Open Courses – Winter Semester

The aim of the course is to present the causes, course and consequences of the key political, social, cultural and economic processes and events that shaped the twentieth century. Particular emphasis is placed on the methodological specificities of researching modern history, as well as on understanding the ways in which historical knowledge is constructed, interpreted and used. Students are encouraged to think critically about historical narratives and to analyse sources and interpretations independently. Through an interdisciplinary approach and group work, the course examines global phenomena that marked the twentieth century from different perspectives – political, legal, social, economic and cultural. Key topics include totalitarian regimes (Nazism, Fascism and Communism) and their effects on societies and international relations; the development of international law, particularly after the world wars and in the context of human rights; urbanisation and the emergence of megacities as a result of demographic, technological and economic change; decolonisation processes in Africa, Asia and Latin America and their political and cultural dynamics; the Cold War as a global division of the world and a conflict of ideologies; and globalisation, with particular emphasis on the end of the twentieth century, when forms of communication, economy, identity and power changed rapidly.

Upon successful completion of the course, students will be able to: 1. Explain the fundamental issues of twentieth-century world history; 2. Present the most important facts and figures of world history in the period concerned; 3. Define cause-and-effect relationships within the period under study; 4. Explain the historical processes of world history in the period concerned; 5. Compare historical processes and the course of events in modern world history; 6. Distinguish essential from non-essential elements in interpretations of historical events and processes in the period concerned; 7. Distinguish the level of interpretation from the level of historical events in modern world history.

• Introductory lecture: students’ rights and responsibilities, examination; The road to the First World
• War: colonialism and international crises at the beginning of the twentieth century
• The First World War (the Great War)
• The Versailles peace settlement
• The Russian Revolutions and the creation of the USSR
• The interwar world: the rise of totalitarian nationalisms (Italy, Japan,
• Germany)
• The Second World War (Part 1): 1939–1943
• The Second World War (Part 2): 1943–1945 and the post-war world order (the establishment
• of the United Nations). First mid-term test.
• The Cold War and its crises (Korea, Vietnam, Berlin, Cuba, MAD, the witch hunts)
• Western European countries from 1945 to 2000 (United Kingdom, France, West
• Germany, Italy)
• Eastern Europe from 1945 to 2000 (East Germany, Poland, Hungary,
• Czechoslovakia, Romania, Bulgaria), the fall of the Iron Curtain
• The United States in the twentieth century
• Decolonisation of Africa
• Dictatorships in Central and South America
• The Middle East in the twentieth century
• The world’s two most populous countries: China and India in the twentieth century. Second
• mid-term test.

• Rene Lovrenčić (2011). Nemirni mir: Svijet 1918.- 1939., Mala Zvona, Zagreb
• Martin H. Folly (2004). The Palgrave Concise Historical Atlas of the Second World War, Palgrave, London
• John Swift (2003). The Palgrave Concise Historical Atlas of The Cold War, Palgrave, London
• Peter Calvocoressi (2003). Svjetska politika nakon 1945., Globus, Zagreb
• Johnson, Paul (2007). Moderna vremena, Povijest svijeta od 1920-ih do 2000., Golden marketing - Tehnička knjiga
• Mombauer, Annika (2014). Uzroci Prvog svjetskog rata: kontroverze i konsenzus, Naklada Ljevak

The aim of the course is to familiarise students with the most important aspects of the history and culture of ancient Egypt.

• Present the most important events in the history of ancient Egypt.
• List the historical sources relevant to the history of ancient Egypt.
• Present the most important historical figures in Egyptian history.
• Identify cause-and-effect relationships relating to individual topics in ancient Egyptian history.
• Relate the processes involved in the development of the ancient Egyptian state to similar processes in other ancient civilisations. Identify the most important figures in ancient Egyptian history.
• Explain the most important cultural and artistic achievements of the ancient Egyptians.
• Integrate knowledge of ancient Egyptian mythology and religion.
• Describe the development of ancient Egyptian funerary customs.

• Geographical location and the territorial and administrative division of ancient Egypt.
• Ancient Egyptian society and everyday life.
• Overview of the history and culture of ancient Egypt – introduction.
• Predynastic Period: cultures of Upper Egypt (Badari, Naqada I–III), cultures of Lower Egypt (Buto, Maadi).
• The First Dynasty and the unification of Egypt. Predynastic and Early Dynastic centres (Abydos, Hierakonpolis, Naqada, Memphis). The first rulers (Scorpion, Narmer, Aha Menes).
• Early Dynastic Period (Dynasties I–II). Centres, archaeological sites, tombs at Abydos, religious centres.
• Old Kingdom (Dynasties III–VI). Development of funerary customs: mastabas, step pyramids, pyramids. Rulers: Djoser, Sneferu, Khufu, Khafre, Menkaure, Unas, Pepi II. Sources, religion, archaeological sites, art.
• First Intermediate Period (Dynasties VII–mid-Eleventh Dynasty). Period of crisis. Texts.
• Middle Kingdom (mid-Eleventh Dynasty–Fourteenth Dynasty). Reunification of the country (Eleventh Dynasty), rulers of the Twelfth Dynasty. A new period of crisis (Thirteenth–Fourteenth Dynasties). Sources, religion, archaeological sites, art. Thebes.
• Second Intermediate Period (Dynasties XV–XVII). The Hyksos (Fifteenth Dynasty). Other dynasties (Sixteenth–Seventeenth). Sources, religion, archaeological sites, art.
• New Kingdom (Dynasties XVIII–XX). Reunified country and expansion into the ancient Near East. Rulers of the Eighteenth Dynasty (Ahmose, Hatshepsut, Thutmose III, Amenhotep III, Amenhotep IV, the Amarna Period, Horemheb). Rulers of the Nineteenth Dynasty (Seti I, Ramesses II). Twentieth Dynasty: Ramesses III. Crisis of the Twentieth Dynasty. Sea Peoples. Sources, religion, archaeological sites, art. A new form of burial: rock-cut tombs. Valley of the Kings, Valley of the Queens. Thebes.
• Third Intermediate Period (Dynasties XXI–XXV). Period of crisis. Assyria. Sources, religion, archaeological sites, art.
• Late Period (Dynasties XXVI–XXXI). Twenty-Sixth Saite Dynasty, Neo-Babylonian state, Persian rule. Sources, religion, archaeological sites, art.
• Hellenistic Period. Alexander III of Macedon, Ptolemy I Soter, Ptolemy II. Alexandria. Cleopatra VII, Caesar and Mark Antony. Octavian and the end of Pharaonic Egypt. Sources, religion, archaeological sites, art.
• Roman Period. Roman rule. Emperors. Way of life and new burial practices. Byzantine rule. Arab conquest of Egypt. Sources, religion, archaeological sites, art.

• Tomorad M. (2016). Staroegipatska civilizacija sv. I: Povijest i kultura starog Egipta, Hrvatski studiji
• Tomorad, M. (2017). Staroegipatska civilizacija sv. II: Uvod u egiptološke studije, Hrvatski studiji

To familiarise students with the earliest periods of human history, with particular emphasis on the earliest past of the lands in which Croatian history also unfolded, and with the history and culture of the earliest civilisations of the ancient Near East.

• Upon successful completion of the course, students will be able to:
• Present the most important periods of human history and be able to distinguish and
• describe them in relation to one another,
• List historical sources from antiquity,
• Explain the context of a variety of topics in ancient history,
• Analyse cause-and-effect relationships relating to individual topics in ancient
• history,
• Compare the development processes of different ancient states,
• Identify the most important figures in ancient history,
• Write a paper on the most important cultural and artistic achievements of
• ancient civilisations,
• Compare the mythology and religion of ancient civilisations.

• Introduction to the course. Overview of the subject and literature.
• Material and written historical sources and methods for determining the age of finds.
• Evolution.
• Palaeolithic and Mesolithic.
• Neolithic and the Neolithic Revolution.
• Eneolithic and Bronze Age. Indo-European and other migrations.
• Late Bronze Age and Iron Age in the territory of present-day Croatia.
• First contacts with Greco-Roman culture.
• Early history of the Near East. Halaf and Ubaid periods.
• Uruk Period.
• Third Dynasty of Ur.
• Old Assyrian Period. Old Babylonian Period.
• Hittites. Phoenicians.
• Sea Peoples. Philistines.
• Neo-Assyrian Empire.
• Israel. Neo-Babylonian Empire and the expansion of Persia.
• Concluding considerations / guest lecture.

