation of internship teaching in classes, active participation in extracurricular and extracurricular activities. Analysis of the course of the Output continuous practice I. from the didactic point of view.
The student can:
Plan and implement the teaching process. Present their own psychodidactic and professional-didactic concepts of teaching in real conditions of the school class. Apply didactic skills in teaching the subject of psychology acquired by observation during previous pedagogical practices. Evaluate one's own design of the lesson and the level of one's own professional competencies (areas: pupil, educational process, professional development) in the context of pedagogical theory and evaluation of the practicing teacher.
Current textbooks of psychology for primary and secondary schools in the Slovak Republic
1. Compulsory participation in the introductory organizational and information seminar.
2. Compulsory participation in observations and analysis classes in the training school.
3. Completion of 8 hours of observations and analysis hours with a practicing teacher.
4. Completion of 30 separate outputs and analysis hours under the guidance of a practicing teacher.
5. Submission of documentation on Output continuous practice I.
(Schedule of hours of observations and outputs of the trainee, Observation records, Written preparations for lessons, Report of observations and outputs of the trainee on Output continuous practice II, Report on Output continuous practice II, Evaluation of Output continuous practice of the trainee).
Course contents:
Observation and analysis of the lesson of the subject of psychology and individual pedagogical outputs of the trainee in the lesson under the guidance of a practicing teacher. Written preparation and implementation of internship teaching in classes, active participation in extracurricular and extracurricular activities. Analysis of the course of the Output continuous practice II. from a didactic point of view.
The student can:
Plan and implement the teaching process in a continuous sequence of lessons and other forms of teaching. Implement pedagogical and professional teaching theory into the educational process of a specific subject. Apply didactic skills acquired during previous pedagogical practices directly in the educational environment. Evaluate one's own design of the lesson and the level of one's own professional competencies (areas: pupil, educational process, professional development) in the context of pedagogical theory and evaluation of the practicing teacher.
Compulsory:
Lectures (Literary sources in published lectures)
Mareš, J. Pedagogická psychologie. Praha: Postál 2013.
Štech, S., Zapletalová, J.: Úvod do školní psychológie. Praha : Portál 2013.
Recommended:
Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.
Čáp, J., Mareš, J.: Psychologie pro učitele. Praha: Portál 2002.
Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.
Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.
ELECTRONIC INFORMATION RESOURCES (UL UPJŠ).
Ongoing assessment: Written test and assignment. Maximum of 50 points.
Conditions for admission to the exam: Active participation in classes and a minimum of 35 points obtained during the semester.
Final assessment: Ongoing assessment (50%) and written exam (50%) / 10 questions.
Final grading:
A: 94-100
B: 87-93
C: 80-86
D: 73-79
E: 66-72
FX: 0-65
Electronic course board AIS2 – further information and updates.
Combined method.
Educational psychology and its transformations. Social context of school, upbringing and education. History and present of school psychology. Professional forms of control and assistance in school practice. Psychology of teaching and education. Teacher - students - school class - psychosocial climate of school class - school. The role of school psychologists in school; activity of school psychologist in relation to pupils, teachers, parents. Ethical standards of school psychologist's work.
Students will be able to show understanding of the human behaviour in educational situations, the provision of psychological services to adolescents within the contexts of schools, families, and other settings that impact their growth and development.
Students will be able to describe, explain and justify possible teachers‘ and school psychologists‘ decisions by using psychological concepts, principles and theories.
Students will be able to apply the psychological knowledge, their decision-making abilities, research and statistical skills, interpersonal skills, knowledge of ethics within the contexts of schools, families, and other settings that impact adolescents‘ growth and development.
Students will be able to explain how adolescents learn and retain new information, to explain their behaviour in response to educational environment.
Students will be able to explain the desired data-based modification of adolescents‘ behaviour to bring an all-round development of his personality and school performance, to explain the desired data-based modification of the behaviour of adolescents with educational problems, with disadvantages.
General principles of mental development as a basis for recognizing mental disorders in children and adolescents. Etiology of mental disorders and developmental disorders in children and adolescents. Definition of aggressive behavior. Concepts of aggression vs. aggressiveness. Theoretical approaches to aggression. Causes and factors of aggressive behavior. Violence at school and in the family. Bullying. Psychology of problem students. Problems resulting from disturbed behavior. Problems arising from group relationships. Adolescent lifestyle issues. Problems resulting from impaired emotional experience. Solving problematic and aggressive behavior in the school environment. School classroom management, group preventive and intervention work with the classroom. Crisis intervention. Work with parents of problem students. Principles of interviewing a parent. Cooperation with other experts. Prevention of aggressive and problematic behavior at school. Classroom and school climate, school prevention programs.
Viac o tomto zdrojovom texteNa získanie ďalších informácií o preklade sa vyžaduje zdrojový text
Odoslať spätnú väzbu
Bočné panely
Čapek, R.: Moderní didaktika. Praha: Grada, 2016.
Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.
Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.
Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.
Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.
Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.
Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.
Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.
The areas of the state final examination are listed in the information sheet of the course in the section a brief syllabus of the subject.
Obtaining the required number of credits in the prescribed composition by the study plan.
1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines.
2. Education, pages and functions of education, educational process, self-education.
3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.
4. School education, family education.
5. Educational goals, taxonomy, requirements, classification of educational goals.
6. Methods of education.
7. Pedagogical principles.
8. School system of the Slovak Republic.
9. Didactics, basic questions of didactics, current starting points of didactics.
10. Objectives of the teaching process, the teacher's work with the objectives of teaching.
11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum.
12. Assessment in school education, types, functions and criteria of assessment.
13. Pedagogical control, methods and forms of pedagogical control.
14. Teacher's work planning, written preparation of the teacher for teaching.
15. Teaching process, stages of the teaching process and their didactic functions.
16. Organizational forms of teaching, lesson, stages, types of lessons.
17. Teaching methods, classification, functions, selection of teaching methods.
18. Didactic principles of the teaching process.
19. Basic pedagogical documents, textbook, functions and structural components of the textbook.
20. Current concepts of the teaching process.
The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.
Duane Brown (2002).Career Choice and Development. Edition: 4th. San Francisco: Jossey-Bass.
Kathryn Geldard (Author), David Geldard (Author), Rebecca Yin Foo (2013) Counselling Children: A Practical Introduction Fourth Edition Edition. SAGE Publications Ltd;
Kathryn Geldard, David Geldard (2009) Counselling Adolescents: The Proactive Approach for Young People Third Edition Edition. SAGE Publications Ltd;
William P. Erchul, Brian K. Martens (2012) School Consultation: Conceptual and Empirical Bases of Practice (Issues in Clinical Child Psychology) 3rd ed. Springer;
Dawn P. Flanagan, Vincent C. Alfonso (2011). Essentials of Specific Learning Disability Identification. Hoboken, NJ: Wiley
Caroline Jones – Ed., Carol Shillito-Clarke - Ed., Gabrielle Syme - Ed., Derek Hill - Ed., Roger Casemore - Ed., Lesley Murdin - Ed., (2000). Questions of Ethics in Counselling and Therapy. Philadelphia: Open University Press.
PATISSON, S., ROBSON, M., & BEYNON, A.(2015). The Handbook of Couselling Children and Young People. Los Angeles, London, etc.:SAGE.
