The course aims at giving a historical and theoretical background to better understanding different cultures and subcultures and to ways of mediating between them. Literary texts will serve as testimonies to the presence of intercultural exchanges throughout centuries.

Module Subject

The course starts with survey of major intercultural exchanges in premodern times, gives a basic terminology with definitions (e.g. 'stranger',, 'other', types of conversion) and a summary of the communicational model. Focusing on the relationship between Europe and the Americas, we will discuss historical-philosophical descriptions of other cultures, the problematics of exoticism, typologies of 'otherness', the question of 'self' versus 'other'. We will analyse how these are reflected in literary works in different historical periods.

The course aims at giving a basic background in theatre semiotics and the history of Hungarian theatre, focussing on the last fifty years. I hope to encourage students of non-Hungarian background to go and see performances (mainly opera and dance) in Hungary.

Module Subject

In the course of the semester, the main areas of the semiotic approach to the theatre will be discussed, with definitions of basic terms. The main components of theatrical performances (e.g. the theatre building, the structure of the theatre building, posters, reviews) - except for the play itself - will be discussed, using examples from around the world.

This seminar will survey the major works of John Milton (1608-1674), one of the most influential and prolific of all English authors. Milton's writings on topics such as education, freedom of the press, divorce, church government and the monarchy addressed the contentious issues of his day. His poetry, particularly the epic Paradise Lost , created some of the most dramatic moments and memorable lines of English literature. We will concentrate in this course mostly on his literary works, including sonnets and other shorter poems, epics, and a masque, but we will also read from some of his best-known essays. A great deal of attention will be given to the historical situation of England in Milton's lifetime.

Module Subject

Class schedule :

Week 1: September 6, 2004--Course introduction

On Shakespeare

Sonnet XVI (“When I consider…”)

Sonnet XXIII (“Methought I saw”)

Week 2: September 13, 2004—“Lycidas”

Week 3: September 20, 2004-- Of Education

Week 4: September 27, 2004-- Areopagitica

Week 5: October 4, 2004-- Comus

Week 6: October 11, 2004-- Tenure of Kings and Magistrates ;

Second Defense of the English People (selections)

Week 7: October 18, 2004-- Paradise Lost , Books I-III

Week 8: October 25, 2004-- Paradise Lost , Books IV-VI

Week 9: November 8, 2004-- Paradise Lost , Books VII-IX

Week 10: November 15, 2004-- Paradise Lost , Books X-XII

Week 11: November 22, 2004-- Samson Agonistes

Week 12: November 29, 2004— Samson Agonistes

Week 13: December 6, 2004

Course paper due

Week 14: December 13, 2004

--Review and Summary

This course will examine carefully four of Shakespeare's plays that have come to be collectively referred to as “the romances.” These plays are among the last of his career. We will explore not only the play texts themselves, but also some of Shakespeare's sources, the circumstances of the theatre in Shakespeare's day, and the publication history of the plays as printed works.

Module Subject

• Sept. 7: Introduction.
• Sept. 14: The genres of Shakespeare's plays
• Sept. 21: Pericles, Acts I-III
• Sept. 28: Pericles, Acts IV-V
• Oct. 5: Cymbeline, Acts I-III
• Oct. 12: Cymbeline, Acts IV-V
• Oct. 19: Cymbeline; Boccaccio excerpt
• Oct. 26: The Winter's Tale, Acts I-III
• Nov. 9: The Winter's Tale, Acts IV-V
• Nov. 16: The Winter's Tale
• Nov. 23: The Tempest, Acts I-III
• Nov. 30: The Tempest, Acts IV-V
• Dec. 7: The Tempest — Greenblatt essay, "Learning to Curse"
• Dec. 14: Summary and review

This course explores the comedies of William Shakespeare. It considers the traditions of comedy that influenced his writing, including particular sources for some of his plays. It also explores the differences between his “festive” comedies and the so-called “problem” comedies. Attention is given to theatre and stage history to discuss how his various comedies have been produced from the sixteenth century to the present day.

