AURELIUS AUGUSTINUS: Vyznania. Bratislava: Lúč 1997.
AURELIUS AUGUSTINUS: Samovravy. Trnava: Filozofická fakulta TU 2007 (v edícii Bibliotheca Antiqua Christiana).
KARFÍKOVÁ, L.: Milost a vůle podle Augustina. Praha: Oikúmené 2006.
KARFÍKOVÁ, L.: Čas a řeč. Praha: Oikúmené 2007.
GROESCHEL, B.J.: Augustín filozof, teológ, mystik. Bratislava: Serafín 2005.
ARMSTRONG. A. H.: The Cambridge History of Later Greek and Early Mediaval Philosophy. Cambridge: Cambridge University Press 2008.
Attendance: A student may have two unexcused absences in seminar. Absence in more than two seminars must be reasoned and substituted by consultations. Conditions of continuous and final control: during the semester a student is continuously checked and assessed according to his/her activity and own preparation for exercises. To be awarded the credits, a student must pass a test from knowledge obtained at the meetings and make a presentation for the assigned topic or the assigned part of the work Confessions. Results of the test, activity and presentation will make up the final grade. In case of online courses, the only form of evaluation is a final essay.
• Context and period: philosophy of the Late Antiquity and the Early Middle Ages.
• Neoplatonism and Christian philosophy.
• Augustine: life and work
• Philosophy and the issue of characteristics of God.
• Confessions in the context of Augustine’s work. Soul and human nature.
• Faith – insight – reason – enlightenment. Origin of evil. Cognition of God.
• Paths to God. Blessedness. Temptation.
• Memory.
• Paradoxes of Time. Concept of time in Ancient philosophy – Augustine, Aristoteles, Plotinus
Having completed the course, students are expected to be able to analyse the text of the source work by Aurelius Augustine: Confessions. The aim of the course is also to interpret the basic topics of Ancient philosophy localised also in the source text “Confessions” – such as the issue of characteristics and cognition of God, issue of time, epistemic function of memory, and relation to different shapes and forms of Christian philosophy in the Late Antiquity.
Graeser, A.: Řecká filosofie klasického období. Praha 2000, s. 281 – 324. Patočka, J.: Aristotelés. Přednášky z antické filosofie. Praha 1994. Patočka, J.: Aristoteles, jeho předchůdci a dědicové. Praha 1964. Patočka, J.: Evropa a doba poevropská. Praha 1992. Patočka, J.: Platón a Evropa. In: Patočka, J.: Péče o duši II. Praha 1999, s. 149 – 355.
Active participation in seminars and a final written test.
Slovak
The course is focused on philosophical lecture of Metaphysics by Aristotle, with understanding and its interpretation variants. Identification of individual books of Metaphysics, their arrangement, issue of authenticity of individual books. Learning basic determinations of the so-called “proté filosofia” from the books A1-3, Γ and the final books of Metaphysics. Studying the first causes and principles, to on he on and his (not only translation-related) issues, polysemy of the word “being”, studying of essence (usia), potentiality- actuality, critique of Plato, God (proton kynoun akineton a noesis tes noeseos).
To learn the method of review of translation of an Old Greek text with parallel reading of its Old Greek source text. Individual and critical review of source text and its links to other documents written by Aristotle. To learn basic concepts of Aristotle´s metaphysics and Metaphysics
HEIDEGGER, M.: Bytí a čas. Prel. I. Chvatík, P. Kouba, M. Petříček jr., J. Němec. Praha: Oikúmené 1996 (2002, 2008). FIGAL, G.: Úvod do Heideggera. Prel. V. Zátka. Praha: Academia 2007. NOVOSÁD, F.: Pozvanie k Heideggerovi. Bratislava: Archa 1995. LEŠKO, V.: Filozofia dejín filozofie. Prešov: v. n. 2004. LEŠKO, V.: Heidegger a dejiny filozofie. In: Filozofia, roč. 65, 2010, č. 2, s. 110–119. LEŠKO, V.: Heidegger a grécki myslitelia. In: Filozofia, roč. 68, 2013, č. 3.
Continuous and final duties: continuous (active participation in seminars); a final test
Slovak
Heidegger’s phenomenological interpretation of Aristotle. Heidegger and main issues of phenomenology. Structure of the work “Being and Time” and exposition of the issue of the meaning of being. Existential analytics and the issue of consciousness. The task of destruction of ontology history. Fundamental ontology as philosophical failure? Exposition of the issue of being. Preparatory Fundamental Analysis of Dasein. Definition of the world as res extensa. “Being-in-the-world” and unclear “man”. Understanding and explanation. Care as being of dasein. Dasein and Temporality. Temporality and historicity.
Reading, analysis and interpretation of fundamental Heidegger’s work Being and Time. Analysis of basic problems and terms of Heidegger’s philosophy. Working with primary and interpretative literature.
The aim of the subject is to gain the particular level of knowledge about human body and its development. It is neccessary for the understanding of specific biological characteristics of children and adolescents linked to development.
Drobný I., Drobná M.: Biológia dieťaťa pre špeciálnych pedagógov I. a II. Bratislava, PdF UK, 2000
Lipková V.: Somatický a fyziologický vývoj dieťaťa. Osveta Bratislava, 1980
Malá H., Klementa J.: Biológia detí a dorastu. Bratislava, SPN, 1989
Written test
Human ontogenesis. Postnatal development. Age specific features of skeletal and muscalar, circulatory, respiratory, gastrointestinal and urinary systems. Reproductive system. Endocrine system. Nervous system. Age specifics of selected diseases and drug dependence arise. Human population and environment.
Acquisition of basic morphological and physiological knowledge about individual organs and systems of the human body with a focus on the specifics of childhood and adolescence. Familiarity with developmental and growth characteristics and with the most common diseases in these stages of ontogenesis.
Written test
Literature:
BEAUCHAMP, T. L.. - CHILDRESS, J. F. 2001.: Principles of Biomedical Ethics, 5th edition, Oxford University Press, Oxford 2001
FERRELL, B. 2005. Ethical Perspectives on Pain and Suffering. In Pain Management Nursing, Vol 6, No 3 (September), 2005: pp 83-90.
JESENKOVÁ, A. 2011. Telo a telesnosť v kontexte lekárskej etiky. In:Vladyková a kol. 2011.
Kontextuálne východiská lekárskej etiky . Košice: Filozofická fakulta UPJŠ, ISBN 9788070978948.
JESENKOVÁ, A. - KLIMKOVÁ, A. 2012. Vzťah starostlivosti a moci v kontexte vzťahov lekár/ka a pacient/ka. In: Human Rights Forum 2012 - Medicínske právo interdisciplinárne : zborník príspevkov z vedeckej konferencie : 20. - 21. marec 2012, Košice. - Bratislava : Eurokódex, 2012.
JESENKOVÁ, A. - ŠVIRKOVÁ, A. 2013. Princíp autonómie a participácia ako jeho aspekt v praxi poskytovania zdravotnej starostlivosti. In: Aké princípy vládnu zdravotníctvu? : právne, etické, ekonomické a psychosociálne aspekty zdravotnej starostlivosti : zborník z medzinárodnej vedeckej konferencie : Košice, 11. máj 2013. - Košice : Medius, 2013.
KOMENSKÁ, Z. Filozofické a etické vymedzenie konceptov zdravia a choroby. Dostupné z: <http://www.treff-raum-espaciotime.com/de/articles/philosophie.html >
KOVAĽOVÁ, D. 2002. Úvod do problematiky bioetiky. In FILOZOFIA 57, 2002,N o 4, s. 245 - 258.
PLAŠIENKOVÁ, Z. (ed.) 2020. BIOETICKÉ VÝZVY A SÚČASNOSŤ z pohľadu nových poznatkov a trendov. Bratislava: Stimul. 2020.
POST, S. G. (2003): Encyclopedia of Bioethics - 3rd edition. New York, MacMillan reference
Books.
SMOLKOVA, E. (2007): Bioetika. Otázky, problémy, súvislosti. Bratislava, Infopress.
SMOLKOVÁ, E. 2019. K filozofickým východiskám súčasných modelov zdravotnej starostlivosti. In FILOZOFIA, 74, 2019, No 8, pp. 637 – 651.
SÝKORA, P.: Bioetika v liberálno-demokratickej spoločnosti. I. OS 3(8): 73-76, 1999 (http://www.infovek.sk/~sykora)
THOMASMA, D.C. - KUSHNEROVÁ, T. (ed.) 2000. Od narození do smrti. Mladá fronta, Praha 2000
THOMSONOVÁ, J. J. 2004. Obrana interrupcií. In Kolektív (ed.). 2004. Právo ženy? Štúdie o problematike interrupcií. Kalligram, Bratislava 2004, str. 22-43
VLADYKOVÁ, Ľ. a kol. 2011.Kontextuálne východiská lekárskej etiky. Košice : Filozofická fakulta UPJŠ, 2011. - 110 s. ISBN 9788070978948.
VLADYKOVÁ, Ľ. 2010. Zdržanlivý postoj - obrana bioetiky. In: Kvalita života v kontexte 21. storočia : zborník príspevkov z vedeckej konferencie s medzinárodnou účasťou : Banská Bystrica, 13. máj 2010. - Banská Bystrica : Univerzita Mateja Bela, 2010. - ISBN 9788055700007. - S. 265-269.
- active participation in seminars (accepted 3x justified non-participation in the case of distance and full-time teaching)
- mid-term evaluation: 40%; final evaluation 60%.
- written exam:
A …………… 100-90 points
B …………… 89-80 points
C …………… 79-70 points
D …………… 69-60 points
E …………… 59-50 points
Fx …………… less than 50 points
After meeting the criteria of the written exam, the student is admitted to the oral exam.
1. Origin and development of bioethics - historical-political and socio-cultural context; bioethics problem areas; definition and classification of bioethics; bioethics and applied ethics; causes and factors of bioethics origin, methodological problems of bioethics;
2. Bioethics models (Hippocrates, Paracelsus model, deontological model, human rights-based bioethics model); ethical principles in bioethics - prima facie principles of medical ethics (benefit, nonmaleficiencia, autonomy, justice)
3. Moral-philosophical basis of bioethics (utilitarian ethics, deontological ethics, ethics of virtues, ethics of care);
4. The problem of values in bioethics (value of life; human dignity; definition of humanity; human value; autonomy = value of freedom)
5. Body and corporeality in bioethics, integrity of the human being; vulnerability
6. Health and disease - theoretical approaches to understanding (naturalism, normativism, the concept of Malada)
7. The problem of man in bioethics - ethical issues of human research; genetic engineering; gene therapy; cloning; stem cell research; eugenics
8. Bioethical problems and dilemmas - problems of abortions and reproductive rights, euthanasia and assisted suicide, transplants, vaccinations
9. Communication as a bioethical issue - informed consent; patient-physician-physician relationship models (paternalism vs. partnership)
10.. Bioethics commissions and public discussion.
The graduate is able to identify the concept, subject, goal and methods of researching bioethics as a subdiscipline of applied ethics and is acquainted with the conceptual basis and relevant knowledge of bioethics. Understands the nature of key bioethical issues and dilemmas in the context of the development of contemporary biotechnology, as well as the social, cultural and political context of contemporary societies. Can apply moral and philosophical backgrounds and ethical concepts to understand, analyze and critically reflect on key bioethical issues and problems and their context.
To obtain the required number of credits in the structure prescribed by the study plan.
Slovak
Presentation of outcomes of bachelor thesis, answering the opponent’s questions and answering the questions from the members of Examination Committee.
Verification of student’s acquired competences in compliance with the graduate profile.
Primárna literatúra
DANTE ALIGHIERI. Comedia. Originál dostupný online: Digital Dante, Columbia University. URL: https://digitaldante.columbia.edu/dante/divine-comedy/
DANTE ALIGHIERI. Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. V. Hložník. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1964.
(Božská komédia. Peklo. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Ormandík. Bratislava: Spoločnosť Dante Alighieri, 2005).
(Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Cipár. Trnava: Spolok svätého Vojtecha, 2019).
DANTE ALIGHIERI. Božská komédia 1: Peklo. Prel. A. Žarnov – M. Pažitka. Cambridge: Dobrá kniha, 1978.
DANTE ALIGHIERI. Peklo. Prel. Karol Strmeň. Ilustr. J. G. Cincík. Cleveland–Rím–Mníchov: Slovenský ústav, 1965.
DANTE ALIGHIERI. Peklo. Prel. V. Mikeš. Praha: Academia, 2007.
Sekundárna literatúra – Danteológia
BLOKŠA, Jan. Výklad Božské komedie Danta Alighieriho dle překladu Jar. Vrchlického. V Hranicích: P. Zapletal, 1899-1900. Dostupné z: https://www.digitalniknihovna.cz/mzk/uuid/uuid:2db41246-7e43-11e1-a68c-0050569d679d
DRONKE, Peter. Dantova Komedie: obrazy a kontexty. Praha: Malvern, 2021.
FELIX, Jozef. Komentár. In Božská komédia. Peklo, s. 295–405. Bratislava: Spoločnosť Dante Alighieri, 2005.
GAGLIARDI, Antonio – KOPRDA Pavol. Podklady k hermeneutike stredovekej talianskej literatúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2016.
JACOMUZZI Stefano a kol. (ed.). La Divina Commedia. Nuova edizione integrale. Turín: SEI, 2017.
KIRKPATRICK, Robin. Dante. The Divine Comedy, Student's Guide. 2nd ed. Cambridge: Cambridge University Press, 2004.
KIRKPATRICK, Robin. Dante's Inferno. Difficulty and Dead Poetry. Cambridge: Cambridge University Press, 2008.
LANSING, Richard. The Dante Encyclopedia. New York: Routledge, 2010.
MIKEŠ, Vladimír. Tu vykročil a já se vydal za ním. In Peklo, s. 171–183. Praha: Academia, 2007.
MONTANELLI, Indro. Dante a jeho doba. Přel. A. Hartmanová. Praha: Odeon, 1981.
POKORNÝ Martin (ed.) a kol. Čtení o Dantovi Alighierim: prostory, postavy a slova. Praha: Institut pro studium literatury, 2016.
SINGLETON, Charles S. The Divine Comedy. Inferno. 2. Commentary. Princeton: Princeton University Press, 1977.
ŠAVELOVÁ, Monika. Danteho Peklo. Idey a interpretácie. Nitra: UKF, 2014.
To earn course credits, students are required to actively participate in seminars, with a minimum attendance of 75%. In addition, they must prepare by regularly writing short essay-style commentaries on selected passages from the primary text. Each week, students submit a brief reflection focusing on the key themes and questions raised in the work. These commentaries are continuously assessed, with scores expressed as percentages. The final grade is determined by averaging these scores and converting them into classification levels as follows: a score between 100 and 93 corresponds to an A, 92 to 85 to a B, 85 to 78 to a C, 77 to 69 to a D, 68 to 60 to an E, and any score of 59 or below results in an FX, indicating failure to meet the requirements.
Introduction to the Comedy: Dante the Poet – Inferno, Canto I; Dante the Lover – Inferno, Cantos II & III; Dante’s reading and descent into the underworld – Virgil’s Aeneid, Book VI; Dante the Theologian – Inferno, Canto IV; Dante the Scholar – Inferno, Canto V; Auguste Rodin, The Gates of Hell; Dante the Politician – Inferno, Cantos VI & VII; The Pilgrim J. A. Comenius – The Labyrinth of the World and the Paradise of the Heart; Angry Dante – Inferno, Canto VIII & Eugène Delacroix, Dante and Virgil in Hell; Suffering and Creation – Film Andrei Rublev (dir. Andrei Tarkovsky); Curious Dante – Inferno, Cantos IX & X.
The course is framed around a representative work of European medieval literature—Dante’s Comedy and its first cantica, Inferno. The main focus will be on a collective interpretation of selected cantos from Inferno, as well as other literary and artistic works that either directly influenced or responded to Inferno, or share its central themes: the human journey through the world and the underworld, the nature and origin of evil, human responsibility and guilt, suffering, hatred and unforgiveness, fear, anxiety, and courage. The reading of the work will be spread across two semesters.
Primary Literature
DANTE ALIGHIERI. Comedia. Originál dostupný online: Digital Dante, Columbia University. URL: https://digitaldante.columbia.edu/dante/divine-comedy/
DANTE ALIGHIERI. Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. V. Hložník. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1964.
(Božská komédia. Peklo. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Ormandík. Bratislava: Spoločnosť Dante Alighieri, 2005).
(Božská komédia. Prel. V. Turčány – J. Felix. Komentár J. Felix. Ilustr. M. Cipár. Trnava: Spolok svätého Vojtecha, 2019).
DANTE ALIGHIERI. Božská komédia 1: Peklo. Prel. A. Žarnov – M. Pažitka. Cambridge: Dobrá kniha, 1978.
