Objectives and competences
1. Slovene vernacular and older religious literature.
2. Influence of the historic circumstances on expansion of religious literature.
3. Individual monuments of the Slovene medieval literature and its major characteristics.
4. Emphasizing the stylistic and idea characteristics of the Freising manuscripts I., III. and II.
5. Latin and German texts, which occurred on the Slovene ethnic territory.
6. Reformation and Counter Reformation literature.
7. Historic and literary circumstances in 17th and 18th century.
8. Bukovništvo (Andrej Šuster Drabosnjak …).
9. Slovene religious and secular literature in Baroque.
10. Academies in Slovenia in the 17th and 18th century.
11.Slovene literature of the Enlightenment period with the emphasis on artistic poetry and dramadic.
Content (Syllabus outline)
Slovene vernacular literature: story-telling, poetry.
2. Older Slovene literature/literacy: social circumstances (settlement of the Slaves, Christianization), overview of the basic monuments of the Slovene medieval literacy: Freising manuscripts I., II., III., Stična Manuscript, Celovec or Rateče Manuscript, Černjejski (Beneškoslovenski) Manuscript, medieval literature in Latin and German.
3. Beginning of the Slovene literature: Protestant Reformation (Primož Trubar, Sebastjan Krelj, Jurij Dalmatin, Adam Bohorič …), Counter Reformation (Tomaž Hren …), post Reformation manuscripts (Škofjeloški pasijon, Kalobški Manuscript …).
4. Baroque and Enlightenment: social circumstances, Slovene religious literature at the end of the 17th and 18th century, bukovništvo (Andrej Šuster Drabosnjak …).
5. Academies, secular literature and literature of the 17th and 18th century (Janez Vajkard Valvasor, Janez Ludvik Schönleben, Marko Pohlin, Žiga Zois, Valentin Vodnik, Janez Damascen Dev, A. T. Linhart, Blaž Kumerdej, Jurij Japelj, Štefan Modrinjak …).
Learning and teaching methods
Methods of:
- teaching: scientific method: historic, comparative, formal analytical and interpretation method;
- learning: formal logical methods, analysis, synthesis, deduction, induction, description.
– Method of explanation, discussion, study of an example.
The information and communications technology is used for educational purposes in the teaching and learning process.
Intended learning outcomes - knowledge and understanding
1. Understanding the influence of the historic circumstances on the expansion of religious literature.
2. Capability of differentiating between Slovene vernacular and older religious literature.
3. Differentiating particular manuscripts of the Slovene medieval literacy and understanding their major characteristics with the emphasis on style and idea characteristics of the Freising manuscripts I., III. and II. Students also have to be familiar with Latin and German texts which were created on Slovene ethnic territory.
4. Knowing and understanding Reformation and Counter-Reformation literature.
5. Knowing and understanding Slovene religious and secular literatures in period of Baroque and Enlightenment (prose, poetry and dramatics).
6. Understanding the influence of the historic circumstances of the expansion of the Slovene literature, bukovništva and academies in 17th and 18th century.
Intended learning outcomes - transferable/key skills and other attributes
Slovene ethnic territory from the time of settlement of Slaves until 1800 in connection to anonymous folk and religious literature/literacy as well as in connection to religious and secular Slovene literature by basic authors of the specific period (Reformation, Counter-reformation, Baroque, Enlightenment).
Readings
Jože Koruza, 1991: Slovstvene študije. Ljubljana: Filozofska fakulteta. Znanstveni inštitut.
9–67, 195–244.
Jože Pogačnik, 1998: Slovenska književnost I. Ljubljana: DZS. 7-218.
Starejša slovenska nabožna književnost, 1997. (Izbral in spremna besedila napisal Igor Grdina). Ljubljana: DZS. (Klasje; 4).
TRUBAR, Primož / [Trubarjev simpozij v Rimu 2008]. Celje: Celjska Mohorjeva družba; v Rimu: Slovenska teološka akademija; v Ljubljani: Inštitut za zgodovino Cerkve pri Teološki fakulteti, 2009. (Simpozij v Rimu; 26.) 7–44, 229–259.
EZISS: Brižinski spomeniki, Škofjeloški pasijon (ali tiskana verzija)
Ustrezni viri. Obisk ustreznih institucij (ekskurzija).
Prerequisits
An attendance of 80% of lectures.
Additional information on implementation and assessment Written examination (written examination may be substituted for 2 colloquiums) - 90 %
Active participation - 10 %