• Pritchard (ur.); Goldstein (priredio) (1990). Biblijski atlas the Times, Cankarjeva založba, Ljubljana
• Dimitrijević et al. (1998). Prapovijest, Naprijed, Zagreb
• Herodot (2007). Povijest, Matica hrvatska, Zagreb
• Kuhrt, A. (2007). The Ancient Near East c. 3000- 330 BC, I-II, Routledge, London

To become familiar with major world cultures across the centuries, with particular emphasis on Croatian culture and its integration into the principal European currents of cultural development.

• Upon successful completion of the course, students will be able to:
• Define the fundamental methodological approaches to understanding cultural history,
• Identify the most important processes and individuals who shaped the European and Croatian
• cultural past,
• Explain cause-and-effect relationships between historical processes and the art
• of individual periods,
• Describe the concept of material culture and its importance for the formation of the identity
• of a people,
• List the main characteristics of the cultures of individual peoples,
• Demonstrate the importance of material-cultural remains for understanding
• historical periods,
• Compare the achievements of Croatian culture with European trends.

• Introductory lecture
• Origins of European culture
• Ancient heritage in the territory of present-day Croatia
• China – culture and influences, historically and today
• Islam – origins and cultural characteristics, challenges of the contemporary era
• Fieldwork – Croatian State Archives in Zagreb
• Byzantium – basilicas and mosaics
• Guest lecture: medieval sacred art
• Romanesque art on the eastern Adriatic coast
• Gothic art – cathedrals and universities
• Renaissance – ideal cities
• Guest lecture: The symbolism of numbers in the music of J. S. Bach
• The Enlightenment
• The nineteenth and twentieth centuries
• Concluding considerations

• Burke, P. (2006). Što je kulturalna povijest, Izdanja Antibarbarus, Zagreb
• Hunt, L. (ur.) (2001). Nova kulturna historija, Naklada Ljevak, Zagreb
• Norwich, J.J. (1981). Velike arhitekture svijeta, Mladost, Zagreb
• Le Goff, J. (2004). Stara i naša Europa, Matica Hrvatska, Zagreb

• To examine, recognise and appreciate the importance of the cultural activities and achievements of Croatian emigrants from different cultural and artistic perspectives.
• To become familiar with the work, organisation and achievements of different types of cultural institutions within Croatian emigrant communities – cultural centres, Croatian reading rooms, tamburitza societies, prominent artists and cultural workers, and similar organisations and individuals.
• To become familiar with the difficulties encountered by cultural workers in emigrant communities, including financial constraints, securing premises for cultural activities, disagreements or lack of interest within the emigrant community, political persecution and other challenges, as well as ways of addressing them.
• To understand the phenomenon of strong personalities who initiated and sustained cultural and artistic life in individual emigrant communities and connected them with one another and with Croatia, and with Bosnia and Herzegovina.
• To acquire knowledge of prominent Croatian artists in the diaspora and their works, and of their influence on Croatian identity.
• To understand the role of Croatian diaspora culture and art in maintaining and strengthening the unity of Croatia and Croatians abroad.

• Explain why Croatian diaspora art and culture are important to diaspora communities and how their rich content can foster cohesion and the spiritual, social, economic and political inclusion of the diaspora in Croatia’s overall development.
• Explain the significance of different cultural and artistic activities in the diaspora for Croatia and its emigrant communities, with particular emphasis on their role in preserving Croatian diaspora identity.
• Apply an understanding of the role and importance of Croatian diaspora cultural and artistic activity within new and different social and territorial contexts.
• Describe the need to affirm, develop and publicly express the distinctive cultural and artistic character of the Croatian diaspora and its traditional significance in cultural, social and political terms.
• Analyse spatial differences in the artistic and cultural activities of Croatian emigrant communities.
• Develop the ability to engage publicly on the basis of diaspora achievements in the service of Croatian cohesion.

• Introductory lecture: what does the concept of culture encompass in the Croatian diaspora?
• Cultural centres and associations in emigrant communities.
• Croatian reading rooms in the diaspora – centres of cultural development in overseas countries.
• Croatian mutual-aid societies in the diaspora, with particular emphasis on the activities of the Croatian Fraternal Union.
• The role of tamburitza societies in promoting Croatian identity in diaspora communities on all continents.
• Prominent Croatian writers in the diaspora who write in Croatian.
• Writers of Croatian origin who do not write in Croatian.
• The role of popular almanacs in preserving the national identity of Croatian emigrants.
• Prominent first-generation artists in the Croatian diaspora.
• Popular painters and sculptors of Croatian origin in the diaspora.
• Croatian musicians, actors and other performing artists in the diaspora.
• Prominent benefactors from the Croatian diaspora.
• Croatian saloons in the United States. Emigrant picnics and receptions as meeting places for planning and future cultural events.
• The role of Croatian Catholic missions in preserving Croatian cultural values in the diaspora.
• The role of popular entertainers from Croatia in fostering cohesion among Croatian emigrants. Concluding lecture.

• Ljubomir Antić (1992). Hrvati i Amerika
• Estela Banov-Depope (2001). Hrvatske kalendarske knjige u Sjevernoj Americi
• Ivan Čizmić, Marin Sopta, Vlado Šakić (2005). Iseljena Hrvatska
• Fabijan Lovoković, Šime Dušević (2010). Hrvatske Zajednice U Australiji
• George J. Prpic (1997). Hrvati u Americi, Hrvatska Matica Iseljenika

• To become familiar with the fundamental issues of contemporary global and regional female migration.
• To define the key determinants of women’s migration and decisions to emigrate.
• To examine the significance and role of Croatian women emigrants in the integration processes of receiving countries, as well as their role in the socio-cultural sphere.
• To analyse the feminisation of migration in contemporary Croatian society.
• To understand the relationship between women’s activities and the preservation of Croatian identity in the diaspora.
• To become familiar with the lives and work of Croatian women in the diaspora, including Ruža Bajurin, Julienne Bušić, Ivona Dončević, Queen Catherine Kosača-Kotromanić, Zinka Kunc, Nedjeljka Luetić Tijan, Helen Merrill (Jelena Ana Milčetić), Adela Milcinovic, Blessed Marija Propetoga Petković, Nada Kesterčanek Vujica, Milka Trnina, Milka Vukušić and others.
• To familiarise students with the importance of women in the diaspora for Croatia’s demographic and overall development.

• Define the fundamental concepts and patterns relating to female migration.
• Define different theories of migration and their applicability to female emigration.
• Explain the factors and aspects of female emigration.
• Identify and analyse the essential determinants of female emigration.
• Explain the social, cultural and economic forms of female migration.
• Analyse different aspects of female emigration in social and political
• cultural and economic contexts.
• Define the position of women in the diaspora through case studies.

• Introduction – student requirements (attendance, seminars, examination or mid-term test), explanation of the seminar format (research-based case studies), allocation of seminar topics.
• The female migrant (views and perspectives) – migration and its types in general; why women are considered separately in the context of emigration; the role of gender theories; the feminisation of migration.
• The role of Croatian women in the first wave of emigration (female migrants as a neglected minority).
• Mid-term test.
• Women in interwar emigration.
• Case studies (Croatian women artists in the diaspora between the two world wars).
• Women in Croatian political emigration I.
• Case studies.
• The guest-worker period and women as active migrants.
• Case studies.
• Croatian women emigrants during the Homeland War.
• Case studies.
• Contemporary migration: stories of women returnees.
• Case studies, guest lecturers.
• Seminars.
• Seminars.
• Seminars.
• Seminars.
• Seminars.
• Early examination sitting.

• Boyd, Monica – Elisabeth Grieco (2003). Women and Migration: Incorporating Gender into International Migration Theory.
• Mesarić Žabčić. Rebeka (2018). Women in the migrational process, Croatian Studies Review, Vol. 13, No.1
• Rajković Iveta, Marijeta (2016). Ženski aspekti iseljeništva: od bijele udovice do samostalne migrantice, Hrvatski iseljenički zbornik
• Tarle, Tuga (2018). Uloga žene u hrvatskim iseljeničkim zajednicama, Hrvatski iseljenički zbornik

To enable students to recognise and select the linguistic resources required to achieve communicative competence at level A2 in Croatian as a second/foreign language, in accordance with the Common European Framework of Reference for Languages (CEFR).

In spoken and written communication, students will be able to describe everyday life (people, destinations, events, activities and their immediate surroundings), discuss simpler topics and texts, and express their own opinions using appropriate vocabulary that enables them to function in everyday situations.