DANTE ALIGHIERI. Peklo. Prel. Karol Strmeň. Ilustr. J. G. Cincík. Cleveland–Rím–Mníchov: Slovenský ústav, 1965.
DANTE ALIGHIERI. Peklo. Prel. V. Mikeš. Praha: Academia, 2007.
Secondary Literature – Danteology
BLOKŠA, Jan. Výklad Božské komedie Danta Alighieriho dle překladu Jar. Vrchlického. V Hranicích: P. Zapletal, 1899-1900. Dostupné z: https://www.digitalniknihovna.cz/mzk/uuid/uuid:2db41246-7e43-11e1-a68c-0050569d679d
DRONKE, Peter. Dantova Komedie: obrazy a kontexty. Praha: Malvern, 2021.
FELIX, Jozef. Komentár. In Božská komédia. Peklo, s. 295–405. Bratislava: Spoločnosť Dante Alighieri, 2005.
GAGLIARDI, Antonio – KOPRDA Pavol. Podklady k hermeneutike stredovekej talianskej literatúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2016.
JACOMUZZI Stefano a kol. (ed.). La Divina Commedia. Nuova edizione integrale. Turín: SEI, 2017.
KIRKPATRICK, Robin. Dante. The Divine Comedy, Student's Guide. 2nd ed. Cambridge: Cambridge University Press, 2004.
KIRKPATRICK, Robin. Dante's Inferno. Difficulty and Dead Poetry. Cambridge: Cambridge University Press, 2008.
LANSING, Richard. The Dante Encyclopedia. New York: Routledge, 2010.
MIKEŠ, Vladimír. Tu vykročil a já se vydal za ním. In Peklo, s. 171–183. Praha: Academia, 2007.
MONTANELLI, Indro. Dante a jeho doba. Přel. A. Hartmanová. Praha: Odeon, 1981.
POKORNÝ Martin (ed.) a kol. Čtení o Dantovi Alighierim: prostory, postavy a slova. Praha: Institut pro studium literatury, 2016.
SINGLETON, Charles S. The Divine Comedy. Inferno. 2. Commentary. Princeton: Princeton University Press, 1977.
ŠAVELOVÁ, Monika. Danteho Peklo. Idey a interpretácie. Nitra: UKF, 2014.
To earn course credits, students are required to actively participate in seminars, with a minimum attendance of 75%. In addition, they must prepare by regularly writing short essay-style commentaries on selected passages from the primary text. Each week, students submit a brief reflection focusing on the key themes and questions raised in the work. These commentaries are continuously assessed, with scores expressed as percentages. The final grade is determined by averaging these scores and converting them into classification levels as follows: a score between 100 and 93 corresponds to an A, 92 to 85 to a B, 85 to 78 to a C, 77 to 69 to a D, 68 to 60 to an E, and any score of 59 or below results in an FX, indicating failure to meet the requirements.
Dante as Poet: Inferno, Canto XI; Dante as Observer: Inferno, Canto XIII; Documentary Film: Behemoth; Dante as Student: Inferno, Cantos XIV & XX; Dante as Orator: Inferno, Canto XXVI; The Hell Dante Never Saw: Primo Levi, If This Is a Man; Dante as Linguist: Inferno, Canto XXXI; Suffering Dante: Inferno, Cantos XXXIII & sculpture by Jean-Baptiste Carpeaux: Ugolino and His Sons; C. S. Lewis: The Screwtape Letters; Dante as Cosmologist: Inferno, Canto XXXIV & Franz Liszt: Dante Symphony.
The course is framed around a representative work of European medieval literature—Dante’s Comedy and its first cantica, Inferno. The main focus will be on a collective interpretation of selected cantos from Inferno, as well as other literary and artistic works that either directly influenced or responded to Inferno, or share its central themes: the human journey through the world and the underworld, the nature and origin of evil, human responsibility and guilt, suffering, hatred and unforgiveness, fear, anxiety, and courage. The reading of the work will be spread across two semesters.
FOUCAULT, M.: Dozerať a trestať. Prel. M. Marcelli. Bratislava: Kalligram 2000. CHOMSKY, N., FOUCAULT, M., ELDERS, F.: Člověk, moc a spravedlnost. Prel. O. Slačálek. Praha: Intu 2005. FOUCAULT, M.: Archeologie vědení. Prel. Č. Pelikán. Praha: Hermann & synové 2002. FOUCAULT, M.: Dějiny sexuality I. Vůle k vědění. Prel. Č. Pelikán. Praha: Herrmann & synové 1999. FOUCAULT, M.: Dějiny sexuality II. Užívání slastí. Prel. K. Thein, N. Darnadyová a J. Fulka. Praha: Herrmann & synové 2003. FOUCAULT, M.: Dějiny sexuality III. Péče o sebe. Prel. M. Petříček, L. Šerý a J. Fulka. Praha: Herrmann & synové 2003. FOUCAULT, M.: Diskurs, autor, genealogie. Prel. P. Horák. Praha: Svoboda 1994. FOUCAULT, M.: Ďejiny šílenství. Prel. V. Dvořáková. Praha: NLN 1994. FOUCAULT, M.: Je třeba bránit společnost. Prel. P. Horák. Praha: Filosofia 2005. FOUCAULT, M.: Moc, subjekt a sexualita. Výber z článkov a rozhovorov publikovaných v rokoch 1980 – 1988. Prel. M. Marcelli. Bratislava: Kalligram 2000. FOUCAULT, M.: Myšlení vnějšku. Prel. Č. Pelikán, M. Petříček jr., S. Polášek, P. Soukup, K. Thein. Praha: Herrmann & synové 1996. BROWN, A.: Foucault. Prel. M. Marcelli. Bratislava: Albert Marenčin – Vydavateľstvo PT 2004. BURAJ, I.: Foucault a moc. Bratislava: Univerzita Komenského 2000. DELEUZE, G.: Foucault. Prel. Č. Pelikán. Praha: Herrmann & synové 1996. DERRIDA, J.: Metafyzika a násilí. Prel. J. Pechar a kol. Praha: Filosofia 2002. DESCOMBES, V.: Stejné a jiné. Čtyřicetpět let francouzské filosofie (1933 – 1978). Prel. M. Petříček. Praha: OIKOYMENH 1995.
Conditions of continuous control: during the semester a student is continuously assessed according to his/her activity in seminars. To be awarded the credits for semester, a student must attend seminars. Assessment of students in seminars is conditioned by receiving the respective number of points (1 point for each active participation). Reading and understanding of the assigned texts can be checked during the seminars.
Slovak
1) Torture
2) Punishment
3) Discipline
4) Prison
The aim of the course is to present philosophical thinking of the “Professor of the History of Systems of Thought”, genealogist and (although he did not like this description) post-structuralist thinker M. Foucault. Students have a chance to become familiar with (postmodern) genealogical understanding of history as the critique of ideologies that support (traditional) history. On the basis of Foucault’s analysis of establishment of prison and the related developing punishment practices, the seminar in written discourse attempts to draw the attention to the controversial points of our (optimistic) historical understanding of progressive ideas.
Povinná literatúra:
Antológia z diel filozofov. Predsokratovci a Platón. Zost. J. Martinka. Bratislava: Iris 1998.
Antológia z diel filozofov. Od Aristotela po Plotina. Zost. J. Martinka. Bratislava: Iris 2006.
Zlomky předsokratovských myslitelů. Zost. K. Svoboda. Praha: Nakladatelství Československé akademie věd 1962.
DIOGENES LAERTIOS: Životy, názory a výroky proslulých filosofú. Prel. A. Kolář. Pelhřimov: Nová tiskárna 1995.
DIELS, H.-KRANZ, W.: Die Fragmente der Vorsokratiker. Erster Band. Berlin: Verlagsbuchhandlung 1960.
DIELS, H.: Die Fragmente der Vorsokratiker. Zweiter Band. Berlin: Weidmannsche Buchhandlung 1922.
DIELS, H.: Die Fragmente der Vorsokratiker. Dritter Band. Berlin: Weidmannsche Buchhandlung 1959.
Odporúčaná literatúra:
The Cambridge Companion to Aristotle. Ed. J. Barnes. Cambridge: Cambridge Universtiy Press 1995.
A Companion to Plato. Ed. H. H. Benson. Oxford: Blackwell Publishing 2006.
The Cambridge Companion to Socrates. Ed. D. R. Morrison. Cambridge. Cambridge University Press 2011.
ARMSTRONG, A. H.: Filosofie pozdní antiky. Prel. M. Pokorný. Praha: Oikúmené 2020.
GADAMER, H.-G.: Idea Dobra medzi Platónom a Aristotelom. Prel. J. Šindlenář a F. Karfík. Praha: Oikúmené 1994.
GRAESER, A.: Řecká filosofie klasického období. Prel. M. Petříček. Praha: Oikúmené 2001.
JAEGER, W.: Aristotle. Fundamentals of the history of his development. Prel. R. Robinson. Oxford: Oxford at the Calrendon Press 1968.
KIRK-RAVEN-SCHOFIELD: Předsokratovští filosofové. Kritické dějiny s vybranými texty. Prel. F. Karfík, P. Kolev, T. Vítek. Praha: Oikúmené 2004.
HUSSEY, E.: Presokratici. Prel. M. Pokorný. Praha: Rezek 1997.
KOČANDRLE, R.: Fysis iónských myslitelů. Rozprava nad peripatetickou dezinterpretací. Praha: Pavel Mervart 2008.
KOČANDRLE, R.: Anaximandros z Mílétu. Praha: Pavel Mervart 2010.
KRATOCHVÍL, Z.: Délsky potápěč k Héraklietově řeči. Hermann a synové 2006.
KRATOCHVÍL, Z.: Hérakleitos z Efezu. Řeč o povaze bytí. Praha: Hermann a synové 1993.
KRATOCHVIL, Z.: Filosofie živé přírody. Praha: Hermann a synové 1994.
KRATOCHVÍL, Z.: Filosofie mezi mýtem a vědou. Od Homéra po Descarta. Praha: Akademia 2009.
KRATOCHVÍL, Z.: Prolínaní světů. Praha: Hermann s synové 1991.
LONG, A. A.: Hellénistická filosofie. Prel. P. Kolev. Praha: Oikúmené 2020.
POMFIL: Mýtus, Epos, Logos. Praha: Oikúmené 1991.
POMFIL: Kosmos a živly. Praha: Oikúmené 1992.
PATOČKA, J.: Nejstarší řecká řecká filosofie. Přednášky z antické filosofie.Praha: Vašehrad 1996.
PATOČKA, J.: Sókratés.Přednášky z antické filosofie. Praha: Státní pedagogick.é nakladatelství 1990.
PATOČKA, J.: Platón. řednášky z antické filosofie. Praha: Státní pedagogické nakladatelství 1992.
PATOČKA, J.: Aristotelés. Přednášky z antické filosofie. Praha: Vyšehrad 1994.
WYLLER, E.-A.: Pozdní Platón. Prel. T. Dimter. Praha: Rezek 1996.
Continuous assessment (e.g. test, individual work...): During the semester a student is continuously checked and assessed according to his/her activity (in oral or written form).
Course completion: assessment – continuous, a written exam
Continuous assessment (e.g. test, individual work...): During the semester a student is continuously checked and assessed according to his/her activity (in oral or written form). Final assessment - exam: Assessment is awarded only to those students who actively participate in seminars and pass the continuous tests: (week 10), final test (week 12) - written and oral part of the exam. To be awarded the credits, all of the above conditions must be met.
Emergence of philosophy in Antic Greece; mythology. Origin of the word “philosophy”; emergence of strange solidarity of people; a mystery of the word “logos”. Philosophy in Greek world: love, fight, concerns, friendship, rivalry, courage, bravery, virtue (despising of pain and death). Religion, art, science, and philosophy. Philosophy of early Greek philosophers: Milesian philosophy, Pythagoras and philosophy of number, Heraclitus – philosophy in riddles, philosophy of being of the Eleatics. Philosophy of Greek pluralists. Sophism – the turn to man, fysis - nomos, Socrates, Plato, Aristotle, the principle of care for the soul: Democritus, Plato, Aristotle, philosophy of the period of Hellenism: scepticism, epicureanism, stoicism, Roman eclecticism, Neopythagoreanism, Neoplatonism
To introduce the issue of the origins of philosophy. The beginnings of philosophy and philosophical thinking in Greece as one of the pillars of Western thought. Emphasis is placed on the openness of ancient thinking in accepting ideas, as well as the ability to acquire the skills and arts of ancient civilizations. Cosmos, beauty, order. Ancient philosophy, early period, heyday (classical Greek philosophy) and late antiquity (Hellenism).
1. The Cambridge companion to Augustine. D. V. Meconi (ed.). Cambridge: Cambridge University Press 2014.
2. BRANE, L.: Peter Abelard: philosophy and Christianity in the Middle Ages. London: Routledge 2020.
3. The Cambridge companion to Aquinas. N. Kretzmann (and E. Stupm (eds.). Cambridge: Cambridge University Press 1993.
4. The Cambridge companion to renaissance philosophy. J. Hankins (ed.). Cambridge: Cambridge University Press 2007.
Active participation in seminar discussions. Essay (8 pages), final exam (test)
Slovak
1. Origin and formation of medieval philosophy. Christian apologetics. Religious philosophy of A. Augustine.
2. The controversy between nominalism and realism in medieval philosophy. Philosophy of Pierre Abelard.
3. - 4. Theological and metaphysical philosophy of Thomas Aquinas.
5. - 6. Philosophy of R. Bacon. Philosophy of J. Duns Scottus. Nominalist philosophy of W. Occam.
7. - 8. General feature of renaissance philosophy. Renaissance platonism and aristotelism.
9. Renaissance social philosophy. Political philosophy of Nicolo Macchiavelli.
10. - 11. Renaissance philosophy of man and criticism of society. Renaissance social utopias of T. More and T. Campanella.
Mastering the basic facts and relations in the history of medieval philosophy. Deepening of the knowledge and understanding of medieval philosophy in its historical, religious, and intellectual context. Mastering the basic facts about Renaissance philosophy.
BACON, F.: Nové Organon. Prel. J. Špaňár. In: Antológia z diel filozofov. Humanizmus a renesancia. Zv. 4. Zost. I. Hrušovský – J. Kocka – M. Pažítka. Bratislava: Iris 2006, resp. BACON, F.: Nové Organon. Prel. J. Špaňár. In: Antológia z diel filozofov. Humanizmus a renesancia. Zv. 4. Zost. I. Hrušovský – J. Kocka – M. Pažítka. Bratislava: Pravda 1966.
HOBBES, T.: Leviathan. Prel. J. Kocka. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. Zv. 6. Zost. E. Várossová. Bratislava: Epocha 1970.
DESCARTES, R.: Rozprava o metodě. Prel. V. Szathmáryová-Vlčková. Praha: Svoboda 1992.
DESCARTES, R.: Princípy filozofie. Prel. J. Špaňár. Bratislava: Pravda 1987.
DESCARTES, R.: Meditácie o prvej filozofii. Prel. J. Ciger – V. Cigerová. Bratislava: Chronos 1997.
SPINOZA, B.: Etika. Prel. J. Špaňár. Bratislava: Pravda 1986.
LEIBNIZ, G. W.: Monadológia. Prel. E. Čapek. Praha: Sfinx 1925.
LOCKE, J.: Rozprava o ľudskom rozume. Prel. J. Kocka. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
LOCKE, J. : Druhé pojednání o vládě. Prel. J. Král. Praha: Svoboda 1992.
BERKELEY, G.: O základoch ľudského poznania. Prel. J. Kocka. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HUME, D.: Úvahy o ľudskom rozume. Prel. V. Thieben. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HUME, D.: Traktát o ľudskej prirodzenosti. Prel. V. Thieben. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
MONTESQUIEU, CH. L.: Duch zákonov. Prel. M. Puškárová. Bratislava: Tatran 1989.
MONTESQUIEU, CH. L.: Perzské listy. Prel. A. Vantuch. Bratislava: Tatran 1968.
VOLTAIRE, F.M.A.: Filozofický slovník. Prel. V. Sviežená. Bratislava: Pravda 1976.
VOLTAIRE, F.M.: Výbor z díla. Prel. H. Horská. Praha: Svoboda 1989.
ROUSSEAU, J. J.: O spoločenskej zmluve. Prel. M. Marcelli. Bratislava: Kalligram 2010.
ROUSSEAU, J. J.: Rozpravy. Prel. E. Blažková – J. Veselý – V. Zamarovský. Praha: Svoboda 1989.
ROUSSEAU, J. J.: Emil alebo O výchove. Prel. K. Chrappa. Bratislava: Slovenský spisovateľ 2002.