Christiane Sanderson (2013) Counselling Skills for Working with Trauma: Healing From Child Sexual Abuse, Sexual Violence and Domestic Abuse (Essential Skills for Counselling). Jessica Kingsley
Rosemary A. Thompson (2003). Counseling Techniques: Improving Relationships with Others, Ourselves, Our Families, and Our Environment. Edition: 2nd. New York: Brunner-Routledge.
Publishers
C. Eugene Walker – Ed., Michael C. Roberts – Ed. (2001). Handbook of Clinical Child Psychology. Edition: 3rd. New York: John Wiley & Sons.
1. Completion of 80% of instruction (lectures, seminars). Activities on seminars - working with educational mobile phone applications.
2. Written test - Continuous evaluation (10 points, min. 6).
3. study - own consulting case (30 points, 16 min). Preparation and submission of the report from counselling process with the client and his legal representative.
4. Final evaluation: A written test (30 points) and an oral exam – analysis of the counseling procedure with the client (20 points) - final assessment. 50 points, minimum 26 points.
Final evaluation sum of all points):
For A is needed minimum 91 points, for B minimum 81 points, for C minimum 71 points, for D minimum 61 points, for E minimum 51 points, for FX = 50 and less
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, English language
Theoretical approaches and models of children's and youth's psychological counseling. Psychological approach in counseling young people and adolescents.
General principles of child and youth psychological counseling and psychological examinations of children and youth.
Competence and specific skills for working with children and youth. Specifics of child psychological counseling. The integrative model of child and youth psychotherapy and counseling. Counseling on learning disabilities, mental retardation, brain dysfunction, sensory defects, disorders of behavior and emotions arising in childhood and youth. Psychological counseling in school failure: in children with sensory disorders, anxiety children. Psychological counseling in behavioral problems. Counseling work with maltreated children and perpetrators of bullying. Social and socio-cultural disadvantaged children, neglected children as clients of counseling psychology. Counseling work with young people in learning, personality, relationship problems.
Career counseling: career choice and study as a vital developmental role, objectives and actions career counseling, career guidance relevant factors. Career guidance specific groups. Counseling programs and group counseling. Evaluation of the effectiveness of the counseling process.
Ethics in counseling process.
Theoretical approaches and models of children's and youth's psychological counseling. Psychological approach in counseling young people and adolescents.
General principles of child and youth psychological counseling and psychological examinations of children and youth.
Competence and specific skills for working with children and youth. Specifics of child psychological counseling. The integrative model of child and youth psychotherapy and counseling. Counseling on learning disabilities, mental retardation, brain dysfunction, sensory defects, disorders of behavior and emotions arising in childhood and youth. Psychological counseling in school failure: in children with sensory disorders, anxiety children. Psychological counseling in behavioral problems. Counseling work with maltreated children and perpetrators of bullying. Social and socio-cultural disadvantaged children, neglected children as clients of counseling psychology. Counseling work with young people in learning, personality, relationship problems.
Career counseling: career choice and study as a vital developmental role, objectives and actions career counseling, career guidance relevant factors. Career guidance specific groups. Counseling programs and group counseling. Evaluation of the effectiveness of the counseling process.
Ethics in counseling process.
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.
Ongoing evaluation 60%
Final Evaluation 40%
A student who completes the subject, should have knowledge of theoretical character on the evaluation level in relation to their application; he/she should be able to apply different theoretical frameworks in choosing the counseling approach. The aim is to provide the basic skills of conseling work with child and adolescent clients, the ability to assess the level and efficiency of conseling work.
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.
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 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 (20p, minimum 11 points). Part 4 of the evaluation - written knowledge exam (20p, minimum 11 points). Part 5 of the evaluation - essay (10p, minimum 6 points). In total, students can get 100p and the final grade is as follows: 100 - 94: A 93 - 87: B 86 - 80: C 79 - 73: D 72 - 66: E 65 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
Psychological, pedagogical-psychological, medical and legal-forensic aspects of substance use 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 use
Counseling-preventive and intervention practice of school psychologists
Effective substance prevention strategies based on research data
School substance use prevention programs
Preparation and implementation of components of effective programs for the prevention of substance use in school practice.
The student understands the principals 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 acquired experience with the management of preventive activities in a group and evaluate effective work strategies in the field of prevention in school practice.
Povinná:
1. Patočka, J.: Evropa a doba poevropská. In: Patočka, J.: Péče o duši II. Sebrané spisy. Sv. 2. Praha: Oikúmené 1999, s. 80 – 148.
2. Patočka, J.: Doba poevropská a její duchovní problémy. In: Patočka, J.: Péče o duši II., s. 29 – 44.
3. Patočka, J.: Duchovní základy života v naší době. In: Patočka, J.: Péče o duši II., s. 9 – 28.
4. Patočka, J.: Platón a Evropa. In: Patočka, J. Péče o duši II. Sebrané spisy. Sv. 2. Praha: Oikúmené 1999, s. 149 – 355.
5. Patočka, J.: Kacířské eseje o filosofii dějin. In: Patočka, J.: Péče o duši III. Sebrané spisy. Sv. 3. Praha: Oikúmené 2002, s. 13 – 131.
Odporúčaná:
1. Patočka, J.: Poznámky k „době poevropské“. In.: Patočka, J.: Péče o duši III. Sebrané spisy. Sv. 3. Praha: Oikúmené 2002, s. 770 – 782..
Mandatory attendance and active participation in seminars, working with texts. Final written seminar paper focused on knowledge of source texts or issues analysed in seminars, which will be prepared in the week before last week of the semester.
Slovak language
Main problems of Patočka’s concept of philosophy of history in relation to main text. Relation between main text and additional texts. Patočka’s philosophical reflection of history. Roots of European intellectual tradition in Antiquity. Opposite of rise and fall in history. Patočka’s thesis on the fall of Europe and establishment of the post-European period. Possibilities and examples of free rise in history by Patočka. Core of European intellectual tradition – morality and insight. Myth and philosophy. Pre-Socratics and emergence of philosophy in Antiquity. Basis of philosophy in Antiquity. Emergence of metaphysics, its basic focus – Democritus and Plato. Patočka’s definition of care for the soul. Care for the soul as a centre of philosophy. Understanding of history according to Patočka. Three trends of care for the soul. Care for the soul in community as a conflict between two ways of life. Socratic message. Care for the soul on individual and social levels. The possibility of rise of the soul and overcoming of fall. The third movement of human existence. Present times as the post-European period in Patočka’s view. Possible solutions in Patočka’s philosophy of history.
Knowledge of basic philosophical issues of present in view of J. Patočka, which is connected to the knowledge of other significant philosophical concepts of the 20th century - Husserl, Heidegger, Fink. Reflection of the basis of the European spiritual tradition in Ancient philosophy and its transformations in history of philosophy up to present time. Understanding of the basic Patočka’s thesis about the present times as the post-European period with its problems and possible solutions. Critical philosophical reflection of the present times by students with their own active approach to the issues.
Pedagogika:
Čapek, R.: Moderní didaktika. Praha: Grada, 2016.
Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.
Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.
Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.
Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.
Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.
Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.
Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.
Psychológia:
Mareš, J.: Pedagogická psychologie. Praha : Grada 2013.
Mareš, J., & ČÁP, J.: Psychologie pro učitele. Praha: Portál, 2001.