• Describe similarities and differences between case forms and verb forms in Croatian.
• Distinguish parts of speech and the morphological, syntactic and lexical features of Croatian.
• Use shorter texts with appropriate topics and vocabulary.
• Write simple texts, letters and messages on familiar topics.
• Describe personal plans and everyday events using simple vocabulary.
• Compare similarities and differences between the culture associated with Croatian as a second/foreign language and the culture associated with the student’s first language.
• Recognise and explain basic information about Croatia (flag, coat of arms, anthem, national holidays and public holidays) and everyday life in Croatia (names, surnames, food, hobbies, housing, public transport).

• Introductory lecture: the Croatian sound system, present tense of the verbs biti (‘to be’) and zvati se (‘to be called’), introductions.
• Palatal consonants, nominative case of nouns, occupations, countries, identities, nationalities.
• Possessive pronouns, family and pets.
• Descriptive adjectives, contrasting adjectives, colours.
• Present tense of verbs ending in -ati > -am, -iti > -im, -jeti/-im; description.
• Accusative case of nouns, clothing.
• Modal verbs, present tense of the verbs jesti (‘to eat’) / piti (‘to drink’), shopping.
• Locative case of nouns, present tense of verbs ending in -ovati, -evati, -ivati > -ujem, housing.
• Perfect tense, hobbies.
• Dative case of nouns, the verbs slati (‘to send’) / pisati (‘to write’), correspondence and writing short forms (greeting card, message).
• Future tense, weather forecast.
• Instrumental case of nouns, travel.
• Genitive case of nouns.
• Genitive with numerals, orientation in time and space.
• Revision and consolidation.

• Ordulj, Antonia (2024). Hrvatski za neizvorne govornike 1. Zagreb: Profil Klett d.o.o.

To provide a contemporary overview of the process of acquiring Croatian as a second or foreign language and to prepare students to teach Croatian independently to non-native speakers. To explain and critically assess general and specific features of the acquisition and teaching of Croatian as a second or foreign language.

To discuss communicative competence and proficiency levels in Croatian as a second or foreign language in accordance with the Common European Framework of Reference for Languages (CEFR). To analyse the specific features involved in teaching inflected and uninflected parts of speech and lexical units in Croatian as a second or foreign language. To analyse teaching activities used in the teaching of Croatian as a second or foreign language.

• Upon successful completion of the course, students will be able to:
• Describe and distinguish the fundamental processes involved in second-language acquisition.
• Explain the process of acquiring Croatian as a second or foreign language among heritage speakers.
• Define communicative competences and distinguish proficiency levels in Croatian as a second or foreign language according to the Common European Framework of Reference for Languages.
• Explain and distinguish methods of teaching second and foreign languages.
• Explain and discuss the acquisition of cases, verb classes and lexical units in the teaching of Croatian as a second or foreign language.
• Distinguish the specific features of receptive and productive skills in the acquisition of Croatian as a second or foreign language.
• Distinguish different teaching activities used in Croatian as a second or foreign language.

• Introduction to the syllabus.
• Croatian as a second or foreign language and heritage speakers.
• Methods of foreign-language teaching.
• Motivation and strategies in second-language acquisition.
• Processing linguistic information and interlanguage.
• Communicative language competence according to the Common European Framework of Reference for Languages.
• Level A2 in Croatian as a second or foreign language according to the Common European Framework of Reference for Languages.
• Level B1 in Croatian as a second or foreign language according to the Common European Framework of Reference for Languages.
• Level B2 in Croatian as a second or foreign language according to the Common European Framework of Reference for Languages.
• Level C1 in Croatian as a second or foreign language according to the Common European Framework of Reference for Languages.
• Acquisition of cases in Croatian as a second or foreign language.
• Acquisition of verbs in Croatian as a second or foreign language.
• Acquisition of lexical units in Croatian as a second or foreign language.
• Acquisition of lexical units in Croatian as a second or foreign language.
• Revision and consolidation of course material.

• Jelaska, Z. i suradnici (2005). Hrvatski kao drugi i strani jezik, Zagreb: Hrvatska sveučilišna naklada.
• Grgić, A. i Gulešić Machata, M. (2017). Hrvatski A2: Opisni okvir referentne razine A2., FF press

• To enable students to provide theoretically grounded interpretations of traditional and contemporary sociological theories of crime and deviance.
• To enable students to recognise and interpret social relations that give rise to crime and make it an expected social phenomenon.

• Explain the fundamental concepts of the discipline.
• Analyse the diachronic development of thought about society.
• Critically evaluate selected theoretical assumptions in the sociology of deviance.
• Describe the philosophical and critical foundations of the discipline.
• Compare different approaches to deviance.

• Introduction to the course: overview of topics, teaching methods, students’ rights and responsibilities, and student records.
• Crime as a social phenomenon: a form of social relation, a mode of social action, a chosen value, and criminalisation as a social process.
• Overview of introductory and framing concepts (deviance, norms, values, socialisation, social control).
• Contributions of other academic disciplines to the understanding of crime; classical perspectives: social pathology and social disorganisation.
• Durkheim’s theory.
• Functionalist approach to understanding crime.
• Interactionist approach to understanding crime.
• Explanations of crime from conflict perspectives.
• Other approaches to understanding crime.
• Environment and crime: urbanism as a way of life – factors conducive to crime (lecture and seminar).
• The social construction of crime: boundaries and meanings of what is socially acceptable and unacceptable in relation to sources of power and models of decision-making (lecture and seminar).
• Terrorism as organised violence in the service of politics or as political crime (lecture and seminar).
• Institutionalisation of crime: economic independence/dependence and crime; corruption (lecture and seminar).
• Final panel discussion.
• Semester review.

• Renato Matić (2003). Društvena promocija bezakonja, Hrvatska sveučilišna naklada, Zagreb
• Michael Haralambos, Martin Holborn, Vesna Tomić (2002). Sociologija
• Peter Eglin, Stephen Hester (2013). A Sociology of Crime, Routledge
• Marshall B. Clinard, Robert F. Meier (2015). Sociology of Deviant Behavior, Cengage Learning

• To familiarise students with the fundamental terms and concepts of digital sociology within the context of Croatian and global society.
• To analyse processes of digital transformation affecting traditional patterns of sociality and the development of new methodological and conceptual sociological tools.
• To enable students to understand and apply theoretical concepts and to conduct empirical analysis of the digital-technological and social context of society.

• Upon successful completion of the course, students will be able to:
• Analyse digital processes within society.
• Recognise the fundamental characteristics of digital processes in Croatia and worldwide.
• Apply acquired knowledge to understand the relationship between the technological and social dimensions of the digital age.
• Explain the positive and negative effects of digitalisation processes at global and national levels.
• Describe the consequences of the digital transformation of social space.
• Explain the fundamental theoretical premises of digital sociology.
• Relate the process of digitalisation to the transformation of contemporary social communities.

• Introduction to digital sociology; overview of course aims, syllabus and literature.
• Overview of the field and fundamental concepts in digital sociology.
• Digital technologies and society (Web, ICT, Big Data).
• Methods, tools and data in digital-sociological analysis.
• Social relations and social action within the digital environment.
• Social and digital space.
• Digital communities.
• Digital economy.
• The role of media in digital society.
• Digital organisation of business.
• Digital divide and inequality.
• The relationship between the technological and social dimensions of society.
• Surveillance capitalism.
• Big Data and its social implications.
• Concluding lecture and revision.

• Prior, N., Orton-Johnson, K. (ed.) (2013). Digital Sociology: Critical Perspectives., Palgrave Macmillan UK
• Gregory, K., McMillan Cottom, T., Daniels, J. (ed.) (2017). Digital sociologies, Policy Press
• Lupton, D (2014). Digital Sociology, Routledge
• Marres, N. (2017). Digital Sociology: The Reinvention of Social Research, Polity

The aim of the course is to familiarise students with the fundamental sociological, theoretical and practical concepts related to socially responsible action, and to encourage, monitor and evaluate their conceptualisation and implementation of socially responsible projects.

• Apply sociological theories in the development of a socially responsible project.
• Describe the stages involved in developing a socially responsible project.
• Explain project feasibility.
• Define a project plan.
• Explain the division of responsibilities.
• Assess the reach and impact of a project.