METTRIE, J. O. de La: Človek stroj. Prel. M. Krajčovič. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HELVÉTIUS, C. A.: O duchu. Prel. M. Krajčovič. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
HOLBACH, P. H. D.: Systém prírody. Prel. V. Szathmáryová-Vlčková. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
DIDEROT, D.: Filozofické princípy hmoty a pohybu. Prel. M. Zigo. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Zv. 5. Zost. T. Münz – J. Kocka – M. Krajčovič – M. Zigo. Bratislava: Vydavateľstvo politickej literatúry 1967.
BELÁS, Ľ.: Dejinný rozmer filozofie osvietenstva. Prešov: Manacon 1998
Im HOF, U.: Evropa a osvícenství. Prel. A. Kusák. Praha: Nakladatelství Lidové noviny 2001.
LEŠKO, V. – JEŠIČ, M.: Novoveká filozofia. Od Bacona po Rousseaua. Košice: v.n. 2012
LEŠKO, V. – HUBÍK, S.: Človek, panstvo, komunikácia. Prešov: v. n. 2003.
OJZERMAN, T. I. a kol.: Formování novověké filozofie. Prel. I. Holzbachová – J. Gabriel – K. Hlavoň – A. Látal – J. Šmajs – B. Koželouhová – J. Cetl. Praha: Svoboda 1989.
RÖD, W.: Novověká filosofie I. Prel. J. Karásek. Praha: Oikúmené 2001.
RÁDL, E.: Dějiny filosofie II. Novověk. Praha: Votobia 1999.
SOBOTKA, M. – ZNOJ, M. – MOURAL, M.: Dějiny novověké filosofie od Descarta po Hegela. Praha: Filozofický ústav AV ČR 1993.
VESELÝ, J.: Studie z francouzského osvícenství: román a rozum: Montesquieu, Voltaire, Diderot: Jean-Jacques Rousseau a jeho doba. Praha: Karolinum 2003.
ZIGO, M.: Pohľady do novovekej filozofie. Bratislava: Pravda 1987.
Within this discipline, a student is required to:
1. Actively participate in seminars, i.e. to make his/her own written preparation for seminar (précis). It should be used primarily by a student as preparation and basis for analysis and interpretation of a source text for the respective seminar and secondarily as a proof that a student has studied the text. At the end of each seminar a student must submit to the teacher his/her précis related to the topic analysed in seminar. Participation in seminars is mandatory in the course of the semester. In case of excused absence the consultation on substitution with the course guarantor is necessary.
2. Produce a final paper (a test from factography)
3. Pass an exam
Slovak
1. Basic characteristics of the modern way of thinking, periodization of modern philosophy and its development phases, age of reason and science.
2. F. Bacon's empirical philosophy and the formation of modern science (B. Pascal)
3. Empirical naturalism of T. Hobbes.
4. Methodical-systemic rationalism of R. Descartes and Cartesianism (Mallebranche)
5. Pantheistic monistic rationalism of B. Spinoza
6. Monadological pluralism and universalism of G. W. Leibniz
7. English Enlightenment philosophy (Shaftesbury, F. Hutcheson, B. Mandeville, A. Smith)
8. Empirical-sensualistic philosophy of J. Locke
9. Subjectivist sensualism of G. Berkeley.
10. Skeptical - critical sensualism of D. Hume.
11. French Enlightenment philosophy: Ch. L. Montesquieu, F. M. A. Voltaire and J.-J. Rousseau
12. French naturalism and mechanistic materialism (La Mettrie, Helvétius, Holbach) and emcyclopedists (D. Diderot).
The aim of the course is to introduce main issues, terms, and representatives of the modern philosophy from the beginning of its formation to the peak of the Enlightenment philosophy.
KANT, I.: Kritika praktického rozumu. Prel. Münz. Bratislava: Spektrum 1990. FICHTE, J. G.: Základ všeho vědosloví. Prel. R. Zika. Praha: Oikúmené 2007. FICHTE, J. G.: Výber z diela. Prel. T. Münz. Bratislava: Pravda 1981. SCHELLING, F. W. J.: Filozofické skúmania podstaty ľudskej slobody a s tým súvisiacich predmetov. Prel. O. Bakoš. Bratislava: Kalligram 2005. SCHELLING, F. W. J.: Filozofia umenia. Prel. O. Bakoš. Kalligram. Bratislava 2007. HEGEL, G.W. F.: Logika. Prel. T. Münz. SAV. Bratislava 1961. HEGEL, G.W.F.: Logika ako veda I. II. Prel. T. Münz. Bratislava: Pravda 1985. FEUERBACH, L.: Zásady filosofie budoucnosti a jiné filosofické práce. Praha: Svoboda 1959. SCHOPENHAUER, A.: Svět jako vůle a představa I. Prel. M. Vaňa. Pelehřimov 1997.KIERKEGGARD, S.: Bázeň a chvění. Nemoc k smrti. Prel. M. Mikulova-Thulstrupová. Praha: Svoboda 1993. KIERKEGGARD, S.: Buď – alebo. Prel. M. Žitný. Bratislava: Kalligram 2007. NIETZSCHE, F.: Genealógia morálky. Prel. V. Koubová. Praha: Aurora 2002. NIETZSCHE, F.: Mimo dobro a zlo. Prel. V. Koubová. Praha: Aurora 1996. NIETZSCHE, F.: Ecce homo. Prel. L. Benyovszky. Praha: Naše vojsko 1993. DILTHEY, W.: Život a dejinné vedomie. Prel. M. Žitný. Bratislava: Pravda 1980. LEŠKO, V.: Dejiny filozofie II. Od Bacona po Nietzscheho. Košice 2008. MIHINA, F. – LEŠKO, V. a kol.: Metamorfózy poklasickej filozofie. Bratislava: Iris 1999. THURNHER, R.. – RÖD, W.: Filosofie 19. a 20. století III. Prel. M. Petříček. Oikúmené. Praha 2009. LEŠKO, V.: Filozofia dejín filozofie – silné a slabé modely. Prešov 2004. SOBOTKA, M.: Člověk a práce v německé klasické filosofii . Praha: NPL 1964. SOBOTKA, M.: Člověk, práce a sebevědomí. Praha: Svoboda 1969. SOBOTKA, M.: Schelling a Hegel. Praha: Karolinum 1987. SOBOTKA, M., ZNOJ, M., MOURAL, J.: Dějiny novověké filosofie od Descarta po Hegela. Praha: Filosofia 1994. KOUBA, P.: Nietzsche: Filosofická interpretace. Praha: Oikúmené 2004. ROHDE, P. P.: Kierkegaard. Prel. J. Horák. Olomouc: Votobia 1995. ABENDROTH, W.: Schopenhauer. Prel. N. Vallejsová, M. Subík. Olomouc: Votobia 1995. MÜNZ, T.: Humanistická iniciatíva Feuerbachovej filozofie. Bratislava: Epocha 1971.
Conditions of continuous control and awarding of credits: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is also required to produce a seminar paper – philosophical translation and to pass a written test containing basic information related to the life and work of philosophers from Kant to Nietzsche. Conditions of the exam: only after obtaining the points for the continuous activity during the semester a student may take a written exam.
German classical philosophy and its influence (critical idealism of I. Kant, subjective idealism of J.G. Fichte, F. W.J. Schelling and German idealism, absolute dialectical idealism of G.W.F. Hegel, decline of the Hegel school – the Old Hegelians and the Neo-Hegelian movement, philosophy of future of L. Feuerbach, philosophy of history of K. Marx). Voluntarisms, irrationalism and philosophy of life (voluntarism, phenomenalism and pessimism of A. Schopenhauer, philosophy of existence of S. A. Kierkegaard, philosophy of future of F. Nietzsche, philosophy of life of W. Dilthey)
Understanding of the basic trends in philosophy of the 19th century. Getting familiar with German classical philosophy, its emergence, development and gradual decline (Kant, Fichte, Schelling, Hegel, Feuerbach, Marx) as well as voluntarism, irrationalism, and philosophy of life (Schopenhauer, Kierkegaard, Nietzsche, Dilthey).
Habermas, J. Strukturální přeměna veřejnosti. Zkoumání jedné kategorie občanské společnosti. Praha: Filozofia 2000.
Habermas, J. Diskursivní teorie liberální demokracie. Praha: Univerzita Karlova 2018. 1. a 2. kap., s. 7 – 26, s. 27 – 52, 5. kap. ( s. 103 - 128 ) a 6. kap. ( s. 129 - 140 ).
Fraser, Nancy: K novému pojetí veřejnosti. In Rozvíjení radikální imaginace. Praha: Filosofia, s. 59 - 111.
Habermas, J. Moral Consciousness and Communicative Action. Cambridge MIT Press 1999.
Habermas, J.: Dobiehajúca revolúcia. Kaligram Bratislava 1999
Habermas, J.: Budoucnost lidské přirozenosti. Na cestě k liberální eugenice? Praha: Filosofia 2001
Habermas, J. Filozofia ako miestodržiteľ a interpret. In Marceli, M.-Gál, E.(red.): Za zrkadlom moderny. Archa Bratislava 1991, s. 279 – 297.
Machalová, T. Dskurzívna etika. In Remišová, A. Dejiny etického myslenia v Európe a USA. Bratislava: Kaligram, 2008, s. 656 – 674.
- active participation in teaching (accepted 3 x justified non-participation in the case of distance as well as full-time teaching)
- defense of an essay (range 3 - 5 NS, TNR 12, line spacing 1.5) in a colloquium
1. Traditions and perspectives of deontological ethics: from Kant to Habermas.
2. Duty, commitment/ obligation, responsibility and discourse.
3. Analysis of basic concepts and principles of discursive ethics
4. Criticism and perspectives of discursive ethics;
5. Application of discursive ethics in solving current ethical issues;
The aim of the course is to present the basic principles of discursive ethics as the most current form of deontological ethics. The content of the course will focus on the analysis of basic concepts and ways of solving current ethical problems.
JEŠIČ, M.: Dejiny filozofie na Slovensku a v Čechách do konca 17. storočia. Košice: vydavateľstvo UPJŠ 2013, 104 s. kol. : Antologie z dějín českého a slovenského filozofického myšlení (do r. 1848). Praha: Svoboda 1981. kol. : Antologie z dějín českého a slovenského filozofického myšlení (od r. 1848 do r. 1948). Praha: Svoboda 1989. BODNÁR, J. a kol. : Dejiny filozofického myslenia na Slovensku I. Bratislava: SAV 1987. DUPKALA, R. – KÓNYA. P. (Eds.) : Antológia z diel profesorov Prešovského evanjelického kolégia I. Prešov: Manacon 1999. BAKOŠ, V. : Filozofické myslenie na Slovensku v medzivojnovom období (1918–1938). Bratislava: Veda 1988. ZOUHAR, J.: Dějiny českého filozofického myšlení do roku 1968. Brno: Academicus 2008. ZOUHAR, J. – PAVLINCOVÁ, H. – GABRIEL, J.: Česká filosofie v letech protektorátu. Poznámky k tématu. Brno: Masarykova univerzita 2007. BAKOŠ, V. et al.: Filozofické iniciatívy Igora Hrušovského. Bratislava: FÚ SAV 2009. MÜNZ, T. : Filozofia slovenského osvietenstva. Bratislava: SAV 1961. DUPKALA, R. : Štúrovci a Hegel (K problematike slovenského hegelianizmu a antihegelianizmu). Prešov: Manacon 1996. kol.: Dejiny filozofie na Slovensku v XX. storočí (Eds. K. Kollár – A. Kopčok – T. Pichler). Bratislava: Infopress 1998.
Within this discipline, a student is required to:
1. Actively participate in seminars, i.e. to make his/her own written preparation for seminar (précis). It should be used primarily by a student as preparation and basis for analysis and interpretation of a source text for the respective seminar and secondarily as a proof that a student has studied the text. At the end of each seminar a student must submit to the teacher his/her précis related to the topic analysed in seminar. Participation in seminars is mandatory in the course of the semester. In case of excused absence the consultation on substitution with the course guarantor is necessary. 2. Produce a semester paper (based on agreement with the guarantor or teacher of the course) 3. Pass an exam (test)
Slovak
Beginnings of religious and philosophical thinking in literature from the period of the Great Moravia. Philosophical thinking of Constantine. Philosophical thinking in Slovakia and Bohemia in the period of reformation and counter-reformation (Jan Hus, J. A. Comenius, Prešov School and University of Trnava). Enlightenment philosophy in Slovakia and Bohemia. Response to Herder’s and Kant’s philosophy in Slovakia. The Štúrs and Hegelianism and anti-Hegelianism in Slovak philosophical thinking. Response to Nietzsche’s philosophy in Slovakia and Bohemia. Positivism in Slovakia and Bohemia. Religious philosophy in Slovakia and Bohemia. Philosophy of E. Rádl and J. Patočka.
The aim is to familiarize students with the development of philosophical thinking in Slovakia and Bohemia from the Middle Ages to the 20th century, to assess the influence of foreign streams of thinking on Slovak and Czech philosophy and to identify its original features.
1. Carretero Gomez, S., Vuorikari, R. and Punie, Y., DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Luxembourg, 2017, ISBN 978-92-79-68006-9, https://www.ecdl.sk/
2. Bruff, D. (2019). Intentional Tech: Principles to Guide the Use of Educational Technology in
College Teaching (1st edition). Morgantown: West Virginia University Press.
3. Baker, Y. (2020). Microsoft Teams for Education. Amazon Digital Services.
4. Miller, H. (2021). Google Classroom + Google Apps: 2021 Edition. Brentford: Orion Edition Limited.
Summary evaluation based on ongoing assessment:
1. Practical ongoing assignments and their defense (at least 50% needed)
3. Active participation during face-to-face contact learning in classical or virtual classroom (3 absences allowed) and during online learning (no absence, uploading all individual ongoing assignments)
slovak
01.-02. Basic digital skills, DigComp framework, ECDL
- modern web browser and its personalization
- security, privacy, responsible use of DT
03.-05. Search, collection and evaluation of digital content
- scanning, audio recording and speech resolution, optical resolution (OCR)
- digital notebooks (Google keep, Evernote, Onenote)
- evaluation of digital resources (Google forms and sections)
06.-08. Editing and creating digital content
- cloud and interactive documents
(text and spreadsheet editors - Google, Microsoft, Jupyter)
- work with pdf documents, e-books and videos
(Kami, Google books, Screencasting)
09. - 10. Organization, protection and sharing of digital content
- modern LMS and cloud storage
(Google Classroom, Microsoft team, Google Drive, Dropbox)
- time management (Google Calendar)
11.-13. Digital communication and cooperation
- collaborative interactive whiteboards (Jamboard, Whiteboard)
- online presentations and online meetings
(Google presentations, Powerpoint, Google meet, Microsoft teams)
The student should obtain and know to apply basic knowledge and skills in working with current digital technologies (mobile phone, tablet, laptop, web technologies):
1. according to the current European framework for the Digital competence DigComp and ECDL
2. for better and more effective learning, work and active life in higher education, later lifelong learning and further career prospects.
KAŇUK, J., 2015. Priestorové analýzy a modelovanie. Vysokoškolské učebné texty. Prírodovedecká fakulta Univerzity Pavla Jozefa Šafárika v Košiciach. 114 s.
ŽITNIAK, J., 2017. Microsoft Office 2016. Podrobná uživatelská příručka. Computer Press. 464 s.
KLATKOVSKÝ, K., 2016. Word 2016 nejen pro školy. Computer Media. 124 s.
KLATKOVSKÝ, K., 2016. Powerpoint 2016 nejen pro školy. Computer Media. 80 s.
LAURENČÍK, M., 2019. Excel 2016 a 2019 - pokročilé nástroje, Grada, 256 s.
Assessment is based on a combination of midterm (30%) and final assessment (70%) at the end of the semester. The overall evaluation is calculated as a weighted average of the final and midterm evaluation. The evaluation scheme applies to the overall evaluation: A (100-90 points), B (80-89 points), C (70-79 points), D (60-69 points), E (50-59 points), FX (0 -49 points).
Important and useful information regarding the study, standards and services provided by the university for students (WiFi, information retrieval, websites, citation manager - CitacePro) operating systems, data types, file types, software used. Work with statistical data, DataCube, SO SR, Soil portal, ŠGÚDŠ, Geoenviroportal, Geoportal and similar web applications. Explanation of the essence of vector and raster graphics, graphic formats and their use. Work with spreadsheet and databases (formulas, contingency tables and graphs), advanced work and formatting in MS Word. Using MS PowerPoint to create presentations and posters.
Knowledge: The student will gain knowledge in the field of information and communication technologies specific to the study of geography and geoinformatics. The student will learn to search for and sort different types of information. The acquired knowledge will be used in working with professional literature published in scientific databases and selected geospatial databases.
