Course for international guest/part time students
- Faculty
- Faculty of Humanities
- Organization
- BTK Institute of Ethnography and Folklore
- Code
- BBN-NEP17-272
- Title
- Hungarian and comparative folklore 6.
- Usual semester
- Spring
- Published semester
- 2025/26/2
- ECTS
- 3
- Language
- hu
- Description
- BBN_NEP17-272 Hungarian and comparative folklore Interpretation-theories and methodologies. Close reading, critical thinking and hermeneutical understanding. “Close-reading” critical thinking in the allegedly post-traditionalist, post-truth era of misunderstandings. Below an un-edited attempt to build an interactive learning experience. The course aims to practice the interpretation of a field work experience, or a paper written in the 19th century as well as a 17th century manuscript from archives. The course is trying to lead to phrasing precisely the observed topic or a research experience within it’s historical, comparative and academic context using the relevant largest possible resources and sources. Learning the difference of ethnographic description and the socio- cultural historical reflective contextualisation. Understanding and applying existing analytical methods: from ethno-semiotics, to the micro historical peek, categorisations of different genre ’s catalogs, digigitalisations systems. After acquiring the ethnographic research, the e close reading, the description of experiences of participant observation, basically after gaining enough knowledge about “what”, the main purpose is to be able to ask “why” and “how” in a multidimensional academic framework. With throughroul close reading the class would aim to sense the diverse text modalities and the recognition of their tendencies, sources, roots and goals. The class aims to develop skills and competence to be able to construct original autonomous, individual academic reflections. Through questions the target is to develop competence and cognitive capacity to "open windows" of aha moments. The class focuses on differentiation of epic-emic academic and non fictional language, in order to- hopefully- develop "an academic eye" to distinguish between the cultural heritage from folklore, in historical, comparative, socio-cultural approaches with critical thinking and critical reading. The performative, preservative, tangible and intangible heritage would be examined through a chosen “guneny pig” topic, and at the same time develop a hermeneutical skill for a reflective academical analysis, and academic self-reflection, self questioning. The course"s continuum aims to be able to construct a comprehensive, multidimensional interpretation of a focus question and ability to present this in a a coherent reflective academic language. The challenge is to find a topic question in different chosen papers, publications or an ongoing research. , and to consider the ethical and social pragmatic consequences as well. Therefore the initial introductive classes include recognising our own biases before even building a pre-hypothesis, then finding a hypothetical premise (as thesis), while through various methods we create arguments leading to a conclusive thesis. However, in most cases within the discipline of humanities and social sciences we can rarely arrive at a factual conclusion. The requirements are built to lead to reflective attitude, self-critical thinking admitting its necessity in today"s time, that we may or may, or may not call post-traditionalism, post-truth, or the age of misunderstandings.
- Learning outcomes
- Learning the difference of ethnographic description and the socio- cultural historical reflective contextualisation. Understanding and applying existing analytical methods: from ethno-semiotics, to the micro historical peek, categorisations of different genre ’s catalogs, digigitalisations systems. After acquiring the ethnographic research, the e close reading, the description of experiences of participant observation, (basically after gaining enough knowledge a)bout “what”, the main purpose is to be able to ask “why” and “how” in a multidimensional academic framework. With throughroul close reading the class would aim to sense the diverse text modalities and the recognition of their tendencies, sources, roots and goals. The class aims to develop skills and competence to be able to construct original autonomous, individual academic reflections. Through questions the target is to develop competence and cognitive capacity to "open windows" of fertile questioning.
- Course content
- Interpretation-theories and methodologies. Close reading, critical thinking and hermeneutical understanding. “Close-reading” critical thinking in the allegedly post-traditionalist, post-truth era of misunderstandings. Below an un-edited attempt to build an interactive learning experience. The course aims to practice the interpretation of a field work experience, or a paper written in the 19th century as well as a 17th century manuscript from archives. The course is trying to lead to phrasing precisely the observed topic or a research experience within it’s historical, comparative and academic context using the relevant largest possible resources and sources. Learning the difference of ethnographic description and the socio- cultural historical reflective contextualisation. Understanding and applying existing analytical methods: from ethno-semiotics, to the micro historical peek, categorisations of different genre ’s catalogs, digigitalisations systems. After acquiring the ethnographic research, the e close reading, the description of experiences of participant observation, basically after gaining enough knowledge about “what”, the main purpose is to be able to ask “why” and “how” in a multidimensional academic framework. With throughroul close reading the class would aim to sense the diverse text modalities and the recognition of their tendencies, sources, roots and goals. The class aims to develop skills and competence to be able to construct original autonomous, individual academic reflections. Through questions the target is to develop competence and cognitive capacity to "open windows" of aha moments. The class focuses on differentiation of epic-emic academic and non fictional language, in order to- hopefully- develop "an academic eye" to distinguish between the cultural heritage from folklore, in historical, comparative, socio-cultural approaches with critical thinking and critical reading. The performative, preservative, tangible and intangible heritage would be examined through a chosen “guneny pig” topic, and at the same time develop a hermeneutical skill for a reflective academical analysis, and academic self-reflection, self questioning. The course"s continuum aims to be able to construct a comprehensive, multidimensional interpretation of a focus question and ability to present this in a a coherent reflective academic language. The challenge is to find a topic question in different chosen papers, publications or an ongoing research. , and to consider the ethical and social pragmatic consequences as well. Therefore the initial introductive classes include recognising our own biases before even building a pre-hypothesis, then finding a hypothetical premise (as thesis), while through various methods we create arguments leading to a conclusive thesis. However, in most cases within the discipline of humanities and social sciences we can rarely arrive at a factual conclusion. The requirements are built to lead to reflective attitude, self-critical thinking admitting its necessity in today"s time, that we may or may, or may not call post-traditionalism, post-truth, or the age of misunderstandings.
