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The ways of Czech literary reportage
Get PDFKniha Podoby české literární reportáže představuje pokus o zmapování žánru české reportáže. V úvodní části autor aplikuje literárněvědné metody vytvořené pro analýzu fabulované prózy na reportáž a zkoumá, zda a nakolik reportáž v těchto kritériích obstojí. Práce se v dílčích sondách zaměřuje na klíčové osobnosti a fenomény ve vývoji česky psané reportáže od antecedence žánru v 19. století přes vrcholný rozkvět ve třicátých a na začátku čtyřicátých let 20. století až do let osmdesátých. Na těchto příkladech se snaží přiblížit inspirující a omezující vlivy literárního a zejména společenského vývoje, které na reportáž v českých zemích působily. Těžiště práce spočívá ve snaze ukázat, jak jednotlivé tvůrčí osobnosti, ve svém autorském typu velmi rozdílné, na rozvoj i omezování možností reportáže svým dílem reagovaly. Důraz je přitom položen na postižení pestrosti a různorodosti tvárných postupů a podob, jež v důsledku toho česká reportáž vytvořila. ,The thesis “ The Ways of Czech Literary Reportage” constitutes an attempt to map the genre of reportage in Czech literature. In the introductory part of the text, the methods of literary studies - originally conceived for analysing fictional narratives - are applied to reportage texts, with the aim of establishing whether (and to what degree) the genre of reportage fits the criteria concerned. Further on, the thesis contains profiles of key figures and phenomena in the evolution of Czech-language reportage, from the 19th century antecedence of the genre to the peak of its development in the 1930s and 1940s, following through to the 1980s. The examples featured are used to illustrate both the inspirational and the constricting influences of the literary and social developments in Czech environment on the genre of reportage. The crux of the thesis lays in its endeavour to demonstrate the manner in which the key literary figures - all considerably diverse as artistic types - reacted in their writing to both the progress and the constricted possibilities of creating reportage. The thesis emphasizes the variety and diversity of creative approaches to reportage which resulted from these circumstances
Stanislav Haykovsky\u27s illustrations in the Ferdinand Ossendovsky\u27s novel Under the Banner of Sobieski
No full textW dyskursie literackim Ferdynanda Ossendowskiego autor odnotowuje obecność porządku lokalnego (mieszkańcy Karpat Wschodnich) i globalnego (naród), co łączy się z przyznaniem kluczowej roli dyskursowi tożsamości. Tożsamość zbiorowa jest dla Ossendowskiego tożsamością szlachecką. Tworzy ją szlachta bezherbowa, walcząc u boku swego króla pod Żurawnem (1676 r.). Historiozofia Ossendowskiego w powieści Pod sztandarami Sobieskiego nakierowana jest na otwieranie drzwi ku teraźniejszości i wyznaczanie perspektyw przyszłości. W odróżnieniu od Henryka Sienkiewicza (Trylogia, 1883–1888) Ossendowski nie pisze powieści przede wszystkim dla "pokrzepienia serc". Stanisław Haykowski jest autorem trzech ilustracji do powieści Ossendowskiego, spośród których autor analizuje dwie. Haykowski tworzy ilustrację interpretacyjną, ekspresywną – do pewnego stopnia autoteliczną. Jako malarz batalista modyfikuje niektóre sceny zdarzeń stworzone przez Ossendowskiego. Operuje światłem, cieniem i półcieniem w kreowaniu świata wewnętrznego postaci. Jest przy tym mistrzem aktorstwa ciała – ciała rycerza.In Ferdinand Ossendovsky\u27s literary discourse the author notices the presence of local (inhabitants of the Eastern Carpathians) and global (nation) order, which combines with assigning a primary role to identity discourse. Collective identity for Ossendovsky is the noble identity. It is formed by non-arms nobility, fighting alongside their king by Żurawno (1676). Ossendovsky\u27s historiosophy in the novel Under the banner of Sobieski is aimed at opening the doors to the present and designating perspectives of the future. Contrary to Henryk Sienkiewicz (The Trilogy, 1883–1888), Ossendovsky does not write a novel mostly to \u27comfort hearts\u27. Stanislav Haykovsky is the author of three illustrations for the Ossendovsky\u27s novel, two of which are analysed by the author. Haykovsky creates interpretative, expressive illustration – to some extend also autotelic. As a battle painter, Haykovsky modifies some of the scenes created by Ossendovsky. He controls light, shade, halfshade in creating an inner world of a character. Haykovsky is also a master of body acting, the body of the knight
Discourses on governance of the teaching profession
Get PDFThis article will describe four discourses relating to external influences on the working conditions of educational professionals, discourses which also reflect the ways in which such professionals are perceived. The background is the development of Danish society and the Danish education system since World War II, but a great number of Western European countries, members of the OECD, have been strongly influenced by the same transnational agencies and have therefore been influenced in the same ways. As a result, the findings are also relevant for countries other than Denmark. The first discourse was constructed in the welfare state era, which lasted from World War II until the beginning of this century. In this discourse, teachers were supposed to act according to a democratic Bildung discourse. The second discourse overlapped the first in the competitive state era from 2000 onwards. In this discourse, teachers are supposed to act according to an agenda of effectiveness and accountability. The third and fourth discourses focus on learning outcomes and technologies in the marketplace: eduBusiness and data-driven digital discourses
General pedagogical knowledge of Austrian teachers