Skills: The student will learn to work with selected WebGIS portals publishing geodata and use databases of scientific journals and citation manager. They will learn the basic methods of modifying different types of data in order to prepare them for integration into GIS. They will get acquainted with the license conditions of the used software within the department. Gain advanced knowledge of using Office.
Competences: The student will acquire basic competencies in the field of ICT needed for the study of geography. The result is the student's ability to manage the study fluently and smoothly in terms of ICT literacy. The student is able to independently use ICT tools.
SOLOMON, Gwen and Lynne SCHRUM, 2014. Web 2.0 How-to for Educators. Second. International Society for Technology in Education, 314 p. ISBN 978-1564843517.
STOBAUGH, Rebecca, 2019. Fifty Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (50 Teaching Strategies to Support Cognitive Development). Solution Tree Press, 176 p. ISBN 978-1947604773.
LEMOV, Doug, 2015. Teach Like a Champion 2. 0: 62 Techniques That Put Students on the Path to College [online]. 2nd edition. John Wiley & Sons, Incorporated, 509 p. [cited 2021-7-10]. ISBN 9781118898628. Available from: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=1895720
European Schoolnet: Transforming education in Europe [online]. [cited 2021-7-10]. Available from: http://www.eun.org/home
Science On Stage Europe [online]. Science on Stage Europe e.V. [cited 2021-7-10]. Available from: https://www.science-on-stage.eu/
Conditions for ongoing evaluation:
1. Creation of a worksheet for student.
2. Creation of a multimedia educational game.
3. Creation of an interactive educational quiz.
4. Creation of an instructional educational video.
Conditions for the final evaluation:
Creation and presentation of final project on the use of educational software in education.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing and final assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Overview of educational software and educational web resources and tools.
2. Creating and processing of materials for teaching aid .
3. Creation and use of electronic and interactive educational documents (worksheets, presentations, textbooks and workbooks).
4. Creation of instructional educational video.
5. Electronic voting and questionnaire creation.
6. Creation of didactic tests and educational games. Gamification elements, tools and environments.
7. Collaborative web applications.
8. Online communication tools.
9. Complex online learning environments.
10. Online educational platforms, repositories, projects and competitions.
11. Simulations and modelling. Subject-focused educational programmes.
12. Use digital tools to plan, monitor, differentiate and personalise learning. Accessibility of digital tools and learning resources.
Students will receive, resp. deepen their basic skills in working with:
a) presentation software, programs for creating and editing images, animations, diagrams, sounds, conceptual maps,
b) programs for the creation of didactic tests, questionnaires, surveys,
c) simulation and modeling software,
d) selected subject-oriented educational programs,
Students present and discuss their idea of the use of educational software and educational Internet resources and tools in the selected school subject.
Povinná:
THOLT, P.: Epistemológia (Vybrané kapitoly). Košice: FF UPJŠ Košice 2013
ANZENBACHER, A.: Úvod do filosofie. Praha: Portál 2004 (kap. 3; kap. 5, časť 5.2)
ČERNÍK, V., VICENÍK, J., VIŠŇOVSKÝ, E.: Historické typy racionality. Bratislava: Iris 1997
(Úvod)
DÉMUTH, A.: Poznanie, vedenie alebo interpretácia? Pusté Úľany: Schola Philosophica 2009
LEHRER K.: Teória poznania. Bratislava: Infopress 1999
Pramene:
vybrané texty Platóna, Aristotela, Aurelia Augustina, Petra Abelarda, Tomáša Akvinského, R.
Descartesa, J. Locka, I. Kanta...
a) regular and active participation in seminars.
b) passing of two written tests: the first test (week 7) makes 40% of assessment of work in seminars; the second one (the end of semester) makes 60% percent of assessment of work in seminars. To be allowed to take an exam, it is necessary to obtain 66 and more percent of the points.
c) final exam – written form; makes 50% of overall assessment.
Slovak, SK
Brief outline of the course:
1) Status of epistemology (theory of knowledge) in philosophical reflection (historical and philosophical draft).
2) Subject of the theory of knowledge: relation among ontology, logic and theory of knowledge. Basic gnoseological trends. Gnoseology and special sciences. Status of the so-called cognitive sciences in contemporary philosophy and science.
3) Structure of cognition. Cognition as a unity of sensual and rational. Sensual perception and phantasy. Conceptual thinking. Origin and basis of philosophical categories. Extremes of sensualism and rationalism. Apriorism and aposteriorism in the process of cognition. Enlightenment.
4) Language and cognition. Place of language in the process of cognition. Sign and reflection. Semiotics and gnoseology. Language forms of thinking. Formal logic and gnoseology.
5) Basic procedures of thinking: analysis and synthesis; abstraction and concretization; induction and deduction.
6) Theory of truth. Correspondence theory of truth and its classical and non-classical interpretations. Critique of scepticism and agnosticism.
7) Science and epistemology: theory of knowledge and methodology of sciences.
To master the historical and logical draft of the issues of the theory of knowledge in its historical and contemporary metamorphoses as well as terminology and categorial apparatus of contemporary epistemology.
Compulsory literature:
Held, V. 2005. The Ethics of Care. Personal, Political, and Global. Oxford University Press, Inc.
Jesenková, A. 2016. Etika starostlivosti. Košice: UPJŠ.
Jesenková, A. 2017. Joan Tronto: starostlivosť, spravodlivosť a demokracia. In: Glosolália : rodovo orientovaný časopis. - ISSN 1338-7146. - Roč. 6, č. 3 (2017), s. 67-85.
Tronto, J. 2013. Caring Democracy. Markets, equality, and justice. New York: New York University Press.
Recommended literature:
Barnes, M. 2012. Care in Everyday Life: An ethic of care in Practice. Bristol: Policy Press.
Fisher, B, Tronto, J. 1990. Toward a feminist theory of caring. In: Abel, EK, Nelson, MK (eds) Circles of Care. Albany, NY: SUNY Press.
Jesenková, A. 2018. Research and Educational Potential of Feminist Care Ethics in Sex Education In: Human Affairs : a postdisciplinary journal for humanities & social sciences. - ISSN 1210-3055. - Roč. 28, č. 2 (2018), s. 196-211
Jesenková, A. 2020. Deficit of Democratic Care in the Educational System in Slovakia In: Care Ethics, Democratic Citizenship and the State. - Cham : Palgrave Macmillan, 2020.
Jesenková, A. 2021. Joan Tronto’s Moral and Political Theory of Care. In Politické Vedy. Vol.
24, no. 4, pp. 158-180. ISSN 1335 – 2741. Available at:
https://doi.org/10.24040/politickevedy.2021.24.4.158-180
Sevenhuijsen, S. 2003. The place of care: The relevance of the feminist ethic of care for social policy. Feminist Theory 4(2), s. 179–197.
Tronto, J. C. 2014. Péče by měla stát v centru lidského jednání (rozhovor Joan Tronto so Zuzanou Uhde). Gender, rovné příležitosti, výzkum, 2, 106-108.
Vladyková, Ľ. 2018. Evolučná etika. Vybrané problémy a výzvy. Košice: UPJŠ.
- active participation in teaching
- presentation and essay on selected topic
- written exam:
A ..... 100 - 90 points
B ...... 89 - 80 points
C ..... 79 -70 points
D ....... 69 - 60 points
E ....... 59 - 50 points
FX ..... less than 50 points
English language
1. Conceptualization of care in philosophical thinking - from antiquity to the present.
2. Crisis of care and deficits of current care practices in various areas of social life (healthcare, social care, education and training, environmental care, care for democracy and civil society; problems of paternalism, parochialism, protectionism, loss of confidence in institutions, hegemonism - dominance / domination and oppression in different spheres of human relations).
3. The emergence of ethics of care - S. Ruddick: motherhood as a way of practice, C. Gilligan: two moral perspectives, N. Noddings and ethics of care in moral education.
4. Political turnover: from personal to political and global ethics of care (V. Held - caring society, S. Sevenhuijsen - caring citizenship, J. Tronto - caring democracy and democratic care, F. Robinson - global ethics).
5. In what way is the ethics of care different? (specifics of care ethics - ontological, epistemological bases - relationality, vulnerability, precariousness, and comparison with other types of ethical concepts - deontological ethics, virtue ethics, justice ethics, narrative ethics, feminist ethics).
6. Care as a practice (unity of moral, social and political; integrity of good care practice - attention, responsibility, competence, responsiveness, solidarity).
7. Caring society, caring democracy and democratic care - the possibility of caring institutions (J. Tronto, H. Olofsdotter Svensota, S. Bourgault, Urban P.)
8. Ethics of care: from theory to application in practice. (care ethics and its concepts and categories as a tool for critical analysis, evaluation and transformation of social practice - TRACE analysis of policy documents and strategies).
9. Ethics of care in bioethics (medical ethics, nursing ethics - I. van Nistelrooij, C. Leget).
10. Ethics of care in education (N. Noddings).
11. Care ethics in the context of ecological ethics and environmental ethics.
12. Ethics of care in social services and social work (S. Sevenhuijsen, M. Barnes, L. Ward).
Continuous assessment: 40%, ( 20% presentation 20% essay)
Final evaluation: 60% - exam
- acquiring knowledge about the concepts of care in the historical context of philosophical-theoretical thinking
- a comprehensive understanding of the concepts and categories related to a range of topics and issues related to the moral perspective of care
- acquiring professional skills of application of analytical tools for critical reflection, analysis, evaluation and creation of transformative strategies of social care practice in various areas of social life
1. PLATON: Štát. Bratislava: Kalligram 2005, III. Kniha, 392 D – 395 B, X. kniha, 595 A – 608 B.
2. ARISTOTELE: Poetika. Praha: Oikúmené 2008, s. 45 – 121.
3. PLOTINOS. O kráse. Antlológia z diel filozofov Od Aristotela po Plotina. Bratislava: Pravda 1972, s. 605 - 616.
4. AUGUSTÍN, A.: Vyznania. Bratislava: Lúč 1997, s. 106 – 111.
5. L. da VINCI: Z myšlienok a spisov. In: Humanizmus a renesancia. Bratislava: Pravda 1966, s. 501 – 512.
6. BURKE, E.: O vkuse, vznešenom a krásnom. Bratislava: Pravda 1981, s. 32 - 63.
7. KANT, I.: Kritika soudnosti. Praha: Odeon 1975, s. 16 - 45.
8. HEGEL, G. W. F.: Estetika I. Praha: Odeon 1966, s. 26 - 46.
9. TATARKIEWICZ, W.: Dejiny estetiky I., II., III. Prel. J. Marušiak. Bratislava: Tatran 1985, 1988, 1992
10. GILBERTOVÁ, K. E. - KUHN, H.: Dĕjiny estetiky. Prel. P. Kovály a H. Kovályová. Praha: SNKLU 1965.
active participation in seminars,
passing of two tests; test in week 7 and week 12 of the semester
A = 100 - 91, B = 90 - 83, C = 82 - 77, D = 76 - 71, E = 70 - 65, FX = 64 - 0.
Slovak, SK
Emergence and circumstances of emergence of aesthetic thinking. Definition of subject, basic terms. Greek aesthetics. Medieval aesthetics. Aesthetics of Renaissance. Aesthetics of Modern Ages. German classical aesthetics.
To familiarize students with the circumstances of emergence of aesthetic thinking in Greece or with the genesis of aesthetic thinking from Old Greece to German classical aesthetics.
To obtain the required number of credits in the structure prescribed by the study plan.
Slovak
The exam consists of answers to the questions from the history of philosophy (Antiquity, Middle Ages, Renaissance, Modern Ages), German classical philosophy, post-classical philosophy, contemporary philosophy, Slovak and Czech philosophy and systematic philosophy (logics, methodology, epistemology, metaphysics, axiology). Good knowledge of basic works from the history of philosophy and contemporary philosophy is required.
Verification of student’s acquired competences in compliance with the profile of the graduate.
Carnap, R.: Význam a nevyhnutnosť. Bratislava 2005. Cmorej, P.: Na pomedzí logiky a filozofie. Bratislava 2001. Gahér, F.: Logika pre každého. Bratislava 1998. Fiala, J. (ed.): Analytická filosofie. První čítanka, Druhá čítanka, Třetí čítanka. Plzeň 2006, 2000, 2002. Kolář, P.: Argumenty filosofické logiky. Praha 1999. Kolman, V. (ed.): Možnost, skutečnost, nutnost. Praha 2005. Kripke, S.: Pomenovanie a nevyhnutnosť. Bratislava 2002. Loux, M.J.: Nutné a možné. In: Studia Neoaristotelica, r.1 (2004), č. 1–2, str. 124–147; r. 2 (2005), č.1, str. 83–97. Materna, P.: Svět pojmů a logika. Praha 2001. Quine, W.V.O.: Z logického hľadiska. Bratislava 2005. Szomolányi, J.: Filozofické otázky logiky I.–III. In: Organon F 9, č. 3, 2002, s. 344-352; č. 4, 2002, s. 445-460; Organon F 10, č. 1, 2003, s. 90–103. Tichý, P.: Jednotliviny a ich roly (I) – (IV). In: Organon F 1, č. 1, 29–42; č. 2, 123–132; č. 3, 208–224; č. 4, 328–333, 1994. Tichý, P.: O čem mluvíme. Praha 1996.
During the semester a student is continuously checked and assessed according to his/her activity. Students must pass the test to be awarded the credits for the semester.
Slovak
Themes of philosophical logic. Issue of philosophical entities and existence. Issue of understanding of individuals. Issue of understanding of universalities. Philosophical issues of semantics of modal logics and possible worlds. Modal realism (possibilism) of D. Lewis. Actualistic versions of philosophy of possible worlds. The problem of truth. Theories of truth.
The course is aimed at presentation of fundamental issues of philosophical logic as well as clarification of the intersection between logical analysis and philosophical subject matter.
NIETZSCHE, F.: Genealogie morálky. Prel. V. Koubová, Praha: Aurora 2002. DELEUZE, G.: Nietzsche a filosofie. Prel. Č. Pelikán a J. Fulka, Praha: Nakladatelství Hermann & synové 2004.
active participation in seminars, writing of a seminar paper of 10 pages
Slovak
Methodological background of text interpretation. Structure of work Genealogy of Morals. “Good and Evil", “Good and Bad”. Guilt and Bad Conscience. Ascetic ideals.
Acquiring the skill to interpret a philosophical text
Povinná:
Hegel, G. W. F.: Dějiny filosofie I. Praha. Nakl. ČSAV 1961.
Odporúčaná:
Kenny, A.: Dějiny filosofie: historická a racionální rekonstrukce. In: Filosofický časopis. Roč. 44,
1996, č. 3, 395 – 412.
Leško, V.: Filozofia dejín filozofie. /Hlavné modely a výsledky/ . Prešov 1999, s. 5 – 93.
Sobotka, M.: Hegelovy dějiny filosofie. In: Hegel, G. W. F.: Dějiny filosofie I. Praha. Nakl.
ČSAV 1961, s. 5 – 36.
Mandatory attendance and active participation in seminars. Continuous assessment of activity, continuous test focused on knowledge of the source texts. Final test focused on knowledge of the source texts. Both tests have maximum of 50 points. Grading scale: A – at least 45 points, B - at least 40 points, C - at least 35 points, D - at least 30, and E - at least 25 points. Credits will not be awarded to a student who will get less than 25 points from any of the tests.
Slovak, SK
Concept and basis of philosophy of history of philosophy. Place of Hegel’s History of Philosophy in the system of his philosophy. Philosophy in its historical metamorphoses as the subject of the history of philosophy and as the attempt to determine the essence of philosophy. History of philosophy as organically developing unit of interconnected ideas. External and internal history of philosophy. The issue of diversity of philosophical systems and the unity of philosophy. Concept of development and history of philosophy. Internal history of philosophy as self-development of philosophical ideas. Movement of ideas of philosophy from the abstract to the concrete in their content – within Pre-Socratic philosophy.
Introduction to the study of history of philosophy by means of Hegel’s concept of philosophy of history of philosophy and history of philosophy as a part of philosophy. Hegel’s philosophical interpretation of Pre-Socratic philosophy as gradual development of spirit. Basic thoughts of Pre-Socratic philosophy in the philosophical view.
MURPHY, R.F.: Úvod do kulturní a sociální antropologie. Druhé vydání, SLON 2004.
ROSMAN, A. – RUBEL, G. P.: The Tapestry of Culture. An Introduction to Cultural Anthropology. New York 1989.
BUDIL, I.: Mýtus, jazyk a kulturní antropologie. Triton, Praha 1995.
SOUKUP, V.: Přehled antropologických teorií kultury. Portál, Praha 2000.
