COMPARATIVE STUDIES OF IDEAS AND CULTURES
Doctoral program (third cycle)
LITERATURE IN CONTEXT
Module coordinator: Prof. Marko Juvan, PhD
Module description
The module Literature in Context comprises general and topical lectures and students’ work on term
papers, and familiarizes students with the findings and methods tested in the research practice of the
ZRC SAZU Institute of Slovenian Literature and Literary Studies. The institute has an international
profile in the systematic and interdisciplinary study of literature. It uses modern methods and digital
humanities techniques to collect, explore, and publish literary sources, historically interprets older
Slovenian literature, analyzes nineteenth- and twentieth-century Slovenian literature from a
comparative literature and spatial studies perspective, develops innovative approaches to literary
theory (conceptions of the literary system, discourse, genre, and narrative), and reflects on the
history and methods of literary studies.
The module’s point of departure is the concept of literature as a discourse with special social
functions. Its elective courses tackle literature conceived in this way from a theoretical, textology,
historical, and comparative perspective within various contexts, such as:
– The system of producing, transmitting, receiving, and processing texts;
– The media system (manuscripts, newspapers and periodicals, books, and digital media);
– Literary institutions (publishing, societies, libraries, literary studies, the literary canon, and so on);
– Sociocultural relations and discourse (religion, economics, politics, arts, philosophy, and so on);
– The social and natural geographical space;
– Relations between literatures (regional and global).
Instructors use a wide range of research methods, such as those typical of textology and philology,
digital humanities, conceptual and cultural history, hermeneutics, structural form studies, social
semiotics, systemics, comparative aesthetics, and dialogical comparatistics. They use these methods
in lectures and seminars to discuss Slovenian authors, texts, practices, conceptual currents, styles,
and genres from the Reformation to the present.
Students are included in the institute’s current research projects and other activities. Visiting
instructors from abroad add to the program with their expertise and methodological approaches,
while enabling students to compare Slovenian achievements in the discipline with those from
abroad.
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General electives
69. European literatures and nationalisms
70. Literary geography
71. Literature and the visual arts
72. Modernism and the avant-garde
73. Narratology
74. Slovenian Baroque literature between the Reformation and the Enlightenment
75. Sociology of the (Slovenian) literary institution
76. World systems and Slovenian literary discourse
77. Textology and digital humanities
78. Discourse theory and literature
79. History of books and censorship
80. Life writing: autobiography, biography, memoirs, diaries, and letters
General elective courses
European literatures and nationalisms
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Program code: 69
Year: undefined
Course coordinator: Assoc. Prof. Marijan Dović, PhD
Instructors (in addition to the course coordinator): Prof. Marko Juvan, PhD, Assist.
Prof. Luka Vidmar, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students familiarize themselves with the research tools for studying the relations between European
literary cultures and national movements. In the process, they are introduced to relevant Slovenian and
international study literature: theoretical literature, especially general theories of nationalism and
cultural nationalism, and interdisciplinary and transnational historical studies, such as Encyclopedia of
Romantic Nationalism in Europe, which is required to conduct this type of research. In addition, through
their work on term papers as part of the seminar they actively prepare themselves to conduct
independent research in this area.
Prerequisites
None.
Content (syllabus outline)
This course discusses the basic theoretical and methodological tools for studying the relations between
emerging national literatures, cultural nationalisms, and national political movements. The emphasis is
on central and southeast Europe from the mid-eighteenth-century expansion of Enlightenment ideas to
the end of the “long” nineteenth century (until the First World War). The central role in the national
movements that spread across Europe like an epidemic (often as part of multinational political entities)
was assumed by language and literature. The main social systems that developed and spread new ideas
are presented, including the Enlightenment-era Republic of Letters. Within the institutional and political
contexts, the typical tendencies of this period are discussed, such as the interest in language and folk
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music, publishing old texts, historiography and literary history, customs and mythology, writing national
art music, patriotic poetry, and historical prose, and holding commemorations and festivals. Special
attention is dedicated to the role of literary discourse in these processes and to the canonization of
“cultural saints,” especially national poets.
Reading list
 Anderson, Benedict. Zamišljene skupnosti: o izvoru in širjenju nacionalizma. Transl. Alja Brglez
Uranjek and Andrej Kurillo, foreword by Jože Vogrinc. New revised ed. Ljubljana: Studia
humanitatis, 2007.
 Dović, Marijan. Kulturni nacionalizem, literatura in Enciklopedija romantičnega nacionalizma v
Evropi. Slavistika v regijah – Nova Gorica. Ed. Boža Krakar Vogel. Ljubljana: Slavistično društvo
Slovenije, 2013. 38–44.
 Even-Zohar, Itamar. The Role of Literature in the Making of the Nations of Europe. Applied
Semiotics / Sémiotique appliguée 1.1 (1996): 39–59.
 Goodman, Dena. The Republic of Letters: A Cultural History of the French Enlightenment. Ithaca:
Cornell UP.