- Assessment method
- Requirements: 1. Active, participatory presence or online presence with the camera on 5p. 2. Four half-page written documents to be submitted during the semester. • Recognizing the topic sentence, the premise t in a chosen study Requirements: 1. Active, participatory presence or online presence with the camera on 5p. 2. Four half-page written documents to be submitted during the semester in the fallowing structure • Recognizing the problem statement in a chosen study • Challenges on the field (original fieldwork) • scientific reasoning, derivation, conclusion • thesis creation (illustrated by a specific example) 3. 9-minute video presentation exercises from the following topics 5.p - Interpretive presentation of a study selected according to discussion - The 20-21. Paradigm changes in fairy tale research in the 20th century (synthesis) - Presentation of my thesis: fictitious or real. (reflected speech about own work process) • Academic reasoning, deduction, building on multiple visions, coming to "open conclusions", further questions • thesis creation (illustrated by a specific example) 3. Three separate 9-minute video presentation exercises chosing from the following topics 5.p - Interpretive presentation of an academic paper, book by choice - The 20-21. Paradigm changes in fairy tale research in the 20th century (synthesis) - An original research presentation "Presentation of my thesis': fictitious or real. (reflected speech about own work process)
- Bibliography
- 1. Körtvélyesi Zsolt (2018) Bevezetés a tudományos szöveg írásába, (Introduction to Academic writing) Eötvös Kiadó. https://tatk.elte.hu/dstore/document/160/Kortvelyesi_Bevezetes_a_dolgozatirasba.pdf 2. A DISKURZUSELEMZÉS MÓDJA ÉS ÉRTELME (Making sense of Discourse Anlysis and methodologies) (GLÓZER RITA) http://mmi.elte.hu/szabadbolcseszet/mmi.elte.hu/szabadbolcseszet/index8dbc.html?option=com_tanelem&id_tanelem=841&tip=0 Thonney, Teresa (2016) Academic Writing: Concepts and Connections. New York – Oxford: Oxford University Press. Brousing Az Amerikai Antropológiai Társaság (American Anthropological Association) Etikai Kódexe Adler M. J. & Van Doren, C. (1972). How to read a book. Touchstone: New York. Bailey, Stephen. (2011) Academic Writing: A Handbook for International Students. 3rd ed. London – New York: Routledge, https://www.academia.edu/2178657/Academic_writing_a_handbook_for_international_students Feischmidt Margit (2006): Az antropológiai terepmunka módszerei. Szabadbölcsészet. http://mmi.elte.hu/szabadbolcseszet/mmi.elte.hu/szabadbolcseszet/indexa3ef.html?option=com_tane lem&id_tanelem=834&tip=0 Fish, Stanley, (1966) Van-e szöveg ezen az órán?. Testes könyv I., szerk. Kiss A. A. – Kovács S. – Odorics F., ford. Kálmán C. György, Szeged, Ictus, 265-283. https://www.scribd.com/doc/98420955/Fish-Stanley-Van-szoveg-ezen-az-oran Fowler, H. R., & Aaron, J. E. (2001). The little, brown handbook. Longman: New York. Godfrey, A., & Krauss, P. (2006). The art of essay writing: back to basics. Presented in March and July, 2006. The Chicago School: Chicago. Kurland, D. (2000). How language really works: The fundamentals of critical reading and effective writing. Retrieved 5 July 2006 from http://www.criticalreading.com Kis-Halas Judit (2012) Az etnográfus esete az energiavámpírokkal. Kortárs vallási jelenségek kutatási lehetőségei a világhálón. In: Landgraf Ildikó –Nagy Zoltán (Szerk.) Az Elkerülhetetlen. Vallásantropológiai Tanulmányok Vargyas Gábor Tiszteletére. L’Harmattan,824-848. Kovács Éva (2006): Interjús módszerek és technikák. Szabadbölcsészet. (http://mmi.elte.hu/szabadbolcseszet/mmi.elte.hu/szabadbolcseszet/index72c4.html?option=com_tan elem&id_tanelem=835&tip=0