KANOVSKÝ, M.: Kultúrna a sociálna antropológia. Osobnosti a teórie. Chronos, Bratislava 2004.
LIPOVETSKY, G.: Era prázdnoty. Prostor, Praha 1998.
WRIGHT, R.: Morální zvíře. NLN, Praha 1995.
LORENZ, K.: Odumírání lidskosti. Mladá Fronta, Praha 1997.
WILSON, O.: O lidské přirozenosti. NLN Praha 1993.
WOLF, J.: Úvod do studia člověka. SPN, Praha 1968.
ČANÍKOVÁ, P.: Etika v antropologickém výzkumu. Dostupné na http://www.plus-research.cz/downloads/amanpe.pdf ( 16.3.2006)
- active participation in educational process
- a final paper (essay in the range of 3 - 5 NS TNR 12; 1.5 line spacing) and its defense in the colloquium
Outline of the course:
1. Historical, social and cultural context of emergence of anthropology. Concept, characteristics, classification of anthropology. Anthropological research. Methods. Ethics of anthropological research.
2. Dichotomy nature versus culture. Naturalism and upbringing.
3. Culture and language. Structure of language, linguistic relativity, ethnosemantics, sociolinguistics, language change.
4. Language and cultural relativism, commensurability versus incommensurability of cultures.
5. Social systems. System and functions, status and role, gender and sex.
6. Family, marriage, and kinship.
7. Order and authority. Political organisation. Social control.
8. Society and individual. Social class.
9. Religion and supernatural. Sacred and profane, magic and shamanism.
10. Myths, legends, and fairy-tales.
11. Cultural change. Acculturation. History of culture, spheres of culture.
12. Economy and exchange systems.
To understand the concept, subject, objective, methods of cultural and anthropological research as well as contexts with other social and academic disciplines. To form prerequisites for enhancement of comprehensiveness and effectiveness of social and academic study.
HUSSERL, E.: Krize evropských věd a transcendentální fenomenologie. Prel. O. Kuba. Praha: Academia 1996.
BLECHA, I.: Proměny fenomenologie. Praha: Triton 2007.
BAYEROVÁ, M.: Husserlova fenomenologie ve vztahu k Descartovi. In: Filosofický časopis, roč. 44, 1996, č. 5.
BAYEROVÁ, M.: Filosofie a věda u Husserla. In: Filosofický časopis, roč. 16, 1968, č. 3.
BAYEROVÁ, M.: Husserlova fenomenologická metóda a její předmět. In: Filosofický časopis, roč. 43, 1995, č. 2.
BLECHA, I.: Husserl. Olomouc: Votobia 1996.
BLECHA, I.: Fenomenologie a kultura slepé skvrny. Praha: Triton 2002.
LANDGREBE, L.: Husserlova fenomenologie a motivy její transformace. In: Filosofický časopis, roč. 40, 1992, č. 2, č. 3.
O Edmundu Husserlovi. Ed. P. Marek. Prostějov: Muzeum Prostějovska 1991.
MOKREJŠ, A.: Fenomenologie a problém intersubjektivity. Praha: Svoboda 1969.
MOKREJŠ, A.: Husserl a otázka „Co je normální?“. Praha: Triton 2002.
MOTROŠILOVÁ, N. V.: Husserl a Kant: problém „transcendentální filosofie“. In: Kantova filosofie a současnost. Prel. J. Pešek a J. Pešková. Praha: Svoboda 1981.
PATOČKA, J.: Úvod do fenomenologické filosofie. Praha: Oikúmené 1993.
SIVÁK, J.: Edmund Husserl - filozof, pedagóg, vedec a spisovateľ. In: Filozofia, roč. 49, 1994, č. 1 – 2.
SIVÁK, J.: Husserl a Merleau-Ponty. Bratislava: Veda 1996.
Within the seminar in written discourse, a student is required to:
1. Actively participate in seminars - it means preparation, i.e. theoretical mastering of a source or interpretation text assigned for the respective seminar and ability to react or join the discussion about the topic(s) of the seminar.
2. Produce a semester (final) paper of approximately 10 pages
Slovak
Crisis of sciences and modern physicalistic objectivism and transcendental subjectivism. Galilei’s mathematisation of nature. Pure geometry and nature as mathematical universum. Galilei’s wrong interpretation of the meaning of mathematisation. Descartes as the founder of the idea of objectivistic rationalism and transcendental motive, breaking this rationalism. Descartes´ foundation stone – ego cogito. Explanation of the meaning of the Cartesian period. The issue of intentionality in Descartes and his wrong self-interpretation. Descartes as the background of two developmental lines in modern philosophy: rationalism and empiricism.
Presentation of the content of the work by E. Husserl and his setting to the context of issues of contemporary philosophy. Critical analysis of the text.
Teaching will take place in person.
ROSENBERG, M. B. 2023. Nenásilná komunikácia. Aktuell. 234 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
.
1. Active participation in teaching (absence allowed max. 90 min.),
2. Implementation of assignments and presentation of assignments focused on the application of knowledge, skills and competence in the field of communication with a particular focus on teacher communication in the school environment.
Detailed information in the electronic bulletin board of the subject in AIS2.
slovak
.
Basics of communication (Transmitter-receiver principle, "What is said is not equal to what is heard", "Internal dialogue", The concept of communication)
Active listening (The most important criteria for active listening)
Misunderstandings (How Misunderstandings Arise, How to Avoid Misunderstandings)
Body language (What is body language, Active / passive body language, Dress psychology)
Signs of Physical Expression, Disadvantages of Fake Physical Expression, Difference Between Active and Passive Body Expression
Personality development (Voices in us, "child in me" - identification of one's own personality)
Basics of assertive and non-violent communication. Specifics of communication in the school environment.
The student will acquire knowledge and information about the basics of verbal and non-verbal communication, communication errors, assertive and non-violent communication. The content of the subject will be enriched with knowledge, skills and competencies necessary for the work of a teacher.
The student is able to apply the acquired communication skills in practice, is able to apply effective principles and principles of communication with others, is able to anticipate and thus prevent possible misunderstandings, which will contribute to the development of his social and professional skills.
The student will acquire the competencies to communicate effectively in work and personal life, especially in the school environment.
KOSTURKOVÁ, M. – FERENCOVÁ, J.: Stratégie rozvoja kritického myslenia. Kritické argumentovanie, debatovanie, písanie a organizovanie poznatkov. Wolters Kluwer 2019.
PANCZOVÁ, Z.: Konšpiračné teórie: témy, historické kontexty a argumentačné stratégie. Bratislava: Veda 2017.
SCHMIDT, M. – ŠEDÍK, M. – TALIGA, M.: Ako správne argumentovať, písať a diskutovať. Banská Bystrica: Belianum 2018.
SZYMANEK, K. – WIECZOREK, K. A. – WÓJCIK, A. S.: Umění argumentace: úlohy na zkoumání argumentů. Prel. J. Štěpán. Olomouc: Univerzita Palackého 2004.
JURKOVIČ, M. – ČAVOJOVÁ, V. – BREZINA, I. (ed.): Prečo ľudia veria nezmyslom. Bratislava: Premedia 2019.
ČAVOJOVÁ, V. et al.: Rozum: Návod na použitie. Psychológia racionálneho myslenia. Bratislava: Iris 2016.
CIALDINI, R. B.: Zbraně vlivu: manipulativní techniky a jak se jim bránit. Trans. P. Miklica. Brno: Jan Melvil Publishing 2012.
KAHNEMAN, D.: Myšlení – rychlé a pomalé. Trans. E. Nevrlá. Brno: Jan Melvil Publishing 2012.
TALEB, N. N.: Černá labuť. Následky vysoce nepravděpodobných událostí. Trans. J. Hořínek. Praha: Paseka 2011.
VAUGHN, L.: The Power of Critical Thinking. Effective Reasoning About Ordinary and Extraordinary Claims. Oxford University Press 2016.
- active participation in class, completing assignments
- writing a course paper
- passing a written exam
Slovak
Critical and non-critical thinking – basic outline. Identifying an argument, its premises and conclusion. Argument reconstruction and deliberative virtues. Deductive reasoning. Inductive reasoning. Logical fallacies. Conspiracy theories and their argumentation strategies. Ideology.
The course aims to enhance various skills that are not only essential for the study of philosophy and philosophical research but also transferable to a wide range of contexts outside of academia: the ability to systematically analyse complex issues and identify the main propositions and arguments; evaluate the validity and strength of an argument; locate weak links in an argument and spot logical fallacies; develop, critically analyse and support an original argument; gain an awareness of cognitive biases in one’s own judgements; understand basic ethical aspects of deliberation.
HOFIERKA, J., J. KAŇUK, M. GALLAY, 2014. Geoinformatika. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-178-2.
VOŽENÍLEK, V. et al., 2011. Metody tematické kartografie - Vizualizace prostorových jevů. Olomouc: Univerzita Palackého v Olomouci. ISBN 978-80-24427-90-4.
SLOCUM, T.A., McMASTER, R.B., KESSLER, F.C., HOWARD, H.H. 2023. Thematic Cartography and Geovisualization: CRC Press/Taylor & Francis Group. ISBN 978-0-367-71270-9
LONGLEY, P.A., M. GOODCHILD, D. J. MAGUIRE, D. W. RHIND, 2010. Geographic Information Systems and Science. 3rd ed. Hoboken: Wiley & Sons. ISBN 978-0-470-72144-5.
PETERSON, G.N., 2014. GIS Cartography: A Guide to Effective Map Design, 2nd. ed. Boca Raton: CRC Press/Taylor & Francis Group. ISBN 13-978-4822-2067-4.
ROBINSON, A. H. et al., 1995. Elements of Cartography. 6th ed. Hoboken: Wiley & Sons. ISBN 0-471-55579-7.
HOJOVEC, V. et al., 1987. Kartografie. Praha: Geodetický a kartografický podnik v Praze. ISBN 29-621-87.
NOVÁK, V., Z. MURDYCH, 1988. Kartografie a topografie. Praha: SPN
PRAVDA, J., D. KUSENDOVÁ, 2004. Počítačová tvorba tematických máp. Bratislava: Univerzita Komenského v Bratislave. ISBN 80-223-2011-0.
PRAVDA, J., D. KUSENDOVÁ, 2007. Aplikovaná kartografia. Bratislava: Geo-grafika.
Deleuze, G.: Pusté ostrovy a jiné texty. Prel. M. Petříček. Praha: Herrmann & synové 2010. Deleuze, G.: Logika smyslu. Prel. M. Petříček. Praha: Nakladatelství Karolinum 2013. Deleuze, G.: Záhyb. Leibniz a Baroko. Prel. M. Caruccio Caporele. Praha: Herrmann & synové. Descartes, R.: Meditácie o prvej filozofii. Prel. J. a V. Cigerovi. Bratislava: Chronos 1997. Freud, S.: Nespokojenost v kultuře. Prel. L. Hošek. Praha: Nakladatelství Hynek, s. r. o. 1998. Fromm, E.: Obraz člověka u Marxe. Prel. M. Hauser. Brno: Nakladatelství L. Marek 2004. Leibniz, G. W. : Monadologie a jiné práce. Prel. J. Husák. Praha: Svoboda 1982. Leibniz, G. W. : Monadológia. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 339 - 351. Leibniz, G. W. : Nové úvahy o ľudskom rozume. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 352 - 417. Hegel, G. W. F.: Dějiny filosofie III. Prel. J. Bednář; J. Husák. Praha: Academia 1974. Münz, T.: Baruch Benedictus Spinoza (1632 - 1677). Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied 1977. Zigo, M.: Pohľady do novovekej filozofie. Bratislava: Nakladateľstvo Pravda 1987.
Assessment depends on student’s active approach to fulfilment of study duties, individual work with texts in a library, active work during seminars, after interruption presents study preparation and submission of a seminar paper at the end of the semester by the agreed deadline.
Information is updated annually on the subject's electronic bulletin board in AIS2, or alternatively in MS Teams.
Slovak
To present the issue of modern thinking in the context of tradition - G. W. F. Hegel: History of Philosophy. Leibniz and history of philosophy. Leibniz: Meditations on Metaphysics. The problem of settlement with medieval culture (scholasticism and the so-called “second scholasticism”) - Descartes and Leibniz – the problems of metaphysics. Leibniz and Heidegger on the need to return to the sources of ancient thinking – mainly to its peak period (classical Greek philosophy). The aim is to draw the attention to the importance of studying the works of philosophers. Leibniz and his returns to tradition – the attempt for reconsideration of scholasticism and original texts related to the history of the ancient philosophy. Leibniz, Patočka and history of philosophy.
To present the issue of modern philosophy in the context of history of philosophy (the Middle Ages, Renaissance) between philosophy and culture by returning to the sources of philosophy – Ancient thought, mainly its peak period (classical Greek philosophy). The aim is to draw the attention to the importance of studying the texts by G. W. Leibniz who, through the optics of ancient philosophers, leads us to the returns and the need to study and think about the ideas and texts of the entire philosophical tradition.
LEIBNIZ, G. W.: Monadológia. Prel. J. Špaňár. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. Zv. 6. Zost. E. Várossová. Bratislava: Epocha 1970.
LEIBNIZ, G. W.: Monadologie a jiné práce. Prel. J. Husák. Praha: Svoboda 1982.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd. 1. Hildesheim-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd 2. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd. 4. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd. 5. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W.: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: edícia Gerhardt. Bd 6. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W.: Die philosophischen Schriften von Gottfried Wilhelm Leibniz: ed. Gerhardt. Bd. 7. Hildeshein-New York: Georg Olms Verlag 1978.
LEIBNIZ, G. W.: O reforme vied. Prel. J. Šebestík. Bratislava: Vydavateľstvo SAV 1956.
BROWN, S. – FOX, N. J.: Historical Dictionary of Leibniz’s Philosophy. Oxford: The Scarecrow Press, Inc. 2006.
FILKORN, V.: Predhegelovská logika. Bratislava: Vydavateľstvo SAV 1953.
GARBER, D.: Leibniz: Body, Substance, Monad. New York: Oxford University Press 2009.
RUSSELL, B.: A critical exposition of the philosophy of Leibniz. Cambridge: Cambridge University Press 1900.
ŠKÁRA, M.: G. W. Leibniz - filozofia raného a stredného obdobia. Košice: ŠafárikPress 2021.
compulsory attendance at seminars, final semester essay on a highly specialized topic/theme addressed in one of the selected dialogues.
Slovak
The course is aimed at in-depth insight to the work by Leibniz: Monadology. It is focused on presentation of summarized knowledge obtained by Leibniz in his lifelong theoretical efforts.
Identification of basic terms and basic theses of Leibniz’s philosophy by reading the work Monadology. Understanding of the issue of Leibniz’s substantial metaphysics through the concept of ‘individual substance’ and theses which led to development of this concept (especially entitas tota, substantial form, logical subject...).
Deleuze, G.: Pusté ostrovy a jiné texty. Prel. M. Petříček. Praha: Herrmann & synové 2010. Deleuze, G.: Logika smyslu. Prel. M. Petříček. Praha: Nakladatelství Karolinum 2013. Deleuze, G.: Záhyb. Leibniz a Baroko. Prel. M. Caruccio Caporele. Praha: Herrmann & synové. Freud, S.: Nespokojenost v kultuře. Prel. L. Hošek. Praha: Nakladatelství Hynek, s. r. o. 1998. Fromm, E.: Obraz člověka u Marxe. Prel. M. Hauser. Brno: Nakladatelství L. Marek 2004. Leibniz, G. W.: O reforme vied. Prel. J. Šebestík. Bratislava: Vydavateľstvo Slovenskej akadémie vied 1956. Leibniz, G. W. : Monadologie a jiné práce. Prel. J. Husák. Praha: Svoboda 1982. Leibniz, G. W. : Monadológia. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 339 - 351. Leibniz, G. W. : Nové úvahy o ľudskom rozume.. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. zv. VI. Zost. E. Varossová. Bratislava: Nakladateľstvo Epocha 1970, s. 352 - 417. Leibniz, G. W.: Theodicea. Prel. K. Šprunk. Praha: OIKOYMENH 2004. Hegel, G. W. F.: Dějiny filosofie III. Prel. J. Bednář; J. Husák. Praha: Academia 1974. Hegel, G. W. F.: Základy filosofie práva. Prel. V. Špalek. Praha: ACADEMIA 1992. Münz, T.: Baruch Benedictus Spinoza (1632 - 1677). Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied 1977. Ortega y Gasset, J.: Úkol naší doby. Prel. J. Forbelský. Praha: Mladá fronta 1969. Ortega y Gasset, J.: Úvaha o technice a jiné eseje o vědě a filosofii. Prel. M. Špína. Praha: OIKOYMENH 2011. Zigo, M.: Pohľady do novovekej filozofie. Bratislava: Nakladateľstvo Pravda 1987.