 Helgason, Jón Karl. The Role of Cultural Saints in European Nation States. Culture Contacts and the
Making of Cultures. Ed. Rakefet Sela-Sheffy and Gideon Toury. Tel Aviv: Tel Aviv University, 2011.
245–254.
 Hobsbawm, Eric J. Nacije in nacionalizem po letu 1780: program, mit in resničnost. Transl. Katarina
Rotar. Ljubljana: Založba /*cf., 2007.
 Hroch, Miroslav. From National Movement to the Fully Formed Nation. The Nation Building Process
in Europe. New Left Review I/198 (1993): 3–20.
 Juvan, Marko. Prešernovska struktura in svetovni literarni sistem. Ljubljana: LUD Literatura, 2012.
 Leerssen, Joep. National Thought in Europe. A Cultural History. Amsterdam: Amsterdam UP, 2006.
 Leerssen, Joep. Nationalism and the Cultivation of Culture. Nations and Nationalism 12.4 (2006):
559–578.
 Neubauer, John. Figures of National Poets. Introduction. History of the Literary Cultures of EastCentral Europe. Junctures and Disjunctures in the 19th and 20th Centuries. (Vol. 4.) Ed. Marcel
Cornis-Pope and John Neubauer. Amsterdam: John Benjamins, 2010. 11–18.
 Quinault, Roland. The Cult of the Centenary, c. 1784–1914. Historical Research 71.176 (1998): 303–
323.
 Vidmar, Luka. Zoisova literarna republika. Vloga pisma v narodnih prerodih Slovencev in Slovanov.
Ljubljana: ZRC, 2010.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
Literary geography
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 70
Year: undefined
Course coordinator: Prof. Marko Juvan, PhD
Instructor (in addition to the course coordinator): Marjan Dolgan, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
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Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students are introduced to the role of the spatial turn in paradigm changes and the modern humanities,
and learn what makes the new conceptions of the relationship between spaces and cultural practices
important for (national and comparative) literary history. They familiarize themselves with the history of
interactions between geographical space and literature as a spatial practice, the history of literary
cartography, and the structure of thematic maps, and they learn to use GIS in literary system analyses.
Prerequisites
None.
Content (syllabus outline)
This course explains the history, social context, and importance of the spatial turn in the humanities and
social sciences. According to modern conceptions, spaces are ontologically multilayered, dynamic, and
socially produced. This perspective forms the basis for outlining the history of the relationships between
geography and literary studies, including the development of literary maps. The main part of the lectures
focuses on literary geography and cartography (especially using geographic information systems) as an
analytical method for the historical treatment of topics, forms, genres, and the social life of literatures,
as well as relations between literatures. Research on the Slovenian literature environment is presented
in greater detail.
Reading list
 Bodenhamer, David. J., John Corrigan, and Trevor M. Harris, eds. The Spatial Humanities: GIS and
the Future of Humanities Scholarship. Bloomington: Indiana UP, 2010.
 Dear, Michael, Jim Ketchum, Sarah Luria, and Douglas Richardson, eds. Geohumanities: Art, History,
Text at the Edge of Place. London: Routledge, 2011.
 Dolgan, Marjan, Jerneja Fridl, and Manca Volk. Literarni atlas Ljubljane. Ljubljana: Založba ZRC,
2014.
 Döring, Jörg, and Tristan Thielmann, eds. Spatial Turn. Das Raumparadigma in den Kultur- und
Sozialwissenschaften. Bielefeld: Transcript, 2008.
 Dović, Marijan, Jernej Habjan, and Marko Juvan, eds. Prostorski obrat v literarni vedi / The Spatial
Turn in Literary Studies = Primerjalna književnost 36.2 (2013).
 Harvey, David. Kozmopolitstvo in geografije svobode. Transl. Polona Petek. Ljubljana: Sophia, 2011.
 Juvan, Marko. From Spatial Turn to GIS-Mapping of Literary Cultures. European Review 23.1 (2015):
81–96.
 Juvan, Marko, ed. Prostori slovenske književnosti. Ljubljana: ZRC SAZU, Založba ZRC, 2016.
 Moretti, Franco. Grafi, zemljevidi, drevesa in drugi spisi o svetovni literaturi. Selected, translated,
and foreword by Jernej Habjan. Ljubljana: Studia humanitatis, 2011.
 Perenič, Urška, ed. Prostor v literaturi in literatura v prostoru = Slavistična revija 60.3 (2012).
 Tally, Robert T. Spatiality. London: Routledge, 2013.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
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Literature and the visual arts
Program: Comparative studies of ideas and cultures (third cycle)
Module: : Literature in context
Course code: 71
Year: undefined
Course coordinator: Assist. Prof. Luka Vidmar, PhD
Instructor (in addition to the course coordinator): Marjan Dolgan, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students identify various modes of interaction between literary art and the visual arts, thereby
improving their understanding of the role of artistic creativity in human society. In the process, they are
introduced to the interdisciplinary methodological procedures required for studying this issue.
Prerequisites
None.