Get PDFGeneral pedagogical knowledge (GPK), as teachers\u27 basic professional knowledge, has a significant influence on sustainable learning and teaching. Rapidly accelerated processes of change encourage teachers to reflect on their GPK. The aim of this paper is to discuss the current understanding of Austrian teachers\u27 GPK in their everyday school practices and point out the challenges they experience. The study is based on a qualitative reconstructive approach that involves interviews and observations. Previous findings have shown that a reconstructive approach provides an understanding that complements existing studies and conceptualizations of GPK. The study also presents further outcomes in terms of the central meaning of interactional processes, a student orientation, and factors and challenges that influence GPK. The challenges involve in particular the requirements raised by current transformation processes and emphasize the necessity of a continuous process of professional learning
Teachers\u27 subjective perception of the prestige of their profession
Get PDFEmpirická studie se zabývá předškolním vzděláváním a přináší deskriptivní pohled na to, jak je podle učitelek mateřských škol vnímáno povolání, jehož jsou protagonisty. Pro vymezení teoretického konceptu výzkumu je využit rámec subjektivně vnímané prestiže učitelského povolání, a to v kontextu subjektivního sociálního statusu učitelství. Cílem výzkumu bylo tedy odhalit subjektivní percepci prestiže povolání u učitelek mateřských škol a reflektovat její kontexty. Při výzkumu byl metodologicky kombinován kvantitativní a kvalitativní přístup. Aplikací obsahové analýzy byla z pracována data z poslední otevřené otázky 21položkového dotazníku (n = 635) a 19 dokumentů, písemných vyjádření učitelek mateřských škol (v rozsahu 2000–2500 slov). V rámci obou metod účastnice výzkumu (výhradně ženy) reagovaly na otázku, jak se cítí být vnímány ve společnosti. Z výsledků je zřejmé, že i když hodnotí české učitelky mateřských škol své povolání jako společensky významné, na straně rodičů a veřejnosti vidí spíše profesní marginalizaci, spojenou s nedostatečným oceněním a jenom omezeným respektem. Širší kontexty nízké prestiže učitelství v mateřských školách jsou podle učitelek podmíněny feminizací učitelství, vyžadovanou kvalifikací a průměrným věkem učitelek či celkovou neinformovaností veřejnosti o předškolním vzdělávání. Zvyšování své prestiže podmiňují učitelky především inovacemi a reflexí svých didaktických postupů a kultivací vztahů s rodiči dětí.This empirical study deals with preschool education and provides a descriptive view of how preschool teachers describe society\u27s perception of their profession. The framework of the subjectively perceived prestige of the teaching profession was used to define the theoretical concept of research in the context of the subjective social status of teaching. The aim of the research was to reveal the subjective perception of the prestige of the profession of preschool teachers and to reflect its contexts. Methodologically, the research combined quantitative and qualitative approaches. Content analysis processed data that combined information from the last openended question on a 21-item questionnaire (n = 635) and 19 written statements by preschool teachers (2,000–2,500 words). In both methods, the participants in the research (women only) responded to the question of how they felt they were perceived in society. It is clear from the results that even though Czech preschool teachers evaluate their profession as socially important, they generally see professional marginalization associated with underestimation and limited respect on the part of parents and the public. The broader contexts of the low prestige of the profession and the status of teaching in kindergartens, according to the teachers, are caused by the feminization of preschool education, the required qualifications and the average teacher age, and the general public\u27s ignorance of preschool education. The respondents see ways to increase the prestige of their profession in embracing innovative approaches, reflecting their didactic practices, and cultivating relationships with the children\u27s parents
"Tis I, mother of my father" : the feminine principle and ancient Egyptian religious motifs in Gnosticism
No full textThis essay argues that scholarship on gnostic texts could strongly benefit from taking into greater account elements of autochthonous ancient Egyptian religious concepts when interpreting gnostic intellectual and ritual systems. The central argument focuses on conspicuously similar roles and characteristics of female characters in both gnostic and ancient Egyptian symbolism, as witnessed especially within the Egyptian theological and ritual traditions of the so-called Great Goddesses (Isis, Neith, and Hathor). As these immensely popular cults were contemporaneous with the presumed development of various gnostic systems, this essay argues for a direct Egyptian – gnostic influence. The textual analysis focuses on a comparison of Chapter 30 of the Adversus haereses of Irenaeus of Lyon (with appropriate references to original gnostic concepts and texts) with an Egyptian cosmogonic myth located in the temple of Khonsu in Karnak, proceeding then to the analysis of select passages of NHC VI,2 (The Thunder: Perfect Mind). The essay argues that in both ancient Egyptian and gnostic sources, female characters are described as: (1) primordial deities, creators of elementary principles governing creation; (2) being in a mutual relationship of createdness with a divine male creative principle/the world; (3) androgynous/gynandrous, begetting through some type of autoerotic activity; (4) taking on primordial serpentine forms; (5) rulers of the created world; (6) mediators with the ability to connect opposing principles; (7) ambivalent and – from the androcentric optics of these symbolic systems – as possessing deeply troubling, creative/destructive abilities. These ancient Egyptian concepts would have been disseminated among Gnostics living in Egypt – for example, during the massively popular public festivals of the various Great Goddess cults at their ritual centres at Phylae, Dendera, Edfu, and Saïs
