The study examines the work of the Hungarian Nobel laureate Imre Kertész in comparison with that of the Czech writer Arnošt Lustig. The aim of the study is to examine selected distinctive features of Kertész's work and to offer a comparison of two major figures of national literatures whose writing was fundamentally shaped by the experience of the Holocaust. At the same time, the study highlights the different ways in which the two authors were received within their respective cultural contexts. In their literary works, both authors depict the tragedy of Jewish destinies during the Second World War on the basis of their own personal experiences. The introductory section situates Kertész within the Czech cultural and media context and outlines the fundamental biographical parallels between Kertész and Lustig.
The study examines the potential application of game theory principles, originally developed in the context of psychotherapy, to literary texts. It is based on the assumption that the interactions of literary characters are not too far removed from the course of social interactions. It focuses on game situations in short prose works, bases its interpretation on seminal publications in the field of transactional analysis, and accompanies it with three types of graphic models. Based on the analyses, the study argues for the usefulness of applying this psychological concept to the field of literature.
This study deals with the relationship of university students to books, reading and literary education, reports the results of surveys, analyzes the data obtained, and presents conclusions based on the findings. The search for the research problem and methodological solutions for the survey was inspired by Jiří Trávníček's scholarly book Do We Read? Czech Citizens and Their Attitude to the Book (2008), which represents contemporary large-scale survey projects focused on reading in the Czech Republic. The survey involved university students, comprising 139 respondents: 24 men and 115 women. The research factors included patterns of book-reading behavior (the process of reading, buying books), reading strategies ("how," "where," and "when" students read), reading in foreign languages, favorite writers, works, and literary genres, and the correlation between a positive attitude towards literature classes or the teacher and reading.