Content (syllabus outline)
This course analyzes the complex relationship between literary art and the visual arts—that is, between
literature on the one hand and architecture, sculpture, and painting on the other. It begins by showing
how the relationship between these types of art has developed since Antiquity and how it has been
influenced by various statuses of individual arts: literature and architecture already held a traditionally
high status in the Middle Ages, whereas the status of painting and sculpture was only elevated as late as
the Modern Age. The course continues by presenting the main methods in which writers used visual-art
topics and the main methods in which visual artists used literary-art topics. This type of historical and
genre overview reveals the meeting points of literary art and visual arts that are essential for the artistic
nature of literary or visual works of art.
Reading list
 Barthes, Roland. Mythologies. Paris: Seuil, 1957.
 Burke, Peter. Eyewitnessing. The Uses of Images as Historical Evidence. London: Reaktion Books,
2014.
 Guieu, Jean-Max, and Alison Hilton, eds. Emile Zola and the Arts. Washington: Georgetown
University Press, 1988.
 Sitzia, Emilia. Art in Literature, Literature in Art in 19th Century France. Newcastle: Cambridge
Scholars Publishing, 2012.
 Vidmar Luka. Likovnoumetnostna tematika v romanu S poti Izidorja Cankarja. Primerjalna
književnost 30.2 (2007): 123−138.
 Vidmar, Luka. Ljubljana kot novi Rim. Akademija operozov in baročna Italija. Ljubljana: SAZU
(Biblioteka 15), 2013.
 Wagner, Peter: Reading Iconotexts. From Swift to the French Revolution. London: Reaktion Books,
1995.
 Wagner, Peter, ed. Icons, Texts, Iconotexts. Essays on Ekphrasis and Intermediality. Berlin: de
Gruyter, 1996.
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Assessment
 Active participation in lecture and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
Modernism and the avant-garde
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 72
Year: undefined
Course coordinator: Prof. Marko Juvan, PhD
Instructors (in addition to the course coordinator): Assoc. Prof. Marijan Dović, PhD,
Jola Škulj, MA, Andraž Jež, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students are introduced to the historical bases for distinguishing between the concepts of the
“Moderne,” “modernity,” “modernism,” and “avant-garde.” They learn about the poetics and
philosophical grounds of modernist works in poetry, prose, and drama, and become acquainted with the
linguistic-cultural and historical versions of modernism in Europe and elsewhere. They are familiarized
with the role of avant-garde practices in Slovenia and southeast Europe, and learn the techniques of
reading and analyzing modernist and avant-garde texts.
Prerequisites
None.
Content (syllabus outline)
The aim of the lectures is to provide a consistent explanation and historical poetics of the discursive
formation of modernism and its conception of the truth. The historical concept of modernism is
explained from the perspective of comparative literary studies, linguistics, and philosophy. The
complexity of modernist strategies, which is included in the period logic together with its contradictory
systemic nature, can validly reveal its specific stipulations only by delineating the concepts of modernism
and the Moderne, and modernism and the avant-garde. Dilemmas regarding the establishment of the
concept of modernism in individual European literatures result from modernist heterogeneity and
planetarity. The lectures discuss the crisis of consciousness and the logic of the modernist shift, the
modernist responsibility of form, the historical avant-garde in southeast Europe, and the connections
between modernism and avant-gardism on the one hand and other artistic practices on the other.
Slovenian material is included in the comparative contexts.
Reading list
 Berg, Christian, et al., eds. The Turn of the Century: Modernism and Modernity in Literature and the
Arts. Berlin: de Gruyter, 1995.
 Bradbury, Malcolm, and James McFarlane, eds. Modernism, 1890-1930. Harmondsworth: Penguin,
1991.
 Bru, Sascha, et al., eds. Europa! Europa? The Avant-Garde, Modernism and the Fate of a Continent.
Berlin: de Gruyter, 2009.
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Bürger, Peter. Theory of the Avant-Garde. Transl. Michael Shaw. Minneapolis: U of Minnesota P,
1984.
Calinescu, Matei. Five Faces of Modernity: Modernism, Avant-Garde, Decadence, Kitsch,
Postmodernism. Durham: Duke UP, 1987.
Caughie, Pamela, ed. Disciplining Modernism. New York: Palgrave, 2010.
Dović, Marijan. Slovenska zgodovinska avantgarda med kozmopolitizmom in perifernostjo. Svetovne
književnosti in obrobja. Ed. Marko Juvan. Ljubljana: Založba ZRC, 2012. 297–320.
Eysteinsson, Ástráður. The Concept of Modernism. Cornell UP, 1992.
Eysteinsson, Ástráður, and Vivian Liska, eds. Modernism 1–2. Amsterdam: John Benjamins, 2007.
Fokkema, Douwe W. Literary History, Modernism and Postmodernism. Amsterdam: John Benjamins,
1984.
Giles, Steve, ed. Theorizing Modernism. Essays in Critical Theory. London: Routledge, 1993.
Husserl, Edmund. Kriza evropskega človeštva in filozofija. Transl. Tine Hribar. Maribor: Obzorja,
1989.
Juvan, Marko. Kosovel in hibridnost modernizma. Primerjalna književnost 28. special issue (2005):
57–71.