Rating. Maximum 40 points during the semester - students' active approach to fulfilling their study obligations, independent work with texts in the library, active work at seminars. Processing of a partial task in the form of a seminar paper (5-8 standard A4 pages), in compliance with the citation standard KF FF UPJŠ. Final seminar paper - student's project during the semester - scope (12 standard A4 pages) represents 60% of the assessment. Final assessment: The sum of the interim assessment and the assessment of the final seminar paper. In case of interruption of face-to-face teaching, the emphasis will be on independent study and processing of professional literature, preparation of a partial task - seminar paper (5 standard A4 pages) which will be continuously evaluated (40%), used for communication with the teacher MS Teams, e-mail, at the end of the semester preparation and submission of the semester's seminar work by the set deadline (60%).
Information is updated annually on the subject's electronic bulletin board in AIS2, or alternatively in MS Teams.
Slovak
Leibniz and new thinking. God - soul - world as basic issues of philosophical reflection of Leibniz. Meditations as a way of Leibniz´s thinking about basic issues of philosophy and science, but also freedom of a man. Four pillars of European culture. Freedom and happiness as fundamental topics of reflections of new philosophers.
Students will gain a deeper understanding of the history of philosophy and modern times in the context of the history of philosophy. The peculiarity of the philosophy of Leibniz (one of the creators of modern society) is a departure from modern thinking, which wants to cut off medieval and scholastic ways of thinking separately. Leibniz finds possibilities in the context of dealing with medieval culture for its creative reworking and returning to the sources of ancient thought, especially to its peak period (classical Greek philosophy), in order to formulate the basic problems of the further development of European thought. The aim is to draw attention to the importance of studying the works of philosophers (Leibniz in particular) and through them to try to return and rethink some questions of philosophy.
The conditions for passing the course are as follows:
1. Active participation in exercises. Max. the missed range is 90 min.
2. Submission of the reflection on the selected topic within the specified time. Reflection topic: My strengths and weaknesses in conflict management. In a short presentation of their reflection, in the form of deconstruction, students will describe their strengths and weaknesses in the management of conflict situations with a focus on the application of knowledge, skills and competences needed in conflict situations in the work environment and the school environment.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Disputes and their causes (Types of disputes, External influences, Be able to reveal the causes of disputes), Dispute origin (Levels of disputes, Escalation warning signals, Escalation removal strategies, Know how to explain escalation stages; How do I approach a dispute?) Dispute Resolution, Dispute Resolution Strategies, Dispute Discussion, Dispute Settlement Initiatives, Knowing how to handle a dispute and how to effectively resolve it), Dispute Resolution (Options, Public Struggle, Covert Struggle, Indefinite Postponement, Agreement, “Fair play ”, compromise, cooperation, capitulation, escape or separation), Prevention (Structures that produce disputes, The meaning and purpose of disputes, Stages and steps of dispute resolution, What does a positive corporate culture mean? Dispute is an incentive for change)
Successful mastery and demonstration of knowledge in the field of conflict management and control of basic rules.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
The student is able to demonstrate an understanding of an individual's behavior in various conflict situations. The student is able to describe, explain and evaluate their own internal resources, competencies as well as limitations and weaknesses that are directly related to conflict management.
The student is able to apply theoretical knowledge and principles of conflict resolution to everyday situations.
After completing the course, students will be able to: a) express and summarize basic knowledge related to conflict management; b) understand the basic rules and dynamics of the origin, course and termination of the conflict; c) apply knowledge in practice, e.g. in the school environment; d) apply key competencies that increase the possibilities of their application in all areas of practice with a special focus on the work of a teacher. They will acquire knowledge from the theory of conflict management as well as capabilities and competences for solving them, e.g. in the context of school teams.
PATOČKA, J.: Péče o duši II. Praha 1999, s. 356 –382. PLATON: Dialógy II, III. /Parmenides, Sofista, Filebos/ Bratislava 1990. ARISTOTELES: Metafyzika /6. až 9. kn./ De LIBERA, A.: Stredoveká filozofia. Bratislava 1994, s. 55-76. SOBOTKA, M.: Descartes a metafyzika. In: Descartes, R.: Úvahy o první filosofii. Prel. Z. Gabriel. Praha: Svoboda 1970, s. 7 – 23. SOBOTKA, M.: Kant a metafyzika. In: Kant v kontextoch Husserlovej a Heideggerovej filozofie. Leško, V. – Plašienková, Z. (eds.) AFPhUŠ Košice: Vydavateľstvo UPJŠ 2009, s. 17 – 29.DESCARTES, R.: Meditácie o prvej filozofii. Prel. J. Cíger – V. Cígerová. Bratislava: Chronos 1997 SOBOTKA, M.: K Hegelově logice. In: Hegel, G.W.F.: Malá logika. Prel. J. Loužil. Praha 1992, s. 7– 35. LEŠKO, V.: Heidegger a dejiny filozofie. In: Filozofia, roč. 65, č. 2, s. 110–119. HEIDEGGER, M.: Co je metafyzika? Prel. I. Chvatík. Praha: Okúmené 2006. ČERNÍK, V.: K pojmu bytia. Bratislava: Vydavateľstvo Honner 2000. SOKOL, J.: Čas a rytmus. Praha: Oikúmené 1996. PATOČKA, J.: Co je existence? In: Patočka, J.: Fenomenologické spisy II. Praha: Oikúmené – Filosofia 2009, s. 335–366. MICHŇÁK, K.: Heidegger a osudy boha metafyziky. In: FČ , roč. 1967, č. 5. GILSON, E.: Bůh a filosofie. Prel. M. Calda. Praha: Oikúmené 1994. LEVINAS, E.: Boh a filozofia. In: Filozofia, roč. 52, 1997, č. 10, s. 641–657. CORETH, E.: Základy metafyziky. Prel. O. Petrželka. Rím: Trinitas 2000. WITTGENSTEIN, L.: Filozofické skúmania. Prel. F. Novosád. Bratislava: Nakladateľstvo Pravda 1979. DERRIDA, J.: Gramatológia. Bratislava 1999. HEIDEGGER, M.: Konec filosofie a úkol myšlení. Prel. I. Chvatík. Praha: Oikúmené 2006.WITTGENSTEIN: Tractatus logico-philosophicus . Bratislava: Kalligram 2003. CARNAP: Filozofia a logická syntax. In: Antológia z diel filozofov . Logický empirizmus a filozofia prírodných vied. Zost. J. Bodnár – P. Cmorej – I. Hrušovský – A. Riška. Bratislava: Vydavateľstvo politickej literatúry 1968, s. 266 – 278.
Continuous and final duties: continuous (active participation in seminars); a final/ (written exam).
Slovak
Main metaphysical and ontological models. What is metaphysics? What is ontology? Being. Existence. Essence and substance. Space and time. What is existence? Metamorphoses of the God of metaphysics. Language, speech, metaphysics and the language of metaphysics. Crisis of metaphysics /ontology/, elimination of metaphysics and the end of philosophy?
Familiarizing with fundamental issues of metaphysics and ontology. Review of main historical and philosophical models and also contemporary metaphysical and ontological models. Critical analysis of the texts by the most important philosophers who focused on the issues of metaphysics and ontology.
KESSIDI, F. Ch.: Od mýtu k logu. Bratislava. Pravda 1979, s. 44 - 59, 190 - 195.
NIETZSCHE, F.: Zrod tragédie z ducha hudby. Bratislava: NDC 1998, s. 26 -51.
PATOČKA, J.: Nejstarší řecká filosofie. Praha: Vyšehrad 1996, s. 11 - 34.
BLUMENBERG, H.: Metaforológia. In: HORYNA, B.: Teórie metafory. s. 58 - 63, 74 - 77.
activity in seminars
Seminar paper of 10 pages
Slovak, SK
Philosophical interpretation of myth and establishment of philosophy, artistic interpretation of myth, interpretation of myth in the context of abstract or metamorphological thinking
Learning different interpretations of myth or with conditions of establishment of philosophy (Kessidi, Nietzsche, Patočka, Blumenberg)
DESCARTES, R. : Meditácie o prvej filozofii. Prel. J. Ciger – V. Cigerová. Bratislava: Chronos 1997.
DESCARTES, R. : Meditationes de prima philosophia-Meditace o první filosofii. Prel. P. Glombíček – T. Marvan. Praha: Oikúmené 2001.
DESCARTES, R. : Meditace o první filosofii. Námitky a autorovy odpovědi. Prel. P. Glombíček – T. Marvan – P. Zavadil. Praha: Oikúmené 2003.
Within this discipline, a student is required to:
1. Actively participate in seminars - it means preparation, i.e. theoretical mastering of a source or interpretive text assigned for the respective seminar and ability to react or join the discussion about the topic(s) of the seminar.
2. Produce a semester (final) paper of approximately 10 pages
Slovak
Doubts – the necessary beginning of Descartes’ philosophical efforts. Body and soul. The God and proofs of his existence. Truth of human understanding and the need of (correct) method. Descartes’ methodological dualism, real distinction between the mind and body. Pantheism and monism: God as nature.
Platon: Dialógy II. Bratislava: Tatran, 1990.
Platon: Sofistés. Praha: Oikúmené 2009.
Platon: Filébos. Praha: Oikúmené 2012.
Platon: Parmenidés. Praha: Oikúmené 1996.
KRAUT, R.: The Cambridge Companion to Plato. Cambridge: Cambridge University Press 2006.
GRAESER, A.: Řecká filosofie klasického období. Praha: Oikúmené 2001.
mandatory attendance in seminars, a final test using the source texts.
Slovak
The course is aimed at presentation of fundamental issues of the so-called “late Plato”, especially with regard to the crisis of the so-called participation theory of ideas.
Identification of basic issues of late Plato. Specification and analysis of the so-called participation theory. Beginning of the crisis of participation theory. Introduction of new theory - the theory of indefinite dyad.
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.
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. Elaboration of an essay in the range of 4xA4 (standard pages). Maximum number of points 20; minimum number of points 11.
The final evaluation (grade) is the sum of points for the presentation and the essay.
A 40b - 37b
B 36b - 33b
C 32b - 29b
D 28b - 25b
E 24b - 21b
FX 20b - 0b
How to understand human behavior (overview of basic approaches in psychology); Basic overview of cognitive processes; Learning processes and their use in practice; Social influences, prosocial and antisocial behavior; How human emotions and motivations work; Deciding - why and when we take risks; Childhood experiences and their relationship to adulthood; Abnormal behavior, mental disorders and therapeutic approaches
The student is able to demonstrate an understanding of the individual's behavior in selected everyday situations such as conflict, group influence, empathy, helping, aggression, etc.
The student is able to describe, explain and evaluate the psychological mechanisms that occur in everyday situations.
The student is able to apply basic psychological knowledge to himself (self-regulation) but also in interaction with others (cooperation).
The method of teaching the subject will be oriented to the student. Speakers 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.
GÁL, E., MARCELLI, M.: Za zrkadlom moderny. Bratislava: Archa 1991. HAUER, T.: S/Krze postmoderní teorie. Praha: Karolinum 2002. KLIKOVÁ, A.: Mimo princip identity. Praha: Academia 2007. RAJSKÝ, A.: Nihilistický kontext kultivácie mladého človeka. Trnava: TypiUniversitatisTyrnaviensis 2009. ŠIMSA, M., SOUSEDÍK, P., NITSCHE, M. et al.: Návrat metafyziky? Diskuse o metafyzicevefilosofii 20. a 21. století. Praha: Filosofia 2009. VATTIMO, G.: Transparentní společnost. Prel. A. Kosík. Praha: Rubato 2013. ŽIŽEK, S.: Nepolapitelný subjekt. Chybějícistřed politické ontologie. Prel. M. Hauser. Chomutov: L. Marek 2007. FRANK, M.: Co je neostrukturalismus? Praha: SOFIS 2000. MICHALOVIČ, P., MINÁR, P.: Úvod do štrukturalizmu a postštrukturalizmu, Bratislava, Iris 1997. PECHAR, J.: Problémy fenomenologie. Od Husserla k Derridovi. Praha: Filosofia 2007. PETŘÍČEK, M.: Myšleníobrazem. Průvodcesoučasnýmfilosofickýmmyšlením pro středně nepokročilé. Praha, Herrmann a synové 2009. PETŘÍČEK, M.: Úvod do (současné) filosofie. Praha: Hermann&synové 1997.
6. VAŠEK, M.: Kapitoly zo súčasnej filozofie náboženstva. Bratislava: Iris 2012.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is expected to attend the seminars. Assessment of students in seminars is conditioned by receiving the respective number of points (1 point for each active participation). Reading and understanding of the assigned texts can be checked in writing during the seminars. Conditions of exam: After obtaining the credits necessary to meet the criteria and attending the seminars a student may take a (written) exam. If a student passes the exam, he/she will get the defined credits for the course. Absence must be substituted by a consultation as agreed with the teacher.
Slovak
Hermeneutics – emergence of the philosophical hermeneutics (Friedrich Daniel Ernst Schleiermacher and Wilhelm Dilthey), Hans-Georg Gadamer or Man and Language. Linguistic turn in philosophy – the issue of language, Ludwig Wittgenstein – the silent philosopher. Structuralism - Ferdinand De Saussure, Claude Lévi-Strauss. Neo-structuralism – Michel Foucault – The Words and the Things, archaeology and genealogy of knowledge, power and knowledge. Transition to postmodernism and open structure - J. F. Lyotard, G. Deleuze. Deconstruction by Jacques Derrida - J. Lacan, S. Žižek. Feminism. The aspect of religion in the contemporary (postmodern) philosophy thinking - Gianni Vattimo
The main aim of the discipline is to emphasize understanding of the meaning and importance of the critique of metaphysical thinking in the context of contemporary philosophical tradition; understanding of the crucial philosophical critiques of the metaphysical thinking.
Brewer, M. B., & Hewstone, M. (2004). Emotion and motivation. Blackwell.
Deci, E., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester.
Křivohlavý, J. (2003). Pozitivní psychologie. Praha: Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Praha: Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Praha: Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Praha: Grada.
McAdams, D. P. (2002). The person. New York.
Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]. American Psychologist, 55(1).
Říčan, P. (2007). Psychologie náboženství a spirituality. Praha: Portál.
Slezáčková, A. (2012). Průvodce pozitivní psychologií. Praha: Grada.
Carr, A. (2022). Positive psychology: The science of wellbeing and human strengths (3rd ed.). Routledge.
Assessment of Study Results:
The evaluation of study results for the course is conducted through continuous assessment. Active participation in seminars (a maximum of 2 absences is allowed) accounts for 20%; a presentation during the exercises on a pre-assigned date accounts for 30%; and the preparation and submission of a group year-long methodological guide on Positive Psychology accounts for 50%.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment where a low score was obtained.cademic information system of the UPJŠ.
1. Different perspectives on well-being nad happiness in psychology
2. Main theoretical approaches to positive psychology
3. Positive emotions and positivity
4. Meaningfulness
5. Positive interpersonal relations
6. Post-traumatic growth
7. Hope and optimism
8. Gratitude
9. Spirituality as a personality dimension
10. Wisdom
11. Positive institutions
12. New themes and topics in PP
Knowledge: Students will gain basic knowledge about the origins, foundations, and applications of Positive Psychology as a new and dynamically developing field of psychology. They will become familiar with research in this area and various perspectives on personal well-being, happiness, and life meaning. They will acquire an overview of the main theoretical approaches in Positive Psychology and their application in the context of individuals and society, with an emphasis on their use in educational settings.
Skills: Students will develop the ability to independently and critically address current topics in Positive Psychology, such as positive emotions, interpersonal relationships, hope, optimism, gratitude, and wisdom. They will learn to apply Positive Psychology principles in designing programs aimed at promoting personal well-being and developing positive traits, which can be utilized in working with children and youth in school environments.
Competencies: After completing the course, students will be able to effectively apply the principles of Positive Psychology in educational contexts, such as fostering positive interpersonal relationships and developing optimism and gratitude in students. They will be prepared to participate in the creation and implementation of programs focused on personal development and mental well-being, contributing to the creation of a positive and supportive school environment.