Džuka, J.: Základy pedagogickej psychológie. Prešov: UK 2003.
Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.
Orosová, O. a kol.: Základy prevencie užívania drog a problematického používania internetu v
školskej praxi. Košice: UPJŠ 2012.
Bačíková, M., Janovská, A. (2019) . Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. Šafárik press, Košice.
Gavora, P. a kol. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, 2010. dostupné online na www. e-metodologia. fedu. uniba. sk.
Vágnerová, M.: Základy psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Vývojová psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Škoní podadenská psychologie pro pedagogy. Praha : Karolinum 2005. Výrost,
J., Slaměník, I.: Sociální psychologie. Praha : Grada 2008.
Výrost, J., Salměník, I.: Aplikovaná sociální psychológie I. Praha: Portál 1998.
Strana: 2
Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.
Zelina, M.: Stratégie a metódy rozvoja osobnosti. Bratislava, Iris: 1996.
Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.
Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.
The areas of the state final examination are listed in the information sheet of the course.
Obtaining the required number of credits in the prescribed composition by the study plan.
Pedagogy: 1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines. 2. Education, pages and functions of education, educational process, self-education.3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.4. School education, family education. 5. Educational goals, taxonomy, requirements, classification of educational goals.6. Methods of education. 7. Pedagogical principles. 8. School system of the Slovak Republic. 9. Didactics, basic questions of didactics, current starting points of didactics. 10. Objectives of the teaching process, the teacher's work with the objectives of teaching.11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum. 12. Assessment in school education, types, functions and criteria of assessment.13. Pedagogical control, methods and forms of pedagogical control.14. Teacher's work planning, written preparation of the teacher for teaching.15. Teaching process, stages of the teaching process and their didactic functions.16. Organizational forms of teaching, lesson, stages, types of lessons.17. Teaching methods, classification, functions, selection of teaching methods. 18. Didactic principles of the teaching process. 19. Basic pedagogical documents, textbook, functions and structural components of the textbook.20. Current concepts of the teaching process.
Psychology: 1.Psychology as a science, goals and subject of psychology in terms of influential psychological directions.2.Pedagogical psychology in teacher training, its subject, function.3.Psychology in school practice: professional forms of control and assistance, psychological examination, counseling process. Crisis intervention. Code of ethics.4.Psychology in school practice: approaches and models of prevention, prevention spectrum, protective and risk factors of risk behavior of schoolchildren in the context of the theory of triadic influence.5.Psychology in school practice: effective strategies for prevention of substance use.6.Psychology of education from from the point of view of psychodynamic approach (Psychoanalysis and Individual Psychology) .7.Psychology of education from the point of view of humanistic psychology.8.Psychology of education from the point of view of cognitive psychology.9.Psychology of learning and types of learning supplemented by examples from school practice. / success in the context of individual theories of cognitive development.11. Nutritional peculiarities, school non-success / intelligence in terms of intelligence.12. Memory and developmental peculiarities, school non-success 13. Attention and developmental peculiarities, school non / success peculiarities of individual types of family, educational styles.15.Social relations at school, me modes of cognition of interaction U and Ž. Psychosocial climate of school class and school, methods of cognition, sociometry.16.Social influence: presence of others, interpersonal influences and meaningful understanding of social influence in teacher's work.17.Teacher as a professional, his professional ability, teaching style, attitudes towards students, expectations towards students, coping with stress, burnout syndrome.18.Students: gifted and talented, school failure, non-thriving pupils and failing pupils, pupils' self-efficacy.19. Types of research plans and their creation (setting goals, hypotheses, variables, selection of research sample) in the context of pedagogical-psychological research.20. Selected methods of pedagogical-psychological research - questionnaire, interview, observation and possibilities of their use in school practice.
The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.
Hardman, D. (2009). Judgment and Decision Making: Psychological Perspectives. John Wiley and Sons.
Hastie, R., Dawes, R. M. (2010). Rational Choice in an Uncertain World. The Psychology of Judgment and Decision Making. Second edition. Sage.
Students are evaluated based on class activity during the semester (10 points) and on the project from the selected area of decision-making (30 points). Final exam (60 points) consists of theoretical as well as of practical questions and more than 30 points is needed to pass the exam. Practical questions ask about the application of studied decision-making processes in concrete situations. Points during semester 40. Minimum number of points needed to enter an exam: 21
Written exam – 60 points
31 points necessary
Final evaluation
A = 91-100, B = 81-90, C = 71-80, D = 61-70, E = 51-60, 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.
English
1. Subject of psychology of decision-making (DM). Basic terms. Approaches in psychology of DM
2. History of DM. Basic models of DM
3. DM process. Biological correlates of DM
4. Rationality of DM. Critique of rationality
5. Reasoning
6. Hypothesis testing
7. Judgment. Cognitive biases and heuristics. Specific questions of probability judgment
8. Risk perception
9. Group DM
10. Game theory
11. Morality and DM
12. Individual differences in DM
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Knowledge
Students will gain a basic understanding of the psychology of decision making. They will become familiar with the main models of decision making and judgment, historical aspects, and factors influencing decision making.
Skills
Students will be able to apply the knowledge of decision psychology in everyday life and in psychological practice. They will be able to identify the main errors in decision-making and ways of preventing them.
Competencies
Students will be able to assess the most appropriate way of assessing and making decisions about a particular problem and how to help others in their decision-making.
The information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or MS Teams environment
Translated with DeepL.com (free version)
Křivohlavý, J. (2001). Psychologie zdraví. Praha: Portál.
Kebza, V. (2005). Psychosociální determinanty zdraví. Praha: Academia.
Křivohlavý, J. (2002). Psychologie nemoci. Praha: Grada.
Sarafino, E. P. (2007). Health psychology: Biopsychosocial interactions. John Wiley & Sons.
Taylor, E. (2006). Health psychology. Singapore: McGraw-Hill.
Vollrath, M. E. (2006). Handbook of personality and health. Chichester: John Wiley & Sons.
Marks, D. F., Murray, M., Estacio, E. V., & others. (2024). Health psychology: Theory, research and practice (7th ed.). SAGE Publications Ltd
Mareš, J., & Kebza, V. (2024). Psychologie zdraví. Grada.
Assessment Conditions:
Active participation in seminars (25%) – a maximum of 2 absences is allowed.
Preparation and presentation of a seminar paper on a topic assigned during the seminar, within the agreed timeframe (25%).
Final paper and its ongoing presentation (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 the work must be revised.
1. Health psychology. Definition of health. Bio-psycho-social model of health.
2. Mental health and quality of life, well being.
3. Physiological aspects of mental health, lifestyle
4. Stress. Coping, resilience.
5. Psychosomatic diseases, placebo.
6. Social support and its importance for health.
7. Burnout syndrome.
8. The meaning of life, faith.
9. Health-related behavior and prevention. Risky behavior, excessive use of the Internet and screens.
10. Socio-economic inequalities in health. Unemployment and health.
Knowledge: Students will gain basic knowledge of health psychology, including factors that promote health and those contributing to the development of illnesses. They will learn to formulate the basic theses of health psychology, explain its concepts, and understand the principles of the bio-psycho-social model of health. They will expand their understanding of the applications of health psychology in working with individuals and groups, including in school settings.