Module Subject

Week 1: Introduction and overview of Shakespearean canon

Week 2: Traditions of classical comedy;

Week 3: Shakespeare and Roman influence

Week 4: How Comedy Works

Week 5: The Taming of the Shrew , Acts I-II

Week 6: The Taming of the Shrew , Acts III-V

Week 7: Shakespeare's mature comedies

Much Ado about Nothing

Week 8: What other playwrights were writing

Week 9: Shakespeare's mature comedies, continued

Twelfth Night

Week 10: Problem comedies-- Measure for Measure

Week 11: Laughing at the ‘other'

The Merchant of Venice , Acts I-III

Week 12: The Merchant of Venice , Acts IV-V

Week 13: Review and summary

The special aim of the course: the participants will be acquainted with the theoretical grids of film studies, understand the development of theoretical trends from a chronological point of view, see the shifts of paradigms, and see the connections with technical and critical concerns within the field.

Module Subject

The issues of the module:

1. Elements of film
2. Antecedents of film theory: the beginnings, silent film
3. The essence of cinema, Soviet montage theory
4. Formalism, historical avant-garde, phenomenology
5. The cult of the auteur, Americanization of auteur theory
6. Structuralism, film language
7. 1968 and the leftist turn, suture
8. Second semiology and psychoanalysis
9. Poststructuralism and feminism
10. Text, intertext, adaptation
11. Cultural Studies
12. Spectatorship
13. Postcolonialism, multiculturalism, queerings, post-cinema

The objective of the course is to trace the history and theory of visual culture from painting to the world wide web, from camera obscura to digital media. Focusing on specific samples of products of visual culture the aim is to understand the place of the post-modern spectator in an overwhelmingly visualised life/world. The aim is to make students find their own concerns and contexts to talk about various phenomena concerning the visual and to frame their inquiries in an academic fashion both form- and content-wise. By the end of the course students are expected to develop critical skills and strategies in taking firm positions relating to the subjects and topic addressed in the course.

Module Subject

Virtually, modern life takes place onscreen. Human experience is now probably more visual and visualised than ever before from satellite picture to medical images of the interior of the human body. In the swirl of imagery (TV, Internet, computer, cinema), seeing is much more than believing. It is not just a part of everyday life, it is everyday life. Tackling issues ranging from painting to the digital media (and perhaps back), the course attempts to map the interdisciplinary field of visual culture or the study of the visual as such, relying on contemporary theories and criticism imported from the manifold fields of art history, literary theory and criticism, film studies and film theory, digital theory, gender studies, and cultural theories among many potential other fields of ongoing research.

The objective of this team-taught introductory lecture course on gender studies is to offer a detailed and multi-perspective discussion of the most important key terms in gender studies.

Module Subject

Following a short introduction to the history of women's movement and the three waves of feminist thinking the following key terms are going to be studied in four major groups of topics: sex, gender, sexuality; gender, class, race; language, ideology, culture; experience, knowledge, body. The course concludes with a survey of current debates.

The course focuses on the representations of double, of the schizophrenic characters in a few novels, short stories, and in film. The origins go back to the ancient times, to the frequently evoked story of Narcissus. The aim is to detect the similarities within the narratives, written in different periods by different authors, due to the common motif of the doppelgänger.

Module Subject

Apart from the primary material, we read and discuss a few theoretical, psychological works, which provide us with a proper ground for examining how double characters are (re)presented.
We examine how “the double” has developed from the ancient beliefs, and the superstitions of primitive tribes up to a twentieth century novel and its film version.

The course focuses on the representations of the Oedipal triangle in a few plays and short stories. The origins go back to the ancient masterpiece: Sophocles' Oedipus Rex. The aim of the course is to detect the similarities within the literary works, written in different periods by different authors, due to the common origin – the tragedy of King Oedipus.

Module Subject

Apart from the primary material, we read and discuss a few theoretical, psychological works, which provide us with a proper ground for examining how the Oedipal conflicts are (re)presented again and again. We use the secondary material to show how the attitude towards the Oedipal complex has changed, and what different models have been built on the Freudian paradigm.

The aim of the course is twofold. On the one hand, it explores Beckett's conception of language. On the other hand, it examines how Beckett's texts and performances bring together philosophy and literature to make sense of their complication as well as their distinctiveness.

Module Subject

What makes a text literary? What makes a text philosophical? What is the relation between philosophy and literature? These questions have been (re)opened and (re)considered by deconstructive thinking/practice in the strict sense. We shall reflect on these questions by exploring the writings of Samuel Beckett. „Imagination Dead Imagine”, „First Love”, „The Expelled”, „The Calmative” „The End” „For to End Yet Agin”, Endgame, Mercier nd Camier, Not I, The Unnmable, and Poems.

