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In the beginning there was a home : the phenomenon of home as a source of inspiration for the actions of some of the members of Opus Bonum
Full text linkFor the exiles, who were active co-workers of the exile organization Opus Bonum, the phenomenon of the home was one of the most important issues in life. We will examine how this fact influenced the attitudes of the Opus Bonum meeting\u27s participants. We are interested in how much it was a conscious or, on the contrary, unreflected inspiration and whether its application in different social positions differs. We will outline the influence of the idea of a happy home on further work in exile on the examples of the priest Anastáz Opasek, lay Catholic activist Vladimír Neuwirth and art theorist Petr Spielmann
The dual concept of national identity : Erazim Kohák and Pavel Tigrid
Full text linkThe contribution will focus on the philosophical conception of cultural and national identity of Erazim Kohák and journalistic thinking of the history of Pavel Tigrid in 20th century. In both cases, the aim is to find the concept of national identity. Kohák formulated his concept clearly and peculiarly in the book Hearth and Horizon (2009), Pavel Tigrid somewhat indefinitely in the book Pocket Guide of an Intelligent Woman After Her Destiny (1988). Both authors were political exiles after February 1948. In terms of opposition to the Communist regime, Kohák and Tigrid represent not only prominent figures, but also a sample of diversity, which was characterized by anti-communist exile
[Rossano, Matt J. Ritual in human evolution and religion: psychological and ritual resources]
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Al\u27fred Bem on Dostoevskij : from biography to dictionary : the influence of psychoanalysis in literary studies
No full textAl\u27fred Bem, poussé à l\u27émigration par la révolution d\u27Octobre, a prolongé en exil les travaux entamés en Russie. Le contexte scientifique centre-européen a sans doute donné à ses recherches une nouvelle tournure. Dans les écrits qu\u27il a consacrés à Dostoevskij, par exemple, le philologue russe interroge les liens entre littérature et psychanalyse. Afin de restituer une partie de ses lectures de Dostoevskij à la lumière de la psychanalyse, nous nous arrêterons sur ses analyses et préciserons quelles notions il a développées – telles que les rêves-oeuvres, la dramatisation du délire. En quoi cette approche est-elle particulière, à une époque où, d\u27une part, Dostoevskij bénéficie d\u27un intérêt notable en Europe et, de l\u27autre, la psychanalyse, elle aussi en vogue, est utilisée dans d\u27autres domaines de la littérature ? S\u27intéresser aux influences qui ont pu jouer sur l\u27écriture savante d\u27Al\u27fred Bem, et notamment celles du psychiatre Nikolaj Osipov, nous permettra de répondre à cette question. De même, la réception de Bem dans la Tchécoslovaquie apporte un éclairage sur l\u27originalité de ses travaux et le poids que l\u27exil a eu sur son analyse de Dostoevskij.Al\u27fred Bem, forced to emigrate by the October Revolution, continued in exile the work he had begun in Russia. The Central European scientific context undoubtedly gave his research a new twist. In the writings that he devoted to Dostoevskij, for example, the Russian philologist questions the links between literature and psychoanalysis. In order to restore a part of his readings of Dostoevskij in the light of psychoanalysis, we will stop on his analyses and specify which notions he developed - such as the mystery of a biography, the dream-works, the dramatization of delirium. To what extend is this approach particular, at a time when, on the one hand, Dostoevskij is enjoying a notable interest in Europe and, on the other hand, psychoanalysis, also in vogue, is being used in other fields of literature? Looking at the influences that may have played on Al\u27fred Bem\u27s scholarly writing, particularly those of psychiatrist Nikolaj Osipov, will allow us to answer this question. Similarly, the reception of Bem in Czechoslovakia sheds light on the originality of his work and the weight that exile had on his analysis of Dostoevskij
The construction of Slovak identity in the community of re-emigrants from Bukovina to Czechoslovak Republic
Full text linkThe article concerns itself with the evolution of the perception of the affiliaton with the "old country" among the Bukovina Slovaks before 1947, and namely with the retrospective construction of the myth of the preservation of identity in abroad post reemigration to Slovakia in 1947
Psychometric properties of The Teacher Efficacy for Inclusive Practices (TEIP) questionnaire : adapting the czech version of the scale for pre-school teachers
Full text linkMezinárodně široce využívaný dotazník Teacher Efficacy for Inclusive Practices (TEIP, Sharma et al., 2012; do češtiny přeloženo jako "Zdatnost učitele v inkluzivních postupech") byl jedním z prvních dotazníků, který byl vyvinut pro účely sebeposouzení vlastní vnímané zdatnosti (self-efficacy) u učitelů v implementování inkluzivních postupů ve vzdělávání. Psychometrické vlastnosti dotazníku byly ověřeny v řadě validačních studií, v českém výzkumném kontextu však dosud nebyly blíže analyzovány. Cílem této studie je přinést informace o průběhu a výsledcích adaptace dotazníku TEIP za účelem jeho využití v českém prostředí a předložit empirické důkazy o konstruktové validitě (faktorové struktuře), reliabilitě a o invarianci měření nástroje, který byl administrován na dostupném vzorku 628 učitelů z celkem 160 běžných mateřských škol (MŠ). Výsledky získané konfirmační faktorovou analýzou prokázaly existenci hierarchické struktury české verze nástroje. Osmnáctipoložkový dotazník po vzoru originální anglické verze měří subjektivní vnímanou zdatnost učitele v oblasti inkluzivních postupů, zdatnost zvládat rušivé chování dětí ve výuce a zdatnost spolupráce. Tyto tři specifické faktory zároveň reprezentují jeden obecný dominantní faktor vyššího řádu. Prokázána byla rovněž vysoká reliabilita nástroje, plná striktní invariance měření pro srovnávané skupiny učitelů MŠ z hlediska jejich věku a nejvyššího dosaženého vzdělání a také relativně vysoká úroveň vnímané zdatnosti učitelů ve vztahu k implementaci inkluzivních postupů. Dotazník lze doporučit jak pro účely pedagogického výzkumu, tak pro účely pedagogické diagnostiky v praxi. Další využití nástroje, podněty pro budoucí výzkumy a limity studie jsou diskutovány.Widely used internationally, the Teacher Efficacy for Inclusive Practices questionnaire (TEIP, Sharma et al., 2012) was one of the first instruments to be developed to evaluate teacher self-efficacy in the implementation of inclusive practices in education. While the psychometric properties of the questionnaire have been verified in a number of validation studies, the properties have not yet been subjected to a detailed analysis in the Czech research context. The aim of this study was to provide information on the development and results of the adaptation of the TEIP questionnaire for use in the Czech environment. To this end, the study presents empirical evidence of the construct validity (factor structures), reliability, and measurement invariance of the tool, which was administered on an accessible sample of 628 pre-school teachers based in 160 schools. The results obtained by confirmatory factor analysis demonstrated the existence of a hierarchical structure in the Czech version of the instrument. The 18-item questionnaire, modeled on the original English version, measures the teacher-respondent\u27s subjective perceived selfefficacy in using inclusive instructions, in managing children\u27s disruptive behavior in teaching, and in collaboration. These three specific factors in turn represent one general higher order dominant factor. The high reliability of the tool, the strict invariance of measurements for the compared groups of pre-school teachers in terms of their age and highest level of education, and the relatively high level of self-efficacy of the teachers in relation to the implementation of inclusive practices were demonstrated. The questionnaire can be recommended both for purposes of pedagogical research and for pedagogical diagnostics in practice. Further uses of the tool, suggestions for future research, and study limitations are discussed