Skills: Students will develop the ability to prepare a basic preventive program focused on promoting a healthy lifestyle and managing stress. They will learn to implement acquired knowledge in practice, including working with children and youth in school environments.
Competencies: Graduates will be able to effectively participate in the creation and implementation of preventive programs that support health and mental well-being. They will know how to apply psychological knowledge when working with students in school settings, contributing to the improvement of both mental and physical health of individuals and society.
DOČKAL, V. (2006): Inteligencia a tvorivosť, tvorivé nadanie od intelektovej schopnosti po štruktúru osobnosti. In: KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press
HŘÍBKOVÁ, L. (2009): Nadání a nadaní. Pedagogicko- psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Praha: Grada Publishing
DACEY, J.S.- LENNON, K.H. (2000): Kreativita. Praha: Grada
GROSS, M.U.M. (2009): Highly Gifted Young People: Development from Childhood to Adulthood. In: SHAVININA, L. (2009): International Handbook on Giftedness. Part one. Springer
KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press
KOLKOVÁ, S. (2000): Tvorivosť a jej rozvoj vo voľnočasových aktivitách detí (v školskom klube). Bratislava: Metodické centrum v Bratislave
LOKŠOVÁ, I., - LOKŠA, J.: (2003): Tvořivé vyučování. Praha: Grada
LAZNIBATOVÁ, J. (2004): Špecifiká vývinu a vzdelávania nadaných detí. In: Psychológia a patopsychológia dieťaťa, roč.39, č. 2-3
LAZNIBATOVÁ, J. (2001): Nadané dieťa, jeho vývin, vzdelávanie a podporovanie. Bratislava: Iris
MESÁROŠOVÁ, M. (1998): Nadané deti. Poznávanie a rozvíjanie ich osobnosti. Prešov: Manacon
SZOBIOVÁ, E. (2004): Tvorivosť – Od záhady k poznaniu. Bratislava: Stimul - Centrum informatiky a vzdelávania FIF UK
National and international scientific journlas
1. active participation in lessons - 30p, 2. own output at the seminar - 40p, 3. seminar work - 30p. By summing the points obtained during the semester, the student obtains the final evaluation according to the given scale: A 87 - 100, B 77 - 86, C 69 - 76, D 61 - 68, E 56 - 60, FX 55 and less. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Creativity
A brief history of creativity theories
Creativity, giftedness, and talent
Social, psychological, and biological factors of creativity
Cognitive processes in creativity
Creativity and cognitive style
Development of creativity
Specific aspects of working with gifted learners across developmental stages
Methods of identifying creativity and giftedness
Methods of fostering creativity and giftedness
Programs for the development of creativity and giftedness
Barriers and opportunities in working with gifted learners in school practice
The student understands the basic factors and process of creativity. The student is able to explain the specifics of working with the gifted. He knows the methods of identifying talent and also can apply methods to support creativity and the development of talent in the implementation of creative creativity in education.
PATOČKA, J.: Tělo, společenství, jazyk, svět. Praha: Oikúmené 1995.
PATOČKA, J.: Fenomenologické spisy I. Sebrané spisy. Sv. 6. Praha: Oikúmené 2008.
PATOČKA, J.: Fenomenologické spisy II. Sebrané spisy. Sv. 7. Praha: Oikúmené 2009.
BLECHA, I.: Jan Patočka. Olomouc: Votobia 1997.
DUBSKÝ, I.: Filosof Jan Patočka. Praha: Oikúmené 1997.
KOHÁK, E.: Jan Patočka. Filosofický životopis. Prel. J. Moural – E. Kohák. Praha: Nakladatelství a vydavatelství H&H 1993.
The following is required from students within the study discipline:
1. Active participation in seminars, which means preparation, i.e. theoretical mastery of the source or interpretative text given for the respective seminar and the ability to react or actively participate in the discussion related to the topic(s) of the seminar.
2. Preparation of a semester (final) paper of approximately 10 pages
Slovak language
Issue of movement and emergence of a-subjective phenomenology of J. Patočka. Movements of human existence, body as a subjective phenomenon and concept of the world. The world as a horizon of possibility of movement of human existence.
Studying of Patočka’s specific approach to the issue of body and corporeality on the background of other philosophical issues. Critical analysis and interpretation of Patočka’s work and its confrontation with other approaches.
Required literature:
Campbell, J. (2008). Hero with a Thousand Faces. New World Library
Cron, L. (2012). Wired for Story. New York: Random House
Recommended literature:
Ramachadran, V. S. (2012). The Tell-Tale Brain: A Neuroscientist's Quest for What Makes Us Human
Heath, T., Carlson, T. S., Epston, D. (2022). Reimagining Narrative Therapy Through Practice Stories and Autoethnography
Final assessment is based on activities completed during the semester:
1. Active participation and discussion during classes – 40%
Students are encouraged to actively engage in discussions, work in pairs and groups, share their insights, and provide short reflections on the topics covered in class. The aim is to support creative work, critical thinking, and the ability to reflect psychologically on stories and human experience.
2. Semester project: Popular science article based on research – 60%
Each student selects a specific research study conducted at UPJŠ and transforms it into a popular science article intended for a broader audience. The article must include: an explanation of the research, its relevance and significance, a structure understandable for non-experts, and a narrative element that helps the reader grasp the topic (e.g., a short scene, example, metaphor, or story fragment). Assessment focuses on academic accuracy, readability, the ability to communicate research clearly to the public, and ethical reflection on the presented content.
Conditions for passing the course:
To successfully complete the course, the student must achieve at least 70% overall and also obtain at least 50% in both active participation and the semester project.
Slovak language
Brief course outline
1. Psychology of creativity: what creativity is and how to develop it
2. Why stories work: emotions, the brain, and the power of narrative
3. Archetypes, symbols and the monomyth: story as the language of culture and the unconscious
4. Character as a psychological model: desire, fear, and inner conflict
5. Plot as a process of change: conflict, decision, loss, transformation
6. Story in psychological practice: applications, possibilities, and responsibility
The course integrates theoretical insights from the psychology of storytelling with the practical use of narrative as a tool for psychological reflection, supporting change, and working with identity in a psychotherapeutic context. Students will work with practical examples while developing their creativity and their ability to analyze stories from a psychological perspective.
Knowledge:
Graduates will gain an overview of the psychology of creativity and the fundamental principles of how stories function in terms of emotions, motivation, and psychological change, as well as the possibilities of using narrative in psychotherapeutic and counselling practice.
Skills:
Graduates will be able to analyze stories and their elements (character, conflict, plot, symbolism) from a psychological perspective, recognize narrative patterns in clients’ storytelling, and apply these insights in creative work as well as in psychological and psychotherapeutic practice.
Competencies:
Students will develop creative thinking, the ability to reflect on the psychological meaning of narratives, and the capacity to work with stories in a sensitive and ethical way as a tool for understanding a person, their identity, lived experience, and processes of change.
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 (20p, 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 bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Psychological, pedagogical-psychological, medical and legal-forensic aspects of substance use 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 use
Effective substance prevention strategies based on research data
Preparation and implementation of components of effective substance use prevention programs
The student understands 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. 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 for the work of a teacher in the field of drug use prevention, as well as the acquired professional skills for the work of a teacher and prevention coordinator at school.