• Introductory lecture (expectations, learning outcomes and course requirements).
• Introduction to theoretical concepts of socially responsible action.
• Introduction to the fundamental concepts of corporate social responsibility.
• Introduction to the foundations of public sociology and socially engaged intellectual activity.
• Introduction to the fundamentals of teamwork in designing socially responsible projects.
• Conceptualisation of student ideas for socially responsible projects (work in groups of 3–5 students).
• Design of Phase 1 of the project (work in groups of 3–5 students).
• Monitoring and mentoring of work on Phase 1 of the project (work in groups of 3–5 students).
• Inter-group evaluation of Project 1 (work in groups of 3–5 students).
• Instructor evaluation of Phase 1 of the project (work in groups of 3–5 students).
• Further development and planning of project implementation (work in groups of 3–5 students).
• Project implementation phase (work in groups of 3–5 students).
• Monitoring and mentoring of the project implementation phase (work in groups of 3–5 students).
• Inter-group evaluation of projects 2 (work in groups of 3–5 students).
• Final instructor evaluation of the overall work completed during the course (work in groups of 3–5 students).

• Tim May, Zygmunt Bauman (2019). Thinking Sociologically, Wiley-Blackwell
• Bernard Burnes (2004). Managing Change, Pearson Education
• C. Wright Mills (2000). The Sociological Imagination, Oxford University Press

To familiarise students with the fundamental concepts and theoretical approaches relating to migration and ethnicity. These topics are explored critically and interdisciplinarily from historical and contemporary perspectives on migration, with an emphasis on understanding the complexity of ethnic relations, ethnic identity and ethnic communities. Particular attention is given to Croatian emigration and to the ethnic identity of Croatian ethnic communities from European and overseas perspectives.

• Upon successful completion of the course, students will be able to:
• Identify the fundamental terms and concepts relating to ethnicity and migration.
• Define migration and post-migration processes, as well as the complexity of ethnic communities and ethnic identity.
• Apply acquired knowledge and participate in research work.
• Identify the conceptual definitions of migration, ethnic and post-migration processes.
• Describe specific migration and ethnic processes through an introduction to research work, with emphasis on Croatian society.
• Identify key research findings.

• Introduction to the course, programme and working methods.
• Conceptual explanations and concepts of migration and ethnicity.
• Theoretical overview of migration and ethnicity.
• Theoretical overview of migration and ethnicity.
• Historical and contemporary migration (Croatian and international perspectives).
• Historical and contemporary migration (Croatian and international perspectives).
• Historical and contemporary migration (Croatian and international perspectives).
• Croats as national (ethnic) communities and national (ethnic) communities in Croatia.
• Croats as national (ethnic) communities and national (ethnic) communities in Croatia.
• Croats as national (ethnic) communities and national (ethnic) communities in Croatia.
• The position and prospects of Croatian ethnic communities in European and overseas countries, with emphasis on processes of assimilation and integration.
• The position and prospects of Croatian ethnic communities in European and overseas countries, with emphasis on processes of assimilation and integration.
• The position and prospects of Croatian ethnic communities in European and overseas countries, with emphasis on processes of assimilation and integration.
• The position and prospects of national (ethnic) minorities in Croatia, with emphasis on processes of assimilation and integration.
• The position and prospects of national (ethnic) minorities in Croatia, with emphasis on processes of assimilation and integration.

• Mesić, M. Međunarodne migracije, tokovi i teorije
• Živković, Šorer, Sekulić Asimilacija i identitet, Studija o hrvatskom iseljeništvu u SAD i Kanadi

The aim of the course The Holocaust is to provide students with a sociologically grounded analytical framework for understanding the causes, dynamics and consequences of the Holocaust, as well as its broader social and political context. The course examines how social structures, ideologies, institutions and individuals contributed to the implementation of genocide and how the Holocaust is reflected in contemporary social processes. Through an interdisciplinary approach, students will develop critical analytical skills enabling them to relate the Holocaust to broader phenomena of mass violence, collective memory and human rights.

• Upon successful completion of the course, students will be able to:
• Identify the principal actors in specific social processes.
• Use theoretical concepts in the analysis of society.
• Use sources of scholarly information.
• Explain current social circumstances.
• Explain elements of social inequality.

• The historical development of antisemitism.
• Ideologies of Fascism and Nazism.
• Z. Bauman – Modernity and the Holocaust.
• H. Arendt – The Banality of Evil.
• E. Fromm – The Anatomy of Human Destructiveness and the creation of a society of violence.
• Operation Reinhard – the ‘Final Solution to the Jewish Question’.
• Liberation from Nazism and the Nuremberg Trials.
• K. Jaspers – The Question of German Guilt and Germany’s responsibility.
• Culture of remembrance of the Holocaust.
• Croatian society and the Holocaust.
• Genocides after the Second World War – a comparative analysis.
• Holocaust denial and neo-Nazism.
• Student workshops – social processes relating to the Holocaust.
• Student workshops – collective memory of the Holocaust.
• Study visit to Auschwitz-Birkenau.

• Hannah Arendt (2002). Eichmann u Jeruzalemu
• Zygmunt Bauman (2017). Modernost i holokaust
• Viktor Emil Frankl, Suzana Keleković (2010). Čovjekovo traganje za smislom
• Primo Levi (2017). Zar je to čovjek
• Renato Matić (2022). Društvo i otpor fašizmu

The aim of the course is to encourage students to think critically about educational strategies that support the design, planning and creation of the teaching process in accordance with contemporary research-based understandings of education.

• Define fundamental concepts (cognitivist approaches to learning, active learning, learner-centred teaching, teaching strategies, etc.).
• Distinguish between theories that explain the learning process.
• Identify teaching strategies that promote active learning, that is, the active construction of knowledge by learners.
• Assess the advantages and disadvantages of individual teaching strategies for active learning.
• Define learning aims and outcomes in relation to the process of active learning.
• Compare ways of integrating active-learning strategies into educational practice in Croatia, Europe and worldwide.
• Apply approaches that support learners’ active construction of knowledge.

• Presentation of course aims and learning outcomes, teaching methods, students’ responsibilities and rights, and required and optional literature.
• Definition of the fundamental concepts of the course (cognitivist approaches to learning, active learning, learner-centred teaching, active construction of knowledge, teaching strategies, teaching methods for active learning, etc.).
• Distinguishing approaches to explaining the learning process (behaviourist approaches to learning; socio-cognitivist approach; cognitivist approaches to learning).
• The significance of learner-centred teaching – a paradigm shift in the teaching and learning process.
• Teacher competences for the twenty-first century.
• Teaching strategies as a basis for active learning.
• How to select teaching strategies that foster active learning.
• Teaching methods, forms and resources as constructs of active learning.
• Examples of different active-learning methods (mind maps, cubing, think–pair–share, reciprocal teaching, etc.).
• Setting learning aims and outcomes in relation to the need for active construction of knowledge.
• Course content and learners’ active construction of knowledge.
• Collaborative learning.
• Problem-based and project-based learning.
• Inquiry-based learning.
• Assessment of learner activity – assessment for learning and assessment as learning.

• Eric Jensen (2003). Supernastava, Educa
• Robert J. Marzano, Debra Pickering, Jane E. Pollock (2006). Nastavne strategije, Educa
• Milan Matijević, Diana Radovanović, Janko Muršak (2011). Nastava usmjerena na učenika, Školska knjiga

To become familiar with Croatian literature written in Latin and with Croatian medieval literary production in Latin.

• Upon successful completion of the course, students will be able to:
• Collect information on Croatian Latinists and their works.
• Connect literary production within individual cultural circles (Buda, Šibenik, Split, Dubrovnik and others) into an organised whole.
• Identify high-quality works by Latinists and present them.
• Describe Croatian literary production in Latin according to stylistic periods and achievements.
• Explain both individual literary periods and the individual oeuvres of Croatian Latinists.
• Apply knowledge of Croatian Latinity in its presentation.

• The first contacts of Croats with the Latin language.
• Genres.
• Liber pontificalis.
• The Split Evangelary and other ecclesiastical books.
• Epigraphy.
• Hagiography; The Life of St John of Trogir.
• Medieval chronicles: overview.
• Thomas the Archdeacon.
• Latinity of the Late Middle Ages.
• Practical Latinity.
• Fundamental characteristics of Humanist or pre-Renaissance literature.
• Croatian pre-Renaissance Latinists and their works.
• The Buda circle.
• The Šibenik, Split and Trogir circles.
• The Dubrovnik and Kotor circles.