Juvan, Marko. Modernistična estetika emocij in lirski diskurz. Slavistična revija 58.1 (2010): 157–
169.
Nicholls, Peter. Modernisms. A Literary Guide. Berkeley: U of California P, 1995.
Ross, Stephen, ed. Modernism and Theory: A Critical Debate. Abingdon (Oxon): Routledge 2009.
Škulj, Jola. Paul de Man in pojem modernizem. Primerjalna književnost 14.2 (1991): 41–49.
Škulj, Jola. Modernost in modernizem. Primerjalna književnost 18.2 (1995): 17–30.
Škulj, Jola. Dialogizem kot nefinalizirani koncept resnice: Literatura 20. stoletja in njena logika
inkonkluzivnosti. Primerjalna književnost 19.2 (1996): 37–48.
Škulj, Jola. Modernizem in poteze v lirski, narativni in dramski formi. Primerjalna književnost 21.2
(1998): 45–74.
Whitworth, Michael H., ed. Modernism. Oxford: Blackwell, 2007.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
Narratology
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 73
Year: undefined
Course coordinator: Assist. Prof. Alenka Koron, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students become acquainted with a brief history of narratology from Antiquity until the present and
understand the specifics of the narratological approach compared to contextual ones. They are
introduced to the broader and narrower concept of narrative and its role in the constitution of the self.
They are familiarized with the concept of the narrative turn and understand its role in modern social
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sciences and the humanities. They are acquainted with the analytical-descriptive approach to narration
and various narrative techniques, and learn to use basic instruments for analyzing verbal narratives.
Prerequisites
None.
Content (syllabus outline)
This course presents the history of narratology from Antiquity until the modern postclassical phase, and
the relationship between narratological and contextual narrative research. According to the modern
conception, narratives are not only literary phenomenon, but also broader media and cultural
phenomenon, whose epistemological structure helps give meaning to the self and the world, which is
why narratology or the theory of narrative can also be viewed as an attempt to elucidate and strengthen
narrative competence. From this perspective, the concept of the narrative turn, which has recently
taken hold in the humanities and social sciences, is explained. The main part of the lectures is dedicated
to the analytical-descriptive method of studying narrative (the elements of narrative structure and
narrative techniques), with the main focus on verbal narratives.
Reading list
 Alber, Jan, and Monika Fludernik. Postclassical Narratology: Approaches and Analysis. Columbus:
Ohio State University, 2010.
 Fludernik, Monika. An Introduction to Narratology. London: Routledge, 2009.
 Herman, David, Manfred Jahn, and Marie-Laure Ryan, eds. Routledge Encyclopedia of Narrative
Theory. London: Routledge, 2005.
 Herman, David, ed. The Cambridge Companion to Narrative. Cambridge: Cambridge University
Press, 2007.
 Kindt, Tom, and Hans-Harald Müller, eds. What is Narratology? Questions and Answers Regarding
the Status of a Theory. Berlin: De Gruyter, 2003.
 Koron, Alenka. Sodobne teorije pripovedi. Ljubljana: Založba ZRC, ZRC SAZU, 2014.
 Koron, Alenka. Pripovedni prostor v Idini kocki Suzane Tratnik. Prostori slovenske književnosti. Ed.
Marko Juvan. Ljubljana: Založba ZRC, ZRC SAZU, 2016. 299–311.
 Phelan, James. Living to Tell about It: A Rhetoric and Ethics of Character Narration. Ithaca: Cornell
University Press, 2005.
 Phelan, James, and Peter J. Rabinowicz, eds. A Companion to Narrative Theory. Malden, MA:
Blackwell, 2005.
 Zupan Sosič, Alojzija. Postklasična teorija pripovedi. Slavistična revija 61.3 (2013). 495–506.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
Slovenian Baroque literature during the Reformation and the Enlightenment
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 74
Year: undefined
Course coordinator: Assist. Prof. Matija Ogrin, PhD
Instructors (in addition to the course coordinator): Assist. Prof. Luka Vidmar, PhD,
Monika Deželak Trojar, PhD
ECTS credits: 6
8
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students develop an understanding of and gain insight into the transformations of literary genres and
forms during the period after the Reformation and until the emergence of modern nineteenth-century
aesthetic literature. They understand the reception reasons and mechanisms that have made some
seventeenth- and eighteenth-century works extremely well known and left others completely unknown.
They are able to independently assess which areas or material they can use for further research on
aspects of older Slovenian literature that to date have not been explored at all or have remained largely
unexplored.
Prerequisites
None.