RORTY, R.: Filozofické orchidey. Prel. Ľ. Hábová. Bratislava: Kalligram 2006. RORTY, R. – VATTIMO, G.: Budoucnost náboženství.Ed.: S. Zabala. Prel. L. Johnová. Praha: Karolinum 2007. RORTY, R.: An ethics for today. Finding common ground between philosophy and religion. New York: Columbia University Press 2011. ŠÍP, R.: Richard Rorty: Pragmatismusmezijazykem a zkušeností. Brno: Paido 2008. VIŠŇOVSKÝ, E. – MIHINA, F. (eds.): Malá antológia filozofie 20. storočia. Zväzok I: Pragmatizmus. Bratislava: IRIS 1998. VIŠŇOVSKÝ, E.: Štúdie o pragmatizme a neopragmatizme. Bratislava: Veda 2009. FESTENSTEIN, M. – THOMPSON, S. (eds.) :Richard Rorty. Critical dialogues.Cambridge: Polity Press 2001.
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 must write a final paper on a topic selected from the topics offered by the teacher, which is to refer to the issues connected with the basic work of the seminar in written discourse. Assessment of a student in seminars is conditioned by obtaining the respective number of points (1 point for each attendance). Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. Students must pass a final test consisting of 40 points. Conditions of exam: only after obtaining the respective number of credits on the basis of fulfilment of the set criteria in seminary exercises a student may take a written exam.
Slovak language
1) Pragmatism is Political Through and Through
2) Ethics without Principles
3) Philosophy and the Future
4) Trotsky and the Wild Orchids
5) A World without Substances or Essences
6) Truth without Correspondence to Reality
7) Spinoza, Pragmatism and the Love of Wisdom
8) The Objectivity of Values
9) Universality and Truth
10) Trapped between Kant and Dewey: The Current Situation of Moral Philosophy
The aim of the course is to familiarize students with philosophy of contemporary representative of American neopragmatism. Students have a chance to become familiar with post-modern thinking and also the critique of traditional philosophy – or traditional (Plato) metaphysics in the work by R. Rorty. Seminar in written discourse points out various problems and controversial points of Rorty’s philosophy.
Husserl, E.: Filosofie jako přísná věda. Prel. A. Novák. Praha: Togga, spol. s. r. o. 2013.
Losskij, N. O.: Dějiny ruské filosofie. Prel. A. Černohous. Olomouc: Refugium Velehrad-Roma s.r.o. 2004.
Nezník, P.; Markov, B. a kol.: Dostojevskij a Nietzsche. Hľadania človeka. Za a proti... Košice: UPJŠ 2016.
Nezník, P.; Markov, B. a kol.: Dostojevskij a Nietzsche. Apoteóza nezakorenenosti. Za a proti... Košice: UPJŠ 2017.
Nezník, P.; Markov, B. a kol.: Dostojevskij a Nietzsche. Tragický osud človeka. Za a proti... Košice: UPJŠ 2018.
Šestov, L.: Athény a Jeruzalém. Prel. A. Černohous. Olomouc: Refugium Velehrad-Roma s.r.o. 2006.
Šestov, L.: Moc kľúčov (Potestas clavium). Výber z esejí a aforizmov. Prel. A. Černohous. Olomouc: Refugium Velehrad-Roma s.r.o. 2006.
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 language
Russia and Europe. Lev Shestov – Athens and Jerusalem - paradoxical and aphoristic way of thinking. Critique of science and scientific reason. Defence of a man. Socrates as inspiration for searching for one’s self. Philosophy in exploration of mysteries and eternal themes for thinking – life, love and hope. Words and deeds. Temporality and eternity. Truth versus lie (falsehood and lie of the so-called “owners of truth”). Power of weakness and weakness of philosophy in confrontation with a commanding brute. What truths does a man need? Forcing truth. Kant and Plato versus everyday life, or constructions fixed in presumptions. Shakespeare - Hamlet or eternal mystery called man. Philosophy of history - great and small Hegels as unlawful candidates for prophetic throne. Spiritual exercises or Tolstoy, Dostoyevsky and Nietzsche as educators of fellows. The power of keys - Socrates, Luther and Erasmus, or eternal strife for man and God.
The aim of the subject is the search for links and connections between Russian thinkers and Western philosophy. Students will gain an understanding of the main problems of Western philosophy through their thinking through Russian philosophy. The history of philosophy and literature in the 19th century - Russia in the context of Western philosophy - opens an approach to human problems. The study of Lev Šestov's texts will make it possible to understand the meaning of his paradoxical and aphoristic way of thinking. The novelty of this way of philosophical thinking for Russia at the time, where the thoughts and works of the poet and philosopher F. Nietzsche had a strong influence. It is proven that Russian writers and researchers had a strong influence on F. Nietzsche's thinking - Leo Tolstoy but also, and to a much greater extent, F. M. Dostoyevsky. Lev Šestov was the first to uncover these facts in his groundbreaking works. Šestov's criticism of science and scientific reason is revealed through the study of the original texts of Russian philosophers, which allows the student to gain a better understanding of the relationship of the Western philosophical tradition in comparison with Russian philosophy and literature. When preparing the seminar paper at the end of the semester, he will be able to focus on one of the topics that can be named as the Russian idea, or Europe and Russia in the texts and contexts of the history of philosophy.
Losskij, N. O.: Dějiny ruské filosofie. Prel. A. Černohous. Olomouc: Refugium Velehrad-Roma s.r.o. 2004.
Berďajev, N.: O otroctví a svobodě člověka. Pokus o personalistickou filosofii. Prel. J. Kranát; I. Mesnjankina. Praha: OIKOYMENH 1997.
Berďajev, N.: Ruská idea. Základní otázky ruského myšlení 19. a počátku 20. století. Prel. V. Juzová; K. Marková a kol. Praha: OIKOYMENH 2003.
Berďajev, N. A.: Sebapoznanie. Pokus o filozofickú autobiografiu. Prel. J. Komorovský. Bratislava: Vydavateľstvo AGORA s. r. o. 2005.
Solovjov, Vl: Krize západní filosofie. Prel. A. Černohous.Olomouc: Centrum Aletti Velehrad Roma; 2001; Solovjov, V.: Kritika abstraktních principů. Prel. A. Černohous. Olomouc: Centrum Aletti Velehrad-Roma 2003; Solovjov, V.: Zmysel lásky. Prel. J. Komorovský. Bratislava: Kalligram 2002;
Šestov, L.: Athény a Jeruzalém. Prel. A. Černohous. Olomouc: Refugium Velehrad-Roma s.r.o. 2006. Šestov, L.: Moc kľúčov (Potestas clavium). Výber z esejí a aforizmov. Prel. A. Černohous. Olomouc: Refugium Velehrad-Roma s.r.o. 2006
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 language
Texts of Russian philosophers and writers as a journey to thoughts and soul of Russia (Russian literature and philosophical literature). Theme of man and God in Russian culture. Russian idea as searching for the truth. Searching for the absolute as a dominant topic of Russian metaphysics in the 19th and 20th centuries (Solovyov, Berdyaev, Frank and Shestov. Searching for the meaning of life. Russian cultural renaissance at the end of the 19th century and at the beginning of the 20th century ("Silver Age" of Russia). Great Russian realists. Vladimir Solovyov - his predecessors and heirs. Vladimir Solovyov as a philosopher, mystic and prophet. Philosophy, science and religion. Science and reason - belief, reason and experience. Solovyov and Frank – relation between science and religion, critique of abstract principles. N. Berdyaev – a wandering son of Dostoyevsky. Philosophy of freedom. Religious drama. The world of creation. The Russian Revolution. Shestov – Apotheosis of Groundlessness. The issue of man - Dostoyevsky and Nietzsche. Searching for relation between man and God – defending the Good. Solovyov, Berdyaev, Frank, Shestov and Nietzsche.
