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The publications of the first quarter of the XXI century talk about the need for creativity, imagination, initiative of an adult. The article examines how masterclasses and festivals of masterclasses are used to develop the relevant qualities. The paper aims to clarify the content of these concepts. The authors used a technological approach to reveal the meaning of the concepts of ‘masterclass’ and ‘a festival of masterclasses.’ The study is based on the provisions of the theory of transformational learning. Master class is understood as a form of organization of adult learning, the essence of which is the learner's skill. According to the analysis result, the festival of masterclasses is characterized as one that relies more on the manufacturability of the learning process. There are two types of master classes: 1) the ones of technological level, which are designed to help in gaining new experience and in the organization of meaningful leisure for adults; 2) the ones of the skill development level, which through the self-development of the learner, invite to the self-development of the learner. Emphasis is placed on the expediency of creating conditions for synergies and self-organization of a team of leading master classes in festivals that understand the educational needs of target groups. It envisages publicity, the presence of an audience that observes the process of interaction between the presenter and the participants of the master class, as well as the festival as a set of masterclasses. It turns out that in this sense, masterclasses and festivals can meet the expectations of adults to learn not only as a form of learning a new experience and the organization of meaningful leisure but as a form of learning for change and transformation, the impetus to development and self-development. In this way, the paradigm of pedagogical creativity is realized., Розглядаються майстер-клас і фестиваль майстер-класів як форми освіти дорослих для трансформаційного навчання. Форму майстер-класу обґрунтовано як таку, сутністю якої є майстерність того, хто навчає. Форму фестивалю майстер-класів схарактеризовано як таку, що більшою мірою спирається на технологічність навчального процесу. Виділено майстер-класи технологічного рівня, які покликані допомогти в отриманні нового досвіду та в змістовному проведенні дозвілля дорослих. Виділено майстер-класи рівня майстерності, коли через саморозвиток того, хто навчає, запрошують до саморозвитку того, хто навчається. У такий спосіб реалізується парадигма педагогічної майстерності. У фестивалях майстер-класів обґрунтовано доцільність створення умов для синергії команди ведучих майстер-класів.

This diploma thesis deals with the business property and its meaning in the Czech and Slovak legislations. First of all, a historical background of the business property definition is presented. This term is then described within scope of particular laws where it is defined in slightly different ways. There are mentioned also differences between the Czech and Slovak legislations. Selected judicial cases are used to demonstrate practical applications of the business property term. There is mentioned also the problem of intangible assets protection with no judicial precedent so far. Conceptual differences of the business property meaning are highlighted in a model example. Results, interpretation and comparison of questionnaire investigations both from the Czech Republic and Slovakia are an important part of this work.