The study of literature involves the student in a complex activity of reading and inter­preta­tion. This process combines methods of understanding how meaning is produced on different levels of society; how meaning-making activities reflect the dominant discourses of our social and historical position ; how the status of the literary work of art becomes problematic when investigated in an interactive model between text and interpreter. This introducto­ry course aims at providing students with a set of tools to examine the above prob­lems as represented in various literary works, together with a survey of the technical skills indispen­sable to the experience of reading. Special emphasis will be laid on students' understanding of terminology. Grading: final examination in writing.

Module Subject

1. Organizational meeting.
2. Society and the production of meaning.
3. The theory and system of genres. Genre generating factors.
   Subdivision and fusion. Historical changes.
4. POETRY
5. English prosody and stanzas.
   Couplet, quatrain, sonnet, rhyme structure, iambic pentameter, blank verse.
   Interpretation: Keats “La Belle Dame Sans Merci”
6. NARRATIVE FICTION: Interpretation: Hawthorne “The Artist of the Beautiful”
7. DRAMA : text and performance. The semiotics of drama and theatre. Deixis.
   Interpretation: Yeats Purgatory

Module Subject

We will be dealing with magic and natural magic for the understanding of Renaissance universe, medicine and the four bodily humours, astrology and alchemy, witchcraft and demonology, science and cosmology by reading primary sources on these topics. The seminar is the continuation of the 'Life in the Elizabethan Era' seminar, but it is not a preliminary to this current course.

Module Subject

• origins of Northern Ireland,
• early years up to 1925,
• 1925 to early 1930's,
• sectarianism in 1930's
• World War II
• the experience of Labour Government in Britain
• the 1950's
• beginnings of O'Neillism
• economic and social developments
• origins of civil rights movement
• countdown to violence
• fall of Stormont

American Modernism is a course with views on layers of modernism in American literature and culture. The context is that of the large field of various ”modernisms”, the strategy is that of its cultural construction in American literature. Besides issues of modern literary and cultural theories, the course encompasses various texts and genres that belong to different authorial names. The discussions will be based on the works of E. Wharton, R. Frost, G. Stein, H. James, W. C. Williams, W. Whitman, e. e. cummings, E. O'Neill, K. Chopin, D. Barnes, H. D., F. S. Fitzgerald, E. Pound, J. Baldwin, W. Faulkner, J. Steinbeck, Ch. P. Gilman, T. Williams, E. Albee, A. Miller, G. Bonnin, etc. The course ends with an exam.

Module Subject

1. Introduction, administration

2. Elements of modernism, American modernism

3. Prose I. Elements of Prose

a.) Ch.P. Gilman: The Yellow Wallpaper, Turned

b.) Kate Chopin: A Respectable Woman, A Pair of Silk Stockings

4. Prose II. a.) Henry James: Daisy Miller: A Study

b.) Edith Wharton: The Valley of Childish Things, The Other Two

c.) William Falkner: A Rose for Emily

d. ) E. Hemingway: Hills Like White Elephants

5. Prose III. a.) Gertrude Bonnin (Zitkala Sa): from Impressions of an Indian Childhood , Why Am I Pagan, from The Schooldays of an Indian Girl

b.) Gertrude Stein: from The Making of Americans, from Ada

c.) Djuna Barnes: Smoke

6 . Prose IV . a.) W.E.B. DuBois: from the Souls of Black Folk

b.) James Baldwin: Sonny's Blues

c.) F. Scott Fitzgerlad: Babilon Revisited

d.) John Dos Passos: from USA (The Body of an American)

7. Poetry I: Elements of poetry

a.) Robert Frost: The Road Not Taken, Design, Desert Places

b. ) e.e.cummings: Buffalo Bill's, anyone lived ina pretty how town, plato…

c.) T.S. Eliot: The Love Song of J. Alfred Prufrock, Tradition and the Individiual Talent

8. Poetry II. a.) E. Pound: In a Station of the Metro, A Pact, L'art, 1910

b.) Hart Crane: The Broken Tower, Chaplinesque, To Brooklyn Bridge

c.) H.D.: Sea Rose, Helen

d.) William Carlos Williams: The Rose, Spring and All

e.)Langston Hughes: Air Raid Over Harlem (+Harlem Renaissance blues lyrics)