Antológia z diel filozofov. Predsokratovci a Platon. Zost. J. Martinka. Bratislava: Nakladateľstvo Epocha 1970; Antológia z diel filozofov. Od Aristotela po Plotina. Zost. J. Martinka. Bratislava: Nakladateľstvo Pravda 1972; Predsokratovci a Platon. Antológia z diel filozofov. Zost. J. Martinka. Bratislava: Vydavateľstvo Iris 1998; Od Aristotela po Plotina. Antológia z diel filozofov. Zost. J. Martinka. Bratislava: Vydavateľstvo IRIS 2006; Hadot, P.: Co je antická filosofie. Prel. M. Křížová. Praha: Vyšehrad 2017. Platón. Dialógy I. - III. Prel. J. Špaňár. Bratislava: Tatran 1990, Platón: Štát. Prel. J. Špaňár. In: Platon. Dialógy II. Bratislava: Tatran 1990. Platón: Ústava. Prel. J. Špaňár. Bratislava: Pravda 1980. Hegel, G. W. F.: Dějiny filosofie I. Prel. J. Cibulka; M. Sobotka. Praha: Nakladatelství ČSAV 1961. Hegel, G. W. F.: Dějiny filosofie II. Prel. J. Cibulka; M. Sobotka; J. Tomin. Praha: Nakladatelství ČSAV 1965. Leško, V.: Dejiny filozofie I. Od Tálesa po Galileiho. Prešov: v. n. 2004. Patočka, J.: Sokrates. Přednášky z antické filosofie. Praha: SPN 1990. Patočka, J.: Platon. Přednášky z antické filosofie. Praha: SPN 1991. Patočka, J.: Evropa a doba poevropská. Praha: Lidové noviny 1992. Patočka, J.: Aristotelés. Přednášky z antické filosofie. Praha: Vyšehrad, s. r. o. 1994. Patočka, J.: Péče o duši I. Praha: Oikúmené 1996. Patočka, J.: Péče o duši II. Praha: Oikúmené 1999. Patočka, J.: Péče o duši III. Praha: Oikúmené 2002, Popper, K. R.: Otevřená společnost a její nepřátelé I. Platónovo zaříkávání. Praha: Oikoymenh 2011. Patočka, J.: Platónova péče o duši a spravedlivý stát. Praha: Oikúmené 2012.
Rating.
40% continuous assessment
60% final semester seminar paper min. in the range of 12 standard A4 pages
Final assessment: The sum of the interim assessment and the assessment of the final seminar paper.
During the semester, the student is continuously evaluated at the seminars (oral or written), if the teaching is conducted face-to-face. In the case of switching to a distance form of study, the student will receive tasks and assignments for independent study and partial processing of the outputs in written form by the specified deadline.
Final output - Processing and handing over the seminar paper (a project implemented by the student during the semester) to the student by the set date at the end of the semester with an emphasis on compliance with the citation standard valid at the KF FF UPJŠ.
Information is updated annually on the subject's electronic bulletin board in AIS2, or alternatively in MS Teams.
Plato's State (Politeia) - as a philosophical theme. Plato and the Greeks. Greek culture and Plato in the history of philosophy. Village and man. Political aspects of Greek tragedy. The state as an encyclopedia of Plato's philosophy. Plato - The Seventh Letter. What is love? Filia as the basis of social cooperation in classical Greece. What is philosophy? A spiritual person and an intellectual. Areas and topics of research: justice, wisdom, virtue, education, leadership - constructive thinking and dialectics, sensory and rational - mental states: intellectual knowledge, thinking, belief, assumption. Plato's parables. Platonic teachings about the so-called two worlds, the sensory world and the world of ideas. Asceticism and the boundless world of pleasures - education, virtues. Themes of Platonic philosophy - justice, state, education - poets and philosophers. Care of the soul (care of Self) - as a human problem in the coordinates of the history of philosophy and the present.
Students will gain knowledge by studying the original philosophical texts - Plato's The State, and also by studying his predecessors and followers (Aristotle, Hegel, Jaeger, Heidegger, Gadamer, Strauss, etc.). Approach the issue of ancient thinking of the peak period (classical Greek philosophy) through the study of original texts (Plato - State). This work is considered an encyclopedia of Platonic philosophy and Platonism in general. Greek spirit - community and man. Polis and the Greek miracle, the meaning of the word paideia.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st of the evaluation: active participation in the training part (30p). 2nd part of the evaluation: active participation in workshops (20p). In total, students can get 50p and the final evaluation is as follows: 50 - 45: A; 44 - 40: B; 39-35: C; 34-30: D; 29 - 25: E 24 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
The student understands the principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Student understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to adequately interpret their experience with preventive activities in the group and assume their positive effect as well as limitations and threats.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
The conditions for passing the subject are as follows: 1. Active participation in exercises. Max. the missed range is 90 min. 2. Submission of the reflection on the selected topic within the specified time. Reflection topic: will be given in the exercise.
The evaluation of the subject and its subsequent completion will be based on clearly and objectively determined requirements, which will be determined in advance and will not change. The aim of the evaluation is to ensure an objective and fair mapping of the student's knowledge while observing all ethical and moral standards. There is no tolerance for fraudulent student behavior in either the teaching or assessment process.
slovak
What is marketing? (Marketing - Mix)
Basics of self-marketing (Personal opinion is crucial, Goal setting, Proper use of opportunity)
Me and my influence (What can I offer? What does he / she have unlike me? How do others see me? Ability to defend one's own opinion, Think positively!, I know how to explore myself - what options do I have?),
Competence (Have your own opinion, How to withstand criticism, Be a team player, Competence at work),
Draw attention to yourself (Voice and word selection, Active in meetings, Present yourself successfully).
The student is able to understand and explain the basic assumptions of good self-marketing, knows the possibilities for the correct presentation of his own person and understands the related knowledge and principles of personal and communication area. He / she can understand his / her competencies, his / her goals, how to make his / her strengths visible and he / she can apply this knowledge and social and professional skills in the personal and professional sphere of his / her life, which will also improve his / her employment opportunities.
Literature:
FOBEL, P.(2002): Všeobecná a aplikované etiky. Martin. s.23 – 33.
FOBEL, P.: Etická expertíza ako profesionálna kompetencia. In Aplikovaná etika – kontext a perspektívy. FF UPJŠ v Košiciach 2010, s. 11-22.
ANZENBACHER, A.(2004): Kresťanská sociálna etika. CDK. ČB.
ANZENBACHER, A.: Úvod do filozofie. Praha 1990.
BUCHANAN, J.M.: Hranice slobody medzi anarchiou a Leviatanom. Archa, Bratislava 1996.
FARKAŠOVÁ, E.: Rodová spravodlivosť ako téma feministických diskusií. In Aspekt 1997/1, s.211-216.
FRASER, N.: Rozvíjení radikální imaginace. Globální přerozdělování, uznání a reprezentace. Filosofia, Praha 2007.
GUNTHER, A.: Ženy, prostitúcia a etika. In Aspekt 2/1999, s. 80-85.
HREHOVÁ, H(2005): Etika, sociálne vzťahy, spoločnosť. VEDA.
JESENKOVÁ, A. 2014. Pojem sociálnej kritiky v kontexte sociálnej etiky. In: Aplikovaná etika - kontext a perspektívy II . Košice: UPJŠ v Košiciach. S. 141-157.
O slobode a spravodlivosti. Liberalizmus dnes. (zost. Gál, E. – Novosad, F.), Archa, Bratislava 1993.
RIDLEY, M.: Původ ctnosti. O evolučních základech a zákonitostech nesobeckého jednání člověka. Portál, Praha 2010.
SEDLÁK, J.(1996): Vybrané problémy zo sociálnej etiky. Brno.
VAJDA, J.: Úvod do etiky. Enigma, Nitra 2010.
SEVENHUIJSEN, S. 1998. Citizenship and the Ethics of Care: Feminist Considerations on Justice, Morality, and Politics. Routledge.
- active participation in teaching (accepted 3x justified non-participation in the case of distance teaching as well as full-time teaching)
- seminar work (5 NS, Times New Roman 12; line spacing 1.5)
- a test consisting of a written (test) and an oral part
Course contents:
1. Social ethics - conceptual definition, subject and focus, classification, related disciplines.
2. Specifics of socio-ethical knowledge of society - methods of socio-ethical analysis, irrelevance of neutrality of scientific knowledge, ethical aspects of anthropological and social science research.
3. Morality as a social phenomenon - the origin of social ethics. Ethical models of man as a moral subject. Man as a social being.
4. Ethical aspects of social relations I. - power, inequality, justice, freedom, solidarity.
5. Ethical aspects of social relations II. reciprocity, recognition, contracting, trust, cooperation.
6. Liberal socio-ethical conceptions of a well-organized society / concepts of justice I. - classical liberalism (Locke, J. S. Mill, A. Smith)
7. Liberal socio-ethical conceptions of a well-organized society / concepts of justice II. - J. Rawls, R. Nozick, Hayek.
8. Communitarianism and its critique of liberalism - A. MacIntyre, Ch. Taylor, M. Sandel, M. Walzer.
9. Socialist conceptions of a well-organized society - equality and democracy (statism and social democracy).
10. Christian social doctrine and its view on a well-organized society.
11. Feminism, critique of liberalism and the theory of gender justice - N. Fraser, I.M. Young.
12. Feminism, ethics of care and caring citizenship - C. Gilligan, J. Tronto, S. Sevenhuijsen
The graduate is able to identify the concept, subject, goal and methods of social ethics as subdisciplines of applied ethics. Understands the basic socio-ethical categories and concepts of a well-organized society as the theoretical basis of applied ethics and professional ethics. Can critically analyze and reflect on key categories and concepts of social ethics, such as the common good, justice, social and collective responsibility, solidarity, subsidiarity, and others, in interrelationships in different contexts of social reality and practice.
The workload of students is divided between:
Direct teaching (face-to-face and distance learning via LMS), which accounts for 10% of the student's workload;
Group work (presentations), which accounts for 75% of the student's workload;
Individual consultations, which account for 5% of the student's workload;
Self-study, which accounts for 10% of the student's workload
Domestic and foreign journal literature
Kudláčová, B.(2007) Človek a výchova v dejinách európskeho myslenia. Trnava: PdF TU
Zeus Leonardo (2010) Handbook of Cultural Politics and Education. Rotterdam, The Netherlands.
Evaluation of the developed assignment.
A ... 100,00% - 91,00%
B ... 90,99% - 81,00%
C ... 80,99% - 71,00%
D ... 70,99% - 61,00%
E ... 60,99% - 51,00%
FX ... 50,99% and less
Slovak
The status, role and functions of education in human life and society. The political, social and economic objectives of education. Education, learning and social change in the context of globalisation. Macrosocial determinants of education. Current roles of education and training in modern performance and democratic society.
The aim and purpose of teaching the subject is to impart knowledge and promote reflection on the issues of education and training in the context of social and political change.
Development of knowledge: the student will be able to know the current theoretical background related to the process of education and training in a modern democratic society.
The student will be able to navigate the social and political space - politically, legally, socially and culturally. He/she will be able to look for alternatives and solutions to dysfunctions, while at the same time exploiting opportunities and ways to implement them.
HUSSERL, E.: Fenomenológia. In: Filozofia r. 49, 1994, č. 5. HEIDEGGER, M.: Bytí a čas. Prel. I. Chvatík, P. Kouba, M. Petříček jr., J. Němec. Praha: Oikúmené 1996 (2002, 2008). HEIDEGGER, M.: Konec filosofie a úkol myšlení. Prel. I. Chvatík. Praha: Oikúmené 1993 (2006). SARTE, J. P.: Bytí a nicota. Prel. O. Kouba. Praha: Oikúmené 2006. FINK, E.: Hra jako symbol světa. Prel. M. Petříček. Praha: Český spisovatel 1993. LYOTARD, J.-F.: Postmoderná situácia. In: Za zrkadlom moderny. Prel. K. Korená.
Bratislava: Archa 1991. FOUCAULT, M.: Rád diskurzu. In: Za zrkadlom moderny. Prel. M. Marcelli. Bratislava: Archa 1991. DERRIDA, J.: Bílá mytologie. In: Derrida, J.: Texty k dekonstrukci. Prel. M. Petŕíček jr. Bratislava: Archa 1993. HOLZHEY, H. – RÖD, W.: Filosofie 19. a 20. století II. Prel. M. Pokorný. Praha: Oikúmené 2006. THURNER, R. – RÖD, W. – SCHMIDINGER, H.: Filosofie 19. a 20. století III. Praha: Oikúmené 2008. LEŠKO, V.: Filozofia dejín filozofie – silné a slabé modely. Prešov: v. n. 2004. BLECHA, I.: Husserlova fenomenológia. Košice: Vydavateľstvo UPJŠ 2012. FIGAL, G.: Úvod do Heideggera. Prel. V. Zátka. Praha: Academia 2007. LÉVY, B.-H.: Sartrovo století. Prel. Michal Novotný. Brno: Host 2003. PATOČKA, J.: Fenomenologické spisy I. Praha: Oikúmené 2007. PATOČKA, J.: Fenomenologické spisy II. Praha: Oikúmené 2010. PATOČKA, J.: Úvod do Husserlovy fenomenologie. Praha: KU 1969. PATOČKA, J.: Úvod do fenomenologické filosofie. Praha: Oikúmené 1993. PETŘÍČEK, M.: Úvod do (současné) filosofie. Praha: Hermann &synové 1997. NOVOZAMSKÁ, J.: Existoval existencializmus? Výzva a stroskotání J.P. Sratra. Praha 1998. DUBSKÝ, I.: Ve věci Heidegger. Praha: Oikúmené 1997. BERNET, R., KERN, I., MARBACH, E.: Úvod do myšlení Edmunda Husserla. Praha: Oikúmené 2004. WELSCH, W.: Naše postmoderní moderna. Prel. I. Ozarčuk, M. Petříček jr. Praha: Zvon
1993.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is also required to produce a seminar paper – philosophical translation and to pass a written test from basic information related to the life and work of philosophers from Husserl to Gadamer. Taking a final written exam requires positive assessment of the semester paper and passing of the written test.
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Emergence of phenomenology. Transcendental phenomenology by Edmund Husserl. Philosophy of existence and existentialism. Philosophy of possible existence by Karl Jaspers. Being as a philosophical issue of Martin Heidegger. Cosmological philosophy by Eugen Fink. Existentialism by Jean-Paul Sartre. Existential phenomenology by Maurice Merleau-Ponty. Philosophical hermeneutics. Philosophical hermeneutics by H.-G. Gadamer. Postmodern philosophy, post-structuralism and deconstructivism. Postmodern philosophy by J.-F. Lyotard. Post-structuralism by M. Foucault. Post-structuralism by G. Deleuze. Deconstructivism by J. Derrida.
Understanding the main trends in anthropology-oriented philosophy of the 20th century. Introduction into formation and development of phenomenology, philosophy of existence, existentialism, philosophical hermeneutics, post-modern philosophy, post-structuralism and deconstructivism. Critical analysis of the texts written by contemporary philosophers.
PEREGRIN, J.: Kapitoly z analytické filosofie. Praha: Filosofia 2005. AUSTIN, J. L.: Ako niečo robiť slovami. Prel. D. Kamhal. Bratislava: Kalligram 2004. CARNAP, R.: Problémy jazyka vědy. Prel. K. Berka, L. Tondl. Praha: Svoboda 1968. CARNAP, R.: Význam a nevyhnutnosť. Prel. R. Cedzo. Bratislava: Kalligram 2005. DAVIDSON, D.: Čin, myseľ, jazyk. Prel. E. Višňovský, M. Popper, T. Sedová, D. Kamhal. Bratislava, Archa 1997. DAVIDSON, D.: Subjektivita, intersubjektivita, objektivita. Prel. J. Kolář, T. Marvan. Praha: Filosofia 2004. FIALA, J.: Analytická filosofie – úvod. Plzeň: O.P.S. 2006. FIALA, J. (ed.): Analytická filosofie. První čítanka, Druhá čítanka, Třetí čítanka. Plzeň: O.P.S 2006, 2000, 2002. FREGE, G.: O zmysle a denotáte. Prel. A. Riška. In: Filozofia, roč. 47, 1992, č. 6, s. 349–363. FREGE, G.: Myšlienka. Prel. I. Hanzel. In: Organon F, roč. III, 1996, č. 3, s. 262–281.