Content (syllabus outline)
This course presents a synthesis of recent findings on Slovenian Baroque literature as a complex process
of spiritual and literary culture transformations between the Reformation and the Enlightenment. In
connection with these changes and in the light of new material discovered in recent years, the course
presents an overview of writers, genres, and literary forms used in both religious and secular works in
Slovenian and other languages (especially German and Latin). Special attention is dedicated to the
concluding stage of the Late Baroque and its tenacity in certain layers of literary culture that extended
late into the Enlightenment or even beyond. The conflict between Baroque and Enlightenment culture is
presented, reflected in the extended existence of Baroque manuscript culture or the increased role of
manuscripts as mediators of literary texts. The issue of literary genres is elucidated, especially lesserknown sermons and meditative prose (by Franciscan, Jesuit, and Capuchin writers), and the influence of
rhetoric, which played the role of poetics in this literature. The course presents recent findings on early
Slovenian drama, especially passion plays (the Škofja Loka and Eisenkappel Passion Plays), and issues
connected with the textual transmission of Slovenian songs in the process of their transformation from
melodies towards independent poetry.
Reading list
 Deželak Trojar, Monika. Skalarjev rokopis 1643: Editio princeps. Znanstvenokritična izdaja. Celje:
Celjska Mohorjeva družba; Ljubljana: Inštitut za slovensko literaturo in literarne vede ZRC SAZU,
2011.
 Juvan, Marko. Baročne pridige in citatno povzemanje izročila. Vezi Besedila. Študije o slovenski
književnosti in medbesedilnosti. Ljubljana: Literarno-umetniško društvo Literatura, 2000.
 Ogrin Matija, ed. Register slovenskih rokopisov 17. in 18. stoletja. Neznani rokopisi slovenskega
slovstva (NRSS), 2011 <http://ezb.ijs.si/nrss/>.
 Ogrin, Matija, et al. Škofjeloški pasijon: znanstvenokritična izdaja. Celje: Celjska Mohorjeva družba;
Ljubljana: Slovenska akademija znanosti in umetnosti; ZRC SAZU, 2009.
 Pogačnik, Jože, and Jože Faganel, eds. Zbornik o Janezu Svetokriškem: prispevki s simpozija v
Vipavskem Križu, 22.–24. aprila 1999. Ljubljana: Slovenska akademija znanosti in umetnosti, 2000.
 Pogačnik, Jože, Kajetan Gantar, and Jože Faganel. Palmarium empyreum: spremne študije. Ljubljana:
Slovenska akademija znanosti in umetnosti, 2001.
 Prunč, Erich, and Ogrin, Matija, eds. Kapelski pasijon. Editio princeps. Znanstvenokritična izdaja. ZRC
SAZU, 2016.
 Vidmar, Luka. Ljubljanski škofijski duhovniki kot pisci latinskih in nemških del v dobi baroka in
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razsvetljenstva. Ljubljanska škofija : 550 let. Ljubljana: Nadškofija Ljubljana, 2011. 437–456.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
Sociology of the (Slovenian) literary institution
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 75
Year: undefined
Course coordinator: Assoc. Prof. Marijan Dović, PhD
Instructors (in addition to the course coordinator): Assist. Prof. Jernej Habjan, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
The objective of this course is to introduce students to the importance of literary institutions for the
operation of literary systems in general, to outline their historical development (from a sociological
perspective), and analyze their types and forms in detail. Special attention is dedicated to the concept of
the canon and the opposition between the national canon and the world literature canon. Students are
acquainted with relevant Slovenian and international study literature (especially theoretical literature)
and actively prepare for independent research by writing a term paper.
Prerequisites
None.
Content (syllabus outline)
Various forms and types of literary institutions are discussed from the perspective of systemic-empirical
literary sociology: from the operating roles within the literary system (producer, mediator, recipient, and
processor), mediating institutions (journals, publishers, etc.), and literary awards to the literary canon.
Special attention is dedicated to canonization institutions and practices or the development of the
national literary canon as the key material basis of cultural memory. This will be covered from a
historical perspective (using Slovenian material) and comparative perspective (within the European
context).
Reading list
 Bourdieu, Pierre. Les règles de l’art: genèse et structure du champ littéraire. Paris: Seuil, 1992.
 Dović, Marijan. Sistemske in empirične obravnave literature. Ljubljana: Založba ZRC, ZRC SAZU,
2004.
 Dović, Marijan. Slovenski pisatelj (= Studia litteraria). Ljubljana: Založba ZRC, ZRC SAZU, 2007.
 Dović, Marijan, Jernej Habjan, and Aleš Vaupotič, eds. “Kdo izbere?” Literatura in literarno
posredništvo / “Who Chooses?” Literature and Literary Mediation. Primerjalna književnost 33.2
(2010).
 Dović, Marijan, Jernej Habjan, and Marko Juvan, eds. The Book and the Economy of Cultural Spaces.
Primerjalna književnost 35.1 (2012).
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Habjan, Jernej. Literatura med dekonstrukcijo in teorijo. Ljubljana: Založba /*cf., 2014.
Močnik, Rastko. Julija Primic v slovenski književni vedi. Ljubljana: Sophia, 2006.
Perenič, Urška. Empirija v literarni vedi. Ljubljana: ZIFF, 2014.
