At the beginning of the paper the author characterizes the fundamental features of comparative literature since its formation. He understands the discipline as a complex interdisciplinary area of cognition, whose uniqueness stems from the affiliation to systematism as well as from the instability of criteria, terminology and valid norms. In order to provide an example of a multilateral approach, the author summarizes the research of the Cuban scholar C. Suarez Leon on the influence of V. Hugo on J. Marti's ideoaesthetic concept of universality. The author emphasizes the bond between Marti and the Hispanic American continent, which is also reflected in Marti's thoughts about his own translations of Hugo's work. In the next part of the paper the author focuses on the theoretical heritage of Slovak comparative literary studies (D. Durisin) and historical poetics (M. Bakos). In Slovakia the work of M. Bakos is considered to be the first important step towards interdisciplinarity. The author simultaneously draws attention to the violent interruption of the intra-literary research in the development of national literatures at the beginning of the 70s. The author, familiar with Durisin's theory, deepens and broadens Durisin's comparative approach in his own inter-literary analysis of Slovak translations from French poetry. Besides M. Bakos's formal method, the author finds inspiration in the structural poetics of J. Cohen. The author demonstrates the fruitful use of semiotics in comparative research on the example of the polysemy of Romanian languages. He leans on the significant role of Slovak criticism of artistic translation (J. Felix), which has developed in Slovakia more than in Western countries. On this basis, the author revaluates Durisin's unequal relationship between the received and the receiving literary context. In accordance with the ideas of the Spanish comparatist C. Guillen (Between the One and the Diverse), he accentuates the need for a critical-analytical approach to literary texts, and especially so in connection with the translated literature. As far as the pedagogical purposes are concerned, he with the emphasis on students' own creativity argues for the interconnectedness of theory and practice and for the complex effect of the discipline (literary history, stylistics, literary translation) in the teaching process. The developments in modern and post-modern literature have been increasingly influencing this interdisciplinary method by multicultural symbiosis. Thanks to this, the comparative literature has not lost its original human dimension and importance even today.
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