By studying the texts of Russian philosophers and writers, students gain an understanding of the history of the birth of modern Europe, which includes Russia since the 17th century (Peter I). Europe is connected with Russia, Russian spirituality (Orthodoxy), and from the 18th and 19th centuries directly with the ideas of Russia, Russian literature and philosophical culture. In Russian culture, the theme of man is directly connected with God and the search for truth. The search for the absolute is the main theme of the Russian metaphysics of the 19th and 20th centuries by Solovyev, Berdayev, Frank and Shestov. Philosophy, science and religion in the works and quests, the life drama of Solovyov, Shestov, Berdayev and Frank. The Russian Revolution and intelligence community.
The workload of students is divided between:
- Direct teaching (face-to-face and distance learning via LMS), which accounts for 50% 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.
Summary of assessment: A: 40-38; B: 37,5-35,5; C: 35-33; D: 32,5-30,5; E: 30-28; FX: less than 28
HONNETH, A.: Sociální filosofie a postmoderní etika. Prel. J. Velek. Praha: Filosofia 1996. SAFRANSKI, R.: Koľko globalizácie unesie človek? Prel. J. Lauková. Bratislava: Kalligram 2006. BĚLOHRADSKÝ, V.: Společnost nevolnosti. Praha: Slon 2007. WRIGHT, G. H.: Humanizmus ako životný postoj. Prel. M. Žitný. Bratislava: Kalligram 2001. PATOČKA, J.: Evropa a doba poevropská. Praha: Lidové noviny 1992. PATOČKA, J.: Kacířské eseje o filosofii dějin. Praha: Academie 1990. BĚLOHRADSKÝ, V.: Myslet zeleň světa. Praha: Mladá fronta 1991. WEIZSÄCKER, C. F.: Ideme v ústrety asketickej kultúre? Prel. I. Sklenka. Bratislava: Archa 1995. BERĎAJEV, N.: O otroctví a svobodě člověka. Prel. J. Kranát, I. Mesjanika. Praha: Oikúmené 1997. FUNDA, O. A.: Znavená Evropa umíra. Praha: Karolinum 2000. BORRADORI, G.: Filosofie v době teroru. Prel. M. Petříček. Praha: Nakladatelství Karolinum 2005. HOBBES, Th.: Leviathan. In: Novoveká racionalistická filozofia. Antológia z diel filozofov. Zv. VI. Zost. E. Várossová. Bratislava: Epocha 1970. ROUSSEAU, J. J.: O pôvode nerovnosti medzi ľuďmi. In: Rousseau, J. J.: Rozpravy. Prel. V. Zamarovský, E. Blažková. Praha: Svoboda 1978. MARX, K.: Ku kritike politickej ekonómie. In: Marx, K. – Engels, F.: Malé ekonomické spisy. Prel. P. Musil. Bratislava: Vydavateľstvo politickej literatúry 1966. WEBER, M.: „Duch“ kapitalismu. In: Weber, M.: Metodologie, sociologie a politika. Prel. M. Havelka. Praha: Oikúmené 1998. RAWLS, J.: Teória spravodlivosti. In: Berlin, I., Rawls, J., Nozick, R., MacIntyre, A., Dworkin, Rorty, R. : O slobode a spravodlivosti. Prel. Z. Kalnická, Š. Neméth, Ľ. Habová. Bratislava: Archa 1993. JONAS, H. Princíp odpovědnosti. Prel. B. Horyna. Praha: Oikúmené 1997. POPPER, K. R.: Hľadanie lepšieho sveta. Prel. A. Münzová. Bratislava: Archa 1995.
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 must pass the test from basic knowledge obtained during seminars. Conditions of exam: only after passing the test students may take a written exam.
Slovak
The main aim of the course is to point out the place of social philosophy in historical and contemporary structure of philosophizing, the crucial milestones of social philosophy and its relation to other philosophical and non-philosophical disciplines. Last but not least, its aim is to point out the place of a human in social system and the problems related to the fact that he is a social being with all his relations to society, other people, and nature.
KRIPKE, S.: Pomenovanie a nevyhnutnosť. Bratislava: Kalligram 2002. JEŽÍK, P. – KAMHAL, D. – SEDLÁR, I. – SÝKORA, P.: Saul Kripke a oživenie metafyziky. Pusté Úľany: Schola philosophica 2010. ZOUHAR, M.: Saul Kripke v slovenskom kráľovstve krivých zrkadiel. In: Filozofia, roč. 66, č. 5 , s. 431-446.
Active participation, individual work, test. Written test from basic knowledge obtained during lectures and seminars. Grading scale: 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
Systematic study of text. Interpretation on the basis of secondary literature. Processing of the theme contained in individual parts of the thesis. Critical analysis of selected issues.
To read, analyse and interpret important work of philosophy of the 20th century. To point out the critical points and inspirations offered by philosophy of Saul Kripke.
1. J Pallant : SPSS Survival manual. A step by step guide to data analysis using SPSS for Windows. 1. J Pallant : SPSS Survival manual. A step by step guide to data analysis using SPSS for Windows.
2. FERJENČÍK, J.: Základy štatistických metód v sociálnych vedách. Košice: UPJŠ, 2006 3. FIELD, A.: Discovering Statistics using SPSS, London: Sage, 2005 4. HENDL, J.: Přehled statistických metod zpracování dat. Praha: Portál,2004
Assessment is based on interim evaluation. The subject will 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.
The aim of the subject is to increase the practical capabilities of students in processing statistical data using the SPSS software package. By completing the subject, students will learn and practice basic competences for working with databases. Students will learn how to use the functions of the SPSS application in the context of descriptive and infferential statistics.
Povinná:
Scheler, M.: Místo člověka v kosmu. Praha: Academia 1968.
Patočka, J.: Max Scheler. In: Scheler, M.: Místo člověka v kosmu. Praha: Academia 1968, s. 5 - 41.
Odporúčaná:
Šlosiar, J.: Od antropologizmu k filozofickej antropológii. Bratislava: Iris 2002, s. 88 - 94.
Active participation in seminars in present form or as online courses. Attendance in seminars is mandatory during the entire semester, in case of an excused absence the substitution must be consulted with the guarantor of the subject. Final written seminar paper focused on knowledge of source texts or issues analysed during seminars and prepared in last week of the semester.
Slovak language
Philosophy of M. Scheler in the 20th century – as a co-founder of modern philosophical anthropology. Man as a basic issue of philosophical anthropology. Two meanings of “man” by Scheler. Definition of man and its special place in the world. Man as a spiritual being and his openness to the world. Metaphysical dimension of spiritual life of a man. Relationship between man and divinity, being and love – Scheler’s metaphysics of values.