Schmidt, Siegfried J. Die Selbstorganisation des Sozialsystems Literatur im 18. Jahrhundert. Frankfurt
am Main: Suhrkamp, 1989.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
World systems and Slovenian literary discourse
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 76
Year: undefined
Course coordinator: Prof. Marko Juvan, PhD
Instructors (in addition to the course coordinator): Assist. Prof. Jernej Habjan, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students are introduced to and test the analytical value of the world-systems approach to cultural
production. They are acquainted with the history of the concept and practices of world literature from
the early nineteenth century (the British cycle in the development of the global economy) to today’s
globalization and its crisis (the decline of the American cycle). They discover the role of translation and
publishing in the international circulation and supranational canonization of literature, and learn about
the role of (semi-)peripheral literary systems, such as the Slovenian system, in the framework of
systemic asymmetries.
Prerequisites
None.
Content (syllabus outline)
The difference between premodern and modern interliterarity is explained against the backdrop of
globalization and world systems theories. From the eighteenth century onwards, the exchanges between
literatures in various languages known since pre-Antiquity have been determined by asymmetrical (and
marketing) relationships between cores and peripheries in the emerging world literary system. The
course presents whether and how the world literary system agrees with the systems of economy and
politics. In the second part of the lectures, students learn how from the eighteenth century onwards
Slovenian literature, conceived as an aesthetic and “nation-building” practice, has been established in
relation to the world literary system and its regional subsystems. The focus is on poetry and novels.
Reading list
 D’haen, Theo, César Domínguez, and Mads Rosendahl Thomsen, eds. World Literature: A Reader.
London: Routledge, 2012.
 D’haen, Theo. The Routledge Concise History of World Literature. London: Routledge, 2012.
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Damrosch, David. What Is World Literature? Princeton: Princeton UP, 2003.
Ďurišin, Dionýz. Čo je svetová literatúra. Bratislava: Obzor, 1992.
Frank, André Gunder, and Barry K. Gills. The Five Thousand Year World System: An Interdisciplinary
Introduction. Humboldt Journal of Social Relations 18.1 (1992): 1–80.
Juvan, Marko, ed. Svetovne književnosti in obrobja. Ljubljana: Založba ZRC, 2012.
Juvan, Marko, ed. World Literatures from the 19th to the 21st Century = CLCWeb: Comparative
Literature and Culture 15.5 (2013).
Juvan, Marko. Prešernovska struktura in svetovni literarni sistem. Ljubljana: LUD Literatura, 2012.
Moretti, Franco. Grafi, zemljevidi, drevesa in drugi spisi o svetovni literaturi. Selected, translated,
and foreword by Jernej Habjan. Ljubljana: Studia humanitatis, 2011.
Virk, Tomo. Primerjalna književnost na prelomu tisočletja: kritični pregled. Ljubljana: Založba ZRC,
2007.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
Textology and digital humanities
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 77
Year: undefined
Course coordinator: Assist. Prof. Matija Ogrin, PhD
Instructors (in addition to the course coordinator): Assist. Prof. Luka Vidmar, PhD,
Monika Deželak Trojar, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students understand the key theoretical concepts of computer-assisted text analysis. They are
acquainted with the practical procedures and internationally established standards for electronic text
encoding, analysis, and representation. Based on this and with an advisor’s help, they are able to
conceive, produce, and publish online their own electronic scholarly texts at a more demanding digital
humanities level, such as text corpora, dictionaries, or critical editions.
Prerequisites
None.
Content (syllabus outline)
This course presents the starting points of modern textology and their practical technological application
in digital humanities. The distinction between documents as historical artefacts or text carriers on the
one hand and texts as human intellectual creations on the other is explained as the key principle. The
great difference in the ontological modus of one and the other provides the basis for various
orientations in editing techniques and related scholarly text publication. In this regard, the course
explains in greater detail how traditional philological methods are used or developed in modern digital
technologies adapted for electronic text collections, linguistic corpora and dictionaries, manuscript
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analysis, and the preparation of critical editions. Electronic text processing procedures in the humanities
are presented (the guidelines of the Text Encoding Initiative consortium) as well as the corresponding
tools and online services that provide users with better opportunities for independent work, especially
concerning the preparation of electronic editions, stylometry, and corpus analyses.
Reading list
 Burnard, Lou. Encoding Standards for the Electronic Edition. Znanstvene izdaje in elektronski medij.
Ed. Matija Ogrin. Ljubljana: Založba ZRC, 2005. 12–67. <http://nl.ijs.si/e-zrc/bib/eziss-Burnard.pdf>.
 Burnard, Lou, Katherine O’Brien O’Keefe, and John Unsworth, eds. Electronic Textual Editing. New
York: MLA, 2006. E-publication: <http://www.tei-c.org/About/Archive_new/ETE/Preview/>.
 Erjavec, Tomaž, Matija Ogrin. E-Slomšek: elektronska znanstvenokritična izdaja retorske proze 19.
stoletja po standardu XML TEI. Jezikovne tehnologij: zbornik 7. mednarodne multi-konference
Informacijska družba IS 2004, Ljubljana: Institut “Jožef Stefan,” 2004. 87–93.
 Fraistat, Neil, and Flanders Julia, eds. The Cambridge Companion to Textual Scholarship. New York:
Cambridge University Press, 2013.