FREGE, G.: Základy aritmetiky. Prel. P. Balko. Bratislava: Veda 2001. GRAYLING, A.: Wittgenstein. Průvodce pro každého. Prel. P. Glombíček. Praha: Dokořán 2007. CHOMSKY, N.: Jazyk a zodpovednosť. Prel. J. Habdák. Bratislava: Archa 1995. KOLMAN, V.: Logika Gottloba Frega. Praha: Filosofia 2002. KRIPKE, S.: Pomenovanie a nevyhnutnosť. Prel. A. Riška. Bratislava: Kalligram 2002. Logický empirizmus a filozofia prírodných vied. Antológia z diel filozofov IX. Zost. J. Bodnár. Bratislava: Vydavateľstvo politickej literatúry 1968. Logický pozitivizmus. Malá antológia filozofie 20. storočia. Zväzok III. Ed. F. Mihina, T. Sedová, M. Zouhar. Bratislava: Iris 2006. NELSON, L. H. – NELSON, J.: Quine. Prel. M. Zouhar. Bratislava: Vydavateľstvo PT 2005. NITSCHE, M. – SOUSEDÍK, P. – ŠIMSA, M. (eds.): Schizma filozofie 20. století. Praha: Filosofia 2005. ORAVCOVÁ, M. (ed.): Filozofia prirodzeného jazyka. Bratislava: Archa 1992. PEREGRIN, J.: Filozofie a jazyk. Praha: Triton 2003. PEREGRIN, J.: Logika ve filosofii, filosofie v jazyce. Praha: Herrmann & synové, 1992. PEREGRIN, J. (ed.): Obrat k jazyku: Druhé kolo. Praha: Filosofia 1998. PINKER, S.: Slová a pravidlá. Zložky jazyka. Prel. V. Krupa. Bratislava: Kalligram 2003. PRETI, C. – VELARDE-MAYOL, V.: Fodor. Prel. M. Kanovský. Bratislava: Vydavateľstvo PT 2005. PUTNAM, H. – RORTY, R.: Co po metafyzice? Prel. J. Peregrin. Bratislava: Archa 1996. QUINE, W.V.O.: Covitosti. Občasně filosofický slovník. Prel. J. Fiala. Praha: Mladá fronta 2008.
QUINE, W.V.O.: Hledání pravdy. Prel. J. Peregrin. Praha: Herrmann & synové, 1994. QUINE, W.V.O.: Od stimulu k vědě. Prel. J. Peregrin. Praha: Filosofia 2002. QUINE, W.V.O.: Vybrané články k ontologii a epistemologii. Ed. L. Dostálová, T. Marvan. Plzeň: ZČU 2006. QUINE, W.V.O.: Z logického hľadiska. Prel. R. Cedzo. Bratislava: Kalligram 2005. RUSSELL, B.: Jazyk a poznanie. Prel. M. Zouhar. Bratislava: Kalligram 2005. RUSSELL, B.: Logika, jazyk a věda. Prel. K. Berka, L. Tondl. Praha: Svoboda 1967. RUSSELL, B.: Logika, věda, filozofie, společnost. Prel. K. Berka. Praha: Svoboda – Libertas 1993. RUSSELL, B.: Problémy filozofie. Prel. V. Čunderlík. Bratislava: P and K 1992. SEARLE, J.: Myseľ, jazyk, spoločnosť. Prel. D. Kamhal. Bratislava: Kalligram 2007. SEARLE, J.: Mysl, mozek a věda. Prel. M. Nekula. Praha: Mladá fronta 1994. SEARLE, J.: Rečové akty. Prel. D. Kamhal. Bratislava: Kalligram 2007. STRAWSON, P. F.: Analýza a metafyzika. Prel. D. Kamhal. Bratislava: Kalligram 2001. STRAWSON, P. F.: Indivíduá. Esej o deskriptívnej metafyzike. Prel. M. Zouhar. Bratislava: Iris 1997. VALENTA, L.: Problémy analytické filozofie. Olomouc: Nakladatelství Olomouc 2003. WHEELER, D.: Davidson. Prel. M. Petruška. Bratislava: Vydavateľstvo PT 2004. WINSTON, M.: Chomsky. Prel. V. Krupa. Bratislava: Vydavateľstvo PT 2004. WITTGENSTEIN, L.: Denníky 1914–1916. Prel. P. Balko, T. Čana, R. Maco. Bratislava: Kalligram 2005. WITTGENSTEIN, L.: Filosofická skoumání. Prel. J. Pechar. Praha: Filosofia 1998. WITTGENSTEIN, L.: Modrá a hnedá kniha. Prel. D. Kamhal. Bratislava: Kalligram 2002. WITTGENSTEIN, L.: O istote. Prel. T. Čana, D. Kamhal, R. Maco. Bratislava: Kalligram 2006. WITTGENSTEIN, L.: Tractatus logico-philosophicus. Prel. P. Balko, R. Maco. Bratislava: Kalligram 2003.
Časopis Organon F, roč. I.-XIX., 1994–2012.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be awarded the credits for the semester, a student is expected to pass a test from basic knowledge obtained in the seminars. Another condition is to make a presentation at the seminar, the contents of which will be specified during the first two weeks of the semester on the basis of individual consultations. Conditions for taking the exam: a student will be allowed to take a written exam only after passing the test. Grading scale for the exam: 40-38 points – A; 37-35 points – B; 34-32 points – C; 31-29 points – D; 28-26 points – E; 25 and less points – FX (failed).
Slovak
G. E. Moore – the nature of philosophical analysis, G. Frege and the beginnings of analytic philosophy, B. Russell and his influence on analytic philosophy, Neo-positivistic understanding of philosophy, L. Wittgenstein – Tractatus Logico-Philosophicus, The later Wittgenstein and formation of analytic philosophy in the second half of the 20th century, Ordinary language philosophy, J. Searle and development of the theory of speech acts, W. V. O. Quine and neo-pragmatic version of analytic philosophy, P. Strawson and the boom of analytic metaphysics, D. Davidson and the issue of truth, interpretation and behaviour, New initiatives in the philosophy of language and mind (Chomsky, Fodor, Pinker).
The aim of the course is to examine the sources, genesis, and form of the analytic philosophy from the end of the 19th century up to the present and to present the works by main representatives of the analytic philosophy (G. Frege, G. E. Moore, B. Russell, L. Wittgenstein, J. Searle, W. V. O. Quin, P. Strawson, D. Davidson etc.)
After choosing a topic suggested by supervisors implying a geographical problem, the students will work on the topic, write a thesis and defense it before the committee.
Čmejrková, S. – Daneš, F. – Světlá, J.: Jak napsat odborný text. Praha: Leda 1999. Šanderová, J.: Jak číst a psát odborný text ve společenských vědách. Praha: Slon 2007.
Presentation of an academic paper. Submission of a written paper and its critical review.
Slovak
Preparation of an academic paper – selection of topic, consultations with the guarantor, writing of the paper. Presentation of the paper in front of the conference audience. Submission of the written form of the paper.
To present an academic paper on the history of philosophy or systematic philosophy in front of the audience.
Čmejrková, S. – Daneš, F. – Světlá, J.: Jak napsat odborný text. Praha: Leda 1999. Šanderová, J.: Jak číst a psát odborný text ve společenských vědách. Praha: Slon 2007.
Presentation of an academic paper. Submission of a written paper and its critical review.
Slovak
Preparation of an academic paper – selection of topic, consultations with the guarantor, writing of the paper. Presentation of the paper in front of the conference audience. Submission of the written form of the paper.
To present an academic paper on the history of philosophy or systematic philosophy in front of the audience.
Povinná:
ANZENBACHER, A.: Úvod do filosofie. Praha: Portál 2004, kap. 4, §§ 4.4; 4.5.
BALKO, P.: Poznámky k Fregeho listom Witthensteinovi. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s. 214–219
ČADA, T. Doslov. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s. 221–231
FREGE, G. Listy Ludvigovi Wittgensteinovi. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s. 195–213.
GABRIEL, G.: Logika ako literatúra? K významu literárnej formy u Wittgensteina. In: Wittgenstein, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003, s.13–24.
GRAYLING, Anthony C.: Wittgenstein. /Průvodce pro každého/. Praha: Dokořán 2007.
JEŽÍK, P.: Wittgenstein: od Traktátu k neskorej filozofii. In: Filozofia. Roč. 61, 2006, číslo 9, s. 743--751.
WITTGENSTEIN, L.: Tractatus logico – filosophicus. Bratislava: Kalligram 2003.
ZOUHAR, M.: Problémy jazyka a počiatky analytickej filozofie. Bratislava: Aleph. 2010,
Odporúčaná:
MONK, R.: Wittgenstein. Úděl génia. Praha: Hynek 1996, kap. II
RUML, V.: Wittgenteinova koncepcia filozofie. In: Wittgenstein, L.: Filozofické skúmania. Bratislava: Pravda 1979; s. 5–15.
WUCHTERL, K., HÜBNER, A.: Wittgenstein. Olomouc: Votobia 1995.
Continuous assessment (2 tests and analysis of selected parts of the Tractatus): 50%. Final test: 50%. Points and grading scale: A - 100 - 81 %, B - 80 - 76 %, C - 75 - 71 %, D - 70 - 67 %, E - 66 - 64 %, FX – less than 64 %
Slovak, SK
1) Analytical philosophy – essence, structure and objectives.
2) L. Wittgenstein in the context of analytical philosophy.
3) L. Wittgenstein and searching for the answer to the question: What is philosophy? Attitude to metaphysics.
4) Demonstrative theory of cognition in Tractatus Logico-Philosophicus.
5) Double language of Wittgenstein in the Tractatus: language as a logical calculus and language of metaphor.
6) The issue of logicism and apriorism in the Tractatus.
7) World, events, cognition. Essence and real importance of the work for the present time. Story of the message of L. Wittgenstein.
8) Tractatus as “unwritten” work and the issue of the so-called “beautiful sentences”.
Through the analysis of conceptual and categorial apparatus of the work Tractatus Logico-Philosophicus by L. Wittgenstein, as a fundamental work of analytical or linguistic philosophy, to learn Wittgenstein’s views on the language of the science and its logical analysis.
1. APLIKOVANÁ ETIKA – KONTEXT A PERSPEKTÍVY. (ed. Ľ. Vladyková), 2010.
2. ARISTOTELES. 1979. Etika Nikomachova. Bratislava: Pravda, 1979.
3. DEJINY ETICKÉHO MYSLENIA V EURÓPE A NA SLOVENSKU (ed. Anna Remišová, 2008)
Bratislava: KALIGRAM 2008.
4. FOBEL, P. Súčasný diskurz v aplikovanej etike. In: Fobelová, D. a kol. Aplikované etiky v kontextoch súčasnosti. Banská Bystrica 2005.
5. FOBEL, P. 2000. Aplikovaná etika. Teoretické východiská a súčasné trendy. Martin: Honner 2000.
6. FOBELOVÁ, D. a kol. 2005. Aplikované etiky v kontextoch súčasnosti. Banská Bystrica 2005.
7. JESENKOVÁ, A. 2016. Etika starostlivosti. Košice: UPJŠ. 2016.
8. JESENKOVÁ, A. 2018. Research and Educational Potential of Feminist Care Ethics in Sex Education In: Human Affairs : a postdisciplinary journal for humanities & social sciences. - ISSN 1210-3055. - Roč. 28, č. 2 (2018), s. 196-211
9. JESENKOVÁ, A. 2020. Deficit of Democratic Care in the Educational System in Slovakia In: Care Ethics, Democratic Citizenship and the State. - Cham : Palgrave Macmillan, 2020.
10. JESENKOVÁ, A. 2021. Joan Tronto’s Moral and Political Theory of Care. In Politické Vedy. Vol.
24, no. 4, pp. 158-180. ISSN 1335 – 2741. Available at:
https://doi.org/10.24040/politickevedy.2021.24.4.158-180
11. KÁNSKY, J. 1994. Podstata a význam praktickej etiky. In: FILOZOFIA, roč. 49, 1994, , č. 5. S. 292 – 295.
1) active participation in teaching
(in the case of full-time teaching, 3 excused absences are accepted, in the case of distance learning, 3 excused absences are accepted)
2) essay (range 3 - 5 NS; TNR 12; line 1.5)
3) exam consisting of written and oral part
MODULE 1: THEORY OF APPLIED ETHICS
1. Applied ethics as a practical philosophy and its place in the context of humanities. Subject of applied ethics. Normative - prescriptive function. Diversity in applied ethics. The present of applied ethics - current trends in the world and in Slovakia. Genesis of applied ethics. Practical rationality: the idea of fronezis and praxis in the ethical tradition and the present.
2. Theoretical ethics and applied ethics. Descriptive, prescriptive and normative nature of applied ethics. The importance of substantiating arguments in applied ethics. Specific position of applied ethics in ethical and philosophical analysis: problem of application, interdisciplinary, transdisciplinary approaches in applied ethics.
3. Applied ethics as a professional competence: ethical expertise and ethical counseling. Application as a theoretical and practical problem. Types and methods of application.
MODULE 2: AE STRATEGIES AND APPROACHES. ETHICAL THEORIES RELEVANT TO AE.
4. Basic theoretical approaches in applied ethics:
• Fundamentalism versus principalism in applied ethics.
• Contextualism in applied ethics
• Coherence as a methodological paradigm in applied ethics.
• Narrative approach in applied ethics: MacIntyre, Taylor;
• Case study in applied ethics.
5. Current ethical theories in applied ethics:
• Jurgen Habermas, Discourse Ethics and Applied Ethics.
• Charles Taylor in contemporary ethical thinking.
• Peter Singer in ethical discourse.
• Hans Jonas - ethics of responsibility for technological civilization
• Alasdair MacIntyre and his place in ethics.
• The importance of Richard Rorty for applied ethics.
MODULE 3: ETHICS SUBDISCIPLES
6. Social ethics as applied ethics and sub-subfields of social ethics: ethics of law, ethics of politics, ethics of human rights.
7. BIOETICS as a synergistic project of applied and professional ethics: medical ethics, ecological ethics and ethics of animal rights.
8. Economic ethics: managerial ethics and ethics of organizations.
9. Ethics of technology.
10. Media ethics.
11. PROFESSIONAL ETHICS: theoretical and methodological background, tasks of professional ethics, institutionalization of professional ethics in social practice. Diversity of professional ethics: helping professions: teaching e .; medical e .; nursing e. social worker ethics; ethics scientist, ethics of legal professions, military and police ethics. Ethical infrastructure.
Objective of the course - aims of the course unit: students understand, are familiar with the theory and practice of applied ethics, know and are able to explain, analyze the theoretical and ethical disposition in the starting points and foundations of applied ethics in three modules:
1. Theory of applied ethics;
2. AE strategies and theoretical approaches and ethical theories fundamental to AE;
3. AE subdisciplines.
LEŠKO, V.: Úvod do filozofie . Košice 2007. LEŠKO, V.: Dejiny filozofie I. – II. Prešov 2007 - 2008. MÜNZ, T.: Hľadanie skutočnosti. Bratislava: Kalligram 2008. JASPERS, K.: Malá škola filozofického myslenia. Prel. P. Elexová. Bratislava: Kalligram 2002. JASPERS, K.: Úvod do filosofie. Prel. I. Fiala. Praha: Oikúmené 1996. HEIDEGGER? M.: Co je to – filosofie? In: Heidegger, M.: Básnicky bydlí člověk. Prel. I. Chvatík. Praha: Oikúmené 1993 (2006). SOKOL, J.: Malá filosofie člověka a Slovník filozofických pojmů. Praha: Vyšehrad. 1998. PATOČKA, J.: Vznik filozofie. In: Patočka, J.: Nejstarší řecká filosofie. Praha: Vyšehrad 1996. DESCARTES, R.: Meditácie o prvej filozofii. Prel. J. a V. Cígerovi. Bratislava: Chronos 1997. POPPER, K. R.: Ako vidím filozofiu. In: Popper, K.R.: Hľadanie lepšieho sveta. Bratislava 1995. PLATON: Štát. In: Platon: Dialógy (°°. Prel. J. Špaňár. Bratislava: Tatran 1990.
Conditions of continuous control: during the semester a student is continuously checked and assessed according to his/her activity. To be allowed to take a final exam, a student must pass a written test from terminology (to pass the test at least 70% of answers must be correct). Conditions of the exam: answering the questions correctly in terms of both quantity and quality.
Slovak
Introduction to the university discipline. The subject of philosophy in historical contexts and metamorphoses. Philosophy as dialogue and communication. Structure and systematic form of philosophy. Philosophy as critical reflexion and self-reflexion of man and world. Philosophy and history.
To learn different approaches to the subject of philosophy and basic models of philosophy from the ancient times up to present. To understand the relations between philosophy and other areas of human thinking and behaviour. To clarify main philosophical disciplines.
Čmejrková, S. – Daneš, F. – Světlá, J.: Jak napsat odborný text. Praha: Leda 1999. Eco, U.: Jak napsat diplomovou práci. Praha: Votobia 1997. Katuščák, D.: Ako písať záverečné a kvalifikačné práce. Bratislava: Enigma 2007. Šanderová, J.: Jak číst a psát odborný text ve společenských vědách. Praha: Slon 2007.
Continuous preparation. Consultations with the thesis supervisor. The consultations can be provided online.
Slovak
Identification of problems concerning methodology, theme, and contents. Heuristic phase of the preparation of bachelor thesis. Gradual preparation of final version of the thesis. Proofreading, inclusion of comments. Fulfilment of formal criteria put on bachelor thesis. Submission of the thesis.
The aim is to learn the principles of writing of qualification papers and to prepare a final version of bachelor thesis.