9 . Poetry III. a. ) Gwendoly Brooks: The Mother, We Real Cool,

b.) Anne Sexton: Housewife

c.) Sylvia Plath: Daddy , Lady Lazarus

10. Poetry IV .a.) Allen Ginsberg: America

b. ) Walt Whitman: Preface to the Leaves of Grass. Children of Adam, Song of Myself

11. Drama I. Elements of drama

a.) Thornton Wilder: The Skin of Our Teeth,

b.) Arthur Miller Death of a Salesman, The Crucible

12. Drama II. a.) Eugene O'Neill: The Hairy Ape, Long Day's Journey Into the Night

13. Drama III. a.) Tennessee Williams: A Streetcar Named Desire, Cat on a Hot Tin Roof

14 . Drama IV . a.) Edward Albee: Who's Afraid of Virgnia Woolf?, The Zoo Story

The course intends to provide a descriptive introduction to the grammar of Standard British English. The lectures cover the major issues concerning the nature and workings of the language within the frame of "structuralist" approach. The aim of the course is to give an overview of the distribution of the major syntactic classes, the inflections associated with each of these syntactic classes and the different syntactic patterns. The main objective is to provide a foundation for more advanced discussions concerning specific areas of language in generative theoretical courses of further linguistic studies.

Module Subject

1 Basic concepts in grammar

introduction to the basic concepts of Linguistics

2. Morphological processes in English

basic concepts in morphology, inflectional and derivational morphology

3-4 Structural approach to Linguistic analysis

constituent structure, paradigmatic, syntagmatic relations, components of a linguistic description

5-6-7. Verbs and verb phrases

the structure of VP, the formal and functional properties of auxiliary (primary and modal) auxiliaries and their semantic content, tense, aspect, voice, modality

8.  The structure of the kernel sentence

complements, adjuncts, the lexical classification of verbs

9-10.  Nouns and noun phrases

the classification of nouns, regular-irregular plurals, the internal structure of noun phrases the functions of noun phrases in the sentence, the semantics of NP:definiteness, specificity, genericity

11.  Pronouns

the different types of pronouns, their morphological and syntactic properties, the interpretation of pronouns:anaphora and deixis

12.  Adjectives and adjectival phrases

gradability, the functions of adjectives and adjectival phrases in the sentence, the internal structure of AdjPs

13. Adverbs :

the subclasses of adverbs, gradability, the functions of adverbs and adverb phrases in the sentence, the internal structure of AdvPs,

14.  Sentence Types:

Simple, complex and compound sentences, finite and non-finite sentence types

The course aimes at introducing students to the main theories and concepts in pragmatics defined as a user-oriented perspective on meaning. The lectures first review the traditional pragmatic topics like indexicality, speech acts and implicature, and then present more recent developments in theory and sociopragmatic research like linguistic politeness, cross-cultural pragmatics and interlanguage pragmatics.

Module Subject

1. Defining pragmatics
2. Reference and indexicality
3. Speech Acts: Basic concepts
4. Pragmatics of indirectness
5. Gricean pragmatics: implicature (conversational and other),
6. Gricean pragmatics: Cooperative Principle
7. Conversational analysis: structure of conversation
8. Conversation analysis: institutional settings
9. Linguistic politeness
10. Pragmatics of impoliteness, conflict and power
11. Cross-cultural pragmatics
12. Interlanguage pragmatics; pragmatic transfer and failure in S/FLA

This course will introduce students to various applications of linguistics to such fields as language teaching and learning, language planning and policy, language and law (forensic linguistics), etc. Issues of teaching and learning English in Hungary will have a prominent place in the lectures.

Module Subject

Topics

Three approaches to linguistics;
What is applied linguistics?

Varieties of English;
The spread of English ;

Multilingualism and language rights;
Bilingual education;

Language Policy issues;
Forensic linguistics;
Two videos: "American Tongues" and "Meaning beyond Words"

The history of TEFL in Hungary ;

Contrastive analysis and error analysis;

Teaching English vocabulary to Hungarians;

Research methods;
The basics of testing: objectivity, validity and reliability;

The aim is to survey basic concepts, methods and theories of dialect variation. A further aim of the course is to sensitize students to issues of linguistic variation, social evaluation of language varieties, and social discrimination.