 Greetham, David C. Textual Scholarship: An Introduction. New York: Garland Publishing, 1994.
 Greetham David C., ed. Scholarly Editing: A Guide to Research. New York: Modern Language
Association of America, 1995.
 Gumbrecht, Hans Ulrich: The Powers of Philology: Dynamics of Textual Scholarship. Urbana:
University of Illinois Press, 2003.
 Robinson, Peter. Current Issues in Making Digital Editions of Medieval Texts—Or, Do Electronic
Scholarly
Editions
Have
a
Future?
Digital
Medievalist
1.1
(2005)
<http://www.digitalmedievalist.org/>.
 Tanselle, G. Thomas. A Rationale of Textual Criticism. U of Pennsylvania P, 1992.
 Tanselle, G. Thomas. The Varieties of Scholarly Editing. Scholarly Editing. A Guide to Research. New
York: MLA, 1997. 9–32.
 TEI Consortium, ed. Guidelines for Electronic Text Encoding and Interchange. Version 2.7.0.
September 16th, 2014. TEI Consortium. <http://www.tei-c.org/Guidelines/P5/>.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
Discourse theory and literature
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 78
Year: undefined
Course coordinator: Asisst. Prof. Jernej Habjan, PhD
Instructors (in addition to the course coordinator): Prof. Marko Juvan, PhD,
Assist. Prof. Alenka Koron, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students are acquainted with the general features of discourse theory and, within this framework,
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primarily with speech act theory and its reception in modern continental philosophy and literary theory.
Based on this, they develop skills in discourse analysis, literary interpretation, and critical reflection on
performative practices.
Prerequisites
None.
Content (syllabus outline)
This course deals with the conceptions of literature in discourse theories, in which the role of literature
in speech act theories from John L. Austin via Jacques Derrida to Judith Butler is at the forefront. It
outlines the process leading from Austin’s constitutive exclusion of aesthetic statements from the
multitude of speech acts to Judith Butler’s substantiation of speech acts based precisely on aesthetic
statements. Literature thus proves to be a discourse that is painfully banished by Austin’s nomothetic,
critical science of the performative on the one hand and that is just as painfully glorified by the
idiographic and topic expert knowledge of Judith Butler on the other. This literature-committed
continental reception of Austin’s analytical philosophy serves as the basis for presenting modern
literary-studies treatments of literature as a discourse.
Reading list
 Austin, John L. Kako napravimo kaj z besedami. Transl. Bogdan Lešnik. Ljubljana: ŠKUC and ZIFF,
1990.
 Butler, Judith. O lingvistični ranljivosti. Transl. Peter Klepec. Problemi 51.9–10 (2011): 5–53.
 Cavell, Stanley. Kaj je Derrida hotel od Austina? Transl. Jernej Habjan. Problemi 49.5–6 (2011): 137–
159.
 Derrida, Jacques. Signatura dogodek kontekst. Transl. Simona Perpar and Uroš Grilc. Sodobna
literarna teorija. Ed. Aleš Pogačnik. Ljubljana: Krtina, 1995. 119–141.
 Gorman, David. The Use and Abuse of Speech-Act Theory in Criticism. Poetics Today 20.1 (1999):
93–119.
 Habjan, Jernej. Literatura med dekonstrukcijo in teorijo. Ljubljana: Založba /*cf., 2014.
 Juvan, Marko. Literarna veda v rekonstrukciji. Ljubljana: LUD Literatura, 2006. [29–54.]
 Koron, Alenka. Teorija/teorije diskurza in literarna veda (1. del). Primerjalna književnost 27.2 (2004):
97–117.
 Miller, J. Hillis. Performativity as Performance / Performativity as Speech Act. South Atlantic
Quarterly 106.2 (2007): 219–235.
 Močnik, Rastko. Didaktičen načrt. Transl. Janko Zlodre. Problemi–Razprave 24.4–5 (1986): 72–83.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
History of books and censorship
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 79
Year: undefined
Course coordinator: Asst. Prof. Luka Vidmar, PhD
Instructors (in addition to the course coordinator): Assoc. Prof. Marijan Dović, PhD,
Marjan Dolgan, PhD
ECTS credits: 6
14
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students are acquainted with the importance of books and their knowledge transfer, and ultimately the
importance of blocking this knowledge in various periods and history in general. They master the basic
Slovenian and international literature on this topic and the main methodological procedures for studying
it.
Prerequisites
None.
Content (syllabus outline)
This course presents the history of books—in particular, the ways in which various cultures from
Antiquity to the present have created, disseminated, transmitted, and received texts. The overview
includes various material, cultural, and theoretical carriers, aspects, and forms of books, including
manuscripts, printed books, and digital books. The presentation of each historical period includes an
outline of the social, economic, and cultural conditions that determined the book form and content. In
addition, the main elements of book culture are analyzed for each period; for example, the author’s,
editor’s, publisher’s, and printer’s position, the methods of publishing and selling books, library types,
the canonization process, literacy scope, the reading public’s horizon, and so on. Special attention is
dedicated to various forms of book censorship up to the beginning of the twenty-first century, including
book burning, forbidden book indexes, and self-censorship.