• Ratimir MARDEŠIĆ, Novovjekovna latinska književnost, u: Povijest svjetske književnosti, knj. 2., Liber- Mladost, Zagreb, 1977., 405-480.
• Hrvatski latinisti Croatici auctores qui Latine scripserunt, (priredili V. Gortan i V. Vratović), knj. 1. (PSHK 2), Matica hrvatska - Zora, Zagreb, 1970.
• Hrvatski latinisti Croatici auctores qui Latine scripserunt /Pisci 17 19. stoljeća Auctores saeculi XVII-XIX, (priredili V. Gortan i V. Vratović), knj. 2. (PSHK 3), Matica hrvatska - Zora, Zagreb, 1970.
• Marin FRANIČEVIĆ, Povijest hrvatske renesansne književnosti, knj. 1-2., Matica hrvatska 1986. (sva izdanja)
• Radoslav KATIČIĆ, Toma Arhiđakon i njegovo djelo, u: Toma Arhiđakon, Historia Salonitana, Split, 2003., str. 329-431.

To acquire key concepts in speech culture and apply the principles of public speaking. To develop public-speaking skills, overcome embarrassment and fear of speaking in public, and prepare students for professions in which speech culture, rhetorical skills, and knowledge of the specific features of verbal and non-verbal communication are integral components.

• Upon successful completion of the course, students will be able to:
• Define the components of speech composition and audience profiling.
• Present the principles of speaking etiquette and the components of speech listening.
• Define and explain non-verbal signs.
• Recognise and identify rhetorical figures and rhetorical devices.
• Deliver a short speech in accordance with rhetorical principles.
• Recognise sound argumentation.

• Definition of speech culture and the characteristics of public communication and performance. Differences between public and private speech.
• Rhetorical genres: types of speeches in antiquity (epideictic, political, judicial) and contemporary speech genres (speeches using different strategies, official communication – formal conversations).
• Listening as a prerequisite for effective communication, components of listening to speech, the listener as an active participant.
• Speaking etiquette – rules of speaking etiquette, etiquette in listening and speaking, and factors determining speaking etiquette (culture, space, time, social hierarchy, etc.).
• Speech preparation (research, data collection) and audience profiling.
• Speech composition, characteristics of the spoken message, humour – models and functions of humour.
• Argumentation and rhetorical devices – models of argumentation and recognition of rhetorical manipulation.
• Non-verbal or co-verbal signs – all signs involved in speech that are not themselves speech. Cultural differences, roles and meanings of non-verbal signs.
• Proxemic relations – distance and arrangement of interlocutors in space, signs of social hierarchy, and sociopetal or sociofugal tendencies in communicative interaction.
• Fear of public speaking, consideration of real and imagined causes. Thorough preparation for public performance as an important factor in reducing discomfort and fear.
• Logic in speech, a logic-oriented speaking style – syllogisms, logical inferences, proofs and counterproofs, clear expressions.
• The poetic and affective dimensions of speech, figures of speech and their roles (logical figures, tropes, figures of thought, figures of words, syntactic figures, etc.).
• Orality – orientation towards the speaker and the pursuit of understanding; linguistic purism – language as a marker of social and spatial affiliation; elegance of speech – aesthetically refined, cultivated and courteous speech.
• Preparation for presentations, instructions for preparing speeches (seminar assignments) and oral delivery.
• Delivery and analysis of short speeches. Assessment of acquired knowledge.

• Bergson, Henri (1987). Smijeh. O značenju komičnoga, Zagreb: Nakladni zavod Znanje
• Gottesman, Deb i Buzz Mauro (2006). Umijeće javnog nastupa: Osvojite govornicu koristeći se glumačkim vještinama, Zagreb: Naklada Jesenski i Turk
• Škarić, Ivo (1988). U potrazi za izgubljenim govorom, Zagreb: Školska knjiga
• Škarić, Ivo (1995). Odlike hrvatske državne medijske govorničke škole. Govor (12) 1, 33–46
• Škarić, Ivo (2003). Temeljci suvremenoga govorništva, Zagreb: Školska knjiga

The aim of the course is to familiarise students with contemporary practices and trends in human resource management (HRM), with particular emphasis on the role of psychologists in organisational settings. Through guest lectures and practical examples, students will gain insight into how theoretical knowledge from work psychology and organisational behaviour is applied in real organisations.

• Upon successful completion of the course, students will be able to:
• Explain contemporary trends and practices in human resource management.
• Critically analyse the application of different HR strategies in an organisational context.
• Assess the contribution of psychological theories and research to contemporary HR practices.
• Apply psychological knowledge in designing HR procedures (e.g. selection, employee development, employer-brand management).
• Present findings and recommendations to target groups within an organisation.
• Develop proposals for HR solutions and strategies.

• Introduction to the course – contemporary roles of HRM.
• HR as a strategic partner.
• Trends in recruitment and selection – digitalisation of selection, assessment centres, artificial intelligence in selection.
• Job descriptions and competences in human resource management.
• Employer-brand management and candidate experience.
• Employee development – coaching and mentoring systems.
• Talent management.
• Organisational culture and employee engagement.
• Well-being and mental health in organisations.
• Diversity and inclusion in the workplace.
• HR analytics and data-informed decision-making.
• Ethics and legal aspects of HR.
• Visits to organisations.
• Student project presentations.
• Course evaluation.

• Fikreta Bahtijarević-Šiber (Prof. Dr.) (2014). Strateški menadžment ljudskih potencijala
• Michael Armstrong, Stephen Taylor (2020). Armstrong's Handbook of Human Resource Management Practice, Kogan Page Publishers

• Course aims:
• – to become familiar with the philosophy of sport and play as two interconnected cultural phenomena of human society
• – to analyse the central challenges involved in the philosophical treatment and conceptualisation of sport and play from antiquity to the present
• – to examine and discuss, through reasoned argument, some of the fundamental issues of sport and play: homo ludens (the playing human), the ethos of sport, rules of the game and their enforcement, competition, doping, paternalism, fair play and Olympism.

• Upon successful completion of the course, students will be able to:
• Recognise key problems and contributions in the philosophy of sport and play.
• Identify and examine moral problems in sport and recognise them as general moral problems.
• Recognise the importance of moral and sporting education in character formation, the acquisition and practice of virtues, and orientation in morally ambiguous situations.
• Identify and list key authors and works in the philosophy of sport and play.
• Define and describe the fundamental concepts of sport, play, playing, the ethos of sport, fair play and Olympism.
• Analyse and independently read primary texts in the philosophy of sport.
• Compare and evaluate opposing perspectives on individual problems in sport.

• Introductory lecture.
• Definition and differentiation of fundamental concepts – sport, play, playing.
• Introduction to the philosophy of sport – metaphysics, epistemology, aesthetics, philosophy of education, bioethics.
• Ancient roots of the philosophy of sport – Plato, Aristotle.
• Ancient and modern Olympism – Pierre de Coubertin.
• Sport and the history of philosophy – Descartes, Jaspers, Sartre, Rawls.
• Sport and play – Fink and Wittgenstein.
• The human being as homo ludens – Huizinga and Suits.
• The competitive character of sport.
• Ethics of sport.
• Cardinal virtues in sport.
• Sport and human limits – challenges and problems associated with the use of doping and genetics.
• Gender and sex in sport.
• Formalism, internalism and conventionalism.
• The ethos of sport, fair play and sportsmanship.

• Mike McNamee, William J. Morgan (2015). Routledge Handbook of the Philosophy of Sport, Routledge
• William John Morgan (2007). Ethics in Sport, Human Kinetics

The aim of the course is to familiarise students with the origins and development of philosophy and with different forms of philosophical inquiry, to enable them to think critically about the fundamental questions and problems of philosophy, and to study and interpret classical philosophical texts.

• Formulate significant philosophical arguments.
• Reconstruct significant philosophical arguments.
• Compare opposing viewpoints relating to the topics covered.
• Contrast viewpoints relating to the topics covered.
• Assess positions and the consistency of argumentation.
• Evaluate different philosophical propositions and theories.

• Introduction to the course, reading list and student requirements.
• Fundamental philosophical disciplines.
• Problems of metaphysics and ontology.
• Epistemology and the problem of knowledge.
• Metaphysics and epistemology – mutual implications of positions.
• Formal and informal logic – the role of logic in philosophy and science.
• Overview of the most important positions in ethics.
• Aesthetics and the philosophy of art.
• Political philosophy and ethics.
• Contemporary philosophical disciplines: philosophy of mind.
• Contemporary philosophical disciplines: philosophy of mind.
• Contemporary philosophical disciplines: philosophy of mind.
• Philosophy and science.
• Problems of truth, knowledge and cognition.
• The nature of reality and philosophy.
• Concluding considerations and discussion.