Module Subject

This course is an introduction to dialect research. Topics covered include dialect and language, dialect geography, dialectology and linguistics, urban dialectology, social differentiation and language, sociolinguistics structure and linguistic innovation, boundaries, transitions, variability, sociolinguistics and lexical diffusion, and geographical diffusion.

The course aims at developing students' knowledge about everyday issues in English so that they can participate in fluent conversation at B2/C1 levels. Articles from the international press are dealt with in each session developing reading skills and widening vocabulary, and students are required to prepare presentations on certain topics using their own resources and skills to compile drafts and give a speech.

Module Subject

The Universe: planets, stars, comets, the solar system, the sun, the milky way, the moon, astronomers, discoveries.

The Living Planet: animals, evolution, primates, prehistoric animals, rain forests, seas and oceans, deserts, extinct and endangered species.

Protecting the Environment: greenhouse effect, global warming, extreme weather, deforestation, air pollution, water pollution, alternative energy resources.

The World of Medicine: genetic engineering, cloning, transplants, hibernation, medical discoveries, history of medicine, epidemics.

Wellness, fitness: cosmetic surgery, implants, liposuction, yoga, feng shui, capoeira.

Religion: Catholicism, Protestantism, Islam, Hinduism, Buddhism, Kabbala, founders of religions, religious customs and practices.

Celebrities: actors, actresses, artists, politicians, historic personalities.

The Media: tv, series, talk-shows, magazines, films, directors, classics.

The Mechanical World: cellphone, computer, car, discman, tv set, hi-fi set.

Module Subject

The course deals with the major fields of grammar in sentence transformations, cloze tests, word formation and error correction exercises. The topics covered include: the tenses, conditional, passive structures, reported speech, modal auxiliaries, articles, nouns, adjectives and adverbs, the causative, inversion, unreal tenses and subjunctives, prepositions, phrasal verbs and relative clauses.

The course introduces students to basic requirements of academic and creative writing while playing special attention to an overall development of students' proficiency so that they can successfully complete written assignments at the beginning of their university studies.

Module Subject

• Writing as a process
• Description of people
• Descrption of places
• News reports
• Assessment reports
• Survey reports
• Coherence and organisation
• Exposition 1-2
• Argumentation 1-2

The course introduces students to basic forms of academic and creative writing while playing special attention to an overall development of students' proficiency.

Module Subject

• Writing as a process
• Describing people
• Describing objects
• Report on events
• Report on conditions
• Paragraph writing
• Coherence
• Exposition 1-2
• Argumentation 1-2

The course provides an overview of American English from a sociolinguistic point of view. The following topics will be discussed: the history of American English in outline; the relationship of American English to British English, past and present; the most distinctive grammatical, phonological and lexical features; word borrowings (from. e.g. American Indian languages, Spanish, and French); word-formation; regional and social variation; selected culture-bound features; linguistic minorities, multilingualism and language policies in the United States.

Module Subject

The main contents of the course are as follows: The history of American English in outline; the relationship of American English to British English, past and present; the most distinctive grammatical, phonological and lexical features; word borrowings (from. e.g. American Indian languages, Spanish, and French); word-formation; regional and social variation; selected culture-bound features of American English; linguistic minorities, multilingualism and language policies in the United States.

This course serves as an introduction to first language acquisition and development from infancy to adulthood. The course should be appropriate for students who are interested in the challenging theoretical and practical questions of language acquisition and plan to write their theses in the field of applied linguistics.

Module Subject

1. Studying language development – theoretical background

2. Child development

3. Phonological development

4. First words – vocabulary development

5. Grammar acquisition

6. Development of reading and writing

7. Language beyond childhood

8. Individual differences in language acquisition

9. Atypical language development

Overview of the study of meaning in the history of philosophy, philosophy of language and linguistics, including Gregean semantics, field theory, logical analyses, the relationship between syntax and semantics, and pragmatics

Module Subject

Introduction to the study of meaning: basic terms and questions

Philosophical approaches to semantic problems

Types of linguistic meaning

Word meaning: semantic fields & componential analysis

Semantics and the lexicon: lexical structure & relations

Meaning, sense, reference: Proper names, definite expressions

Meaning and truth: Set theory, propositional logic

Meaning and truth: Predicate logic, quantification, modal logic

Syntax and semantics: Thematic structure, Events and aspects

Syntax and semantics: Coreference, quantifier-variable structures, ellipsis, compositionality

Semantics and pragmatics: Deixis, speech acts

Semantics and pragmatics: Conversational implicature, Metaphor

Acquainting students with Strict CV Phonology, a recent version of Government Phonology. Presenting arguments for a very impoverished type of syllable structure, where consonantal and vocalic positions must strictly alternate, and therefore some of them must remain empty. Teaching students to work within this theory, to be able to analyse data using this system.