Reading list
 Chartier, Roger. Red knjig: bralci, avtorji in knjižnice v Evropi med 14. in 18. stoletjem. Transl. Saša
Jerele. Forward by Maja Breznik. Ljubljana: Sophia, 2011.
 Darnton, Robert. The Literary Underground of the Old Regime. Cambridge: Harvard UP, 1982.
 Dolgan, Marjan, Jerneja Fridl, and Manca Volk. Literarni atlas Ljubljane. Ljubljana: Založba ZRC,
2014.
 Dović, Marijan, ed. Literatura in cenzura: Kdo se boji resnice literature? / Literature and Censorship:
Who Is Afraid of the Truth of Literature? = Primerjalna književnost 31 (2008).
 Dović, Marijan, Jernej Habjan, and Marko Juvan, eds. The Book and the Economy of Cultural Spaces.
Primerjalna književnost 35.1 (2012).
 Howard, Nicole. The Book. The Life Story of a Technology. Baltimore: The Johns Hopkins UP, 2009.
 Juvan, Marko. Kulturni obtok in knjiga: književnost, vednost, prostor in ekonomija (uvodni zaris) =
Cultural Circulation and the Book: Literature, Knowledge, Space, and Economy (An Introduction).
Primerjalna književnost 35. 1 (2012): 11–35.
 Lærke, Mogens, ed. The Use of Censorship in the Enlightenment. Leiden: Brill, 2009.
 Pettegree, Andrew: The Book in the Renaissance. New Haven: Yale UP, 2011.
 Vidmar, Luka. Prepovedane knjige na Kranjskem od indeksa Pavla IV. (1559) do indeksa Pija VI.
(1786). Svetovne književnosti in obrobja. Ed. Marko Juvan. Ljubljana: Založba ZRC (Studia litteraria),
2012. 233−262.
Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
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Life writing: autobiography, biography, memoirs, diaries, and letters
Program: Comparative studies of ideas and cultures (third cycle)
Module: Literature in context
Course code: 80
Year: undefined
Course coordinator: Assist. Prof. Alenka Koron, PhD
ECTS credits: 6
Contact hours: lectures 30 hours, seminar 30 hours, consultation 30 hours
Course type: elective
Languages: Slovenian
Teaching and learning methods: lectures, seminar
Objectives and competences
Students are familiarized with the modern terminology used in life narratives and with the
phenomenology of genres, and understand the distinctions between them. They are introduced to
modern life writing theory and the new relationship between literary studies and modern biographical
practices, especially in the light of the autobiography’s role in the memory construction of individual and
collective identities. They are also acquainted with the history of autobiographical discourse in Slovenia
from its early beginnings to modern manifestations.
Prerequisites
None.
Content (syllabus outline)
According to the modern conception, life writing as a subfield of life narratives includes a multitude of
literary, “semi-literary,” and non-literary genres, such as autobiography, biography, memoirs, diaries,
and letters. Modern life writing theory and practice are presented from the perspective of literary
studies. The central genre-related concepts of modern life writing and distinctions between them are
elucidated in detail, and the role of life writing in the memory reconstruction of individual and collective
identities is explained. Special attention is dedicated to autobiographical discourse in Slovenia from its
early manifestation to the present.
Reading list
 Anderson, Linda. Autobiography. London: Routledge, 2001.
 Bandelj, David. V iskanju jaza: Teorija in praksa dnevniške književnosti. Koper: Univerza na
Primorskem, Znanstveno-raziskovalno središče, Univerzitetna založba Annales, 2013.
 Jensen, Meg, and Jane Jordan. Life Writing: The Spirit of the Age and the State of the Art. Newcastle
upon Tyne: Cambridge Scholars Publishing, 2009.
 Koron, Alenka, and Andrej Leben, eds. Avtobiografski diskurz: Teorija in praksa avtobiografije v
literarni vedi. Ljubljana: Založba ZRC, ZRC SAZU, 2011.
 Lee, Hermione. Biography: A Very Short Introduction. Oxford: Oxford University Press, 2009.
 Leben, Andrej. O avtobiografiji z vidika sodobne genologije in sistemske teorije. Primerjalna
književnost, 30.1 (2007). 83–95.
 Marcus, Laura. Autobiographical Discourse: Theory, Criticism, Practice. Manchester: Manchester
University Press.
 Olney, James, ed. Autobiography: Essays Theoretical and Critical. Princeton: Princeton University
Press, 1980.
 Ricœr, Paul. Sebe kot drugega. Transl. Nastja Skrušny Babin. Ljubljana: KUD Apokalipsa, 2011.
 Smith, Sidonie, and Julia Watson. Reading Autobiography: A Guide for Interpreting Life Narratives.
2nd ed. Minneapolis: University of Minnesota Press, 2010.
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Assessment
 Active participation in lectures and seminars.
 Students must write a term paper in order to take the exam.
 Students then take an oral exam on all of the material covered in the course.
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