• Bertrand Russell (1912). The Problems of Philosophy, Alice & Books
• Nigel Warburton (1999). Filozofija. Osnove, Kruzak
• Thomas Nagel (2002). Što sve to znači? Vrlo kratak uvod u filozofiju, Kruzak
• Edward Craig (2002). Philosophy. A Very Short Introduction, Oxford University Press

The aim of the course is to familiarise students with twentieth-century philosophy and its connections with science and politics. Particular emphasis is placed on developing a deep understanding of the interconnections between theories and their diverse manifestations in the world.

• Upon successful completion of the course, students will be able to:
• Analyse the influence of philosophy on contemporary events in the world.
• Analyse the emergence of Nazism and its philosophical underpinnings.
• Analyse the philosophical foundations of contemporary scientific theories and concepts.
• Analyse and compare different philosophical theories on the basis of their geographical and cultural origins.

• Introduction.
• Evolution: Lamarckism and Darwinism. Theological aspects. Discussion: abortion.
• Marxism and libertarianism: Karl Marx, Milton Keynes, John Rawls, Freidrich Hayek, Hans Hermann Hoppe. Discussion: equality or freedom?
• Physics in the twentieth century: theory of relativity, quantum mechanics, chaos theory. Discussion: is experiment the foundation of science?
• The beginnings of psychology: Sigmund Freud, Carl Gustav Jung. Discussion: Kant and personality types.
• The beginnings of analytic philosophy: Gottlob Frege, Bertrand Russell, Rudolph Carnap, the Vienna Circle. Discussion: the role of logic and is the present King of France bald?
• Ordinary-language philosophy: Ludwig Wittgenstein, Gilbert Ryle, John Austin, Harry Frankfurt. Discussion: are fake news a new form of untruth?
• Analytic philosophy: W. V. Quine, John Searle, Saul Kripke. Discussion: does analytic philosophy fulfil
• Artificial intelligence: W. McCulloch, W. Pitts, Dartmouth, Yehoshua Bar Hillel, Marvin Minsky, Seymour Papert, Christopher Lounget-Higgins, Geoffry Hinton, cognitive science. Discussion: is artificial intelligence possible?
• Cybernetics: Norbert Wiener, Ross Ashby, Aleksey Lyapunov, Ernst Kolman, Aksel Berg. Discussion: how much social and geopolitical influence can philosophical arguments and theories have?
• Contemporary German philosophy: Ernst Cassirer, Martin Heidegger, Hannah Arendt, Hans Georg Gadamer. Discussion: the nature of Nazism.
• Pragmatism as an indigenous American philosophy: Charles Sanders Peirce, Willam James, John Dewey. Discussion: what is the task of aesthetics? To define beauty or a work of art?
• Deconstruction and contemporary French philosophy: Jacques Derrida, Michel Foucault, Jean Paul Sartre. Discussion: mental illness and the legal system.
• Contemporary Soviet and Russian philosophy: Aleksandr Zinoviev, Georgy Shchedrovitsky, Aleksandr Dugin. Discussion: how influential are Dugin’s theories on the geopolitics of the Russian Federation?
• Contemporary Croatian philosophy: Albert Bazala, Milan Kangrga, Bulcsu Laszlo, Praxis, integrative bioethics. Discussion: is mathematics a natural science?

• Simon Blackburn (2010). Oxford Dictionary of Philosophy, OUP
• Ivana Greguric, Sandro Scansi (2025). Suvremena filozofija: Izmedu politike i tehnologije, Skripta

To provide philosophical insight into human social life and forms of organisation of society and the state from antiquity to the beginning of the Middle Ages and the establishment of the Christian-metaphysical framework of the social philosophy of history.

• Upon successful completion of the course, students will be able to:
• Explain the specific character and importance of social philosophy within the study of philosophy.
• Explain the distinction between the state and society in the context of the relationship between social and political philosophy.
• Recognise philosophical problems and solutions in primary texts.
• Analyse the principal philosophical problems and schools of thought.
• Recognise authors’ philosophical views in primary texts. 6. Distinguish the principal authors and their major works, philosophical concepts, problems and schools.
• Compare the concepts and problems of ancient social philosophy with general and other philosophical concepts and problems from other periods.

• Introductory lecture: programme and literature. Definition of the subject.
• Social philosophy and sociology.
• Ancient social philosophy -> Anthropological period – the Sophists.
• Socrates – life and philosophy.
• Plato – life and work.
• Plato: the ideal state and political orders.
• Popper’s critique of Plato’s social philosophy.
• Plato and the foundation of the polis -> Pharos Examination, 13:00 – autumn mid-term examination period.
• Aristotle – life and work.
• Aristotle – human being, slave, citizen.
• Aristotle – ethics and socio-political philosophy.
• The best political order in Plato and Aristotle.
• Social philosophy of the Hellenistic period.
• Mediterranean utopias and Frane Petrić.
• Final course evaluation and examination information.

• Platon (1977). Država, FPN - Liber
• Aristotel (1992). Politika, Hrvatska sveučilišna naklada

To master all elements required for the clear, structured and formally correct preparation of written academic work and to acquire technical, logical, orthographic, grammatical, bibliographic, stylistic and ethical standards.

• Demonstrate the ability to search available databases and other bibliographic sources independently. Compare available bibliographic sources and select relevant sources for academic writing.
• Assess and critically select relevant literature.
• Analyse and apply the logical structure of arguments.
• Develop arguments and present them in written and oral form. Produce an independent report based on prior analysis.
• Create visual materials for research work using MS Excel, Adobe Photoshop (GIMP) and Corel Draw (Inkscape).
• Prepare formally correct work in MS Word and LaTeX.
• Apply scholarly and ethical standards in the preparation of written work.

• Characteristics of academic and scholarly writing.
• Orthographic, grammatical, stylistic, logical and technical standards in written work. Functional styles in Croatian, characteristics of the scholarly style, aims and types of academic texts, similarities and differences between the humanities and social sciences.
• Structure of scholarly texts in the social sciences and humanities. Specific features of styles in logic and cognitive science.
• Searching available databases and other bibliographic sources, comparing and selecting relevant sources. Bibliographic standards, types of sources, citation and referencing, the purpose of sources, the purpose of notes, and compiling a bibliography.
• Collection and evaluation of literature. Sources and a reading questionnaire.
• Development of a topic, selection of a title, outline and structure of the paper, division into chapters, and the purpose and method of writing an abstract.
• Formulation of the problem and main hypothesis, and the purpose and method of writing the introduction and conclusion. Logical structure of the text and arguments, acceptance and rejection of argumentation, linking claims and arguments, and presenting and comparing positions.
• Citation guidelines and citation methods.
• Creation and formatting of images and charts in MS Excel, GIMP/Photoshop, Corel Draw and Inkscape.
• Working with tables and graphs, use of audiovisual material, and graphic formatting of text in MS Word and similar software.
• Formatting text and bibliographies in LaTeX.
• Formatting tables, figures and symbols in LaTeX. BibTeX.
• Code of ethics and standards of the scholarly and academic community; the problem of plagiarism and self-plagiarism.
• Overview of the preparation of a complete seminar paper.
• Examples of good and poor practice in academic writing.

• Evergreen, S. D. H. (2017). Effective Data Visualization: The Right Chart for the Right Data, Los Angeles: Sage
• Oetiker, P., Partl, H., Hyna, I., Schlegl, E. (2018). The Not So Short Introduction to Latex2E, Tobias Oetiker and Contributors
• Johnson, A. P. (2003). A Short Guide to Academic Writing, Lanham, Md: University Press of America

This course examines the relationship between language and its context. Whatever we say or write is semantically incomplete until it is situated within a specific context (e.g. time, place, purpose, preceding events, participants). By acquiring the fundamental concepts of pragmatic theory and analysis, we will learn how people supplement spoken or written words with contextual information to arrive at a complete message. Through discussion and workshops, we will develop an awareness of the extent to which everyday linguistic communication depends on context, as well as of how manipulating the relationship between linguistic and extra-linguistic reality is central to domains such as humour, advertising and political polemics. We will examine how people from different cultures often understand the same utterances differently. Through speech act theory, we will consider the ways in which language can change reality when certain conditions are met. Politeness theory will show how hierarchical interpersonal relations are realised through language.

Pragmatics will enable us to better understand the mechanisms of verbal communication, which will in turn help us shape our own language use and develop a critical approach to everything we hear or read.