Knowledge of basic issues of philosophical anthropology in view of M. Scheler, which follows the knowledge of other significant philosophical concepts of the 20th century - Husserl, Heidegger, Sartre, Bergson. Reflection of basis of anthropological line in philosophy and their transformations in history of philosophy. Understanding of basic theses of Scheler’s anthropologic concept along with related problems. Critical philosophical reflection of present times by students with their own active approach to the problems.
Teaching takes place weekly in the form of interactive seminars.
Kolář, M.: Bolest šikanování. Cesta k zastavení epidemie šikanování ve školách. Portál, Praha, 2001
Jánošová a kol. Psychologie školní šikany. Grada, Praha, 2016
Říčan, P.: Agresivita a šikana mezi dětmi. Portál, Praha, 1995
Janošová, P., Kollerová, L., Cakirpaloglu, P., & Vorlíček, R. (2023). Empatie žáků vůči šikanovaným spolužákům. Československá psychologie, 67(1), 1-14.
Active participation in seminars. Detailed information will be given.
Active participation - 20%
Seminar work - 40%
Seminar work 2 - 40%
Aggressive behavior. Characteristics of actors of bullying (personality, characteristics of family environment). Manifestations and possible causes of bullying. Bullying as a group process. The role of teacher, school and parent in solving bullying. Possibilities of prevention of bullying at the level of school, class, individuals. Primary, secondary and tertiary prevention. Socio-psychological activities used in the prevention of bullying.
Knowledge: the graduate of the course can summarize the latest knowledge about bullying in schools and its consequences.
Skills. The student is able to analyse problem situations related to bullying and solve them. The student will develop professional skills through the implementation of prevention activities in seminars.
Competences. The graduate of the course is sensitive to the issue of bullying, knows how to identify bullying in the early stages and prevent it from developing into serious forms.
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 text. Submission of a written text and its critical review.
Slovak language
Preparation of an academic text – selection of topic, consultations with the guarantor, writing of the text. Presentation of the text in front of the conference audience. Submission of the written form of the paper.
To present an academic text 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 text. Submission of a written text and its critical review.
Slovak language
Preparation of an academic text – selection of topic, consultations with the guarantor, writing of the text. Presentation of the text in front of the conference audience. Submission of the written form of the paper.
To present an academic text on the history of philosophy or systematic philosophy in front of the audience.
Povinná: Popper, K. R.: Otevřená společnost a její nepřátelé I. Praha: Oikúmené 1994.
Popper, K. R.: Otevřená společnost a její nepřátelé II. Praha: Oikúmené 1994.
Odporúčaná: Dobiaš, D.: Kritický racionalizmus a idea otvorenej spoločnosti K. R. Poppera. Košice: Vydavateľstvo UPJŠ 2012.
Mandatory attendance in seminars. Submission of a seminar paper on the selected topic related to the subject. Grading scale for the seminar paper: A – E.
Slovak language
Critical rationalism of K. R. Popper. Definition of historicism and its expressions in philosophical concepts of history within the history of philosophy. Definition of totalitarian society and democratic society by historicism. Popper´s critical reflection of significant philosophical concepts of history: Plato’s understanding of justice and the theory of ideal state, Hegel’s and Marx’s concept of the philosophy of history as expressions of historicism. Open society as the opposite of totalitarian society and its importance for future development of the western culture.
Extension of fundamental problems of the philosophy of history by critical view of K. R. Popper, mainly in relation to the most important philosophical concepts of Plato, Hegel and Marx. Understanding of the significant concept of open society by Popper, which co-formed the modern version of the western democracy and is important also at present. Students will make their own critical opinion.
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. Active participation in seminars
2. Elaboration and presentation of PPT presentation on the assigned topic. Maximum number of points 20; minimum number of points 11.
3. Final test in the range of 20 questions from selected chapters and lectures. Maximum number of points 20; minimum number of points 11. The final evaluation (mark) is the sum of points for the presentation and the test. A 40b - 37b B 36b - 33b C 32b - 29b D 28b - 25b E 24b - 21b FX 20b - 0b
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.
Psychological preparation for conducting an interview. Self-reflection of one's own possibilities, abilities to lead a conversation, to help. Possibilities of helping with conversations from the point of view of selected psychological approaches. Systematic approach to helping. Interview and professional ways to help and control. Objectivist and constructivist framework of conversation in theory and practice. Is it possible to help with control? Opening the interview, negotiating the course, course, ending the interview. Constructivist questions in the interview. Analysis of individual phases of conducting the interview. Reflex team possibilities of help in conversation. Models of reflective teams. Model situations of conducting an interview with an individual. Model situations of conducting an interview with a group. Professional possibilities, advantages and pitfalls of solving problems with an individual, with a group.
Provide students with basic information about a systemic approach to helping. Train interviewing, clarify orders. Reflect on help options.
The student is able to demonstrate an understanding of the theoretical principles of conducting a helping conversation.
The student is able to describe, explain and evaluate in what context to use which of the selected techniques to help the interview with the individual.
The student is able to use basic selected techniques when working with an individual in the interview process.
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.
Arendtová, H.: Krize kultury. Prel. M. Palouš. Praha: Mladá fronta 1994.
Arendtová, H.: Mezi minulostí a budoucností. Osm cvičení v politickém myšlení. Prel. M. Palouš; T. Suchomel. Brno: CDK 2002.
Arendtová, H.: Vita activa neboli O činném životě. Prel. V. Němec. Praha: OIKOYMENH 2007.
Ettingerová, A.: Hannah Arendtová - Martin Heidegger. Prel. M. Matiaška. Bratislava: Agora 2002.
Bělohradský, V.: Společnost nevolnosti. Eseje z pozdější doby. Praha: SLON 2009.
Debord, G.: Společnost spektáklu. Prel. J. Fulka. Praha: Nakladatelství :intu: 2007.
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.
Heidegger, M.: Bytí a čas. Prel. I. Chvatík; P. Kouba; M. Petříček jr., J. Němec. Praha: OIKOYMENH 1996.
Hubík, S.: Postmoderní kultura. Úvod do problematiky. Olomouc: Mladé Umění K Lidem 1991.
Lukács, G.: Existencialismus či marxismus? Prel. V. Vlček; J. Marek. Praha: Nakladatelské družstvo Nová osvěta 1949.
Münz, T.: Hľadanie skutočnosti. Bratislava: Kalligram 2008.
Nezník, P.; Markov, B. a kol.: Dostojevskij a Nietzsche. Hľadania človeka. Za a proti... Košice: UPJŠ 2016.
Nezník, P.; Markov, B. a kol.: Dostojevskij a Nietzsche. Apoteóza nezakorenenosti. Za a proti... Košice: UPJŠ 2017.
Nezník, P.; Markov, B. a kol.: Dostojevskij a Nietzsche. Tragický osud človeka. Za a proti... Košice: UPJŠ 2018.
Sloterdijk, P.: Kritika cynického rozumu. Prel. M. Szabó. Bratislava: Kalligram 2013.
Wright von, H. G.: Humanizmus ako životný postoj. Prel. M. Žitný. Kalligram 2001.
Žižek, S.: Nepolapitelný subjekt. Chybjějící střed politické ontologie. Prel. M. Hauser. Chomutov: Nakladatelství L. Marek 2007.
Žižek, S.; Hauser, M.: Humanismus nestačí. Prel. M. Hauser. Praha: Filosofia - nakladatelství AV ČR 2008.
