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Překlady Holanových stěžejních děl
Get PDFThe paper presents author\u27s experience as a translator of Vladimír Holan\u27s major works, beginning with Toskána (Romanian Toscana), the first to be translated at the beginning of the 1980s, then successively revised several times. It was followed by Bolest (Rom. Durere, Eng. Pain), Holan\u27s poetic diary containing (very) short poems written from 1949 to 1955. At the end of the 1980s the third translation: Noc s Ofélií (A Night with Ofelia, Romanian Noapte cu Ofelia), the first to be included in an anthology. The last arrived in the series was the translation of Holan\u27s most acclaimed work: Noc s Hamletem, Rom. Noapte cu Hamlet, Eng. A Night with Hamlet, finalised in July – August 2019. With the generous support of the Culture Ministry of the Czech Republic, Holan\u27s major works are now published in a bilingual Czech-Romanian edition in 3 volumes.Článek prezentuje autorovu zkušenost s překládáním stěžejních Holanových děl. Toskána se stala prvním dílem v rumunském překladě, a to již začátkem osmdesátých let. V polovině osmdesátých let na řadě byl autorův diář Bolest. Jedná se o básně psané v letech 1949–1955. Noc s Ofélií se stala třetím překladem knižně vydaným v antologii světové literatury (1988). Noc s Hamletem se stala zatím autorovým posledním překladem, který přibližuje Holanovo nejznámější dílo. Překlad byl dokončen v červenci až srpnu v roce 2019. S velkorysou podporou Ministerstva kultury ČR všechna hlavní Holanova díla jsou v současnosti vydaná dvojjazyčně (česky a rumunsky) v třech svazích
Claude Kastler – a leading Slavonic scholar and Czech language promoter in France
Get PDFPříspěvek se zabývá odkazem významného zástupce francouzské slavistiky 20. stol. Clauda Kastlera (1936– 2011), který jako představitel slovanské srovnávací jazykovědy přispěl k vědeckému a pedagogickému rozvoji bohemistických studií na Stendhalově univerzitě v Grenoblu (dnes Université Grenoble Alpes). Zájem o češtinu vyvolaly zejména události pražského jara 1968, kdy Kastler byl povolán na univerzitu. Vedle polské a ruské mluvnice svou pozornost zaměřil na komunikační a lingvodidaktický výzkum češtiny jako cizího jazyka, který se odrazil v jeho syntetizující, "praktické a promyšlené" mluvnici La langue tchèque (1995). Jako rusista vynikl monografií Un bolchévique fou de littérature (1995) o ruském prozaiku a literárním kritiku Alexandru Voronském. Svým dílem a pedagogickým působením navázal na silnou tradici francouzské kulturněhistorické a filologické slavistiky (E. Denis, A. Mazon, A. Meillet, L. Leger ad.).The paper explores the legacy of Claude Kastler (1936–2011), a major figure in the 20th-century Slavonic studies in France whose research and teaching activities as the leading representative of the Slavonic comparative literature made him instrumental in the promotion of Czech Studies at the University of Grenoble (today the Université Grenoble Alpes). His interest in the Czech language was in particular due to the Prague Spring events of 1968, when he joined the University. Besides Polish and Russian grammar, Kastler\u27s researches were focused on the communicative and linguodidactic study of Czech as a foreign language, which is reflected in his synthesising, "practical and well-designed" grammar of La langue tchèque (1995). Thus in both his works and teaching practice, Kastler followed in the distinguished tradition of cultural, historical, and philological studies of Slavonic nations in France (E. Denis, A. Mazon, A. Meillet, L. Leger, etc.)
Johann Georg Sulzer\u27s distinctions in the concept of reason : [translation with commentary]
No full textHegel: why liberal thought is not anti-totalitarian enough
Get PDFThis paper discusses totalitarianism against the background of Hegel\u27s concept of ethical life (Sittlichkeit). It employs Hegel\u27s concept of experience from the Phenomenology of Spirit so that the reader could "experience" totalitarianism (in Hegel\u27s sense), and thereby apprehend a universal (sittlich) ethical life within the state as a true antidote against totalitarianism. "Hegel\u27s" state, understood here as an emergent middle that balances between its relation to itself (domestic policy) and to the other states (foreign policy) is contrasted with the totalitarian state that suspended its self-relation in the name of its relation to the outside, either in the form of a "total war" (Hitler) or the "total peace" (Stalin). Contrasting the totalitarian state with that of Hegel\u27s aims to reveal, in turn, the substantial defect of liberal thought. Despite the fact that "total war" and the "total peace" had taken place, liberal thought still stubbornly preoccupies itself with domestic issues, traditionally with the question of how to secure the "Maginot" line between the state and its citizens, at the expense of overcoming its own impoverished knowledge of the state as an instrument, since this utilitarian knowledge of the state combined with the fact that the state is also the sovereign individuality appearing on the scene of foreign relations turned out to be totalitarian. Totalitarianism and liberalism are thereby not understood simply as enemies but rather as a tragical couple. To reveal this mutually enforced interdependence, the paper illustrates it on different and more commonplace examples in order to clarify how liberal thought can overcome animosity against its totalitarian enemy, namely via "experiencing" totalitarianism as nothing but the hitherto unknown dark side of its own instrumental understanding of the state
Ready to study? : academic readiness of traditional and non-traditional students in Germany
Get PDFPathways to German higher education have diversified considerably during recent decades and approximately one quarter of all first year students enter higher education with a qualification for the skilled labour market. This contribution seeks to identify different types of pathways to higher education and examine the differences among these groups regarding five dimensions of self-reported academic readiness. For our analyses, we used data on Starting Cohort 5 of the National Educational Panel Study. Our results suggest that for most of the indicators of academic readiness, students who entered via non-traditional pathways reported lower levels of academic readiness than traditional students did. In particular, students without a formal higher-education entrance certificate reported lower levels of academic readiness than any other group did. These patterns remained largely stable after controlling for socio-demographic characteristics and institutional destination