• Upon successful completion of the course, students will be able to:
• Explain the difference between the explicit and implicit parts of a message.
• Recognise the ways in which language changes reality through speech acts.
• Analyse communicative dynamics using pragmatic concepts.
• Explain the ways in which politeness and impoliteness are realised linguistically.
• Use pragmatics to explain phenomena traditionally examined within domains such as style, rhetoric and logical fallacies.
• Explain examples of intercultural differences in communication.

• Introduction to the course: the place of pragmatics in relation to other fields of knowledge, with an overview of its origins and history.
• Context, co-text and presuppositions.
• Deixis and other types of reference.
• Grice’s Cooperative Principle, implicature.
• Seminar workshop: pragmatics and humour.
• Pragmatics and discourse, pragmatic markers.
• Politeness and impoliteness.
• Mid-term test I.
• Speech acts (I).
• Speech acts (II).
• Seminar workshop: pragmatics and public discourse.
• Intercultural pragmatics.
• Historical pragmatics.
• Mid-term test II.
• Concluding discussion.

• Joan Cutting, Kenneth Fordyce (2020). Pragmatics, Routledge English Language Introductions
• George Yule, H. G. Widdowson (1996). Pragmatics, Oxford University Press

The aim of the course is to develop knowledge of Roman religious customs, regulations and priesthoods; to provide an overview of the characteristics and forms of worship of the principal deities; and to trace the development of religion from what is known of early Roman religion to Christianity through various influences from Greece and the East. Emphasis will be placed on distinctive aspects of Roman religion, the religious cycle of the year, and mythological narratives that form an indispensable part of Roman literature. Parallels in Greek religion, the religions of Asia Minor and the Etruscans, as well as cults attested in the territory of present-day Croatia, will also be discussed. The seminar includes the reading of selected texts by classical authors relating to the topics covered and the preparation of a seminar paper on mythology. Student requirements include attendance, preparation of selected texts and presentation of an assigned myth, as well as an examination after completion of the semester.

• Upon successful completion of the course, students will be able to:
• List the most important characteristics and deities of Greek and Roman religion.
• Retell the best-known myths of Greece and Rome.
• Recognise religious elements and allusions in works by classical authors and Croatian Latinists.
• Understand the religious background of texts by classical authors and the beliefs and customs mentioned in those texts.
• Produce a translation and critical commentary of Latin texts with reference to religion.

• In the introductory class, the myth of the creation of the world and the first gods in different cultures, from Babylon to Rome, is retold; an overview of the Roman calendar and Roman attitudes towards religion in general is also provided.
• Festivals in March and Ares/Mars (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Aeneas, Romulus and Remus, Cupid and Psyche.
• Festivals in April and Aphrodite/Venus (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Atalanta, Pygmalion, Pyramus and Thisbe, the Judgement of Paris, Helen and the Trojan War.
• Festivals in May and Hermes/Mercury (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Hermaphroditus, Pan, Sisyphus, the Atreids/Orestes.
• Festivals in June and Hera/Juno (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Ixion, Argus and Io, Heracles.
• Festivals in July and Apollo (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Daphne, Marsyas, Hyacinthus, Alcestis, Asclepius, Orpheus, Cassandra, Ion, Aristaeus.
• Festivals in August and Poseidon/Neptune and Hephaestus/Vulcan (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Castor and Pollux, Polyphemus, Tantalus, Pelops, Erichthonius, Achilles’ armour.
• Festivals in September and Zeus/Jupiter (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Metis, Prometheus, Pandora, Europa, Io and Ganymede. 9. Festivals in October and Athena/Minerva (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Pallas, Perseus, Jason, Diomedes, Bellerophon, Arachne and Odysseus.
• Festivals in November and Artemis/Diana (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Actaeon, Iphigenia, Callisto and Arcas, Phaedra and Hippolytus, Niobe, Orion.
• Festivals in December and Demeter/Ceres and Hestia/Vesta (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Saturn, Triptolemus and Tiresias.
• Festivals in January and Janus (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Oedipus, Antigone, the Seven against Thebes and the Epigoni.
• Festivals in February and Pluto (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Persephone, Aeacus, descents into the Underworld and punishments in the Underworld.
• Dionysus and other minor Roman deities (appearance, functions, attributes, consorts, festivals, parallels and related mythological narratives). Seminar papers on Semele, Daedalus and Icarus, Theseus and the Minotaur, Ariadne.
• Topic chosen by the students.

One of the aims of the course is to familiarise students with the fundamental concepts of public relations, including concepts that should be abandoned as well as the contemporary concept of public relations. The principal aim is to present organisational communication through the contemporary model of public relations. Following the main theoretical foundations, the course introduces students to the communication processes of institutions and to the rules governing those processes according to contemporary communication theories and research in public relations. Another aim is to stimulate students’ interest in and awareness of the ethical aspects of professional work in public relations.

• Define the contemporary concept of public relations.
• Define the most important concepts in public relations.
• Explain the most important communication theories relevant to public relations.
• Apply communication theories to public relations.
• Explain contemporary research in the field of public relations.
• Define the management process in public relations.
• Describe the individual stages of the public relations management process.

• Overview of the course and course requirements; the concept and definition of public relations.
• Clarification of concepts: public relations / press agentry / journalism /
• advertising / propaganda / marketing.
• Current state of the profession: profile of public relations practitioners,
• employment, employers, education.
• Current state of the profession: overview of public relations by sector,
• roles in public relations.
• Historical development of public relations (United States, Europe, Croatia).
• Position of the public relations department within an organisation; distinction between line and
• staff managers; distinction between internal, external and mixed structures
• of public relations.
• Public relations as an academic discipline; systems theory: distinction between
• systems and subsystems, and between closed and open systems.
• Communication and public opinion: Lippmann and public opinion, the communication
• model of Shannon and Weaver, Schramm’s communication model in relation to
• Cutlip and Center’s public relations communication model.
• Communication and public opinion: stereotype theory, agenda-setting theory, the theory
• of the spiral of silence.
• Communication and public opinion: situational theory of publics (Grunig).
• Public relations according to James Grunig’s excellence theory and Luka Brajnović’s theoretical
• communication model.
• First stage of public relations management according to Cutlip and Center: research.
• Second stage of public relations management according to Cutlip and Center: planning.
• Third stage of public relations management according to Cutlip and Center: action,
• basic types of techniques and tools.
• Fourth stage of public relations management according to Cutlip and Center: measurement.

• Tomić, Zoran (216). Odnosi s javnošću - teorija i praksa, Synopsis
• Cutlip, Scott; Center, Allen; Broom, Glen (2003). Odnosi s javnošću, Mate
• Verčič Tkalac, Ana (2016). Odnosi s javnošću, HUOJ
• Theaker, Alison (2007). Priručnik za odnose s javnošću, HUOJ
• Tench, Ralph; Yeomans, Liz (2009). Otkrivanje odnosa s javnošću, HUOJ
• Skoko, Božo (2006). Priručnik za razumijevanje odnosa s javnošću, MPR

The development of democratic change as a prerequisite and foundation for the establishment of the modern Republic of Croatia is an important topic for understanding contemporary Croatian society. This period spans more than a decade during which Croatia developed from an administrative unit within socialist Yugoslavia into an independent and internationally recognised state. Given the importance of this topic, it is necessary to identify and logically connect the key domestic and international actors who influenced the creation of an independent Croatia and its development as a parliamentary democratic state. The aim of the course is therefore to address a historiographical gap relating to this important topic and to provide graduate history students with the fundamental information required to understand the character of the society in which they live.

• Upon successful completion of the course, students will be able to:
• Describe and identify the fundamental problems involved in interpreting historical events and processes.
• Describe and discuss the context of historical events at micro and macro levels.
• Establish connections between events and processes and draw independent conclusions about them.
• Describe and incorporate interdisciplinary reflection on a particular historical topic.
• Analyse individual conclusions concerning historical processes.
• Define the distinctive features of a historical period.