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 language
Thinker Hannah Arendt and Western thinking of the 20th century. Arendt - M. Heidegger and K. Jaspers. Arendt as a pupil of K. Jaspers. Arendt and her creative incentives - Heidegger and Patočka. Being and Time, Love. Arendt and the issue of man, or thinking about the current state of human affairs. Problem of Western thinking of the 20th century - spiritual and political crisis of European mankind. What are the possibilities of rethinking elementary prerequisites of political life? What makes the basis of political reality? The Gap between Past and Future. Vita activa and condition humaine. Arendt and the crisis of European mankind: What is Authority? What is Freedom? Greek polis and household. Polis and paideia. The Crisis of Education. The Crisis of Culture.
The aim is to make students familiar with life and work of thinker Hannah Arendt who significantly influenced the Western thinking of the 20th century. Arendt as a talented pupil of K. Jaspers influenced such thinkers as M. Heidegger and Ján Patočka. The study will be focused on the texts written by Arendt, in which she examines ontological and anthropological preconditions of the common world of human life, the world characterized by the fact that it is ruled by reason, but it is also very important that living human beings live in it. The issue of man is crucial topic for Arendt, because thinking about the current state of human affairs seems to be a serious problem of Western thinking - spiritual and political crisis of European mankind. What are the possibilities of rethinking elementary prerequisites of political life? What makes the basis of political reality? The Gap between Past and Future. Vita activa and condition humaine. What is Authority? What is Freedom? Greek polis and household. Polis and paideia. The Crisis of Education. The Crisis of Culture.
Bačíková a kol. (2023). Keď dieťa potrebuje nielen psychológa. Grada publishing.
Vágnerová, M. Vývojová psychologie. Portál, Praha 2000
Říčan, P. Cesta životem. Portál, Praha, 2004.
Thorová, K. Vývojová psychologie. Portál, Praha, 2015.
Macek, P. Adolescence. Praha: Portál, 2003
Matějček, Z. - rôzne diela
Bačíková, M. Psychológia rodičovskej kontroly, Šafárik Press, Košice 2019
active participation in seminars - 20%
seminar work according to the current instructions on the electronic bulletin board- 40%
final test - 40%
Detailed and updated information will be posted on the electronic board
Determinants and factors of development, cognitive development, personality development. Socialization in separate developmental stages (family, peers, school). Specifics of development in the period of school age, in pubescence and adolescence. Parents and their role in child development. Application of knowledge of developmental psychology in the teacher's practice - communication with students in different developmental stages, creating a teacher-student relationship with respect to the development needs of the student.
The graduate will understand the principles of developmental psychology, and will be able to characterize the norm in separate developmental stages with a specific focus on the period of school age and adolescence. As part of the seminar work, a students will process current knowledge published in foreign journals. They will have a knowledge about the current social discourse on the topics covered. The graduate will be able to consider various aspects of the possible influence of parents and friends on the development of piupils and apply the knowledge of developmental psychology in the practice of the teacher.
BÓNOVÁ, I. - JASINSKÁ, L.: Jazyková kultúra nielen pre lingvistov. Košice: UPJŠ 2019. 100 s.
FINDRA, J.: Štylistika slovenčiny. Martin : Osveta, 2004.
FINDRA, J.: Štylistika slovenčiny v cvičeniach. Martin : Osveta, 2005.
KRÁĽ, Á.: Pravidlá slovenskej výslovnosti. Martin: Matica slovenská 2006. 423 s.
Krátky slovník slovenského jazyka. Martin: Matica slovenská 2020.
SABOL, J.- SLANČOVÁ, D. - SOKOLOVÁ, M.: Kultúra hovoreného slova. Prešov, FF UPJŠ
1989.
Pravidlá slovenského pravopisu. Bratislava: Veda 2000 (2013).
SABOL, J. – BÓNOVÁ, I. – SOKOLOVÁ, M.: Kultúra hovoreného prejavu. Prešov: FF PU
2006.
SLANČOVÁ, D.: Praktická štylistika. 2., upravené a doplnené vydanie. Prešov: Slovacontact
1996. 178 s. ISBN 80-901417-9-X.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2006.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2011.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2015.
Conditions for successful completion of the course:
a) regular active participation in seminars,
b) preparation of basic literature and content of lectures,
c) elaboration of seminar work / creative task,
d) successful completion of the final test.
Conditions for obtaining the final evaluation: a) seminar work / creative task b) final test (min. 56%) Final evaluation: 100,00 - 92,00% A 91,99 - 83,00% B 82,99 - 74,00 % C 73.99 - 65.00% D 64.99 - 56.00% E 55.99% and less FX
Prerequisites for successful completion of the course are annually updated on the electronic bulletin board in AIS2.
Slovak language
Characteristics of basic terms of general linguistics (language – speech, language functions, the sign character of language, language levels, content and form in language, individual and general aspect of language units) on interdisciplinary background and with the application to Slovak as a national language. Language standard, codification, usus. Basic codification manuals. Application of orthographic rules in practical documents. Sound culture, pronunciation styles. Orthoepic phenomena in vowels and consonants. Application of rhythmic law and its exceptions. Assimilation and its specific features in Slovak. Style, stylization – methods and demonstration of structure of text components.
During the final evaluation, the student demonstrates adequate mastery of the content standard of the course, which is defined by the required literature and seminar content, and demonstrates mastery of the performance standard, within which the student is able to practically apply the standard of standard Slovak in oral and written communications. manuals, gain skill in the bibliographic and citation standard. The graduate of the course normatively masters written communication on the basis of current orthographic rules and knows the basic characteristics of the means of expression of the text and functional language style.
Bačíková, M., Janovská, A., Orosová, O. Základy metodológie pedagogicko-psychologického výskumu. 2.doplnené vydanie. Šafárik Press, 2019. dostupné online: https://unibook.upjs.sk/img/cms/2019/FF/zaklady-metodologie-ped-psych-vyskumu-2-vyd-web.pdf
Gavora, P.: Úvod do pedagogického výskumu. Bratislava, UK 1999.
Švec, Š. a kol.: Metodológia vied o výchove. Bratislava, Iris 1998. Turek, I.: K základom pedagogického výskumu. Prešov, KPÚ 1991.
Ferjenčík, J.: Úvod do metodológie psychologického výskumu. Praha, Portál 2000.
http://www.e-metodologia.fedu.uniba.sk/
- active participation in seminars, presentation of assignments in groups, final exam
Research in pedagogy and psychology. Scientific research, scientific thinking. Parts of a research project. Research planning. Topic selection, research problem formulation. Types of research plans. Hypothesis, variables, operationalization. Ethical issues of scientific research. Experiment (experiment problems, control of variables in the experiment). Experimental plans, quasi-experiment. Reliability and validity of research. Research sample, methods of sample selection. Data collection techniques - questionnaire, interview, sociometry, semantic differential, observation, tests. Introduction to qualitative methodology. Possibilities of quantitative data processing. How to write a scientific article, presentation, poster, qualification work. Interpretation of findings, integration of findings into context.
The graduate of the course will gain information about the research methodology, will understand the basic methods of pedagogical and psychological research that can be used in the practice of the teacher. Within the seminars, students will develop professional skills through their own demonstration of a specific research method. The graduate of the course will be able to carry out simple scientific research, present the results of research and read the results of the latest research in the field of pedagogy and psychology.