Module Subject

1-2. Introduction to Government Phonology: the skeleton, syllabic constituency (government), empty positions (proper government, ECP), element theory

3-4. Yokuts exercise: closed syllable shortening, vowel deletion and epenthesis, vowel harmony and lowering

5-6. Lowenstamm (1996): arguments for strict CV: the behaviour of geminates and long vowels, compensatory lengthening, closed syllable shortening, stress, tonic lengthening and virtual geminates, Danish stöd

7. Guerssel & Lowenstamm (1994): Classical Arabic apophony (context-free vocalic alternation that carries grammatical information): a non-lexical treatment, apophonic path: O –> i –> a –> u –> u

8-9: Ségéral & Scheer (1998): German ablaut: applying the apophonic path to a much more complex system than that of Arabic (apophonic vs. parasitic elements)

10. Lowenstamm (1999): word-boundary as an initial empty CV site, typology of possible initial clusters, cliticization, definite article allomorphy (French, Biblical Hebrew)

11. Larsen (1995): Italian tonic lengthening, gemination and definite article allomorphy (vowel ~ zero alternation), and their relation to the typology of consonant clusters

12-13: Scheer (1999): typology of word-initial clusters, internal structure of consonants, segmental processes, consonantal interaction: infrasegmental government

14. Summary and conclusions of the course

Acquainting students with Optimality Theory, one of the most recent developments in linguistic theory (as applied to phonology and morphology). Presenting arguments for a constraint-based approach, instead of the classical rule-based model. Teaching students to work with ranked constraint systems.

Module Subject

1. Introduction: working with data sets

2. Rule conspiracies: hiatus resolution

3. Tibetan cluster simplification: rules vs. constraints

4. Diola Fogny coda condition: ranking of preferences

5. Ponapean coda condition: homogeneity of target, heterogeneity of process

6. Faithfulness theory: Parse/Fill (Containment)

7. Tibetan Revisited: tableaux and ranking arguments

8-9. Berber: syllabification: Prince and Smolensky 1993 ch. 2

10. Factorial typology of Onset, No-Coda, Parse and Fill

11. Splitting vs. lumping constraints: typological consequences

12. Natural hierarchies of constraints

13. Universals in OT

14. Axininca Campa: syllable structure and reduplication: McCarthy and Prince 1993 ch. 2

15. Summary and conclusions of the course

Module Subject

The objective of the lecture course is to give students intending to qualify as English language teachers an introduction to ELT methodology. Students will be encouraged to reflect on their own learning experiences in school and university as well as acquiring knowledge about the history, principles and practices of English teaching. Areas to be covered include: language teaching history, methods and approaches, goals of language teaching, teaching the four language skills, materials and aids and language testing. The course will be assessed by means of a written test at the end of the semester. The course is compulsory for students following the teaching track as a prerequisite of the seminar courses.

Module Subject

1. How to be a good teacher
2. How to be a good learner
3. How to manage teaching and learning
4. How to describe teaching and learning
5. How to describe language
6. How to teach language
7. How to teach reading
8. How to teach writing
9. How to teach speaking
10. How to teach listening
11. How to use textbooks
12. How to plan lessons
13. What if?

Despite the potential benefits of comparative perspectives, systematic comparative research on the social history of Hungary is very sparse, and, as opposed to international trends, has been hardly expanding during the past years. Comparative surveys on economic development are more voluminous, however, the critical reassessment of these studies, mostly published in the 1960s and 1970s, are more essential today than ever. These circumstances make any attempt at a comparative study of Hungarian history difficult but at the same time necessary and even rewarding, since these studies might open up new perspectives.

Module Subject

The course is designed to introduce students to the main issues of the "short twentieth century" (1918–1990) Hungarian social and economic history by placing special emphasis on the “contrasting-type of comparison” with Western European societies. Although political history in not stressed, first, the main events of Hungarian history will be reviewed, then each of the following sessions will be devoted to a particular issue of social history. Main topics are as follows: I. Introduction. Historical comparisons. II. Political history of the interwar period. III. Political developments after the Second World War. IV. Population and family. V. Migration and urbanization. VI-VII. Economy and living standard. VIII. Social inequalities. IX. Social policy. X. Education. XI. Aspects of culture: norms and values. XII. Conclusions.