• Socialist Yugoslavia from the death of Josip Broz Tito to Mikhail Gorbachev’s rise to power in the Soviet Union.
• Mikhail Gorbachev’s policies and their consequences for communist regimes in Europe – the SANU Memorandum.
• Biography of Dr Franjo Tuđman from the late 1960s to the collapse of communism in Europe.
• The 14th Congress of the League of Communists of Yugoslavia and the first multiparty elections in Yugoslavia.
• Reorganisation of the Yugoslav People’s Army in the late 1980s and its plans.
• The beginning of the Serbian armed rebellion in Croatia.
• The Christmas Constitution and its significance – what was written and what was misinterpreted.
• The return of the Croatian diaspora to the homeland.
• Three unsuccessful coup attempts in Croatia by the Yugoslav People’s Army.
• Meetings between Dr Franjo Tuđman and Slobodan Milošević at Karađorđevo and Tikveš.
• The Croatian-Slovenian initiative to declare independence.
• The international community and the three-month moratorium on Croatian independence.
• The significance of 8 October 1991 – the context of the proclamation of Croatian state independence.
• Open warfare by the Yugoslav People’s Army against the Republic of Croatia and its citizens.
• International recognition of the Republic of Croatia – chronology and context of key dates.

• Ivo Banac (1988). Nacionalno pitanje u Jugoslaviji
• Barić, Nikica (2005). Srpska pobuna u Hrvatskoj
• Davor Marijan (2017). Hrvatska 1989.-1992
• Davor Marijan (2013). Obrana i pad Vukovara
• Davor Marijan (2008). Slom Titove armije
• Najbar-Agičić, Magdalena (2013). U skladu s marksizmom ili činjenicama?

To acquire knowledge and understanding of the processes and events relating to the period of the Homeland War in the Republic of Croatia and Bosnia and Herzegovina.

• Upon successful completion of the course, students will be able to:
• Explain the political circumstances that led to the launch of aggression against the Republic of Croatia.
• Analyse the most important military and political events that enabled the recognition of the Republic of Croatia.
• Define the key military events that enabled the defence of the Republic of Croatia between 1990 and 1995.
• Describe the process of establishing military organisations in Croatia and Bosnia and Herzegovina.
• Distinguish the actions of the Croatian political leadership from those of the Serbian political leadership in the cases of Croatia and Bosnia and Herzegovina.
• Analyse the activities of the Croatian Army during the liberation operations of 1993–1995 in Croatia and Bosnia and Herzegovina.

• Introduction to the course content – the general geographical area covered in the lectures.
• Croatia and Bosnia and Herzegovina from 1980 to 1990.
• Democratic changes and indications of conflict.
• Croatian Police and the Croatian National Guard (ZNG); foundations of the Croatian Army.
• The Yugoslav People’s Army (JNA) in the aggression against the Republic of Croatia.
• Defence of Croatia during 1991.
• Croatian battlefields.
• The spread of the war to Bosnia and Herzegovina.
• Reorganisation of the Croatian Army and military operations during 1992.
• 1993: strengthening of the Croatian Army and the Republic of Croatia’s position towards the war in Bosnia and Herzegovina.
• The war in Bosnia and Herzegovina during 1993.
• The international role of the Republic of Croatia in resolving the conflict in Bosnia and Herzegovina; the Washington Agreement.
• 1994: preparations by the Croatian Army for the liberation of occupied parts of the Republic of Croatia.
• Liberation operations of the Croatian Army during 1995.
• The Dayton Peace Agreement and the role of the Republic of Croatia in ending the war in the former Yugoslavia.

Davor Marijan (2016). Domovinski rat, Despot infinitus, Hrvatski institut za povijest

The aim of the course is to enable students to understand the historical and social context in which Croatian Latinists worked, the concept of the Republic of Letters as an international network of ideas, themes and motifs from the Renaissance to the modern era, and the reception of works by Croatian authors both in Croatia and abroad. Emphasis will also be placed on the role of Latin as a language of education, communication and the preservation of national identity, as well as on the integration of Croatian culture into contemporary European developments. As future teachers, students will thus be able to emphasise the role and importance of Latin in all major fields of European history, literature, art and religion – culture and civilisation more broadly.

• Understand and translate a text written in any period of Croatian Latinity and in any functional style.
• Provide linguistic commentary on a Latin text and prepare it for teaching.
• Analyse a work written in Latin from literary and stylistic perspectives and prepare it for teaching.
• Relate a Latinist text to the classical and medieval traditions.
• Synthesise knowledge about an individual Latinist work in the form of a study or essay.
• Contextualise a Latinist text in relation to contemporary political and social circumstances and the author’s biography.
• Teach works by Croatian Latinists from the perspectives of history, literature, culture and related fields.
• Explain how Croatian Latinist authors living in Croatia received influences from the European Republic of Letters.

• Introductory class: overview of the most important social and historical developments from the Renaissance to the modern era, with emphasis on the Croatian lands.
• The role of Latin in education, the preservation of classical antiquity and the shaping of European cultural identity. The topic is accompanied by examples from texts.
• The rediscovery of the classics in the Renaissance and the development of a philological approach to classical antiquity. The topic is accompanied by examples from texts.
• Marulić’s Institutio as one of the first bestsellers: printing and book distribution and the Humanist revolution they stimulated. The topic is accompanied by examples from texts.
• The influence of the devotio moderna movement on fifteenth- and sixteenth-century literature. The topic is accompanied by examples from texts.
• Christological and Marian epics by Croatian Latinists in the context of the Reformation and Catholic Renewal. The topic is accompanied by examples from texts.
• Res publica litteraria in the narrower sense: letters and the exchange of ideas within European literary circles. The topic is accompanied by examples from texts.
• Drama from medieval liturgical plays to an integral part of the Jesuit educational system. The topic is accompanied by examples from texts.
• Finding one’s place in the world: cartography and genealogies based on classical sources. The topic is accompanied by examples from texts.
• Recording history: literary and historical sources, particularly for microhistory. The topic is accompanied by examples from texts.
• The ideal of woman in lyric poetry. The topic is accompanied by examples from texts.
• Scientific texts in Latin poetry and prose; famous Dubrovnik authors. The topic is accompanied by examples from texts.
• Lost in translation: Croatian translators into and from Latin. The topic is accompanied by examples from texts.
• Latin and vernacular languages, loanwords and the development of literature. The topic is accompanied by examples from texts.
• Final class: workshop and discussion of a topic selected by the students.

• Gortan, V. – Vratović, V. (ur.) (1969). Hrvatski latinisti I. i II. (Pet stoljeća hrvatske književnosti, 2), Matica hrvatska, Zagreb
• Novaković, D. (1999). Hrvatska novolatinska književnost od 15. do 17. stoljeća“, u zborniku: Introduzione allo studio della lingua, letteratura e cultura croata (ur. F. Ferluga Petronio), Udine

The aim of the course is to provide knowledge in the field of psychometrics, enabling students to understand the methodological characteristics of psychological tests. Course content relating to psychological tests and psychodiagnostic instruments is delivered in accordance with the Regulations on Psychodiagnostic Instruments of the Croatian Psychological Chamber. Attendance of the course does not confer the right to independently use protected psychodiagnostic instruments on persons who do not meet the relevant legal and professional requirements.

• Explain the fundamental concepts and metric characteristics of psychological tests and
• the relationships among them.
• Analyse and critically evaluate the metric characteristics and validation studies
• of psychological instruments.
• Recognise limitations in decision-making based on test results that
• arise from the metric properties of tests.
• Apply procedures for constructing and validating a psychological instrument,
• including item analysis and assessment of reliability and validity.
• Explain and interpret individual test results while taking into account
• standardisation and measurement error.
• Argue for the appropriateness of psychological instruments in different
• contexts of application.
• Create a design for assessing the validity of a psychological test.

• Test theory: definition and significance.
• Construction of composite tests.
• Analysis of items and total scores.
• Classical and modern reliability theory; the concept of measurement error.
• Methods of determining reliability: selection and interpretation.
• Reliability of a heterogeneous battery; correction for attenuation.
• Item response theory.
• Theoretical approaches to validity.
• Factorial validity and the MTMM technique.
• Predictive validity and the selection problem.
• Standardisation, scoring and calibration of a measurement instrument.
• Interpretation of test results.
• Evaluation of differences among individual scores.
• Analysis of psychological profiles.
• Final knowledge assessment.

• Anastasi, A. (2003). Psychological testing (7. izdanje). New York: MacMillian.
• Krković, A. (1978). Elementi psihometrije I. Zagreb: Filozofski fakultet.
• Rust, J. & Golombok, S. (2009). Modern psychometrics. London and New York: Routledge.
• Cohen, R. J. & Swerdlik, M. E. (2001). Psychological Testing and Assessment. Boston: McGraw Hill.
• Raykov, T & Marcoulides, G. A. (2011). Introduction to Psychometric Theory. New York: Routledge