The course has a focus on the dynamics of social change in Hungary and elsewhere in Europe aiming at a systematic and long-term analysis of social and economic convergences and divergences, although not using it as an exclusive approach to the topic.

There are three basic objectives for this course: 1. To familiarize students with the society and economy of Hungary in the Interwar and in the Communist period; 2. to identify strengths and limitations of various interpretations of the Communist past; 3. to teach students how to analyze societies comparatively and in the long-run, i.e. to teach students about the potential and problems of comparative history

Module Subject

Le cours abordera le sujet des relations franco-hongroises dans le contexte de la politique extérieure de la Hongrie médiévale.Cela contient une présentation de la diplomatie hongroise et une analyse des relations politiques, dynastiques, économiques, religieuses et culturelles.

Module Subject

1. Présentation des relations de la Hongrie avec les pays de l’Occident médiéval
2. Relations(franco-hong.)politico-dynastiques (mariages, alliances, conflicts)
3. Contacts religieux(l’évangélisation, le haut clergé, les ordres monastiques)
4. l’espace, société, économie(installation des hotes, influences, urbanisation)
5. Contacts culturels(études en France, littérature, architecture)

Module Subject

This course presents the main ideas of game theory and shows how they can be used to understand social phenomena. It gives non-technical introduction to this theory without any mathematical knowledge on the students’ side. The course focuses on different dilemmas (particularly the Prisoner’s Dilemma) concerning social philosophy and morality

Module Subject

Game theory studies strategic situations where players choose different actions in an attempt to maximize their results. First developed as a tool for understanding economic behavior, the game theory is now used in many diverse academic fields, ranging from biology to social philosophy. The most famous model of game theory is the prisoner's dilemma, which puts self-interest against mutual benefit.

Ziel der Lehrveranstaltung ist es, einen Überblick über die Geschichte der sg. älteren ungarischen Literatur zu bieten und zugleich (inwieweit es möglich) Entwicklungslinien in der Geschichte der ungarischen Literaturproduktion und –theorie nachzuzeichnen (z.B. Tradition und Neuerung, Literaturverständnis in Ungarn am Beispiel theoretischer Werke, Bibliotheken und Lesestoffe im Mittelalter sowie in der frühen Neuzeit etc.)

Module Subject

Hier werden zunächst Periodisierungsfragen der ungarischen Literatur (immer im europäischen Kontext) behandelt, dann die kirchlichen (religiösen) und weltlichen Texte des ung. Mittelalters nach Sprachen, Funktionen sowie Gattungen aufgeteilt und mit besonderer Berücksichtigung auf das jeweilge Publikum untersucht (z.B. höfische Kultur in Europa und in Ungarn, Kodex- und Predigtliteratur, Anfänge der weltlichen Lyrik in ungarischer Sprache);

Universitätsgründungen und der Neuplatonismus in Ungarn, die ungarische Renaissance;

Frühe Neuzeit: "Konfessionalisierung der Musen": Reformation und ihre lietararischen Gattungen (Dialoge, Dramen, Psalmenübertragungen etc.);

Die Liebeslyrik am Ende des 16. Jahrhundert (Bálint Balassi und seine Anhänger);

Krisensituation an der Jahrhundertwende, Auswege aus der Krise (Möglichkeiten der Flucht etc.), Literaturverständnis des Barock, Versuch eines Nationalepos (Graf Miklós Zrinyi);

Rezeption europäischer Geistesströmungen am Ende des 17. Jahrhunderts (z.B. Puritanismus, Rationalismus, Jansenismus etc.)

Module Subject

This course aims to acquaint students with the history and culture of the biblical world as well as to introduce students to the field of biblical archaeology.  The ultimate intention is to teach students how to synthesize the two fields of study and see how biblical studies and archaeology can work together.

Module Subject

This course aims to provide students with a solid foundation concerning the history of Judaism from ancient through modern times.  In addition, this course will teach students about the beliefs and practices of the Jewish people, how the religion interacts with other faiths, and how the religion has survived into the 21st century.